th
Photo:
B.
Swartz

Created
by
Bethany
Swartz
–
August
2009
 2

With the evermounting pressures on data collection and student performances, more and more attention is focused on specific content expectations and what teachers can do to change teaching practices so students retain information and meet the standards set forth by the Michigan Department of Education. One option for change in teaching is using an integrated curriculum model to incorporate the Grade level Content Expectations
(GLCEs). “Through this integration, teachers expect students to understand the connections between the disciplines and their relationship to the real world. The program reports a positive impact on achievement for students who participate (Drake & Burns,
2004, p. 9). In additon to increasing student achievement, teachers who use “integrated units usually create inviting classrooms that engage students in meaningful learning.”
They “…actually enhance learning” (Drake & Burns, 2004, p. 30).
Being in an elementary self-contained classroom setting, I chose to integrate this curriculum by using the common theme of honeybees and pulling the identified GLCEs and applying them to this unit. By using the KNOW/DO/BE framework (Drake & Burns,
2004) as my main model, the major goals of this unit are listed below.
KNOW: “Bees are a life lesson. We have much to learn about and from them” (Caron,
1999, p. I.9). Students should broaden their knowledge of honey bees. They will move from basic facts up through larger concepts and make generalizations about the impacts of honeybees on our environment.
DO: Eight focused lessons provide visual, auditory, and kinesthetic (hands-on) learning with extensions to provide students exposure to several aspects of honey bees. This intergrated unit incorporates the subjects of science, math, language arts, and technology.
BE: Bees and wasps have gotten a “bad rap” and negative image because of their ability to sting and cause fear in many children. Caron remarks that, “…a lot of people know something about honey bees. Bees have been admired, studied, cultured, feared and valued, but not always understood” (p. I.3). At the conclusion of this unit, I hope that students will view the honey bee not as an enemy, but instead as a friend and advocate.
I also kept in mind the aspects of backwards design when creating my pre/post test and what I wanted the students to achieve. After that, I designed my lessons to help me reach my goal.
Created
by
Bethany
Swartz
–
August
2009
 3

This unit is designed to engage student’s curiosity and expose them to the importance of the honeybee in our environment. Students have eight activities and also several opportunities for extensions that introduce the basics. Since this unit is designed to be a portion of fourth grade Grade Level Content Expectations (GLCEs) review for MEAP, and run at the very beginning of fifth grade, formal assessments were not designed for the end of every lesson. Instead, a formal pre/post assessment and informal assessments such as diagrams, discussions, and kinesthetic projects have been planned.
A tool such as classroom or small group discussions can easily assess student understanding. By having students work as a whole class, in small groups, and individually throughout this unit, they will have a variety of different environments to learn from. During these learning opportunities, teachers can observe how students are progressing and determine if concepts will need to be reviewed or retaught in a different way based on student participation and answers during the end of the activity discussion.
Using this method, gaps in knowledge can be quickly addressed and misconceptions can be corrected the same day or soon thereafter.
The specific GLCEs for this unit were chosen by reviewing prior MEAP data from cohort groups using the 2007 and 2008 fifth grade MEAP test and highlighting questions that were answered incorrectly by 70% or less of the students. After the data was identified, fourth grade teachers were presented the list and identified which GLCEs were the most important to reteach/review based on their experience with this specific group of fourth grade students.
To summarize, the three main goals for this unit include:
1. Having students acquired a new knowledge of honeybees and their importance in the environment.
2. To review math, science, technology, and language arts GLCEs for fourth grade that are required by the Michigan Department of Education and assessed on the MEAP test in
October.
3. By using this unit and presenting the information through a series of integrated and engaging activities, students will retain the information and show an improvement in
MEAP scores. (An improvement will be determined when analyzing the 2009 fifth grade
MEAP data results for the specific GLCEs addressed in this unit.)
Created
by
Bethany
Swartz
–
August
2009
 4

Fill out the appripriate letter on your answer sheet and please pay close attention to the numbering. (In columns , not rows.)
1. Which is the correct order for complete metamorphosis of an insect?
A. egg, pupa, larva, adult
B. adult, egg, pupa, larva
C. adult, egg, larva, pupa
D. egg, larva, pupa, adult
3. Plants and animals need what to survive?
A. Air and Water
B. Energy
C. Space
D. All of the above
2. Using the ruler provided, about how many millimeters is the bee’s abdomen length?
A. 10 mm
B. 1 cm
C. 14 mm
D. 15 cm
4. Which shape is a hexagon?
A. B.
C. D.
Created
by
Bethany
Swartz
–
August
2009
 5

5. Honeybees are born with different physical traits to perform their jobs. Why does a queen have a long abdomen?
A. So she is bigger than the male bees
B. So beekeepers can find her easily on the frame.
C. So the worker bees know she is the leader.
D. So she can lay eggs at the bottom of the cells.
8. What is the area of this shape?
8 in
2 in
A. 20 sq in
B. 16 sq in
C. 10 sq in
D. 18 sq in
6. Which is the best estimation of the average number of honeybees in a healthy hive in mid-summer?
A. 64, 345
B. 6, 500
C. 60,000
D. 600
9. Which food chain is part of this web?
7. What is the perimeter of this shape?
6 cm
6 cm
A. 36 cm
B. 12 cm
C. 24 cm
D. 18 cm
A. Sun
B. Sun
C. Sun
D. Sun
→
→
→
→
Sunflower
Violet → Honeybee
Sunflower
→
→
Honeybee
Blue Jay
→ Hawk
Honeybee
→
Skunk
→
→
→
Hawk
Skunk
Hawk
Created
by
Bethany
Swartz
–
August
2009
 6

10. What is the closest estimate of the area of the flower?
A. 4 sq units
B. 7 sq units
C. 12 sq units
D. 10 sq units
13. Using the ruler provided, about how many inches is the bee wing’s length at its longest point?
A. 1 ½ in
B. 2 ¼ in
C. 2 in
D. 2 ½ in
11. Which is having a negative effect on the population of honeybees?
A. Wind
B. Too many flowers
C. Varroa mite
D. Global warming
14. Which trait of a flower does not differ when comparing two flowers of the same variety?
A. Color
B. Size
C. Leaf shape
D. None of the above
12. A beekeeper harvests too much honey in the late fall. What is most likely to happen to the hive?
A. It will make a new queen
B. It will run out of food by spring
C. Only the drones will survive
D. The workers will make new honey
15. What is an example of environmental change that could disrupt a food web over time?
A. New building construction in a field
B. A rainstorm
C. A population surplus of deer
D. Humans bird watching a hawk
Created
by
Bethany
Swartz
–
August
2009
 7

16. Which computer program would you choose to create a graphic organizer?
A. MS Word
B. PowerPoint
C. iPhoto
D. Inspiration
19. What is the mean of the mites based off the graph below?
A. About 41
B. 207
C. 15
D. 12-80
17. Bees use which shape to create the cells in their hive?
A. Octagon
B. Square
C. Hexagon
D. Pentagon
20. What can you conclude about Hive #3 and #4 from the graph below?
A. They have a screen bottom board.
B. They have a solid bottom board.
C. The population is not too bad.
D. The bees will not survive the winter.
18. What type of graph is shown below?
A. Circle Graph
B. Pictograph
C. Line Graph
D. Bar Graph
Created
by
Bethany
Swartz
–
August
2009
 8

Name: ___________________________
Adventure With Bees Pre/Post Test
Please write the letter in the blank provided.
1.
___A___
2.
___C___
3.
___D___
4.
___A___
5.
___D___
6.
___C___
7.
___A___
8.
___B___
9.
___C___
10.
___B___
11.
___C___
12.
___B___
13.
___B___
14.
___D___
15.
___A___
16.
___D___
17.
___C___
18.
___D___
19.
___A___
20.
___B___
Created
by
Bethany
Swartz
–
August
2009
 9

Name: _______________________
Adventure With Bees Pre/Post Test
Please write the letter in the blank provided.
1.
______
2.
______
11.
12.
______
______
3.
______
4.
______
5.
______
6.
______
7.
______
8.
______
13.
14.
15.
16.
17.
18.
______
______
______
______
______
______
9.
______
10.
______
19.
______
20.
______
Name: _______________________
Adventure With Bees Pre/Post Test
Please write the letter in the blank provided.
1.
______
2.
______
11.
12.
______
______
3.
______
4.
______
5.
______
6.
______
7.
______
8.
______
13.
14.
15.
16.
17.
18.
______
______
______
______
______
______
9.
______
10.
______
19.
______
20.
______
Created
by
Bethany
Swartz
–
August
2009
 10

Quick Summary: Students will observe and compare bees.
They will also sketch, label, and measure specific parts.
GLCEs Addressed:
4 th Grade:
Math:
M.UN.04.01
Measure using common tools and select appropriate units of measure.
Science:
S.IP.04.14
Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker).
S.IP.04.15
Make accurate measurements with appropriate units
(millimeters, centimeters, meters, milliliters, liters, Celsius, grams, seconds, minutes) for the measurement tool.
L.EV.04.21
Identify individual differences (color, length, size, wing size, leaf shape) in organisms of the same kind.
Materials/Resources Required:
• Metric Rulers
• Dead Bees for observation
• Microscope/magnifying glass
• Colored pencils
• Tweezers/Toothpicks (objects for manipulating bee)
• Bee journal lesson1.doc
page
• Teacher computer and/or document projector for student prelesson
• Timer/clock (optional for classroom management)
Created
by
Bethany
Swartz
–
August
2009
 11

Lesson Breakdown:
1. Taking 15 (or more, depending) minutes introduce honeybee anatomy to your class.
Using the document projector, show the bee magnified on the screen. Identify parts
( Wing,
thorax,
leg,
antennae,
head,
abdomen,
compound
eye,
stinger,
pollen
baskets) and provide functions and facts on each as you explain. Enhance your lesson by referring to these websites as needed:
(It will be helpful to load/bookmark pages & images prior to your lesson) http://www.enchantedlearning.com/subjects/insects/bee/Honeybeecoloring.shtml
http://statelibrary.ncdcr.gov/NC/SYMBOLS/images/honeybee.jpg
http://advocacy.britannica.com/blog/advocacy/wp‐content/uploads/honeybee‐
on‐flower.jpg
2.
Model
for
students
using
the
document
projector
how
to
measure
(and
round
if
 necessary)
the
length
of
parts
in
millimeters
and
ask
the
difference
on
the
ruler
 between
different
metric
measuring
lengths.

Have
students
make
some
specific
 observations
about
the
bee
you
are
modeling
with
aloud.
3.
Divide
students
into
teams
or
group.

Pass
out
dead
bees
(after
stating
safety
 expectations
to
class)
and
tools
for
manipulating
and
observing
the
specimens.

Pass
 out
journal/recording
worksheet
page
and
explain
the
three
goals
of
their
work
time.
4.
Monitor
the
room
and
provide
assistance
where
needed.

Encourage/remind
 students
to
“take
a
closer
look”
using
microscope
and
magnifying
glasses
provided.
Make
sure
students
stay
on
task
by
announcing
time
reminders
or
 setting/projecting
a
visual
timer*.

(At
the
end
of
the
allotted
time,
survey
your
class
 and
add
additional
time
if
necessary.)
*Free
countdowns
are
available
online:
 http://www.vickiblackwell.com/timer.html
http://www.timeme.com/
Multiple
styles
of
timers
available
for
purchase:
http://reallygoodstuff.com
5.

At
conclusion
of
lesson,
provide
time
for
classroom/team
sharing
and
reflection.
Have
students
summarize
what
the
learned
and
observed.

Revisit
focus
areas
as
 needed.
Created
by
Bethany
Swartz
–
August
2009
 12

Quick Summary: Students will learn about complete metamorphosis of several different insects.
GLCEs Addressed:
4 th/5th Grade:
English Language Arts:
L.RP.04.05
Respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.
Science:
K-7 Standard L.OL
Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy.
Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics.
Understanding that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.
S.IP.04.12
Generate questions based on observations.
Materials/Resources Required:
• Colored pencils/markers
• Chart paper or whiteboard access for class KWL
• Bee journal lesson2.doc
page (as needed) or science notebooks
• Teacher computer hooked to TV or projector
• Internet access to TeacherTube and United Streaming
Created
by
Bethany
Swartz
–
August
2009
 13

Lesson Breakdown:
1. With the whole class, begin KWL (What you Know, What you Want to know, What you have Learned) about complete metamorphosis. Have students share information and fill out “What you Know…” portion. Collect at least 5 facts if possible. Make sure students agree if it is a fact they know is true. If the class is not sure if it is a fact, have students rephrase it ask a question to be answered in the “What we Want to know…” section of the chart.
2. Show students a video clip [9:56] on bee metamorphosis: http://teachertube.com/viewVideo.php?video_id=32607&title=Honey_Bees_Life_Cycle
After the movie clip, draw a circular cycle of bee metamorphosis on the board or chart paper. Have students copy diagrams into journals or notebooks. (See lesson 2 journal sheet and copy for students as needed.) Label each stage using the appropriate vocabulary: egg, larva, pupa, and adult. Revisit the days needed in each stage for a worker bee. Prompt classroom discussion by asking the following questions:
-What can we add to our KWL chart?
-What other insects follow this pattern/life cycle change of complete metamorphosis?
(ex: butterfly, moth, beetle, ant)
Teacher Note: Be aware and familiar with insects such as dragonflies, mayflies, grasshoppers, cockroach, etc. that have incomplete metamorphosis (egg, nymph, adult) and explain to students if needed.
3. Using student discussion, explain how you are going to explore another complete metamorphosis cycle of the butterflies/moths. Show the video clip The Lives of
Butterflies and Moths [11:32] from United Streaming (subscription needed) or find an equivalent clip online. After the clip, draw a circular cycle of butterfly/moth metamorphosis on the board or chart paper. Label each stage using the appropriate vocabulary: egg, larva (caterpillar), pupa (chrysalis/cocoon), and adult. Have students copy into journals or notebooks.
4. At conclusion of lesson, compare similarities between the two life cycles. Provide time for classroom sharing and reflection. During this, have students complete the KWL chart “What you have Learned…” Revisit focus areas as needed. Visit online or share information to answer any lingering questions still remaining in the “What we want to
Know…” area of the KWL. (Or any questions students may still have unanswered or need clarification on that may arise during wrap-up discussion.)
Created
by
Bethany
Swartz
–
August
2009
 14

Quick Summary: Students will observe and collect data
(perimeter/area) on various flowers. They will also learn the purpose of the various flower parts.
Lesson Adapted from: Activity #8: Flower Surgery
GLCEs Addressed:
4 th Grade:
Math:
N.FL.04.34
Estimate the answers to calculations involving addition, subtraction, or multiplication.
M.TE.04.06
Know and understand the formula for the perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas.
Science:
L.OL.04.15
Determine that plants require air, water, light, and a source of energy and building material for growth and repair.
L.EV.04.21 Identify individual difference (color, leg length, size, wing size, leaf shape) in organisms of the same kind.
Materials/Resources Required:
• Various lilies, irises, petunias, or other flower including stems and leaves
• Magnifying glasses
• Graph paper (small centimeter or appropriate size)
• Rulers
• Bee journal lesson3.doc
page
• Teacher computer hooked to TV or projector
• Internet access to United Streaming
Created
by
Bethany
Swartz
–
August
2009
 15

• Honey Bees-Flower Surgery Sheet pages 34-37
Lesson Breakdown:
1. Divide students in pairs or small teams and pass out flowers. Have students observe and discuss differences between types of flowers. Begin by having students sort the flowers into different groups (ex: can be size of leaves, shape of leaves, color of petals, etc.)
2. Ask students how the plant gets its energy. Hopefully, students will recall photosynthesis that has been taught in prior grade. Discuss which parts of the plant collect the sunlight and discuss the surface area of leaves. During discussion, show students these diagrams of photosynthesis/use for additional information if needed:
Basic: http://grapevine.net.au/~grunwald/une/KLAs/science/irrigation-photosynthesis.gif
Medium: http://bioweb.uwlax.edu/bio203/s2009/herman_jaci/images/photosynthesis.jpg
Advanced: http://www.bio.miami.edu/~cmallery/150/phts/c8.10x21.overview.jpg
Have students determine the area first by estimating, using a ruler and tracing on a piece of graph paper, and then counting the square centimeters. Record your group results on the board for one leaf and discuss results.
3. Now have students examine the flower. Have them predict what the parts do and provide them with a description of each and its purpose. (Refer to pollination
PowerPoint or Glossary of Flower Parts worksheet.) Model dissection using the document projector as students explore their flowers.
4. Jigsaw students into teams and give each team a focus question to present on. Make sure to give students their questions before the following video clips from United
Streaming:
Bees and Plants [10:59]
World of Nature: Spreading the Pollen [15:00]
Questions:
-Why is it important for plants to be pollinated?
-How do bees spread pollen from flower to flower?
-What are some other insects that may pollinate flowers—how do they do it?
-What are some ways flowers attract pollinators?
-What do bees visit flowers to get? What parts of her body help her?
5. After video, allow students to discuss with their team and come up with their best answer to their question. Have them record their question and answer in their journals.
Students may share with the class orally or create quick small group presentations
Created
by
Bethany
Swartz
–
August
2009
 16

depending on time.
Extensions:
‐Have
students
press
the
pieces
of
the
flower/plant
and
glue
onto
paper
or
place
 into
their
notebook
and
label
the
parts.
‐Provide
a
honey
tasting
opportunity
(honey,
creamed
honey,
and/or
comb
honey)
 and
discuss
how
honey
is
locally
used
or
produced.

Local
honey
can
be
purchased
from
 http://www.honeyflowfarm.com/honeyfarm.php
(Note:
This
is
our
speech
 teacher’s
family
business
farm.)
Created
by
Bethany
Swartz
–
August
2009
 17

Quick Summary: Students explore the diversity of pollen, plants, and fruit produced in a food web.
GLCEs Addressed:
4 th Grade:
Technology:
By the end of Grade 5 each student will:
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
Science:
L.EC.04.11 Identify organisms as part of a food chain or food web.
L.EC.E.2 Changed Environment Effects- When the environment changes, some plants and animals survive to reproduce; others die or move to new locations.
L.EC.04.21 Explain how environmental changes can produce a change in the food web.
Materials/Resources Required:
• Movie: Pollinator Pyramid (also available streaming online for free)
• Internet Access/Computers to Wikipedia “pollen source”
• Student computers (one per student or one per two students)
• Inspiration or Kidspiration Program
• Document projector
• Activity lesson4.doc
page
• Teacher computer and/or document projector for student prelesson
Created
by
Bethany
Swartz
–
August
2009
 18

Lesson Breakdown:
1. Introduce students to the concept of bee pollination show them the short video:
Pollinator Pyramid. Lead a short discussion afterwards on what students learned about bees eat and what food they produce.
2. Following this discussion, revisit the terms producer, consumer, and decomposer
(which students should have had exposure to already). Pass out the Activity Sheet and using overhead projector, complete with the class. (Have students come to the projector to model.)
3. Now it’s the students’ turn to research new plants and make a food web specific for bees. Using the back of the food web worksheet, they can draw and sketch a new food web. First, take them to the Wikipedia search “pollen source” http://en.wikipedia.org/wiki/Pollen_source . Explain how plants are named, point out trees/flowers, how the chart is arranged by bloom times, pollen colors, etc. Another great resource for more background information students can use is the Michigan State
University’s native plants/pollination and bees website www.nativeplants.msu.edu
. Have them choose and look at least three different plants to include on their web. They can also search for bee predators online to help complete their web diagram.
4. Once they have their food webs sketched, have them capture images offline and insert then into Inspiration to make a food web. Use the attached rubric to grade assignments
and display for students to view.
Created
by
Bethany
Swartz
–
August
2009
 19

Student Name: _____________________________________
CATEGORY
Content
4
Three or more new plants or animals are used in the food web.
Pictures or clipart for each has been captured from online.
3
Two new plants or animals are used in the food web.
Pictures or clipart for each has been captured from online.
2
One new plant or animal is used in the food web. A picture or clipart for each has been captured from online.
Drawing/clipart
+ details
Labels
All assigned details have been added.
The details are clear and easy to identify.
Arrows are showing flow of energy in the correct direction.
Every item that needs to be identified has a label. It is clear which label goes with which structure.
Names of specific plants and animals are under correct clipart.
Includes honeybee.
Almost all assigned details (at least
85%) have been added. The details are clear and easy to identify. Arrows are showing flow of energy in the correct direction.
Almost all items
(90%) that need to be identified have labels. It is clear which label goes with which structure. Names of plants and animals are under correct clipart.
Includes honeybee.
Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.
Arrows are showing flow of energy but may not be in the correct direction all of the time.
Most items (75-89%) that need to be identified have labels.
It is clear which label goes with which structure. General names of specific plants and animals are under correct clipart.
Includes honeybee.
Spelling
Title
All words are spelled correctly in the title, labels and caption/descriptions.
Title is informative, centered, and larger than other text.
All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.
Title is informative and larger than other text.
Some common words are misspelled either in the title, labels or description. 3-4 scientific words may be misspelled.
Title is informative and centered.
1
No new plants or animals are used in the food web. Plants or animals are from the samples shared in class. A picture or clipart for each has been captured from online.
Fewer than 85% of the assigned details are present OR most details are difficult to identify. Arrows are missing or pointed in a direction that does not show the correct transfer of energy.
Less than 75% of the items that need to be identified have labels
OR it is not clear which label goes with item. Names of plants and animals are not complete or incorrect.
Honeybee may or may not be present in web.
Many common words are misspelled either in the title, labels or description. 5 or more scientific words may be misspelled.
The title is incomplete and does not clearly indicate what organism is pictured.
Created
by
Bethany
Swartz
–
August
2009
 20

Quick Summary: Students will observe various geometric shapes through pictures and calculate area and volume.
This is also an opportunity to inform students on facts and background information on the insect, beekeeping, bee products, and culture aspects.
GLCEs Addressed:
4 th Grade:
Math:
G.GS.04.02 Identify basic geometric shapes including isosceles, equilateral, and right triangles, and use their properties to solve problems.
Technology:
By the end of Grade 5 each student will:
3. use a variety of technology tools and applications to promote creativity
Materials/Resources Required:
• Promethean board or access to PowerPoint w/projector
• PowerPoint slideshow
• Lesson Five pictures
• Whiteboards or lined paper
• Optional: 2D and 3D polygon/geometric manipulative sets to model with
Lesson Breakdown:
1. Using the Promethean board, load the slideshow program and select writing tool for students.
Created
by
Bethany
Swartz
–
August
2009
 21

2. Using one picture at a time, provide background information/facts that support each slide. Have students look for polygons. Give students ample time to record which shapes they see on paper or whiteboards.
3. Once students are finished with their “I Spy,” have students identify and trace on the
Promethean Board on the picture using the pencil tool. Rotate students by using popsicle sticks so each student has at least one chance to use this interactive technology.
4. Repeat this process for each picture and allow time for student questions before
continuing to the next picture. Pass around and use the 2D and 3D geometric manipulatives to further reinforce shapes and provide another level of hands-on learning.
Created
by
Bethany
Swartz
–
August
2009
 22

Quick Summary: Students will create 3D representations of a hive using different polygon shapes. Based on their models, students will conclude why hexagons are the most effective shape for building.
Lesson Adapted from: Activity #6 The Hive
GLCEs Addressed:
4 th Grade:
Math:
G.GS.04.02 Identify basic geometric shapes including isosceles, equilateral, and right triangles, and use their properties to solve problems.
G.SR.04.03 Identify and count the faces, edges, and vertices of basic three-dimensional geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces.
Science:
L.OL.E.1
Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair.
Materials/Resources Required:
• Construction paper in various colors
• Rulers
• Tape or Glue
• Balloons (various small sizes)
• Honey Bees-The Hive Activity Sheet pages 29 + 30
• Teacher computer and/or document projector for student prelesson
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• Optional: 2D and 3D polygon/geometric manipulative sets to model with
• Timer/clock (optional for classroom management)
Lesson Breakdown:
1. Together as a class, define polygon, diameter, and circumference. Also sketch/identify a triangle, square, hexagon, pentagon, and octagon on the board or projector. Use manipulatives to reinforce geometric concepts.
2. Explain that all the shapes students will build will have the same circumference (~9 in.) and have students determine approximately how long each side of the polygon will be.
3. Divide students into teams. Pass out 5 different colored construction paper and have them measure and cut strips for the 3D shape assembly.
4. Take students through assembling each shape one at a time. Use document projector to model if possible. Team members can assist students who may need guidance if teacher is working with another group.
5. Once multiple 3D shapes are assembled, have students arrange (tessellate) shapes to fit together in the smallest area available. Have students model to class using projector.
Once teams determine the best design, glue together. Repeat this process for all shapes.
6. Give students a few balloons and have them inflate to approximately 1, 1.5, and 2 inches diameter. These balloons represent different stages of bee larva. Discuss how bees also store pollen, larva, and honey in cells. Which polygon structure is best for the bees? Discuss benefits and drawbacks of each shape. (i.e. wastes space, larva not fitting, etc.)
7. Note to teacher: Assembled 3D models can be collected and displayed on a math
bulletin board next to vocabulary words used in this lesson.
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Bethany
Swartz
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August
2009
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Quick Summary: Students will explore the different roles of the worker bee, drone, and queen. They will complete a short lesson on voice speaking as a member of the hive.
GLCEs Addressed:
4 th Grade:
ELA:
W.PS.04.01 exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).
L.CN.04.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.
Science:
K-7 Standard L.EV: Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.
L.EV.E.2 Survival- Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
L.EV.04.21 Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. *
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wing size, leaf shape) in organisms of the same kind. *
Materials/Resources Required:
• Honeybee cards from the University of Nebraska-Lincoln
• Writing journal or blank lined paper
• Editing and revising pencils
• Teacher computer and/or document projector for student prelesson
• Timer/clock (optional for classroom management)
Lesson Breakdown:
1. Pass out cards and have students share what they know and additional information from the back of the honeybee cards to complete a chart on the overhead or whiteboard on the roles of each bee in the hive. While creating this chart, make sure that physical differences of each worker is listed and review if needed.
2. Using the 6 + 1 Traits Voice guidelines, have students compose a short explanation of a bee’s job in the hive using the voice of that specific bee. These can intended to be rough drafts only and can be revised and worked on later in an extension activity.
3. Have students volunteer to share their writing aloud and have peers provide two stars and a wish (orally) to help improve their writing. Also use the 6+1 Traits voice rubric to analyze where each student is by having them score their piece before you also score it using the rubric.
Extension: Have students go through the entire writing process by having them expand, edit, revise, and creatively publish their pieces. The Utica Community Schools 6+1
Traits rubric can be use to access whole and finished writing pieces. Students could also turn these into a short book or comic or integrate this into an art class activity.
Created
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Bethany
Swartz
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August
2009
 26

Quick Summary: Students will learn how mites are effecting the populations of feral honeybees. They will use collected data to create a bar graph.
GLCEs Addressed:
4 th Grade:
Math:
D.RE.04.01 Construct tables and bar graphs from given data.
D.RE.04.02 Order a given set of data, find the median, and specify the range of values.
D.RE.04.03 Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets.
Science:
S.IP.04.16 Construct simple charts and graphs from data and observations.
S.IA.04.11 Summarize information from charts and graphs to answer scientific questions.
Materials/Resources Required:
• Graph paper
• Colored pencils
• Ruler (one per student)
• Mite data document
• Teacher computer and/or document projector for student prelesson
• Timer/clock (optional for classroom management)
Created
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Bethany
Swartz
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August
2009
 27

Lesson Breakdown:
1. Engage students by taking them to: http://picasaweb.google.com/bees.msu/BeeClassBeaverIsland# and explaining what mites are doing to honeybee hives and how mite counts are done to observe populations.
2. Copy mite data for each student or place copy on document projector or overhead.
Explain screen boards in the hive and point out which hives wintered over and which are new hives from the spring.
3. Have students create a bar graph comparing mite populations for each hive. Take students through the graph vocabulary (x-axis, y-axis, plot point, scale, etc.) and have students use rulers to insure straight lines. Have students make a key and identify each hive using a different colored pencil.
4. Once students are done with their graph, have them analyze each graph by answering the following sample questions:
-Which hive has the highest mite population, why do you think this is so?
-What can you conclude when you compare the new spring hives with the hives that survived the winter?
-How can you determine the mean population of the mites in this area? What is the mean population?
Have students ask any questions they may still have about this data.
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Student Name: ___________________________________
CATEGORY 4
Title Title is creative and clearly relates to the problem being graphed
(includes dependent and independent variable). It is printed at the top of the graph.
Accuracy of
Plot
Key
All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program.
Key is well organized, color coded, accurate, and easy to read.
3
Title clearly relates to the problem being graphed (includes dependent and independent variable) and is printed at the top of the graph.
All points are plotted correctly and are easy to see.
Data in the key is organized, accurate, and easy to read.
The X axis has a clear label that describes the units.
Labeling of
X axis
Labeling of
Y axis
Neatness and
Attractiveness
The X axis has a clear, neat label that describes the units used for the independent variable.
(Hive)
The Y axis has a clear, neat label that describes the units and the dependent variable.
(Mites)
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.
Scale is equally spaced.
The Y axis has a clear label that describes the units.
Neat and relatively attractive. A ruler and graph paper
(or graphing computer program) are used to make the graph more readable.
Scale is equally spaced.
2
A title is present at the top of the graph.
1
A title is not present.
All points are plotted correctly.
Data in the key is accurate and easy to read.
The X axis has a label, but it may be inaccurate or incomplete.
The Y axis has a label, but it may be inaccurate or incomplete.
Lines are neatly drawn but the graph appears quite plain.
Scale may have space variations.
Points are not plotted correctly
OR extra points were included.
Data in the key is not accurate and/or cannot be read.
The X axis is not labeled.
The Y axis is not labeled.
Appears messy and "thrown together" in a hurry. Lines are visibly crooked.
Scale may not be correct.
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Swartz
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References:
Butterflies and Bees. Discovery Channel School. (2001). Retrieved August 19, 2009,
from Discovery Education: http://streaming.discoveryeducation.com/
Caron, D. M. (1999). Honey bee biology and beekeeping . Cheshire, CN: Wicwas Press.
Culham, R. (2003). 6 + 1 traits of writing . New York, NY: Scholastic Inc.
Drake, S., & Burns, R. (2004). Meeting standards through integrated curriculum .
Alexandria, VA: Association for Supervision and Curriculum Development.
Examples of Insects That Undergo Complete Metamorphosis. Peter Matulavich
Productions. (2001). Retrieved August 19, 2009, from Discovery Education: http://streaming.discoveryeducation.com/
Four Stages of Complete Metamorphosis: Egg, Larva, Pupa, Adult. Peter Matulavich
Productions. (2001). Retrieved August 19, 2009, from Discovery Education: http://streaming.discoveryeducation.com/
Honey Bees Life Cycle [Video]. (2008). Retrieved August 20, 2009, from http://teachertube.com/viewVideo.php?video_id=32607&title=Honey_
Bees_Life_Cycle
Honeyflow Farm. (2009.) Retrieved August 21, 2009, from http://www.honeyflowfarm.com/honeyfarm.php
Landis, D., Fiedler, A., Isaacs, R., & Tuell, J. (2009). Pollination and bees.
Retrieved
August 20, 2009 from http://nativeplants.msu.edu/pollinators.htm
Michigan Department of Education. (2009). Grade level content expectations. Retrieved
August 20, 2009, from http://www.michigan.gov/mde/0,1607,7-140-28753_33232---,00.html
National Honey Board. (2001). The honey files: A bee’s life.
(pp. 29-37). St, Longmont,
CO: National Honey Board.
Pollen Source. (2009, June 26). In Wikipedia, the free encyclopedia . Retrieved August
20, 2009, from http://en.wikipedia.org/wiki/Pollen_source
Pollinator Pyramid. [Video]. Retrieved August 20, 2009 from http://www.insitevideo.com/Site/pollinators.html
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Rubistar: Create rubrics for your project-based learning activities. (2008.) Retrieved
August 23, 2009, from http://rubistar.4teachers.org/index.php
Sammataro, D., & Avitabile, A. (1996). The beekeeper's handbook . New York: Collier
Books.
Wiggins, G., & McTighe, J. (1998). Understanding by design.
Alexandria, VA:
Association for Supervision and Curriculum Development.
World of Nature: Spreading the Pollen. TV Ontario. (1994). Retrieved August 30, 2009,
from Discovery Education: http://streaming.discoveryeducation.com/
Images used on this lesson plan unit were borrowed from: http://www.reallygoodstuff.com/product_details.aspx?item_guid=fbf5b470-59bd-4b0e-
8afa-ab62b77fb6c3&rvi=1 http://www.flickr.com/photos/pfeuti/468344243/ http://static.howstuffworks.com/gif/how-to-draw-flowers-and-plants-69.jpg
http://school.discoveryeducation.com/clipart/clip/funrule.html
http://school.discoveryeducation.com/clipart/images/bee.gif
http://www.biology-resources.com/drawing-bee-larva-pupa.html
http://srsmith25.tripod.com/sitebuildercontent/sitebuilderpictures/bee.jpg
http://honeybeenet.gsfc.nasa.gov/images/bee_castes.jpg
http://farm4.static.flickr.com/3483/3226743713_62d8ae729a.jpg?v=0 http://www.idptv.state.id.us/dialogue4kids/images/season10/beoutside/bug_ruler.gif
http://www.freeclipartnow.com/d/2732-1/beehive.jpg
http://www.beyoucounseling.com/images/Honeycomb+bee.JPG
http://4.bp.blogspot.com/_S98XtKRMk74/SGVTw9YB_nI/AAAAAAAAArg/WXBOkV
3Kv6I/s400/2008-0627a.jpg
http://www.pctechguide.com/articles/convert-images-digital-computer-data.htm
http://nces.ed.gov/nceskids/createagraph/
Images for lesson five PowerPoint/slides borrowed from: http://talesfromgreenwillowcroft.files.wordpress.com/2009/05/honeybees.jpg
http://sekolahku.net:29437/pages/DoyouknowPic/honeybees.jpg
http://fireflyforest.net/images/firefly/2005/November/Passiflora_mex_Honeybee.jpg
http://dsc.discovery.com/news/briefs/20041108/gallery/honeybee_zoom.jpg
http://www.guf.it/wp-content/uploads/2008/03/simpsons-bee-man1.gif
http://blogs.theage.com.au/schembri/bee.jpg
http://attackmarketing.files.wordpress.com/2009/05/burt.jpg
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http://2.bp.blogspot.com/_JmpkIMgnzIE/SgeOdHjBhI/AAAAAAAAerc/Be0N35wKKyk/s400/Crazy+People+Who+Clothe+Themse lves+In+Bees+For+Hoots!+3.jpg
http://gardenplotter.com/rospo/blog/uploaded_images/HivesPaintedInUse-773362.jpg
http://www.artcomic.com/portfolio/pics/beehives.jpg
http://statelibrary.ncdcr.gov/NC/SYMBOLS/images/honeybee.jpg
Getty Images: www.gettyone.com
-Astranta major
-Honey bees pollinating evening primrose (Oenothera biennis)
-Total lunar eclipse during totality. Center of umbra is at the upper left
-Tractor inverting a Peanut crop (Arachis hypogaea)
-Bees nest in tree, close-up
-At The Playground
-A boy and a bee
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