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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
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Reading
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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
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Technology Integration
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Part II
Reading
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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