Part II Reading Page | 1 Students will be able to gather information from a variety of sources Motivation Short term: Reminder of play time and long term: how good this book will be. Teacher should have a supply of stickers on hand to give out during sharing. Assessment Each lesson builds upon what we learned last time. Teacher uses the checklist to keep track of progress and circulates to assist emergent readers. ISTE Standards Standard 3: Research and Information Literacy ○ Locate information from a variety of sources and media ● Standard 5: Technology Operations and Concept ○ Understand and use technology systems ○ Select and use applications effectively and productively ● Common Core Standards RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ● Life Science Concepts o S2a Demonstrates understanding of characteristics of organisms. o S2b Demonstrates understanding of the life cycle of organisms. ● Scientific Communication ○ S7c Communicates in a form suited to the purpose and to the audience. ● Scientific investigation ○ S8c Demonstrates scientific competence by completing non-experimental research using print and electronic information ● Time frame As many 50 minute classes as needed to answer each question. Materials ● Zoo Books ● Chart paper and markers ● C Books Cole, Joanna, and Bruce Degen. The Magic School Bus - Inside a Beehive New York: Scholastic, 1996. Print. Furgang, K. (2000). Let’s Take a Field Trip to a Beehive New York: PowerKids Press Nancy Shaw Technology Integration P.S. 239 Part II Reading Page | 2 Rustad, M. (2003). Honey Bees Mankato, MN: Peeble Books Schaefer, L. (1999). Honey Bees and Flowers Mankato, MN: Pebble Books. Trumbauer, L. (2003). The Life Cycle of a Bee Mankato, MN: Pebble Books Unstead, S. and illustrated by Tomblin, G. The Beautiful Bee Book London, UK: School Specialty Publishing (2006) Wallace, Karen. Busy Buzzy Bee New York: DK Pub., 1999. Print. Websites ● Anatomy – from Flickr http://www.flickr.com/photos/thomasroche/2977668082/ ● Anatomy Clickable http://www.rothamsted.ac.uk/pie/DeBug/Anatomy.html ● Anatomy of a Honeybee http://www.bees-online.com/Anatomy.htm ● Anatomy of a worker bee http://photo.bees.net/kids/bee.html ● Ask http://www.askkids.com/web?qsrc=167&o=0&l=dir&aflt=&q=honeybees&searc h=search ● Bee Basics http://www.roctronics.com/bee-base.htm ● Bee Facts http://www.msrossbec.com/bee_facts.shtml ● Bee Happy! http://www.nichedevelopment.com/bees/ ● Bee Sound http://pelotes.jea.com/honeybee.htm ● Bees Wax Crafts http://mominmadison.blogspot.com/2008/10/beeswax-craft.html ● Billy Bee http://www.billybee.com/en/infocentre/honey.shtml ● Castes http://gpnc.org/honeybee.htm ● Cyberbee http://www.cyberbee.net/kids/simple.htmlAnatomy ● Encyclopedia Britannica http://school.eb.com/all/search?query=honeybees&x=18&y=9 ● Fact Sheet http://www.zoo.org/page.aspx?pid=1739&txtSearch=honeybees Nancy Shaw Technology Integration P.S. 239 Part II Reading Page | 3 Facts http://www.indianchild.com/honey_bee.htm ● Honey http://www.pa.msu.edu/~sciencet/ask_st/073097.html ● Vocabulary Computer Science Internet web site link navigate back scroll Head thorax abdomen antennae compound eye proboscis Procedure Round 1. The teacher gathers the children in the meeting area and chooses a text (Appendix). Teacher reminds students that we are looking for the answer to our question, the first one being “What does a honeybee look like?” As s/he reads s/he asks the children what have we learned so far? As the children repeat the facts back, the teacher writes them on the chart paper. This method is used until the children become comfortable with the habit of reading for information. Eventually they will do this independently. The big idea here is to not give up if the first text doesn’t completely answer their question and also that it’s perfectly OK to revisit the KWL (1st Objective). Technology Integration In the computer lab the teacher demonstrates how to open a folder which contains pre-screened websites. The teacher points to one in particular and all the children open the same page on their computer. Together they read the page. For the very first online reading I recommend http://www.cyberbee.net/kids/simple.html. The teacher is encouraged to use the Kids National Geographic web page because it contains videos. And, the entire school can benefit from paid subscriptions to Britannica online, PebbleGo. Over time the children will become more computer literate and the beauty of project-based learning is that there is space for each individual to investigate to their heart’s content. Hence, one good way to differentiate instruction is to teach the children how to conduct a simple search using www.kidrex.org. One of the first lessons should be devoted to navigating a web page, scrolling up and down and following links back and forth. Another lesson can be used to save a web page to the favorites folder. DO NOT UNDERESTIMATE STUDENTS. Emphasis on Language When you come across the words ‘antennae’, ‘thorax’ and ‘abdomen’ ask the children why there is an ‘e’ at the end of antenna to make 2 instead of an ‘s’. Explain that it’s not a word in English, that it comes from an old language called Latin etc. . . If you have Spanish speaking children they will eat this up. Nancy Shaw Technology Integration P.S. 239 Part II Reading Page | 4 Round 2. Teacher shows children how to go back and forth from their Word document to their internet web page in order to read and take notes. Besides reading a web page for information, the teacher can organize a trip to a local beekeeper or invite the beekeeper to speak at the school. The classroom teacher can create a basket of nonfiction books just on animals and organize a trip to the library. Teacher picks and chooses which methods will be used. It is recommended that the children take responsibility for going to the library and getting at least one book to read outside of school in addition to the web pages. This objective is repeated for each topic. It is not uncommon that new topics emerge as a result of the reading. Nancy Shaw Technology Integration P.S. 239