The Buzz About Bees

Elizabeth Boyle
Spring 2019
http://youtu.be/6cNT4XU5Mr4?hd=1
 Table of Contents

Rationale .........................................................................................................................................2

Concept Map ...................................................................................................................................3

Content Outline ...............................................................................................................................4

Language Arts Lesson......................................................................................................................5

Math Lesson ....................................................................................................................................9

Science Lesson...............................................................................................................................12

Resources.......................................................................................................................................16

Glossary..........................................................................................................................................1

Appendix .......................................................................................................................................19

1
 Rationale

This unit is called The Buzz About Bees! It is made up of a math lesson, science lesson,
and a language arts lesson. All of the lessons connect back to the social studies standard that
states that daily life is influenced by the agriculture, industry, and natural resources in different
communities. The purpose of the unit is to teach the students about how bees contribute to daily
life through a variety of subjects and topics.
The main focus of the math lesson is geometry: specifically lines, angles, and the key
shapes that make up a beehive. According to the math standard, students should be able to draw
and identify lines and angles and classify shapes by properties of their lines and angles. The
students should also be able to draw points, lines, line segments, rays, angles (right, acute, and
obtuse), and perpendicular and parallel lines (Ohio Geometry, Grade 4).
The science lesson’s main focus is on pollination and the steps that bees are involved in
when it comes to the pollination of flowers. The science standard states that the students will
learn about the interconnections within ecosystems, how organisms perform a variety of roles in
an ecosystem, and how the populations of organisms can be categorized by how they acquire
energy (Ohio Life Science, Grade 5). The students will be introduced to the topic of pollination
through their interaction with the Bee Launcher Gizmo.
Finally, the language arts lesson focuses on the steps and procedures involved in caring
for bees. The language arts standard states that students should be able to refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences
from the text (Ohio Language Arts, Grade 4). The students will be reading the book Please,
Please the Bees and doing research projects on the procedures involved in caring for bees.
The unit was created to teach students the importance of bees in their daily life and how
the contribution of bees greatly affects the agriculture, industry, and natural resources in the
world around them.

2
Concept Map

3
 Social Studies:
Daily life is influenced
Language Arts: 6E
by the agriculture,
Model
industry, and natural
Students refer to details
resources in different
and examples in a text
communities.
when explaining what
the text says explicitly
and when drawing
inferences from the text.
Math: Backwards Design
Model
Students are able to draw
points, lines, line segments,
rays, angles (right, acute,
and obtuse), and
Science: Gizmo
perpendicular and parallel
Studentslines.
know that organisms
Identify these in two-
performdimensional
a variety of figures.
roles in an
ecosystem. Populations of
organisms can be categorized by
how they acquire energy.
Student know that

Content Outline
Rationale
A. The rationale explains the purpose of the creation of the Buzz About Bees unit. The Ohio
standards that guide the lessons are explained within the rationale to further expand the
reasoning behind the creation of the unit.
Concept Map
A. The concept map provides a visual outline of what the unit is made up of in an interesting
and easy to comprehend manner.
B. The concept map shows the interdisciplinary connections between the social studies
standards and the three individual lessons. The social studies standard states that daily life
is influenced by the agriculture, industry, and natural resources in different communities.
Language Arts Lesson
A. This lesson is based on the Ohio language arts, Grade 4 reading standard that states the
students are able to refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.

4
 B. The lesson incorporates the 6E teaching model that helps teachers focus their instruction
to best cater to every student.
C. When the lesson concludes, students will have done their own research, written a report,
and presented their findings to the class.
Math Lesson
A. This lesson is centered around the Ohio fourth grade geometry standard: students are able
to draw and identify lines and angles and classify shapes by properties of their lines and
angles. Students are also able to draw points, lines, line segments, rays, angles (right,
acute, and obtuse), and perpendicular and parallel lines. Identify these in two-dimensional
figures.
B. The lesson makes use of the Backward Design Model (BDM) that helps teachers to align
their lesson first to the desired learning outcome for all the students.
C. Through the lesson, students will be constructing their own beehive using their
knowledge of shapes and lines.
Science Lesson
A. This lesson is driven by the 5th grade Ohio life science standard that states that organisms
perform a variety of roles in an ecosystem. Populations of organisms can be categorized
by how they acquire energy.
B. During the lesson, students will get hands-on experience with pollination through the Bee
Launcher Gizmo. The Gizmo brings to life the main topic of the science lesson for the
students.
End of the Unit
A. Teachers will be able to track the progress of their students and assess them through a
variety of worksheets, websites, and assignments.

5
 Language Arts Lesson
Lesson Title: Caring for Bees Grade: 4th and 5th

Learning Target: The students will be able to accurately describe the steps and processes
involved in taking care of bees by the conclusion of this lesson. The students will be able to
present their research findings in an interesting and technology-based manner.

Grade Level Guide: Content Standards

Content Curriculum Focal
Points
International Reading
Association (IRA)
Twelve Standards for
English Language Arts:
Standard 11:
Students participate as
knowledgeable, reflective,
creative, and critical members Ohio Social Studies, Grade 3:
of a variety of literacy
communities.
Teachers must encourage
students to display the
knowledge of what they learn
in the classroom within the
classroom community.
Ohio State Standards Interdisciplinary Connections
Ohio Language Arts, Grade 4: The language arts and social studies
Reading Standards for standards are connected because
Informational Text 4.1 through the comprehension and
Refer to details and examples in analysis of texts the students are
a text when explaining what the learning about how daily life is
text says explicitly and when influenced by bees.
drawing inferences from the
text.
Theme: Past and present near
and far. Geography places and
regions
Content Statement 5: Daily life
is influenced by the agriculture,
industry, and natural resources
in different communities.

Academic Language: The Academic Language specific to the content area necessary for this
lesson to occur is beekeeping, habitat, beehive, queen bee, worker bees, research report, and
organisms. The keywords will be introduced in the warm-up conversation, the book, and the pre-
research discussion. Within the warm-up discussion, the teacher encourages the students to
activate their prior knowledge through questions. The book discusses the basic process and work
that goes into beekeeping and the beehive. The pre-research discussion will preview what the
students will be exploring in more depth through their research.

Students’ Needs: The students should have some basic prior knowledge of bees and how they
contribute to the environment through pollination and honey creation. The students should not
know very much about the work that goes into the keeping of bees but hopefully be curious
about the topic. The students should have some knowledge of how to do basic research and
present their research findings to the class through technology. The previous knowledge about
bees will be connected to the new skills being taught through the research project. The students
will be encouraged to pursue a topic that they may have some prior knowledge of but are curious
in learning more about through research.

Universal Design for Learning (UDL):

6
 English Language Learners Special Needs
Provide a list of key terms An audio version of the
with the English terms and book that is to be read
definitions written out for during the lesson should be
them to reference provided for students who
throughout the lesson. may be struggling to read
as an aid to help them
Provide a paper copy of the better follow the story.
book that is to be read
during the lesson so the
students can mark the
words they do not know
and define them using them
to study through the
matching pairs strategy
mentioned by Carrier.

Materials: The students will need scrap paper to take notes on, a computer with internet access,
and a writing utensil. The teacher will need the book Please Please the Bees Book, a form of
technology with internet access to demonstrate research for the students, a writing utensil, and
the sketch-to-stretch worksheet.

Language Function: The teacher will ask the students what they think it would be like to be a
beekeeper. Would taking care of bees be hard work? What would their daily schedule look like if
they had to care for bees? The teacher would encourage their students to incorporate the new
vocabulary words that are the academic language into their question responses. The students will
also be asked to synthesize their research information and explain it to the class through their
presentations.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan

Before:
● The teacher will engage the students and activate their prior knowledge through a variety of
questions. Questions such as, What is the place where bees live called? Do you know anyone
who is a beekeeper? Do you know anything about the process of taking care of bees? How
much work do you think goes into beekeeping? What is the role of bees within the
environment?
● The teacher will be asking and encouraging the students to share what they know about bees
with the class. The teacher will have the opportunity to clarify any misconceptions that the
students may have about bees and what caring for bees means.
During:
● The teacher will begin the main portion of the lesson by reading the book Please, Please the
Bees by Gerald Kelley to the class. The teacher will read the book slowly and ask the class
check-in questions to ensure that they are focused and engaged. The students will be given
time to discuss the book with their elbow partners when the story is completed.
● The teacher will then have the students explore the topic further through the use of a sketch-to-
stretch worksheet about the essentials needed to take care of bees. The drawing and the written
description in the sketch to stretch should include details from the story and students are
encouraged to use quotes as well.
● The teacher should explain to the students that the book portrays an unrealistic view of how

7
 much work goes into caring for bees. The teacher should then transition into an explanation of
what it is truly like to care for bees. The teacher will portray this unrealistic view through the
use of a video resource shown to the entire class and images provided for the student's
personal resources.
● The teacher encourages the students to elaborate on what they have learned through the
research prompt. The students will be asked to choose a specific topic about caring for bees
that they are particularly interested in or even confused about for their research.
● The students will implement e-learning through the use of computer databases to perform
research on their specific topics.
After:
● The students will be asked to create a PowerPoint or alternative presentation to display their
understanding of their topic and show other students the information they gained from their
research. The presentation will give the teacher the opportunity to clarify misconceptions and
develop student knowledge to a greater degree.
● The teacher will be asking the students questions as they present to ensure that the student has
a firm understanding of the information they have been assigned.
● The students will be evaluated through the presentation of their research individually in front
of their peers and the teacher.

Assessment:
Type of Description of Modifications to Evaluation Criteria-
assessment assessment the Assessment

The assessment The students will be If a student does not The students will pass if they
will be informal evaluated through have access to display their knowledge and
and summative an informal research technology, research research in an effective way
displaying the report and textbooks will be through their presentation.
students’ new presentation of their provided, and they
knowledge and findings on will be permitted to
understanding. beekeeping and create a handwritten
caring for bees. report and
presentation.

Resources:
The resources for this unit include the Please Please the Bees Video, The 6-E Model, and Carrier
Article. More information for all of these resources can be found in the resources section of the
unit.
Analyzing Teaching:
What worked?
What didn’t? For whom?
Adjustments
What instructional changes do you need to
make as you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this
group of students what changes would you Groups of students:
make to your instruction
Individual students:
Justification
Why will these changes improve student

8
learning?
What research/theory supports these
changes?

9
 Math Lesson
Lesson Title: Honeycombs and Hexagons Grade: 4th and 5th

Learning Target (Step 1: Identify Desired Outcomes): The students will be able to identify
the key shapes, lines, and angles that are key components of beehives. The students will be able
to construct their own beehive through the use of their new knowledge of shapes, lines, and
angles.

Grade Level Guide: Content Standards

Content Curriculum Focal
Points
National Council of Teachers
of Mathematics (NCTM):
Geometry Standard:
Describing three-dimensional
shapes and analyzing their
properties, including volume
and surface area.
Teachers must encourage
students to apply the concepts
that they learn in geography to
real-life scenarios and situations. Theme: Past and present near
Ohio State Standards Interdisciplinary Connections
Ohio Geometry, Grade 4: The mathematics and social
Theme: Draw and identify lines studies standards are connected
and angles and classify shapes because when students
by properties of their lines and understand fundamental
angles. geometry concepts, they are
Content Statement 1: Draw able to better understand daily
points, lines, line segments, rays, life.
angles (right, acute, and obtuse),
and perpendicular and parallel
lines. Identify these in two-
dimensional figures.
Ohio Social Studies, Grade 3:
and far. Geography places and
regions
Content Statement 5: Daily life
is influenced by the agriculture,
industry, and natural resources
in different communities.

Academic Language: The Academic Language specific to the content area necessary for this
lesson to occur is a beehive, points, lines, line segments, rays, angles (right, acute, and obtuse),
perpendicular and parallel lines, hexagon, and square. The keywords will be introduced
throughout the lesson as students learn more about beehives and the shapes that they consist of in
order to get a deeper understanding of the geometry concept. Through the use of shape
recognition and vocabulary definitions, the student’s prior knowledge will be activated, and a
higher level of thinking will be fostered.

Students’ Needs: The students should have a basic understanding of what a beehive looks like
and how to identify simple geometric shapes. The students should be interested in learning on a
deeper level about geometric shapes, angles, and lines. The students’ prior knowledge of shapes
will be built upon and developed in a deeper more thorough way. The students will build upon
their prior knowledge of shapes and their new knowledge and understanding through the creation
of their individual beehives. The real-world application of the students’ knowledge will help to
reinforce the information and concept of geography because of the hands-on experience.

10
 English Language Learners
Provide a key terms list
with the English word and
then an image to represent
the term.
Provide ample time for
students to ask any
clarifying questions they
may have about words and
write them down to define
at the conclusion of the
lesson.
Special Needs (can be a
group such as “struggling
readers” or individuals)
Students who may struggle
with fine-motor skills will
be provided with an aid to
help them build their
individual beehives and
draw their geometric
shapes, angles, and lines.

Materials: The teacher will need the vocabulary list, the example starter-questions list, scrap
paper, popsicle sticks, glue, and cardboard. The students will need a writing utensil and scrap
paper.

Language Function: The students will be asked how they think beehives are created and kept
sturdy and what shapes are used to construct the beehives. Would it be easy to build a beehive
that will survive and protect bees no matter the weather? Do you think it takes a lot of planning
and math to create beehives? The students will be asked to describe the method and work that
they think goes into building a beehive. They will then be asked to argue why they think their
method is the most effective and sturdy method for building a beehive justifying them by using
geometric terms. The students will be asked to synthesize their new knowledge that they have
learned through lecture or trial and error and explain their findings to their peers.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan (Part 3: Plan Learning Experiences and Instruction)

Before:
● The teacher will begin by asking the students how they think a beehive would be constructed.
What shapes would be involved? How many lines would be needed? What should be used in
the construction to secure the strength and durability of the beehive?
● The teacher would then ask the students to identify shapes such as squares, circles, hexagons,
and angles based on a variety of images. This activity would give the teacher a deeper
understanding of what information the students do or do not know.

During:
● The teacher will begin the instructional part of the lesson with a slideshow of different key
terms or concepts such as shapes and angles. The teacher will identify the shapes and write
down the name of the term for the students to copy and have available for future reference.
● The teacher will allow time for students to ask questions on topics that they are either curious
about or confused on in order to allow for clarification to occur. The question time allows
students who may be shy to voice their confusion and concerns about any topic they do not
understand.
● The teacher will then go into detail about how beehives are built and what goes into the
general creation of the bee’s safe home. The shapes and key materials used to create beehives

11
 will be explained in this portion of the lesson.
After:
● Through the individual presentations to the class the students will be asked to relay the
information back to the teacher about the topic that has been presented to them through their
individual class presentations The students will be asked to construct a beehive of their own
out of popsicle sticks, glue, and cardboard that can withstand the slight weight that may be
added onto the structure.
● The structure that they build should have its lines, shapes, and angles labeled to show a deeper
understanding of the concept.

Assessment (Part 2: Identify Acceptable Evidence):

Type of Description of Modifications Evaluation Criteria
assessment assessment

The informal The students will be
assessment will be asked to label their
the creation of a beehives with key
beehive. terms from the lesson
to display their new
knowledge. The
students will be asked
to write their own
labels and tape them
to the correct location
on the beehive.
Students who The students should be able to display
struggle with fine their knowledge of lines, shapes, and
motor skills may angles through the real-world
be given larger application of creating a beehive. The
supplies that are display will show how the students
easier for them to have come to understand how much
grip such as, work it takes to build a safe structure or
marshmallows house.
and straws, to
create their
beehives.

Resources:
The Science and Children Article and the backward design model are the two resources for this
lesson. More information for all of these resources can be found in the resources section of the
unit.
Analyzing Teaching:
What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction?
Individual students:
Justification
Why will these changes improve student learning?
What research/theory supports these changes?

Science Lesson
Lesson Title: The Power of Pollination Grade:4th and 5th

12
Learning Target: The students will be able to describe step-by-step the role that bees have in
the pollination and creation of flowers. The students will be able to apply their knowledge of
pollination through the interaction and use of the Bee Launcher Gizmo.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Ohio State Standards
according to the National
Science Teachers Association
National Science Teacher
Association (NSTA):
4-LS1-1:
Construct an argument that
plants and animals have internal roles in an ecosystem.
and external structures that
function to support survival,
growth, behavior, and
reproduction.
Students should be encouraged
to have a firm understanding of
the reproduction of flowers
through pollination on a deep
enough level where they would
be able to form an argument and
defend themselves using their
knowledge.
Interdisciplinary Connections
Ohio Life Science, Grade 5: The science and social studies
Theme: Interconnections within standards are connected because
Ecosystems once students understand the role
of organisms within an
Content Statement 1:
ecosystem, they are better able to
Organisms perform a variety of understand their role in the
community they live in and
Populations of organisms can contribute to every day.
be categorized by how they
acquire energy.
Ohio Social Studies, Grade 3:
Theme: Past and present near
and far. Geography places and
regions
Content Statement 5: Daily life
is influenced by the agriculture,
industry, and natural resources
in different communities.

Academic Language: Pollination, Honey Bees, Yellowjackets, Bald-Faced Hornets,

Domesticated Honey Bees, Bumblebees, Alfalfa Leafcutter Bees, Orchard Mason Bees,
Beekeeper, Hive, Harvesting. The academic language will be presented and defined throughout
the lesson by the student experts in their jigsaw presentations. The students’ prior knowledge
will be activated through the use of The Bee Launcher Gizmo at the beginning of the lesson. A
gizmo is an interactive device that brings to life an educational topic or concept. In the case of
this lesson, the Bee Launcher Gizmo will bring to life the role of bees in pollination and the
reproduction of bees.

Students’ Needs: The students should have a basic understanding of how flowers reproduce.
The students should be interested in what role bees have in the pollination of flowers. The
students should have a basic understanding of beehives, both natural and manmade. Students
should be curious about how bees benefit from the pollination and reproduction of flowers. The
students will build on their prior knowledge of pollination and flower reproduction through the
website exploration and jigsaw presentations in the lesson.

Universal Design for Learning (UDL)

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)

13
 English Language Learners
can be put into small
support groups of two
people to encourage
conversation and peer
support. The students will
be allowed to pick their
support group and can ask
each other any questions
they have about topics or
instructions that confuse
them within the lesson.
Gifted students will be
asked to define difficult
words that challenge them
to grow and learn as a
student within the lesson on
pollination.
The students who struggle
to read especially in the
form of technology will be
supported through an audio
tool from the website.

Materials: The students will need scrap paper, a writing utensil, and a form of technology with
internet access. The teacher will need the Bee graphic organizer, the assessment worksheet, the
importance of bees website, the valuable vocabulary list, and the Bee Launcher Gizmo

Language Function: The students will be asked to think of themselves in the place of the bees.
How much work does it take to pollinate flowers? What is the best weather for pollinating and
flying from flower to flower? Do some flowers have more pollen than others that you may like
better? The students will be encouraged to analyze the information that is shown in the text they
are reading on the website. The information the students gather will be synthesized and
explained to the class in the form of jigsaw presentations.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan (step by step sequence of the lesson)

Before:
● The students will be introduced to the topic of pollination through their interaction with the
Nectar Collector gizmo. The gizmo is a catapult or launcher-based game that allows students
to interact with a hands-on tool that goes through the steps of pollination. Students will use the
gizmo to launch the bee-like projectiles into the little goal or container that represents flowers,
displaying the process of pollination.
● As the students play with the gizmo, the teacher will ask the students questions about what is
happening in the game to activate their prior knowledge and engage them in the lesson. Next,
the teacher will tell the students a general step-by-step description of how pollination occurs.
The teacher will then allow the students to ask any pre-lesson questions that they may be
wanting to ask.

During:
● The teacher will begin the main portion of the lesson by introducing the important vocabulary
for the lesson in the form of a list. The students will be given copies of the vocabulary list and
each group will be responsible for filling in their section of vocabulary to present to the class.
The students will then be given a concept map that connects the main topics of the lesson in
the form of a graphic organizer. The concept map will be filled in throughout the lesson as the
students learn more about pollination and the reproduction of flowers.
● The teacher will then ask the students to go to the pollination website and begin exploring the
setup and information that is displayed. The students will then be separated out into small
groups to make four groups in total. The teacher will select the groups by counting off
numbers and having the students find their number buddies. The groups will be called “What

14
 is a Bee?,” “Pollination,” “Life in a Hive,” “The Beekeeper,” and “Activities.”
● The student groups will be asked to read the information that pertains to their name and
synthesize the information into three or four main points. The student groups will then take
turns and present their three or four main points to the class as well as the definitions of their
vocabulary. This is called the jigsaw teaching strategy and it allows individual or groups of
students to become experts on a topic and teach the rest of the class. The students will continue
to fill the graphic organizer in as they research and their peers present new information to
them.
After:
● The students will be asked to hand in their graphic organizers to the teacher at the conclusion
of the lesson. The teacher will check the bee concept map for any mistakes or portions of the
lesson the students were consistently confused on in order to improve their instruction. If the
teacher sees a common spot of confusion, there can be a future lesson or conversation to help
clarify any confusion for the students.
● The students will then return to the gizmo and as they engage with the game, they will be
asked to describe the process that the bee goes through when pollinating flowers. The teacher
will ask students basic comprehension questions to test and see if the students grasped the
information they just learned in the lesson.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment

The assessment for The students will be Students who The students who complete the
this lesson will be asked to fill in the may struggle to worksheet correctly will have shown
informal. pollination steps formulate that they are able to meet the standards.
worksheet provided sentences will be The correct answers will vary from
to them by the allowed to student to student, but as long as the
teacher. The students provide oral students provide corrects facts and
will be asked to write rather than answer the questions to the best of their
about their written answers. ability, they will have met the
observations and standards.
conclusion on the
worksheet to show
they understand the
steps in the
pollination process.

15
Resources:
The Research website and jigsaw article are the two resources for this lesson. More information
for all of these resources can be found in the resources section of the unit.

Analyzing Teaching:

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction?

Individual students:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?

16
 Resources
Language Arts Lesson
1. https://www.rif.org/literacy-central/material/please-please-bees-read-aloud-rashida-jones
a. This is a video of Rashida Jones reading of the book Please Please the Bees that
can be shown in order to help students visualize the story and hear an audio
version that may help them better comprehend what is happening in the story.
i. G.K. (2018, November 24). Please Please the Bees read aloud by Rashida
Jones.Retrieved April 15, 2019, from https://www.rif.org/literacy-
central/material/please-please-bees-read-aloud
-rashida-jones
2. The 6-E model And teaching framework
a. The 6-E model encourages teachers to engage, explore, explain, elaborate,
evaluate and use e-learning in all of their lessons. The 6-E model is designed to
ensure that every student in the classroom is learning when a lesson is being
taught.
i. Burke, B .N. (2014). The ITEEA 6E Learning by DeSIGN™ Model,
maximizing informed design and inquiry in the integrative STEM
classroom. Technology and Engineering Teacher 73 (6), 14-19.
3. Carrier Article
a. This article discusses the effectiveness of the matching pairs strategy when
students are learning new vocabulary. The Matching Pairs strategy encourages
students to become familiar with and learn vocabulary terms through the activity
of matching words to their definitions or an image. The strategy encourages
students to learn information through hands-on and visual methods.
i. Carrier, S. (2011). Effective strategies for teaching science vocabulary.
LEARN North Carolina: UNC-Chapel Hill, NC.
http://www.learnnc.org/lp/pages/7079.
Math Lesson
1. Science and Children Article
a. This is an article discussing the importance of hands-on and multi-sensory
learning: Multisensory strategies for science vocabulary; support learning about
properties of matter for ELL--and all--students with these techniques
i. Husty, S., & Jackson, J. (2008). Multisensory strategies for science
vocabulary; support learning about properties of matter for ELL--and all--
students with these techniques. Science and Children,46(4), 32-36.
Retrieved April 28, 2019.
2. The Backward Design Model
a. The Backward-Design-model was used as a base for the creation of this lesson.
The model encourages the teacher to first look at the desired results or target, then
at the specific evidence that proves the learning target has been met, and finally to
plan the learning activities and instruction.
i. Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for
Supervision and Curriculum Development. (1998). Understanding by
design. Alexandria, Va: Association for Supervision and Curriculum
Development.
Science Lesson
1. https://bees.techno-science.ca/english/bees/pollination/default.php

17
 a. This is a website that the students will be using to do their research for the jigsaw
teaching strategy presentations.. The website is interactive, allowing students to
learn new information in an engaging way.
i. McRory, D. (2010, February 03). The Importance of Bees: Pollination |
Bees A Honey of an Idea.Retrieved from https://bees.techno-
science.ca/english/bees/pollination/default.php
2. Vacca’s Content Area Reading Article
a. This article discusses the importance of using the jigsaw teaching method. The
article also lists the benefits of the students becoming experts on their own
individual topics.
i. Vacca, R. T., Vacca, J. A. L., & Mraz, M. (2014). Content area reading:
Literacy and learning across the curriculum (11th ed.). Upper Saddle
River: Pearson.

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 Glossary
Math Lesson:

Hexagon- A six sided polygon that angles all add up to 720°.

Right angle-An angle that measures exactly 90°.

Line segment-A part of a line that has two distinct endpoints.

Beehive- A man-made enclosure where honey bees live and reproduce.

End points- They are beginning and end of a line.

Rays- A line with a single endpoint or origin that goes on forever in the other direction.

Acute angle- An angle that is less than 90°.

Obtuse angle- An angle that is greater than 90°.

Perpendicular lines- Lines that intersect at a 90° angle.

Parallel lines- Two lines on a plane that never touch or intersect.

Square- A regular quadrilateral so it has four equal sides and four equal angles.

Science Lesson:

Gizmo- An interactive device that brings to life an educational topic or concept.

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 Appendix

Language Arts Lesson Worksheets and Questions:

Please, Please the Bees Check-in Questions

Why is the bear sad?
Why did the bees stop giving the bear his honey?
Why do the bees need a safe place to live?
Were the bees comfortable in their old home?
Were the bees happy with their new home that the bear made for them?
Do the bees and bear get along at the beginning of the book?
How does the bear help the bees make honey?
Does the new bee hive have flowers all around it’s walls?
Do the bees appreciate the bear's help?
Do you think it was right of the bees to stop giving the bear honey?

Language Arts In-Class Presentation Questions

What is the main focus of your presentation?
What was your favorite topic to research?
What is the craziest fact that you learned about bees?
What website did you find to be the most helpful when researching?
What is the hardest part of taking care of bees?
Are there many tools involved in caring for bees?
When can beekeepers collect the honey from the bees?
How do the beekeepers keep the bees happy? Is it anything like the way that the bear lept the
bees happy in the book Please, Please the Bees?

In-Class Presentation Rubric

Points Content Creativity Presentation
10 The student displays a The student created a The student’s
deep understanding of project that is engaging presentation was
the topic through the and includes several interesting and
information they unique artistic aspects. informative. The
display in their The project has color student came prepared
presentation. The and animations that add and had clearly
student includes several to the education of the practiced their
reference facts that they viewer. presentation prior to the
learned while class.
researching.
5 The student displays a The student created a The student’s
surface level project that is simple presentation was
understanding of the and includes few scripted and somewhat
topic through the unique artistic aspects. informative. The
information they The project has some student came prepared
display in their color and minimal and had only practiced
presentation. The animations that add to their presentation one
student includes one the education of the or two times prior to
reference fact that they viewer. the class.
learned while

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 researching.
0 The student displays The students created a The student’s
very little project that took presentation was dry
understanding of the minimal effort and and no unique
topic through the includes no unique information. The
information they artistic aspects. The student did not come
display in their project has no added prepared and had
presentation. The color or animations that clearly not practiced
student includes no add to the education of their presentation prior
reference facts that they the viewer. to the class.
learned while
researching.

Science Lesson Worksheets and Questions:

Bee Concept Map

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Busy Bee Assessment Worksheet

22
 The Valuable Vocabulary List
Stamens
What is a Bee?
Honey Bees Life in a Hive
Yellowjackets Wild Colonies
Bald-Faced Hornets Shelters
Domesticated Honey Bees Colony
Bumblebees Drone
Alfalfa Leafcutter Bees Queen Bee
Orchard Mason Bees Worker Bee
Floor Plan
Pollination
Pollen The Beekeeper
Nectar Commercial Beekeepers
Crops Apiarists
Reproductive Bee Smoker
Stigma Hive Tool
Style Bee Brush
Corolla Harvesting
Anther Hive, Harvesting.

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 Sketch-To-Stretch

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

24
 Engineering & Science Education Design: Gizmo
Instructions

Engineering Innovations I, Spring 2019, Team Number 1

Purpose of Gizmo: Provide tangible aid to teachers of primary education students (grades K-
8) by means of a gizmo which actively engages them in STEM related activities through the
subject of bees

Annotated diagrams/sketches:

Blueprint Figure 1

Blueprint Figure 2

25
Blueprint Figure 3

Cross-listed bill of materials: Cost of Amount We Used

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 - 2 2x2x8 wooden rectangular rods (hardware store) ~$4.00
- 2 inch screws (hardware store) ~$2.00 - string (hardware store) ~$1.00 - 4
buckets (general store) ~$3.68 - marshmallows (general store) ~$1.00 - popsicle
sticks (general store) ~$0.50
- construction paper (general store) ~$1.00

Building instructions:

1. Purchase 3-4 foot long wooden rectangular rods with a width and depth of 1.5 inches.
2. Mark out lengths of wood that are listed on the blueprints.
3. Cut the pieces of wood out, marking the dimensions on each piece to help identify
which is which.
4. Start with the base, select the four pieces that will be used in it and put the rest to the
side.
5. If needed sand down the ends to allow the pieces to sit flush with each other.
6. While it is preferable to predrill where the screws will be, it is not necessary. Keep in
mind that the wood may split due to the pressure that the screw will inflict on it if you
decide not to predrill.
7. Screw in the screws to the wood with either a motorized drill or motorized screwer.
8. Once the base is assembled, mark out the spot where the (7) lies.
9. Continue onto figure 2 and assemble the wooden part.
10. When attaching the base and the guard, do so with more than one person, and make
sure that the object does not move while you are screwing the screws in.
11. When the guard has been attached, go to figure 3.
12. This part may need a bit of sanding in order to fit well into its spot, there may need to
be guessing and checking at this point.
13. Once this is done, continue on to the launcher.
14. Use the blueprints to get an idea of how to cut the wooden rods. In this part there will
be a lot of sanding. The most important part of the launcher is to remove wood to get
it lighter
15. Next comes putting together the string. (below)
16. To assist in minimizing damage to the wood, it is recommended to wrap a string
around the area marked by on the blueprint in figure 2.

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Instructions For Tying String:

1. Cut two 76 inch pieces of string

2. Take the two ends of each string and tie them together (should have two separate
loops)
3. Slip the loop of string through the washer and make sure the string ends are even on
each side
4. Tie the string very close to the washer, then put it through a second washer
5. Take the ends of the string and slip it through the holes of the catapult
6. After putting it through a third washer, take it and put it into the fourth and final
washer
7. Tie around that washer, and double knot it (at this point the sides of the catapult
should be symmetrical, two vertical washers flush with the outside of the wooden
beams, and two vertical washers perpendicular to it with string tied to them)
8. After this, place the launch arm between the strings that run between the two wooden
beams
9. Twist the washers towards the front of the catapult 25 half turns to start
10. Test the catapult and adjust the tightness of the string to what you would like to have

Instruction on intended use:

1. Pass out marshmallows to students. Have them decorate the marshmallows as bees
using markers.
2. Place catapult on the floor.
3. Place Bucket 1 about five feet away from the catapult. Place Bucket 2 feet to the right
from Bucket 1. Place Bucket 3 one foot back and ½ foot to the left. Place Bucket 4 two
feet to the left from Bucket 3. The placement of the buckets should resemble a
diamond shape.

4. Twist the string on the catapult using the two metal washers until the catapult arm
stands upright. (~25 half turns)

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 5. Pull the arm of the catapult down and set the marshmallow on the end of the arm. Try
to have the angle no less than 0° , as it may affect the trajectory.

6. Aim for a bucket and let go of the catapult arm.

*TIP* marshmallows which are slanted forwards when placed on the launch arm tend to fly
better. Have students gently squish their marshmallows to fit this shape for best results

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 Communication Log
Date Questions
Q1: What type of students are in the school? (ie: any students with disabilities and if so, what are
3-27 the disabilities? Are all the students native German speakers?)
A1: According to the teachers all students are typically developing students. Because of a
sedentary lifestyle some students are experiencing difficulty with motor and speech
3-31 development.
Q2:What do you (the education students) have planned for the LA and Math portion of the
3-27 curriculum?
A2:We have created a Google Doc (and shared it with you) that will explain in a little more depth
3-31 what we plan to do within our LA and Math lesson.
Q3: What teaching methodology are you hoping to employ? (ie: what will the instructional period
3-27 look like?)
3-31 A3: This will also be included in the shared Google Doc that was mentioned in A2.
Q4: What aspects of bee life are you focusing on in grades 2-3? Did you choose to honey
3-27 production/contributions or impact of bees for grades 6-8?
A4: Grades 2-3 is focusing on the prey vs predator aspect of bee life, how bees are important
and how they are friends. Grades 6-8 is focusing on the impact of bees (explained in depth in
3-31 Google Doc).e
(From Dr. Greenly): Please copy Dr. Reister and I on all google docs or other material. Let us
4-1 both know if you need anything at all.
(From Dr. Greenly): Something to note that I remember hearing about Austrian values, which
would play out in their education system: They highly value physical fitness and activity. Noting
A1 above regarding students with a sedentary lifestyle, these students may actually be anything
from a typical couch-potato American or perhaps even more sedentary. Dr. Reister can confirm
4-1 or elaborate, but I suspect that this may not be as extreme of a "disability."

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