Bees

Unit Plan ED338

Abisag, Nathaly, Ivelisse

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Theme: In depth study honey bees

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Generalization of Learners (Yardsticks, 2007) (Nathaly)

Physical: "Need lots of physical activity, including free play" (Provided during centers and movement
activity in anatomy lesson, and scheduled free play)

Language: "Think out loud- that is, they talk their thoughts" (Lessons designed to promote discussion)

Cognitive: "Learn best through active play and hands-on activities" (Story book exploration, honey
centers, migration and pollen collection, cut and glue worksheet and 3-D model building"

Social-Emotional Behavior: "Learn and practice language skills through teacher modeling and directed
role play, as well as dramatic play" (visuals that represent new vocabulary will be present, teacher will
model appropriate language, students will role play when they create their antennae pretending to be
bees"

Aesthetic-students are given opportunities to appreciate art, reflect and discuss their experiences.
(when creating their own bees, making antennae, and when making honey comb marshmallow treats).

Affective-students demonstrate independence by taking care and maintaining their surroundings. (when
cleaning up after play time and center time, composing and making recipe/snack, cleaning up after
snack time).

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Children Prior Knowledge:

• Ask previous teacher if there are portfolios or if students were taught about honeybees.
• Do a K-W-L chart (this will also help clear of any misconceptions students have about honey
bees)

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Terms:

Pollen, nectar, migration, fluid, warm, antennae, stinger, wings, thorax, abdomen

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Facts & Principles: (Nathaly)

• Students will first undergo an understanding that bees need to be respected wherever they are.
• We will acknowledge that there are some people that are allergic to bees and that this study will
not be coming in contact with bees.
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 • We will be clear with students that bees although amazing can hurt us trying to defend
themselves or their colonies.
• Facts will be included based on the honey bees: anatomy, colony, environment, migration, social
order, job in society.

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Room Atmosphere: (Ivelisse)

The following features will be displayed in classroom for optimal student learning:

Being able to view realistic bee photos in the

classroom is essential for authentic learning.
Cartoon photographs are nice; however,
witnessing a realistic bee photo and
distinguishing its body parts will allow for more
in-depth learning.

Pollen

We will have a unit study table similar to the

one on the left. There will be displayed books,
and samples of honeybee products.

Books and products at this table could explored

on a daily basis. Books and products/by-
products could be changed on a daily basis for
more exposure to honeybee learning.

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 There will be a bulletin board display similar to
the one on the left.

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Honey Bee Books (Ivelisse)

We will have a rack displaying additional bee books for students to grab during reading time and explore
on their own. We could also use some of these books for read aloud. Books that could be displayed are
as follows:

1. What If There Were No Bees?: A Book about the Grassland Ecosystem By Suzanne Slade
2. The Beeman by Laurie Krebs
3. Look Inside a Bee Hive (Pebble Plus: Look Inside Animal Homes) by Megan Nicole Cooley
Peterson
4. How Bees Make Honey (First Facts: Big Picture: Food) by Louise A. Spilsbury
5. In the Trees, Honey Bees! by Lori Mortensen and and illustrated by Cris Arbo
6. The Honey Makers by Gail Gibbons
7. Bees and Their Hives (Pepple Plus; Animal Homes) by Linda Tagliaferro

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 8. From Flower to Honey by Robin Nelson
9. Flight of the Honey Bee (Read and Wonder) by Raymond Huber, illustrated by Brian Lovelock.
10. These Bees Count! (These Things Count!) by Alison Formento, illustrated by Sarah Snow

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Honey Bee Poems/Songs (Ivelisse)

Bee I'm A Little Honeybee
BUZZ! goes the bee, (to the tune of "I'm A Little Tea Pot")
Hour after hour, I'm a little honeybee
BUZZ! goes the bee Yellow and black
From flower to flower. See me gather
Sucking out the nectar Pollen on my back
Flying it home. What the queen bee tells me
Storing up the nectar I must do
In the honeycomb So I can make sweet honey for you!
BUZZ! goes the bee,
Making honey so sweet.
Bee makes the honey
That I love to eat!

Do You Like To Buzz? Five Busy Bees

(to the tune of "Do Your Ears Hang Low?") Five busy bees on a lovely spring day.
Do you like to buzz, (hold up fingers)
Are you covered all in fuzz? This one said, "Let's fly away.'
Do you call a hive a home (indicate each bee in turn)
In the Garden where you roam? This one said "We'll drink some nectar sweet."
Do you know how to make honey, This one said, "Let's get pollen on our feet."
Are your stripes a little funny? This one said "And then we'll make some
Do you like to buzz? honey."
This one said "Good thing it's warm and
sunny."
So the five busy bees went flying along
(fly hand around while wiggling fingers)
Singing a happy honeybee song.
Bzzzzzzzzzz!
(Fly your hand behind your back)

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Parents will receive following information added to a newsletter to update on the study that students
are doing. Newsletter will also be translated in Spanish and will attempt to make it in any other language
that may need to be translated in. (Nathaly)

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STANDARDS: (Nathaly)

WMELS:
C.EL. 1 Uses senses to take in, experience, integrate, and regulate responses to the environment.
(Snack, and honey center)

C.EL. 4 Engages in social problem-solving behavior and learns to resolve conflict (during centers)

A.EL. 2 Listens and responds to communications with others (Class discussion, centers, mini lessons)

B. EL. 1 Uses gestures and movements (non-verbal) to communicate.

B. EL. 2a Uses vocalizations and spoken language to communicate. Language Form (Syntax:
rule system for combining words, phrases, and sentences, includes parts of speech, word order, and
sentence structure)

B. EL. 2b Uses vocalizations and spoken language to communicate. Language Content (Semantics: r
ule system for establishing meaning of words, individually and in combination)

B. EL. 2c Uses vocalizations and spoken language to communicate. Language Function (Pragmatics:
rules governing the use of language in context)

C.EL. 2 Uses tools to gather information, compare observed objects, and seek answers to question
through active investigation

Wisconsin Standards for Science: (Ivelisse)

Life Science-

1. SCI.LS1.A.4 Plants and animals have both internal and external macroscopic structures that
allow for growth, survival, behavior, and reproduction.
2. K-ESS3-1. Use a model to represent the relationship between the needs of different plants and
animals (including humans) and the places they live.
3. SCI.LS1.B.3 Reproduction is essential to every kind of organism. Organisms have unique and
diverse life cycles.
4. SCI.LS1.C.5 Food provides animals with the materials and energy they need for body repair,
growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and
process matter, and obtain energy from sunlight, which is used to maintain conditions necessary
for survival.
5. SCI.LS1.D.4 Different sense receptors are specialized for particular kinds of information; animals
use their perceptions and memories to guide their actions

Wisconsin State Standards for Social Studies (Ivelisse)

Geography: People, places, and environments-

1. A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges,
and land forms, natural features such as resources, flora, and fauna; and human features such
as cities, states, and national borders. 8
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 Common Core Standards (Abisag)
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Speaking and Listening: Comprehension and collaboration

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.

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Bee Week (Abisag)

Our theme would be taught during the course of one week. We will integrate bees into each of the
content areas and throughout our schedule.

Monday Tuesday Wednesday Thursday Friday

7:30 Breakfast Breakfast Breakfast Breakfast Breakfast

8:00 Word work Word work Word work Word work Meet with
(/ĕ/ and / ē/) (/ĕ/ and / (/ĕ/ and / ē/) (/ĕ/ and / ē/) chaperones
Domains: ē/) Domains: Domains: in
Cognitive, Domains: Cognitive, Cognitive, classroom.
Language Cognitive, Language Language
Language
8:30 English Language Review and Review bee Review Bee Board buses
Arts (Introduction practice Bee anatomy vocabulary and and head to
to Bee Unit-The Vocabulary. vocabulary Bee anatomy Apple Holler
Very Greedy Bee). (Bee, pollen, words. Domain: vocabulary for Spring
Domains:Language, nectar, Language words. Domain: Celebration
Cognitive, honey). Language field trip.
Social/emotional Domain:
behavior Language
9:00 Science/Social Science Social Studies Virtual field trip. Bee Puppet
Studies (video (lesson on (lesson on bee "Look inside a show and
about bees). bee population and beehive." live bee
anatomy). bee migration). Domain: pollination
Domains: Domains: cognitive exhibit.
Language, language,
cognitive cognitive,
physical.
10:00 Centers (include a Centers Centers Centers Orchard
bee center with (include Child chooses a Child chooses Blossom
books and honey books about center to work from a variety of Tour
products) bees for in centers to work Domains:
children to Domains: in. Domains: physical,
explore and Physical, Language,
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 Domains: materials language, social/emotional cognitive,
Language, students use social/emotional behavior, Language
cognitive, physical to make their behavior, physical
own honey affective
bees).
Domains:
Language,
cognitive,
physical,
aesthetic
10:30- Lunch/recess Lunch/recess Lunch/recess Lunch/recess Bag lunch at
11:30 Apple holler.
11:30- Read Read aloud Music Art 🔽
12:00 aloud/mindfulness (book about Students will Students will 🔽
(Read a book about bees) practice songs create antennae 🔽
bees). Domains: for the Spring and pretend to
Domains: Language, Concert be honey bees.
Language, physical, cognitive Language, Domains:
cognitive Social/emotional physical,
behavior language,
cognitive,
social/emotional
behavior,
aesthetic
12:00 Math Create honey Write recipe Play a game of 🔽
Learn about combs using and make honey roll and cover. 🔽
hexagons. Practice hexagon comb bars. (roll dice to and 🔽
tracing hexagons. pattern Domains: cover the bee
Domains: shapes. Language, with the
Language, Domains: cognitive, corresponding
cognitive Language, physical, number)
cognitive affective Domain:
language,
cognitive,
physical
1:00 Free Play/snack Free Free Play/Snack Free Play/ Return to
(honey nut Play/Snack (Honey comb Honey flavored school/Free
cheerios) (Honey bars) Teddy Grahams Play
sticks)
2:30 Dismissal Dismissal Dismissal Dismissal Dismissal

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Example of a word work/word sort we would have in the mornings.

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 Honeycomb marshmallow treats (Abisag)

For one of our snacks, we will provide a hands-on activity where the students—with guidance and
modeling, will create a recipe and make honey comb marshmallow treats to enjoy. This is a simple
recipe that consists of only 3 ingredients and does not require a stove or oven. This type of activity
integrates math with science and it makes connections with our theme. The students will recognize the
honeycomb shape of the cereal to the hexagons from math and the honeycombs that bees make and
use to store their honey. Our class recipe will include visuals, as our students are 4, 5, and 6-year old and
are at different reading and writing levels.

The developmental domains related to this activity are language-as we are writing/drawing a recipe and
reviewing vocabulary associated with the theme, cognitive-as the students and teacher are reviewing
some of the vocabulary and making connections of the honey flavor in the cereal to the honey that bees
produce, physical-as they are making their snack by following their recipe, and affective-as they are
demonstrating independence by making their own treats and cleaning up after.

Abisag

Terms:
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 Bees, pollen, pollinate, pollination, nectar, migrate

Facts and principles:

honey bees make honey (children's background knowledge)

Bees pollinate flowers, which help flowers grow (we will teach)

Bees live in hives (background knowledge)

Bees have specific roles (we will teach)

Honey bees migrate (we will teach)

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Day 1 (Abisag)

English Language Arts

ED 338 LESSON PLAN

The Learner(s)

This lesson is to be taught to a 5K class with 20 students. It is part of the Milwaukee Public School system
and it is a very diverse group of children. Five and six-year old children are very active and need movement
in lessons to stay engaged.

Prior Learning

• In order to activate the students' prior knowledge about bees, I will start my lesson off by
displaying a large picture of a bee on the white board. From the picture I will then draw lines out
from it so that it can form a web. I will have the students tell me what they know about bees
and I will write it in our theme web. Since the school year has already begun, I know that the
class has had prior learning about other animals and their life cycles.

Rationale

This unit is scheduled to be introduced in the spring time and this is the perfect time since children can
observe flowers blooming-which means they have been seeing bees swarming around! This theme is
very informative and fun for young children as they can learn so much from bees. A bee theme is great
to incorporate throughout all content areas.

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 Outcomes/ Goals

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Domains considered for this lesson: Language, cognitive, social/emotional behavior

Learning Objective

Students will identify characters, settings, and events in a text by participating in an interactive read
aloud.

Students will retell the story from the read aloud by drawing a picture.

Kid-friendly language

"I can name the main character in the story."

"I can tell where the story takes place."

"I can tell what happens in the story."

Assessment

Informal: Throughout the read aloud I will provide opportunities for every student to participate using
turn and talks. I will then have volunteers tell me what their neighbor answered. This requires students
to both communicate through speaking and listening.

Formal/summative: After our read aloud, I will give students a sheet of white paper where they will
draw the main character and what happened in the story.

Academic Language Demands

Vocabulary: Bee, nectar, greedy

Function: identify

Syntax: Students will identify the main characters, events, and setting by drawing and coloring a picture.

Discourse: Students' drawing of the main characters, setting, and events

Accommodations / Strategies for Differentiation

Because every student develops at a different pace and learns differently, emergent writers will be
encouraged to label their drawing or write what they drew below their drawing.

Students who are not yet reading or writing will verbally explain their drawing to me.

For ELL students I will show them my drawing and go over directions with them one-on-one.

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 Materials/ Resources

The Very Greedy Bee. By Steve Smallman

Large picture of a bee

White board

Dry erase markers

White paper

Crayons

Document reader

1. Introduction (5-7 minutes)

I will gather the class at the morning meeting rug and have them face the white board. On the
board I will have already have a large picture of a bee taped. I will ask the students, "Do you
know what this is?"

"Tell me what you know about bees." I will write down what the students know about bees on
the board in the form of a web. The 'bee web' will lead into our conversation about bees. I will
announce to the class that this week we will be learning all about bees.

2. Demonstration / Modeling (15 minutes)

Following our conversation about bees I will bring out the book, The Very Greedy Bee, and tell
the class we are going to read a story about a certain little bee.

"Friends, as we read our book I want you to listen carefully so we can learn about the main
character-who the story is about, the setting-where our story takes place, and the major events-
what happens in the story."

To model for my students, I will think out loud as I read the text saying phrases and comments
like, "hmmm I wonder what greedy means," and "I wonder if the other insects will help the bee,
what do you guys think?"

Throughout the read aloud I will pause and have the students turn and talk to their neighbor as I
use questioning skills to informally assess their comprehension of the text.

"Why didn’t the bee share his nectar with the other bees?"

"How did the bee feel when he woke up in the dark?"

I will also use modeling in my lesson when giving directions for their drawing activity.

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 "Friends what we are going to do next is draw a picture to help us explain what our book was
about." Using the document reader, I will draw a bee. As I am drawing I will ask, "who was the
main character in the book?" I will have the students guide me in telling me what to draw. This
is another informal way I will be assessing their understanding of the events in the book. After
my demonstration, I will ask a student to stand up and tell the rest of the class what we will be
doing. I will check for understanding by asking for thumbs up hand signal. "Does everyone know
what we're going to draw on our paper?" Then I will send students to their tables.

3. Individual or Group Exploration and Practice (15-20 minutes)

After reading the book we will discuss the main events in the story. "Can you tell me what
happened in the beginning of the story? (middle, end).

While students are completing their drawings, I will walk around spending a few minutes at each
table. If necessary I will explain directions again to students who did not understand the
assignment.

4. Sharing/ Celebrating Learning (3-5 minutes)

If time allows, I will ask for several volunteers to share their drawing on the document reader
while the rest of the class sits on the rug. The student sharing will explain their drawing and
retelling of the book. I will let other students share during snack time if we run out of time. After
the lesson I will hang all of the students' drawings on our wall, and take pictures to post on the
classroom private Facebook page. Parents and families will be able to see and comment on the
students' work.

5. Closure/ Transition

"Did you like our book? Would you like to learn more about bees?" Since the class has already
been at the rug for sharing, I will play a YouTube video about bees. The video will be part of the
science hour. After the video there will be center time where students can choose to either
participate at the science center, math center, or reading center. In these centers there will be
activities relating to honey bees.

https://www.youtube.com/watch?v=dA05LOfPblY

6. Consideration

Throughout the week we will be reading a book about bees during our Read aloud time. Other
books that we will read aloud include:

Busy As A Bee by Thea Feldman

Explore Honey Bees! By Cindy Blobaum

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 National Geographic Honey Bees by Jill Esbaum

Honey Bees by Deborah Heiligman

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Lesson Plan Day 2 (Nathaly)

The Learner(s)

The school itself in set in an Urban Location and most students live in the neighborhood. Students do not
frequently find themselves outside because of safety and their exploration of nature thus becomes limited.
Prior to this lesson students explored what they knew about bees and most seem to have an understanding.
This lesson provides differentiation through hands-on and lots of visuals so that students with disabilities
and ELL students can. Students have also had varied experiences with being stung by bees and terminology
used for the anatomy. We have clarified to parents previously that the unit would be on bees but to attest
to anyone who might be allergic no contact with bees will be made.

Prior Learning

-To recall on everything that was learned the previous day students are going to help teacher write
down on the board what they know about bees today. (KWL Chart) This KWL will be filled at the beginning
of each day to update after going home. This will also serve as a way of understanding what students
recall and what they are retaining.

Rationale

-The rationale to teach this lesson after having an introduction to bees is so that students can familiarize
themselves with bees specifically looking at the characteristics of bees.

Outcomes/ Goals

-K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.

SCI.LS1.A.4 Plants and animals have both internal and external macroscopic structures that allow for
growth, survival, behavior, and reproduction. (only learning about external structures)

Learning Objective

Students will be able to identify parts of a honey bee including: antennae, eyes, head, thorax, abdomen,
wings, stingers, and legs and compare them to their own bodies.

Students will also be able to answer where on their bodies would they put their antennae, thorax,
abdomen, wings and stingers. They will also identify where their eyes, head and legs are.
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Students will be able to create with materials provided three-dimensional figure of a honey bee and
verbally explain the parts and their location.

Kid Friendly Language Goals:

“I can compare two objects ”. (math curriculum)

“I can build three-dimensional shape.” (math curriculum)

“I can label parts of a honey bee”

Assessment

-Formative Assessment: Through informal observations I will look to students that participate in what
they learned from the first class, those who can show using their body where their antennae, thorax,
wings, and stingers are.

-Summative Assessment: The student’s final assessment will be a cut and glue worksheet and a checklist
of their 3-D model to ensure that all the characteristics of the honey bee are present.

Academic Language Demands

Vocabulary Words: Antennae, thorax, abdomen, stinger and wings, model

Function (DOK Level One): Identify, Label, Name

Accommodations / Strategies for Differentiation

Students will cut and label (ELL learners, developmentally appropriate) and for those that cannot use
scissors sticky notes with the words can be used with a larger worksheet.

Teacher will model the part of the bee, then students will help teacher to label parts of the honey bee
(answering worksheet together) and then students will break off independently to cut and past parts of
the honey bee.

Materials/ Resources

• KWL Chart is in form of a web from first day of the unit. Students will direct teacher on what to
write.
• Have following supplies ready to make honey bee model: black and yellow play-doh (alternate
option use clay and make two-day long project with paint instead) Provide wings cut out on
cardstock, black pipe cleaners (legs and antennae), pompoms (for eyes), toothpick (stinger).
• Labelling worksheet, pencils, scissors and glue
• Non-fictional honey bee image with empty labels that will be identified through the lesson.

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 1. Introduction

Head, shoulders, knees and toes song (movement activity related to lesson)

Add to (KWL Chart) Honey bee web.

"Hello Scholars. You have been learning so much about an insect. What insect have you been learning
about? (Ask for specific bee, answer: HONEY BEES). Who wants to be brave today and share something
NEW they learned about honeybees?

On sticky notes or write on poster paper include any new ideas that students have retained to add to
their Honey Bee Web.

"This sharing was very thoughtful. Thank you for sharing. Let's make our brain happy and learn some
new things."

Transition to slide show/poster of non-fictional honey bee.

"Friends here is a picture of a real honey bee, but there are some lines that we have to fill in. The lines
are pointing to body parts of the honey bee. Some of you already know what some of these parts are so
be patient and you can help us by raising your hands when we need your expert help."

IMAGE TO BE PROJECTED

1. Demonstration / Modeling

Pass out copy of the same honey bee that is being projected (Use color if at all possible)

First explain the function of each part (READ SIDE 2) then tell students what it is called (READ and
show SIDE 1). They have students discuss with partners using their visual where they think that body
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part would go. Flip over vocabulary card (SIDE 1 FACING UP) and stick onto projection where it would
fit on the model.

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
This body part is small but inside you will find

HEAD the Honey Bee's brain.

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:

EYES
This body part is bigger compare to the two that
you have. They are bigger because

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:

ANTENNA
This body part is at the top part and helps the
honey bee smell. The honey bee has two of
these that move in different directions.

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
This body part is like the upper half of your body

THORAX (use your finger to circulate upper chest and

back). This part is where you can find the wings
attached.

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
In this part of the body you can find the
stomach, the organs that bees need to have
babies, and it has the stinger connected to it.
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ABDOMEN
SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

POLLEN Read to Students:

This body part carries the pollen for the honey
bee. It hangs on to one of the legs and then the
pollen falls off on another flower.

BASKET
SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
The honey bee has 6 of these. They are fuzzy so

LEGS they can feel around and walk. They also use
them to land carefully on flowers.

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
This body part is VERY SHARP/pointy! Be

STINGER careful. The honey bee will only use this body
part to protect itself from danger.
***FUN FACT: ONLY WORKER BEES OR QUEEN
BEES HAVE STINGERS***

SIDE 1 OF NOTE CARD/INDEX CARD SIDE 2 OF NOTE CARD/INDEX CARD

Read to Students:
These two light and fast body parts help the

WINGS honey bee to fly.

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Look at how much we learned about the honey bees body. When I point to the word, repeat after me
and tell me if you were a bee where would each body part be. Point to each body part, say it, and wait
for student response.

Great learning scholars. I know you are ready to do this on your own. On your desk you will find this
same image of a real honey bee. Your practice for today is to cut out the same words you learned and
glue them to the right spots. This practice is for you and it should go home. Where do we put things
that go home? Who can tell me when I am done where am I going to put this?

After we are done with that you will come over to my desk and you will have your own kit to make a
model of a bee.

Work through the model have students only watch. ***Demonstrate*** So friends, hold up a kit and
the honey bee image. Which one will we do first? And then what will we do? These we will keep so you
can play with them during Free Play. (if not, enough time it can be part of centers).

Transition: now that we have made the best looking honey bees I will hang this honey bee up so we can
remember what the parts of a honey bee are.

2. Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for sharing, and
how do you anticipate that you will connect their individual or group work with the learning
objectives and assessment methods?

Students will be making predictions and sharing with their partner. Using a cup of popsicle sticks with all
the students names I will randomly have students share what they or what their partner guessed. During
partner talks I will walk around to students who seem to be a) off-task and support their needs to regain
focus b) I will also listen to students that might give evidence of their predictions c) if possible listen in
and support, if needed, ELL students.

3. Closure

I will leave this poster up so friends can look at it in case they forget parts of the honey bee.

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Lesson Plan Day 3 (Ivelisse)

Social Studies

Prior Learning

Discuss students’ past learning connected or related to this topic (What they know and can do)

• What do the students already know prior to this lesson? Tell prior assessment data (formal and
informal), teacher observations, MAP data, or other sources that will inform you about students'
strengths and areas of growth.

Students were introduced to honeybees, read a book, and also learned the anatomy of the honey bee.
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Standards

What relevant content and anchor standards connect to this learning experience? (Cite information
from the Early Learning Standards, Common Core Standards or Next Generation Science Standards.)

Wisconsin State Standards for Social Studies

Geography: People, places, and environments-
A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land
forms, natural features such as resources, flora, and fauna; and human features such as cities, states,
and national borders. 8

Learning Objective

What will students be able to do as a result of this learning experience? Frame your response in an "I
can" statement (kid-friendly language – found on Moodle).

Students will comprehend that honeybees collect Nectar and pollen from plants. They will also learn
that plants take the pollen to other plants.

Students will learn that honey bees migrate to other states where it is warmer in order to feed.

Students will be able to identify different crops that grow as a result of bee pollination, and identify the
three states' in which those crops grow in.

"I can" Statements

I can understand that honeybees collect nectar and pollen.

I can identify three warm states where honeybees fly when it gets cold in Wisconsin. I can also tell you
some of the fruits and vegetables that bees help grow.

Assessment

What are the multiple ways you will know whether your students have learned, and how deeply they
have learned? What elements of choice in showing their learning can you provide to students? Describe
formative and summative assessment strategies. Provide examples of how you will keep track of
students' learning (chart, conversational notes, rubric for analyzing student work, etc.)

Roam around the room and observe students labeling the three states I will be teaching them, as well as
drawing the different crops that bees help pollinate in those states.

I will ask them questions such as:

-What map is this that we are drawing?

-Where is Wisconsin, Florida, Texas, and California?

-Why do bees travel to other states? Why can't they stay in Wisconsin every day of the year?

I will note each of their answers.

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Academic Language Demands

Pollen/pollination
Nectar
Migration
States
Warm
Fluid

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.

Advanced: For advanced students I could teach them two more states, as well as the crops that bees
help pollinate.

Support: For students that need support, I could provide them with print out the pictures I provided
during the lesson and give them as a guide. I could also print realistic pictures of the different crops bees
help pollinate.

Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase, Modeling,
Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated duration)

Introduction

How will you engage the students in the important and essential ideas at the beginning of the
learning experience? What open-ended questions might you ask to activate their curiosity and
wonder? What connections can you make to their interests and strengths?

“I see this cool picture of a honeybee here! I wonder what the honeybee is doing in this picture. Anyone
have an idea?” (wait for answers)

“Plants produce a sweet fluid called nectar and an important powder called pollen. Nectar is this is the
honeybee’s food. (I will show students the following picture of a honeybee sucking the nectar from
flower) Pollen is looks like dust that gets stuck to bees when they get on the flower. (show below pic)
When the bees fly to another plan, that powder falls off and sticks to that new plant. This helps the
plans grow. Without bees plants wouldn't grow!

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Do you know that honey bees collect pollen and nectar from many plants all over the United States?
Here in Wisconsin there are many honeybees, but hmm… I wonder what happens to the honeybees in
the winter when it starts to snow and all the plants dry up? Would they be able to collect nectar and
pollen then?”

“When it gets cold here in the winder plants travel to a warmer place; this is called migration. What is it
called? (I will give an example using myself migrating to another place for the summer)”

I will have the following image of the Unites States on the smartboard:

I will review with the Students the map of the United States.

“Here we see the map of the United States. This is our country. Does anyone know what state we live
in? (Wait for answers) Would anyone like to come up and point it at it on the map?

Well when bees aren’t able to find flowers here they migrate to warmer starts like Florida or Texas, or
California. (I will point on the map to these states) There the bees get on new flowers and start getting
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nectar and pollen. When bees to this they help grow fruits and vegetables like the ones we have here on
the screen. In Wisconsin when it is summer time bees like to go on the apple trees, cherries and
cucumbers!”

1. Demonstration / Modeling

How will you provide interactive/ demonstrative examples of the activities and expectations of
the learning experience? (Modeling, scaffolding, questioning, reviewing norms for group work,
co-constructing a rubric for self assessment, other?)

“Now we are going to do and activity to help us remember some of the warm states that honeybees
travel to when it gets cold in Wisconsin. We will also draw on this map the crops that honeybees
pollinate.” (I will give students a plain map of the US. I will have students label only three states. I
believe they are too young to label all 50. Then they are to draw and color the crops shown on the
above map).

I will send kids off to their tables and explain the procedures and give explicit directions about my
expectations.

Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson? What
will you do to support and probe their thinking as they engage with ideas?

I will go around the room and help children with their labeling, drawing and coloring. I will ask them
questions such as:

-What map is this that we are drawing?

-Where is Wisconsin, Florida, Texas, and California?

-Why do bees travel to other states? Why can't they stay in Wisconsin every day of the year?

-I will take note of their answers.

2. Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for sharing, and
how do you anticipate that you will connect their individual or group work with the learning
objectives and assessment methods?

Students will bring their maps to the carpet and I will get answers from a couple of students and I will
once again ask them the questions I was asking them at their tables. Repetition is very important at this
age.
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 3. Closure/ Transition

How will you adjourn the learning opportunity and make an effective transition, both to the next
time that students will engage with the ideas as well as to the next moment of the day?

I will tell students that the next day we will be learning more about honey bees and we will also be
taking a field trip! We will get ready for the next activity.

4. Consideration

How can you flexibly adapt your plan if you run out of time or if things go more quickly than you
anticipate?

If I run out of time I will leave the drawing and coloring of the crops for the following day. If I have extra
time we could label and color another state such as New Mexico.

Abisag Vera

Unit Rationale

When coming up with a theme for our Kindergarten unit, we wanted to select a topic that could

be integrated across the different content areas. Because the criteria of our assignment required us to

develop a science or social studies unit, we unanimously agreed that 'bees' would be an appropriate

theme. Right away our group began brainstorming on the types of activities and books we could read in

our classroom that related to bees. We then decided that each of us would create a lesson for English

Language Arts, Science, and Social Studies. The other subjects would be integrated throughout our unit.

We felt that having communication with Music and Art teachers would help by having them include our

theme in their lessons. Including other specialists in our themed unit would allow us-the teachers to

address all the developmental domains and allows students to make connections throughout the

different activities.

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 As I researched information on honey bees I was learning so much that I did not know before.

Reading about how bees help our planet reminded me of one of the philosophies of the school we

visited for our curriculum project. The Audobon nature preschool believed in teaching their students to

appreciate their environment and to take care of the world around them. Teaching our kindergartners

about how honeybees pollinate flowers which then provide fruits and vegetables for us will definitely

instill an appreciation for the fuzzy insect.

Diversity was appreciated in the planning of this themed unit, as everyone depends on food to

survive—which is connected to bees as they help flowers grow and produce fruits and vegetables.

Throughout the week of our unit, we included a snack that was related to honey bees every day. Diversity

was addressed in our social studies lesson as bee populations are found all across the globe. Diversity is

included in our unit as we related our theme with the students' day to day experiences.

As our textbook states, "themes and projects help practitioners organize their thinking, choose

relevant activities, and vocabulary to support curricular goals, and locate resources prior to implementing

their plans," we created our unit making sure each activity connected to the standards and was

developmentally appropriate for kindergartners. (Kostelnik, page 462).

Planning a unit involves a lot of time and organization—especially when including a field trip

because we would need to contact museums, orchards, and other businesses to schedule a visit, make

sure there are enough funds to provide transportation to the location. As a teacher, establishing solid

relationships and communication with families is necessary not only to communicate about student

progress, but also to encourage class involvement and volunteering to chaperone for field trips.

Ivelisse Gonzalez Lozano

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 One of the guiding principles of Wisconsin Model Early Learning (WMELS) Standards is that “All

children are capable and competent.” Children usually surprise us on how much they know and how

much they could learn. Honeybees, pollination, nectar, are all terms that could be difficult for a

kindergartener to assimilate and understand; however, if taught in terms they recognize, teaching a unit

on honeybees could be favorable. This was one of the reasons we chose a honey bee theme.

Learning about bees falls mostly under the life science standards; however, in our theme we

integrated it with literacy (books), social studies (migration), and math (shapes-hexagon). This unit also

connects with many WMELS standards; such as:

C.EL. 2 Uses tools to gather information, compare observed objects, and seek answers to question

through active investigation

Using this standard as a guide, I would help students become knowledgeable about bees by teaching

them the vocabulary in a understandable manner, for example instead of telling students that bees

collect pollen, I would show a picture of what pollen looks like and compare it to dust. In addition,

students would also watch videos about honey bees, take virtual field trips, interact with bee books,

explore artifact at centers, taste honey by-products, and even take an actual field trip, all in an effort to

help them authentically learn about honey bees.

All children have intellectual, social, and emotional needs; therefore, assuring that all

activities/lessons are developmentally appropriate is essential. Knowing my students early in the school

year will give me a clearer understanding of how they learn best and this will guide my lessons in that

path. For example, in teaching students about migration, I would have students label the three states

we learned bees could migrate to in the winter season. They would also draw crops that bees pollinate

in those states. For students that need additional support, or for students who have health and physical

impairment, we could provide them with a print out of the US.. map (instead of him looking at the

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smartboard) in order for the student to feel more confidents and be able to complete assignment

successfully.

Skills are woven throughout the unit in that students will have to put into practice their

language and social skills through role-plays, think-aloud, and turn and talks. They will also have to use

their fine motor skills to cut and paste, color, and create 3-D figure of a honey bee.

Diversity, loving those that are different, and having an appreciation of other cultures is such an

important part of education. Teaching our students to care and respect one another, and to not judge

others' physical/culture/race will help students develop a long-term appreciation for others. In this unit

we could relate diversity with bees in that there are many kinds of bees (bumble bees, etc.), they have

different jobs/roles (workers, queen, etc.), and that they all have different features; however, they are

still bees and all work just as hard. Same goes for humans.

This unit demonstrates my beliefs about teaching in that students need to learn not only with

pen and paper, but by moving, doing, and exploring. Students need to think outside the box via open

ended questions and ideas. Having students sit for long periods of time will disengage them and

ultimately disconnects them from learning. Planning our unit with different activities, games, field trips,

and creative ways of teaching difficult concepts, will allow for our students to receive maximum

learning.

Nathaly Salazar

This unit was harder than most. This part reflects the work we did as a collaborative team. In

most cases teachers often work with other teachers of the same grade or grades before and after them

in order to make sure that the students are learning thoroughly. People and groups always tend to love

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groups work 100 percent or be completely against working in a collaboration. As future educators it was

our responsibility to communicate decisions that we were going to make as a group. We decided who

was going to do what subject we agreed on the experiences (field trips) parent communication as well

as standards and outcomes and goals that were going to be use for the classroom as a whole. Before

beginning the unit with explained what the ideas behind our individual lessons were going to be about. I

believe that we succeeded in our unit planning because of the amount of teamwork professionalism and

trust that we created.

We achieved developmentally appropriate practices. We knew the age group that we were

applying this unit to and agreed that honeybees would be appropriate for them to make clear and

factual connections to. The development and learning of the student can be found as we explored

Wood's Yardsticks and first learn who were our students. As a group whose native language is Spanish

we understood the significance of differentiation and visual aids to serve for not only young students

but also students that were English language learners and student with disabilities.

The part of developmentally appropriate practices and the individual was met by sending a newsletter

home to that child's family. We explained how parents could participate in their child's learning. We

included questions that they can prompt their student, technology resources that could help the student

to continue their learning on honey bees and even included playtime ideas that they could create

together.

Each lesson follows the one before it by referencing back on what the students learn. And we

summarize everything together and celebrate the learning that was created by going on a field trip to

see a play. We built on hand eye coordination skills, group collaboration, independent work and real-

world applications.

Referring to our curriculum project we successfully supported the student as a whole we did not

only teach the student instead we worked thoroughly and taught the child. Something we would expect
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to see from these students is an in-depth exploration of nature-based objects. These students will

continue to learn, understand and be able to verbally explain parts of a bee, connect seasons and see a

new. These learners will be able to picture where the bees go in the winter and make text to self, text to

text and text to world connections.

This unit was something that I hope will lead to more in-depth units with older students, make

the connections across domains relevant in my teaching and work as a stepping stone when it is my turn

to collaborate with other teachers in the school I hope to teach at.

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