To BEE or not to BEE.

Spring 2019
*Unit Video Overview: https://www.emaze.com/@AOCWWTWWO/to-bee-or-not-to-
bee

Table of Contents
1
Concept Map …………………………………………………………………………………………………..…3

Rationale………………………………………………………………….……………….………………………...4

Content Outline………………………………………………………………….…….…………………….……5
Language Arts Lesson…………………….……………………………………………………...……….….6-8
Math Lesson……………………………………………………………………………………………...…...….9-11
Science Lesson …………………………………………………………………………………………….…….12-14
Appendix …………………….…………………………………………….……………………………….……..14-19
Glossary ………………………………………………………………………………………………….………...20

Resources…………………….…………………….……………………………………………………………….20-21

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 Ohio State Standard for Social Studies

Content Statement 5: Daily life is influenced by the agriculture, industry, and natural resources
in different communities.
Theme: Communities: Past and present, near and far
History Strand: Places & Regions

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 Students will be able to understand and know
more about bees while still practicing these three
content areas.

LANGUAGE ARTS SCIENCE

Students will comprehend the

Students will understand bees’ roles in process pollination through a
the environment and write a correct SOCIAL STUDIES hands on pollination activity
sentence on one fact they know. and be able to create his or
her own sequence chart
.showing this process.

MATH
Students will understand what
patterns are and being able to
determine what goes next in a Rationale
sequence of basic numbers, shapes,
colors, or objects. In this unit, To Bee or Not to BE, students

will learn from different perspectives on working

with bees through a language arts, math, and science lesson.

Students will learn all about the daily life of bees, their roles in the environment, and the process

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of pollination. This unit will challenge students to use prior knowledge and experience as a

scaffolding to build up a new outlook on bees.

Through this unit, students will be challenged to think about bees through the integrated

lesson of language arts, math, and science. The social studies standard that is integrated with

each of these lessons is daily life is influenced by the agriculture, industry, and natural resources

in different communities. The theme includes communities of past, present, near, and far. The

history strand also involves places and regions.

Social Studies corresponds with the language arts lesson as students read and use prior

knowledge of their experiences with bees. They will be able to connect their prior knowledge and

findings from the book with new facts learned about bees. In the math lesson, students will think

about the patterns of bees and what they look like as they move into the understanding of the

formation and sequence of patterns. By exploring different patterns with a variety of materials

and number sequences, students will learn how to add on, distinguish, and create patterns

themselves. Lastly, social studies is integrated into science through a lesson on the process of

pollination. Using the gizmo, The Bee Launcher, students will be able to understand pollination

in a fun and exciting way. They will also understand how the sequence of pollination is also a

pattern in what bees do every day. This unit will give students an overall understanding of bees

and their purpose in the environment.

Content Outline
Rationale
a. The rationale is given to point out the main aspects of each of the lessons and to briefly
summarize how social studies is integrated into the content areas of language arts, math, and
science.
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Concept Map
a. The visual map of the content area lessons is presented in the concept map. The social
studies standard is presented with an overview of what each lesson in the different
content areas will have students to do.
Language Arts
a. Science and Inquiry Standards Kindergarten, Abilities necessary to do scientific
inquiry. Understanding about scientific inquiry, reading and writing standards: Key
Ideas and Details and Text Types and Purposes

b. The focus of this lesson is on the understanding of bees and being able to write a
proper sentence using new knowledge about them.
Math Lesson
a. Kindergarten Curriculum Focal Points, mathematics: Children use numbers,
including written numerals, to represent quantities and to solve quantitative
problems, such as modeling simple joining and separating situations with objects.

b. In the math lesson, the focus will be centered around the understanding of the
sequence and formation of patterns. Students will explore patterns using different
materials to create them at stations in groups.
Science Lesson
a. Kindergarten Science Standards, Life Science Ecosystems: Interactions, Energy, and
Dynamics. Interdependent Relationships in Living Things. Designs can be conveyed
through sketches, drawings, or physical models. These representations are useful in
communicating ideas for a problem’s solution to other people.
.

b. The focus of this lesson will be centered around pollination and bees’ relationship to
the environment. Students will be able to create their own sequence charts showing
this process.
Conclusion of Unit
a. Students will demonstrate they have learned about bees’ roles in the environment, patterns,
and pollination by the completion of the unit.
Language Arts Lesson Plan
Lesson Title: BEEhave Grade: Kindergarten/ 1st grade

Learning Target: The students will be able to write a sentence including one fact they know about
bees after reading and discussing about them as a class.
Grade Level Guide: Content Standards
6
Content Curriculum Focal Points
Science and Inquiry Standards K-4
Abilities necessary to do scientific
inquiry
Understanding about scientific
inquiry
Common Core State Standards Interdisciplinary Connections
Common Core Ohio Standards: Writing sentences based off the
W.K.2 Use a combination of knowledge the students have
drawing, dictating, and written to gained from the book. Facts about
compose informative/ explanatory bees and what roles they have in
texts in which they name what the environment.
they are writing about and supply
some information about the topic.
Ohio Social Studies Standard
Content Statement 5: Daily life is
influenced by the agriculture,
industry, and natural resources in
different communities.
Theme: Communities: Pat and
present, near and far
History Strand: Places and regions

Academic Language: bees, hive, pollen, roles

Students’ Needs: Students will understand bees’ roles in the environment and being able to write a
correct sentence on one fact they know.
English Language Learners Special Needs (can be a group such as “struggling
readers” or individuals)
English Language Learners can have visuals and The student struggling can have the content given
labels in their native language as well as I English broken down into more steps by the tutor for
right beside it may help. maximum understanding. Connecting the pictures
with key words in what s being taught will help as
well when reading with the student.

Materials: Coloring utensils, white construction paper, The book The Greedy Bee
Language Function: The students will be able to use the knowledge they gained in reading together
and learning about bees to be able to write a sentence about them along with a picture to represent their
sentence. When students draw the picture and write the sentence, thy will demonstrate something they
learned about with bees in sentence form.

Lesson Plan
Before: Start out the lesson by reading one selected page to the class of The Greedy Bee by Steve
Smallman. Have students create a Sketch to Stretch on the section read by the teacher. Pick on
random students to explain what description and picture they drew and why. After this, read the
whole book together as a class. After reading this story, ask the students to tell you what they know
about bees? Have you seen them before somewhere? What do bees eat? What color are they? What 7
kind of animal are bees? Are they helpful or harmful? Is there anything you would change about
you sketch to stretch now that we have read the whole book together? EXPLORE
Assessment: The teacher will discuss what the students have learned as well as have them write a sentence
with a picture on something they have learned. EVALUATE

Type of assessment Description of Modifications Evaluation criteria

assessment

Informal Students will write a The sentence they wrote The teacher will check
sentence with a picture also comes along with a the sentences and
attached. They will turn picture they are able to picture that the students
to a partner and discuss draw that they can label. have competed as well
what they have learned Students can also discuss as will make sure the
and done as well. verbally what they have students understand
learned while discussing with
them in class about the
content. The sentences
must state a fact they
have about bees. It must
also be a proper
sentence containing both
a subject and a verb.

8

Lesson Title: Patterns!
grade
Learning Target: The student will be able to understand the sequence of patterns and be able to create
his or her own using colors, objects, and basic numbers.
Grade Level Guide: Content Standards
Content Curriculum Focal Points
Kindergarten Curriculum Focal
Points:
Children use numbers, including
written numerals, to represent
quantities and to solve quantitative
problems, such as modeling simple
joining and separating situations
with objects.
Math Lesson Plan
Common Core State Standards
Kindergarten Common Core 4
When counting objects, establish a
one-to-one relationship by
saying the number names in the
standard order, pairing each object
with one and only one number
name and each number name with
one and only one object.
Grade: Kindergarten/1st
Interdisciplinary Connections
Students are able to connect the
pattern with bees with any pattern
containing numbers, objects, or
letters. Can actions become
patterns? Do bees perform any
patterns? Patterns can also be used
in art. Knowing the sequence of
the color or symbols used in what
is being created can be a way of
working with patterns.

Academic Language: bees, patterns (something that follows a rule while repeating or changing),
numbers, sequence (A sequence is an ordered list of numbers or other elements like geometric objects).

Students’ Needs: Students with understand what patterns are and being able to determine what goes
next in a sequence of basic numbers, shapes, colors, or objects.
English Language Learners Special Needs (can be a group such as “struggling
readers” or individuals)
Labeling the objects or colors used in the student’s Having objects and tangible things such as blocks or
native language when creating and distinguishing colored shape tiles to demonstrate patterns and
patterns. Having visuals will help the students sequences will help the child be able to actually
understand better. physically move and see the patterns to understand.
The teacher can use students and line them up in
patterns based on gender, color of hair, height, letter
of the first name, etc. to help the students understand
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 better by being shown extra examples.

Materials: shape tiles, m&m’s, colored bug toys, letter and number cars, paper plates, string, scissors
crayons/markers/colored pencils for students.

Language Function: The student will be able to name shapes, objects, and numbers. Students will
understand different patterns as well as be able to demonstrate them.

Lesson Plan
Before: Start out the lesson by asking what a bee looks like. What color are they? Is it more
than one color? Is there anything you notice about the two colors of a bee? If a bee goes black,
yellow, black, yellow, black, what color comes after black? What color comes after yellow?
Show the students how this demonstrates a pattern or sequence. Are there any other animals,
foods, toys you see every day that are like this? What do they look like? Have students turn to
an elbow partner to talk about something they like or have seen that has a pattern. Then have
students turn to you and ask two or three students what they shared with their partner. Explain to
students what patterns are and how they work. Give some examples.

During: Break students up into groups of three or two by picking a color square out of a hat.
Students who pull out the same color square will be in the same group. Once they are in groups,
send them to different stations around the classroom. At each station there will already be a
pattern of either m&m’s, colored bug toys, number cards, letter cards, or shape tiles laid out on
the desk in a line with a pile of extra materials next to them. Students will collaborate with each
other to try and recreate the pattern already laid out with the pile of extra materials on the side.
Once they have recreated the pattern have students try and create another pattern using the same
objects but in a different way than shown. Walk around and point to certain objects or cards and
ask what they think comes after that one pointed out. Once students finish each station they will
clean up and rotate to the next one laid out with their groups. That way students get a chance to
work with shapes, numbers, objects, colors, and letters all in different patterns.

After: Once the students have gone around for ten minutes at each station and successfully
completed each of the patterns have students sit in their seats. Discuss with them what they
noticed and ask them question such as how were you able to recreate the pattern? Were there
always only two different objects/colors/numbers/letters in the pattern? What did you see? How
do you know when to repeat the pattern again? Once you know that the students understand and
are able to create and notice patterns, pass out paper plates and markers and ask the students to
draw or color any pattern they would like. It could be animals, food, numbers, letters, words,
pictures, anything. After the students colored their paper plates, if they are able to, cut the paper
plate in a circular motion creating a dangling spiral from the plates. You can then string a thread
through the top and hang the students spiral patterns from the ceiling or hallway of the
classroom presenting their different pattern masterpieces.

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Assessment: The teacher will walk around during the pattern stations and observe as well as ask the students
questions during the activity. The teacher will also make sure the students understand fully during the
discussions after the activity.

Type of Description of Modifications to the Evaluation

assessment assessment
(formal or informal; What will students do to
formative or summative) show what they have
learned?
The assessment will be Students will create
informal. patterns using the
materials in each of the
stations as groups. They
will also color their own
desired patterns on the
paper plates they will
create.
assessment so that all Criteria- How good is
students may good enough to meet
demonstrate learning standards? (related to the
learning objectives)
Include scoring guide,
rubric or other criteria
Students can create The teacher will observe
patterns both and ask questions during
kinesthetically and the activity. The teacher
vocally if they need. will also discuss with the
Maybe students can students after the activity
create a pattern of sounds and ask them questions to
and dance moves. Try make sure they are all on
creating more the same page. What did
complicated patterns for you notice about each
the students who are station? Can patterns
advanced to create. have only two different
objects/colors/or letters?
How did you figure out
what came next in the
pattern?

Universal Design for Learning

Physical Disability:
Students who are unable to
participate in the activity by
moving the objects can create and
distinguish patterns created on a
technology device such as an iPad.
This can include images, letters,
numbers or even sounds.
Intellectual Disability:
Students can learn about
patterns by starting out
with just one
object/color/number/letter
and progressively add on
to slowly understand how
patterns work and are
made.

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 Science Lesson Plan
Lesson Title: Buzzing Around Grade: Kindergarten/1st grade

Learning Target: The students will be able to demonstrate and use the correct terms for pollination.
Grade Level Guide: Content Standards
Content Curriculum Focal Points
Kindergarten Science Standards
Life Science Ecosystems:
Interactions, Energy, and Dynamics
Interdependent Relationships in
Living Things
Designs can be conveyed through
sketches, drawings, or physical
models. These representations are
useful in communicating ideas for a
problem’s solutions to other people.
Common Core State Standards Interdisciplinary Connections
Ohio Social Studies Standard Students will learn and understand the
process of pollination and how it
Geography Places & Regions
effects the environment. They will
Content Statement 5: Daily life
understand the relationship between
is influenced by the agriculture,
flowers and bees and how they benefit
industry, and natural resources
from each other.
in different communities. Ohio
Department of Education Social
Studies Standard for 3rd Grade
- Theme: Past and Present,
Near and Far

Academic Language: bees, nectar, pollination, proboscis, honeysacs, symbiotic, The Bee Launcher (A
gizmo is an interactive device that brings to life an educational topic or concept) The Bee Launcher

Students’ Needs: Students will understand pollination and be able to create his or her own sequence
chart showing this process.

English Language Learners Special Needs (can be a group

such as “struggling readers”
or individuals)
When watching the movie Struggling students are able to
The Bee Movie English listen and see the movie as
Language learners can have well as have a demonstration
subtitles in their own on pollination to help
language at the bottom of the completely understand.
screen to help them get the
English vocally but be able to
read in their own language for
help if needed through the use
of audiovisual translation.

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 Materials: The Bee Movie (This movie presents the life of bees and the role of pollination in the
environment), paper, coloring materials, chalk, cotton ball, The Bee Launcher

Language Function: The student will be able to synthesize knowledge gained from watching the
movie to be able to demonstrate and define the terms involved in pollination through completing a
sequence chart.

Lesson Plan
Before: Start out the lesson by watching the movie The Bee Movie. After watching the movie, ask the students
to tell you what they know about bees? Have you seen them before somewhere (on a flower)? What do you
think they are doing?

During: After the students have answered what they know about bees, ask them what they noticed the bees
were doing in the movie? What did they do to the flowers? After discussing, explain that worker bees have
long tubes called proboscis (have everyone repeat the word and say it together) that they use to gather food
called nectar (sweet fluid that flowers make). This is then stored in their bodies called honeysacs. Bees also
collect pollen (yellow green powder that comes from flowers). Bees returning to the hive often carry balls of
pollen which stick to stiff hairs on their legs. (bee body part called pollen basket). Explain the relationship of
flowers and bees. Ask students how flowers and bees help each other? What did they notice in the movie?
Bees and flowers have a relationship where both animals and plants help each other- symbiotic. Bees help
flowers grow as well as create other flowers. Bees move pollen from flower to flower, which allows them to
reproduce and grow. Have students color their cut out flowers in any way they want, making sure to leave a
big circle in the middle. Once they have finished coloring, students will then color in the empty circle with
chalk. Have students work with their elbow partner and have one of them grab a cotton ball and rub it on the
circle of their partners’ flower. What happened? Is there anything on the cotton ball? Then have students rub
that same cotton ball on the other flower. Did it leave a mark? What do you think happened? Does this relate
to bees? Explain how this demonstrates pollination.

After: Have students create a sequence chart showing pictures and labels of pollination. They are able to
color/draw as well as label each section. Students can also use the gizmo when they are done for a little extra
fun. Students can use the gizmo for further review of concepts discussed in this lesson.

Assessment: The teacher will discuss what the students have learned with them as well as have them
create a drawn out and labeled sequence chart.

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

assessment the assessment so enough to meet standards?
(formal or informal;
that all students
formative or What will students do (related to the learning objectives) Include
may demonstrate
summative) to show what they have scoring guide, rubric or other criteria
learning
learned?
Students will create a The sequence chart The teacher will check the sequence charts
sequence chart through also comes along and discuss with students to make sure
The assessment will
pictures and labels with a picture they they understand and can demonstrate
be informal.
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demonstrating are able to draw pollination.
pollination. that they can label.
Students can also
discuss verbally
what they have
learned.

Appendix

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 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

15
Blueprint Figure 2

16
Blueprint Figure 3

17
Cross-listed bill of materials: Cost of Amount We Used

- 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.
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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.

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:

19
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)

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

Glossary
Bee: a stinging winged insect which collects nectar and pollen, produces wax and honey, and
lives in large communities
Gizmo: an interactive device that brings to life an educational topic or concept

20
Hive: a container for housing honeybees. the usually aboveground nest of bees
Honey sac: a distension of the esophagus of a bee in which honey is elaborated — also called
honey stomach
Nectar: a sugary fluid secreted within flowers to encourage pollination by insects and other
animals, collected by bees to make into honey
Pattern: something that follows a rule while repeating or changing
Pollen: a fine powdery substance, typically yellow, consisting of microscopic grains discharged
from the male part of a flower or from a male cone. Each grain contains a male gamete that can
fertilize the female ovule, to which pollen is transported by the wind, insects, or other animals
Pollination: the transfer of pollen to a stigma, ovule, flower, or plant to allow fertilization
Proboscis: any long flexible snout. an elongated sucking mouthpart that is typically tubular and
flexible
Sequence: an ordered list of numbers or other elements like geometric shapes
Sequence Chart: represents object collaboration and is used to define event patterns between
objects for a certain outcome. A sequence diagram is an essential component used in processes
related to analysis, design, and documentation
Sketch to Stretch: one idea for using sketches in response to reading. Directions to students:
Make a quick drawing of what a story meant to you. Do not make an illustration of the story,
rather it should represent your connections to the text
The Bee Launcher: the name of the gizmo used in this unit
The Bee Movie: animated movie that presents the life of bees and the role of pollination in the
environment

Resources
Language Arts Lesson:
The Greedy Bee read aloud
Retrieved from https://www.youtube.com/watch?v=ng5wwsN-B2Y&t=16s
The Greedy Bee read aloud in Sign language
Retrieved from https://www.youtube.com/watch?v=4kHsRFClYfA
This is a helpful resource for students to be able to watch or read the book at home if needed.
The parents of the students can also watch it with their children to understand what they are
working on in the classroom.
Math Lesson:
Pattern Activities
21
This is a resource that can be used in creating pattern activities using shape manipulatives for
your students.
Retrieved from https://www.kindergarten-lessons.com/kindergarten-pattern-activities/
Science Lesson:
Gizmo (included in the appendix)
Sequence chart (included in the appendix)
Glossary:
Miriam Webster Dictionary, Symbol. (n.d.).

Retrieved from https://www.merriam-webster.com/dictionary/

All of the words and definitions in my glossary are taken from the Merriam Webster Dictionary.

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