CSOE Lesson Plan Template

Part 1
GRADE 1st Grade

SUBJECT Science and Math

For this lesson students will learn about the important role a honeybee plays in our
ecosystem and awareness will be brought to the possible extinction of honey bees. We
LESSON SUMMARY
will discuss how we can create a safe haven for bees and students will create their
own bee motels to provide homes for bees.

How is Theory applied

in this lesson?

ISTE Standards for Students How will you address the ISTE Standards for Students?

-ISTE Standard #1.2 Digital Citizen: When using pear deck slides students will be virtually engaging with other
students in the class. Students will understand the importance to engage positively, safely, respectfully with
others; as well as being mindful of other diverse opinions and perspectives. Students will engage in positive digital
citizenship.
-ISTE Standard # 1.1 Empowered learner: Students will use their computer to login, navigate to Canvas, and
locate their virtual STEM classroom. Students will apply their previous technological knowledge in order to
conduct those steps on their own as well as be able to understand how to conduct some troubleshooting
strategies such as refreshing their browser and restarting their computer.

STATE or COMMON CORE How will you address your States or the Common Core standards?

-K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change
to define a simple problem that can be solved through the development of a new or improved object or tool.
During the lesson students will be gathering information on the potential honeybee extinction and how people
want to change this situation. They will ask questions in regards to what they learn of the honeybees to deepen
their understanding. Students will learn how they can use the invention of a bee motel, which is built from several
objects to improve one another, to aid this situation. They will engage in a hands-on experience where they will
invent and create their own bee motel.
-CCSS.Math.Content.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes
(e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. During the independent
practice component of the lesson students will create shapes and measure even shapes, combining various
shapes to construct a bee motel. Students will draw shapes to possess defining attributes on cardstock during this
portion and construct them using duct tape.
-CCSS.ELA-Literacy.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure. For the closing portion of this lesson students will write an informative text where they will
name the topic (honeybee), they will supply facts about honeybees (what they do, what is making them become
extinct, and one way to help them not become extinct), as well as include an introductory and concluding
sentence.

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 -CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question. For this lesson plan students will be recalling past memories and knowledge on
nature and honeybees. This will be done I. Many portions of the lesson plan as students connect their knowledge
to the content they are learning. This will be guided by the teacher as the teacher will be asking open-ended
questions during the lesson which will require students to recall information both from previous knowledge and the
content they have just learned.

MEASURABLE OBJECTIVE What will your students be able to do?

1. Students will be able to understand the role the honeybee plays in our ecosystem.
2. Students will be able to understand the role the honeybee plays in the food web.
3. Students will be able to identify one way they can help prevent honey bee extinction.
4. Students will be able to work collaboratively in groups.
5. Students will be able to identify some factors as to why the honeybee is going extinct.
6. Students will be able to understand the different roles a honeybee engages in.
7. Students will be able to identify various components of a honeybee’s home.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

Formative Assessment: In order to see whether students have made progress towards my learning objectives I
will be asking open-ended questions through-out the lesson. This will help me see what students are or are not
understanding. If students have demonstrated progress I will move on with the lesson, however if students appear
to be struggling I will repeat parts of my lesson and provide additional support to students who need it. During the
google powerpoint presentation the EdTech tool pear deck slides will also be used as a form of formative
assessment as these slides are interactive and allow the teacher to measure student understanding while
conducting the lesson. Another way I will be using formative assessment is in the independent practice
component of my lesson. Here I will be assessing students on relating their learning to what they have built.
Students will not be assessed based on the appearance of their bee motel, but they will be assessed based on if
they can provide reasons using their knowledge from the videos as to why they have built their bee motel a certain
way.
Summative Assessment: In order to tell if a student has demonstrated mastery in my lesson I will be using a
rubric. This rubric will reflect my learning objectives and students will be graded on a scale which will be provided
on the rubric. This rubric will be used in the independent practice portion of my lesson where students will be
graded on their writing pieces and if the student is demonstrating understanding of what they have learned in this
writing piece. I will not be grading students on their “bee motel” as this will also be in the independent practice but
is to be used as a creative component of my lesson plan.

DIVERSE LEARNERS (Mixed Abilities)

1. How will your instruction support the diversity of learners in your classroom?
2. List the specific strategies you will use.

1. Students with 2. English Learners 3. Advanced Learners 4. At Risk

Disabilities
I will provide additional
support to my special needs
students and during class
time while other students are
working independently I will
further support and assist
them to accommodate their
needs.
I will provide many visuals in
the classroom posters and
powerpoints created in
regards to this lesson. This
will benefit English Learners
as they can visually learn and
associate the new English
words they are hearing with
the visuals they are seeing.
For new English Learners,
On my pear deck slides
presentation I will create
bonus response questions at
the bottom of the previous
question. Advanced learners
will have the opportunity to
respond to both the original
question as well as the bonus
questions. This will help me
promote critical thinking and
I will provide brain-breaks
throughout the lesson to get
students moving and help
make them feel more
motivated during the lesson.
This can benefit at-risk
learners as it will help them
self-regulate. I will check in on
my at-risk learners throughout
the lesson to ensure they are

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 The incorporation of the
EdTech tool pear deck slides
is also useful for special
needs students as it is simple
to follow and not
overwhelming. I will explain in
great detail how to use this
EdTech tool prior to using it. I
will write directions for the
independent practice on the
board so that special needs
students can look at this and
reference it if they feel lost at
any point in the lesson.
When using the computer for
both pear deck slides and the
virtual STEM classroom
students can adjust their
computer settings to
accommodate their needs
such as using inverted colors,
text-to-speech, larger fonts
etc. This can make the
programs more accessible for
students with disabilities.
rather than composing 5
sentences for their writing
component in the closing
portion of this lesson I will
only require them to write key
words in response to the
questions and draw a picture
in relation to their key words.
For pear deck slides I can
accommodate English
Learners by providing
subtitles on their own
chromebook that are in their
native language. I will have
the ability to personalize their
learning on their
chromebooks.
higher order thinking for my not feeling overwhelmed or
advanced learners. anxious.
Advanced learners will also
have the opportunity to watch
more videos to extend their
learning during the
independent practice. The
virtual STEM classroom will
also contain higher level
honey bee videos which they
can watch.

DIFFERENTIATION
• Differentiated instruction is not the same as individualized instruction.
• Differentiation allows students to show what they know in different ways.

1. Content 2. Process 3. Product

Content will be differentiated as visuals,
text, font sizes, and videos will be used
in the classroom. Presentations will be
presented both visually and orally to the
class. Students will engage in hands-on
experiences (benefitting kinesthetic
learners) Students will have the choice
to watch their powerpoint and videos on
the projector or on their own
chromebooks. This will help meet
diverse learning styles and needs of
students.
At the end of the lesson small groups will
be created in regards to the grades
students received on their rubrics. This
will help create levels in the class where
students will work with others who share
the same level so I can personalize
learning for the given group.
Students will have multiple ways to
make sense of the content and topic
they are learning about. They will have
the opportunity to ask questions, work in
their small table groups, and work
independently. Students will have the
choice on how they wish to process their
learning and select one of these styles
that best fits them.
Students will have the opportunity in
their formative assessment on pear deck
slides to freely respond using any of the
tools they desire. They may wish to type,
write, or draw. This allows students to
demonstrate their learning in the format
they wish. Students will also have the
opportunity to freely and creatively build
their bee motels how they wish. How
they provide rationale for their bee
motels is what they will be assessed on
rather than the overall structure and
appearance of the bee motel. Students
will only need to select one fact about
what a bee needs in it’s home that they
learned in a video from their virtual
STEM classroom. They will be able to
think creatively about how they wish to
use this fact when building their bee
motel.

CLASSROOM MANAGEMENT

How will you create a healthy To create a healthy learning environment in my classroom I will be using a
learning environment? token system and creating a classroom rule chart which students will take
part in developing. First I will have students sit down on the rug where they

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How will you create and maintain a
supportive and safe learning
environment?
How will you establish a climate of
learning?
OPENING (10 minutes – suggested) Circle Time
How will you communicate what is
about to happen? How will you
communicate how it will happen?
How will you communicate its
importance? How will you
communicate connections to
previous & future lessons?
How will you engage students and
capture their interest?
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can share rules they think students in their class should follow to help
promote a healthy and positive learning environment. I will write these rules
on the board and when students are done sharing I will have them vote on
the ten they believe are most important. I will then create a classroom rule
chart which I will hang in my classroom with these ten rules. This will remain
hanging so students can use it as a reference and a reminder of the
behaviors they should and should not be engaging in.
To create and maintain a supportive and safe learning environment in my
classroom I will be using a token economy where students will be given a
warm and fuzzy (which is a colorful Pom Pom) if they are engaging in
positive behaviors. Students will put this warm and fuzzy in their desk and at
the end of the week they can exchange it for a reward such as a desk pet
(small character eraser), a candy, or another prize. Students in the
classroom will be able to observe those who are given warm and fuzzies
which will help create models in my classroom. Other students will notice
these positive behaviors and mimic them to receive the same praise and
reward. Thinks will help increase positive behaviors in my classroom and
minimize disruptive behaviors.
I will have students gather on the rug and here I will introduce to them what
a honey bee is. I will ask open-ended questions to get students excited for
their learning as to what do you think a honey bee does? Do you think
honey bees are important? Has anyone seen a honey bee before? I will
then introduce that we will be learning more about them today so students
can deepen their knowledge on honey bees. I will then go over the steps of
the lesson we are about to do together as a class and the activities they will
get to engage in. I will create a checklist of these components of the lesson
on the white board and check them off as we go so students can see where
we are at in the lesson and what we will be transitioning into next.
I will have students pull on past knowledge and memories of honey bees so students
can make connections to what they are learning. I will establish the importance of
learning what the honey bee is and how we can help it by discussing how big of a
difference we can make as a class and having students understand how important
the honey bee is in our ecosystem. I will discuss its role in food webs, our
ecosystem, and stress the importance of how we cannot live without bees as “bees
and butterflies help pollinate approximately 75 percent of the world's flowering
plants” (Enjoli 2018).
To keep students engaged in the lesson I will be asking open-ended questions
throughout the lesson. To capture student interest I will be having them relate their
learning to their past memories where they will be able to share these memories with
the class during the discussion. This will allow students to incorporate their interests
in the lesson. Another way I will keep students engaged and interested in the lesson
is by having flexible seating. For the opening component of my lesson this will take
place sitting on the rug, for the introduction to new material students will be sitting at
their desk, for the guided practice this will take place standing in the classroom or
outside, and the independent practice will take place at their desk. This will help
 keep students moving and not stationary in one location for the entire lesson. This
will help students focus on the lesson and increase engagement during my lesson.

TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &

10 Role: The teacher will instruct Role: Students will gather on the TECHNOLOGIES USED
minute students to gather on the rug. The rug quietly. Students will actively Technologies: Computer, projector,
s teacher will then give a brief listen to the teacher's lesson and powerpoint
introduction to what a honeybee actively participate by raising Materials: White boad, expo marker
Strategies: Flexible seating, Active
is using the beginning slides of their hand and sharing their
learning, differentiated instruction
the powerpoint and reading them thoughts, memories, opinions,
to the class. The teacher will then and knowledge on honeybees in
ask students open-ended regards to the question being
questions about the honey bee as asked.
to what jobs they believe it has,
why they think it is important, and
why we might be talking about the
honeybee today.
After giving the students an
opportunity to share, the teacher
will go over each part of the
lesson plan to introduce students
to what they will be doing today.
She/he will write a checklist on
the board with the steps of the
lesson plan written in
chronological order. She/he will
check off the parts of the lesson
plan on the checklist as they are
completed and students are to
transition into the next part of
their learning.
The teacher will differentiate
instruction by providing multiple
means of representation such as
images, font sizes, and giving an
oral presentation. Student’s
interest and needs will be taken
into account throughout the entire
lesson to help support them.

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested) PowerPoint with Pear Deck Slides

How will you introduce academic
language?
The key vocabulary that my students will need to know is what a bee is, where bees
live, and what are some things bees can do. They will then use this vocabulary to
apply it to the new words and facts they will learn about. Academic language will be
displayed on the powerpoint presented to students. Students will relate previous
knowledge of vocabulary to the academic language being introduced.

What key points will you emphasize The key points I will emphasize and reiterate during the lesson are the key roles a
and reiterate? honeybee plays in both the food web and ecosystem, key causes of what is causing
the honeybee to become extinct, and one way humans can help honeybees from
becoming extinct.

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 How will you ensure that students
actively take-in information?
To ensure students are actively taking-in information I will ask open-ended questions
where I will ask students to respond throughout the introduction to the new material
portion. If students respond correctly this will indicate that students are actively
taking-in information. If students are unsure of their answers I will assume students
are not actively taking-in information and I will go over that part of the lesson once
more and ask more questions. I will also be using pear deck slides as a form of
formative assessment which will help me indicate if students are actively taking-in
information based on their responses.

How will you vary your approach to
make information accessible to all
students? How will you differentiate
your instruction for all your
learners?
To make information accessible to all students I will take their learning needs and
interests into account. I will provide visuals, words, videos, and give an oral
presentation to help me provide multiple means of representation to my students.
This will help me support my diverse learners and differentiate my instruction.

Which potential misunderstandings
will you anticipate?
If misunderstandings arise in my lesson I will further investigate what part of the
lesson students are finding confusing. Some potential misunderstanding I anticipate
is the difference between honeybees and other bees students commonly see. As
they can look vaguely similar. For this misunderstanding I will be sure to include
images of honeybees side by side with other bees and give students the opportunity
to compare and contrast the appearance of the bees up close.

Why will students be engaged and To keep students interested in the lesson and engaged I have allowed them to have
interested? the power of choice for how they chose to respond on pear deck slides. I will allow
them to express their creativity as they can choose from various tools to compose
their response such as the drawing tool, writing tool, and text tool.

TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &

10 Role: The teacher presents a
minut powerpoint to students where
es they will use their own chrome
book to interact with the slides.
This will help create a formative
assessment as the teacher is
conducting the lesson.
The teacher will verbally read and
explain the slides present to
students and give students the
opportunity to demonstrate their
understanding by responding to
the interactive virtual slides during
the presentation.
The teacher will be able to review
the students' responses to the
interactive slides so that she/he
can see if students are
comprehending what they are
learning correctly and if more time
is to be spent on a certain part of
the lesson.
Role: Students will transition from TECHNOLOGIES USED
the rug to their desk. They will be Technologies: Chromebooks,
given their chrome books where google slides powerpoint, pear
they will log in and access the deck slide extension to google
powerpoint that is being slides.
presented to the class. They have Materials: Teacher computer,
the option to follow the chromebooks (1 per child),
powerpoint from either the projector
projector or their chromebook Strategies: Flexible seating,
(this gives students choice and blended learning, active learning,
can also benefit students with technology.
visual needs). When a pear deck
slide is presented to the students
they will use the computer to
respond to the prompt. They will
be given a choice here as well as
they can choose how they wish to
respond by using the various
tools on the program such as the
drawing tool or text box tool.
Students will submit responses to
the slides and the teacher will
review their responses and share
a few with the class. If students
do not demonstrate
understanding the content of the
lesson will be re-reviewed with
the class to help better their

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GUIDED PRACTICE (15 minutes – suggested) Nectar Relay
How will you clearly state and
model behavioral expectations?
How will you integrate the
academic language?
How will you ensure that all
students have multiple
opportunities to practice?
How will you scaffold practice
exercises from easy to hard?
How will you monitor and correct
student performance?
Why will students be engaged and
interested?
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understanding. Pear deck slides
will be used as a form of
formative assessment.
Students will refer to the rule chart created to recall appropriate behaviors.
Students engaging in positive behaviors will be given a warm and fuzzy.
Other students will use this student as a model.
To integrate academic language I will incorporate vocabulary previously
learned in the relay race, students will also be encouraged to use this new
vocabulary.
To ensure that students have multiple opportunities to practice I will go over
the instructions and rules verbally in-depth and provide them with various
practice rounds. When students state they are ready to move on then we'll
conduct the actual game.
I will create practice rounds where students will have the opportunity to be
supported and learn the rules and instructions of the relay race. Once
students master the easy mode we will transition into the actual relay race
(as guidance or assistance will no longer be needed).
I will monitor and correct student performance by observing students as they
take part in the relay. I will praise students who are engaging correctly. If
students are not correctly performing I will discuss with them what they are
doing wrong and explain what they should be doing. I will be walking from
team to team.
This portion of the lesson is very hands-on and is set up in a game format.
By creating this hands-on experience students will be viewing what they are
learning as fun but also interesting as what they will be doing in the relay
can be related to real-life and what honeybees are actually doing everyday.
 TIME TEACHER
15 Role: The teacher will first set up
minut the relay race. Filling the large
es bowl with water and yellow food
coloring and placing it on top of
the flower cut out. The teacher
will next place the ice cube tray
on the opposite end of the
room/playground. The teacher will
demonstrate the actions the
students will take part in and
explain what each of these
actions represent in regards to
the honeybee. After the relay the
teacher will ask open-ended
questions on what the students
have learned in order to assess
learning.
The teacher will also monitor
students to make sure students
are behaving appropriately and
being both an active and positive
member on their team.
STUDENTS MATERIALS, STRATEGIES, &
Role: Students will be divided TECHNOLOGIES USED
into two teams and each team will Materials: 2 large bowls, 2 large
stand in a line. Students will use paper flower cut out outlines
the dropper to transfer the yellow (larger than the large bowls
water (pollen) from the bowl previously selected), 2 droppers,
placed on the flower into the ice 2 ice cube trays, water, and
cube tray (honey comb). yellow food coloring.
However, students will only be Strategies: project-based
able to use a small dropper. learning, flexible seating
Students will take turns in their
team transferring the water from
their flower to their honey comb
which will help them see the role
honeybees play as well as how
busy a honeybee is.
Students will work as a team and
communicate positively to the
members on their team and learn
the importance of supporting
each other.

INDEPENDENT PRACTICE (25 minutes – suggested) Bee Motel Project

How will you clearly state and
model behavioral expectations?
Behavior expectations are stated in the classroom rules chart the class has
composed prior to the lesson. To model these behaviors I will be giving out warm
and fuzzies to students who are demonstrating ideal classroom behavior. Other
students will be able to view these students' behaviors and use them as a model to
mimic their behaviors as they desire the same praise and reward. This will help
increase positive classroom behaviors and promote a healthy learning environment.

How will students demonstrate Students will demonstrate understanding of the academic language by using
understanding of the academic vocabulary learned from the powerpoint at their small table groups when discussing
language? their bee motel project.

In what ways will students attempt Students will demonstrate their learning by applying their knowledge of bee hives,
to demonstrate independent honey combs, and a bee’s needs when constructing their bee motel. They will
mastery of the objective? demonstrate mastery when discussing their rationale as to why they built their motel
as so and referencing their learning.

How will you provide opportunities
for extension?
For students who wish to extend their learning, they may further explore
their virtual STEM classroom. Here students can gain further insight on bees
and what they live in. They can then use this knowledge to revise or
re-construct their bee motels so that they are more suitable to inhabit
honeybees.

Why will students be engaged and
interested?
To keep students interested and engaged in this portion of the lesson,
students will participate in a hands-on lesson where they will get to
experiment and critically think. During this portion as students work
independently on their bee motels they will still be given the opportunity to
discuss with their peers as they construct their bee motels. By allowing
students to communicate with others they are able to enhance their
social-emotional learning and be interested in the lesson as they will have

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 the opportunity to talk in their small table groups with their friends. They will
also benefit from hearing others' ideas when it comes to using diverse
critical thinking and problem solving skills.
TIME TEACHER
Role: This will be a
25 - student-directed part of the
45 lesson plan. The teacher will
minut introduce the experiment/math
es project to the class. The teacher
will pass out the necessary
supplies/material to each student
and give the students a total of 20
minutes to explore the honey bee
videos in their virtual STEM
classroom.
The teacher will then give
students an additional 15-25
minutes to construct a bee motel
based off of what they learned
and observed in the videos.
The teacher will then have
students share their bee motels
and help them test to see if their
bee motel can be suspended
from the branch of a tree
successfully.
The teacher will use this
information to assess student
understanding as a form of
formative assessment.
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STUDENTS
Role:
First, students will take out their
chrome books and access
canvas. On canvas they will
explore their teachers virtual
STEM classroom, here they will
explore various videos on
honeybees and use the
knowledge learned in the videos
to construct a “bee motel” which
they feel can support bees.
Students will experiment with the
various types of materials: straws,
sticks, plastic cups, yarn, card
stock, tape, duct tape, toilet rolls,
and liquid glue.
Students will use the material to
create a home for bees where
they can properly lay their eggs.
The goal of this being that
students must be capable of
creating a platform where a bee
can successfully lay their eggs
and a platform which can be
suspended on the branch of a
tree successfully. Students will be
using the science concept of
engineering and design for this
component of the lesson plan as
they will be observing what they
build and making modifications.
They are developing an improved
tool to help solve the problem that
there is a potential risk to honey
bee extinction. They will ask
themself and the students at their
tables questions in regards to
their designs of their bee motels,
helping them gather more
information of how they should
design and engineer the bee
motel.
Once students have completed
their bee motel they will share
their bee motel with the class.
Students will then attempt to
suspend their bee motel from the
branch of a tree to see if it is
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
Strategies: Inquiry-based learning
(confirmation inquiry), flexible
seating, interdisciplinary teaching,
convergent thinking, project-based
learning, student-directed
Link to an example of the activity
for reference: https://pin.it/1wXCBqB
Materials: duct tape (several roles of
different colors), card stock (4 sheets
per child), pencils (1 per child), ruler
(1 per child), paper straws (15 per
child), yarn or string (1 roll), scissors
(1 per child), sticks (10 per student),
plastic cups (1 per student), tape (1
per table), toilet rolls (3 per student),
liquid glue (1 per table)
Technology: Computer (1 per
student), EdTech tool Canvas
Links to be added to STEM virtual
classroom on canvas:
-Queen honey bee laying eggs:
https://www.youtube.com/watch?v=a
59XHYb0l3U
-Busy bees:
https://www.youtube.com/watch?v=ta
154f5Rp5Y
-Let’s learn about bees:
https://www.youtube.com/watch?v=Ft
08l9w6lPI
-How do bees make honey?:
https://www.youtube.com/watch?v=c
DlHHCGbMc4
 successful at being hung.
Students will be allowed to
communicate and collaborate
with the members of their table
when constructing their bee motel
to gain insight from one another
and listen to each other's problem
solving and critical thinking.
Students will not be graded on
this portion of the lesson but it will
be used as a form of formative
assessment.

CLOSING (5 minutes – suggested) Quick write component to

How will students summarize what Students will summarize their learning by writing 5 sentences on the
they learned? honeybee. These 5 sentences will include what honeybees do, one reason
they are going extinct, and how their bee motel can aid in honey bee
extinction.

How will students be asked to state
the significance of what they
learned?
Students will be asked to write one sentence for their concluding statement where
they will state the significance of their learning about the honeybee.
During the independent practice component of the lesson students will also be
required to state the significance of their bee motel. For example, I used straws in my
bee motel as I learned in the videos that bees need a tube to lay their eggs in.
Students should be able to state one significance from one of the videos they
watched and how they applied this learning to constructing their bee motel.

How will you provide all students
with opportunities to demonstrate
mastery of, or progress toward, the
objective?
For this closing section I will be grading the students’ writing assignments
with the use of a rubric. If students do not score well on these rubrics I will
set up an independent meet up time to go over the rubric with these
students. After reviewing these with students I will give them another
opportunity to revise their writing once more so students can re-assess their
learning, improve, and accomplish the learning objectives. Students who
receive B grade or higher on the rubrics will have reached learning
objectives and demonstrate mastery.

TIME TEACHER STUDENTS MATERIALS, STRATEGIES,

5-10 Role: This assignment is student-directed
minut as it is for students to demonstrate their
es learning. For this section of the lesson
the teacher will be used to monitor
behavior in the classroom as the students
conduct their writing pieces
independently. Students who are working
independently, quietly, and staying on
task will be awarded with a “warm and
fuzzy.” These will be Pom Poms that are
used as a token economy. Later in the
week students will have the opportunity
to exchange these warm and fuzzies for
prizes such as desk pets, candy, and
stickers.
Role: Students will be given a & TECHNOLOGIES USED
lined piece of paper and a Materials: Lined paper (1
pencil. Students will need to per student), pencils (1 per
compose a writing piece which student)
consists of 5 sentences which Strategies: Flexible seating,
demonstrate they understand behavior management
the role a honeybee plays, they (token economy),
are able to identify at least one teacher-facilitated,
reason honeybees are facing student-guided
extinction, and they are able to
identify one thing they can do
to aid in honeybee extinction.
Their writing component should
contain an introductory
sentence and closing
sentence. While students

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 The teacher will also be going over the
directions of the assignments with the
students. The teacher will discuss how
many sentences the students need and
what elements should be included in their
writing piece for full points.
The teacher will collect all writing pieces
once completed and grade them using a
rubric. If students do not receive passing
scores the teacher will have a
one-on-one meeting with them to provide
them with feedback for their grade and
give students the opportunity to revise
their writing assignments once more.
complete this assignment they
will have to recall their learning,
critically think, and analyze
what they have learned. They
will filter their learning to only
write the key points which meet
the targets of this writing
component.
When done students will turn
their papers in to the teacher. If
they do not receive a passing
score the student will then
meet with the teacher
independently where they will
have the opportunity to gain
insight and feedback from their
teacher, as well as use this
feedback to revise their
assignment once more.

HOMEWORK (if appropriate). How will students practice what they learned?

For this lesson an informal homework will be assigned where students will need to complete a task at home,
however they will not be graded on this. Students will take their bee motel home and discuss to their parents what
they have built and why they have built it. With the permission of parents, students will then hang their bee motel
in their yard to help support honeybees in their neighborhood. The purpose of this informal homework assignment
is simply to bring awareness to the importance of honeybees and their potential extinction as well as to let
students be involved in helping the honeybees.

COLLABORATION What other education professionals will you collaborate with to ensure all learner needs are
met?

SOCIAL AND EMOTIONAL SKILLS

Which of the following social and -Critical thinking/problem solving: Students will learn about the honeybee
emotional competencies (World and how it is facing extinction. As students construct their bee motels they
Economic Forum, 2016), does this will recall information they have learned and memories to critically think
lesson support? about what format would work best for a bee motel. Students will use
• Critical Thinking/Problem problem solving as they cut, draw, and construct various shapes to create a
Solving bee motel. Students will also use critical thinking and problem solving skills
• Creativity when watching the various videos of honey bees in their virtual STEM
• Communication classroom. Students will critically think about the various components they
• Collaboration observed in the homes of the honeybees. Students will use problem solving
skills to apply this learning when constructing similar shapes in their bee
motels. Students will also use problem solving skills to decide how they can
successfully suspend their bee motel from the branch of a tree.
-Creativity: Students will use creativity when constructing their bee motels.
They will get to be creative when deciding what materials they wish to use to
construct their bee motel, how they wish to shape their bee motel, and the
components they wish to add to their bee motel.

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 -Communication: During this lesson students will be able to communicate
with both the teacher and the peers at their table. Students will be
communicating with peers about the facts they learned in the honeybee
videos which they watched in the virtual STEM classroom. Students will also
communicate with the members of their team during the guided practice.
-Collaboration: Students will collaborate with other students during the
lesson in the independent practice and guided practice. In the guided
practice students will be collaborating with the members of their team and
positively encouraging and supporting them. During the independent
practice students will be collaborating with the other students on their table
and listening to each other's diverse opinions. Students will build on each
others’ talk and share their ideas on what they believe would be an effective
strategy when building a bee motel.

Which of the following social and
emotional character qualities
(World Economic Forum, 2016),
does this lesson support?
• Social and cultural awareness
• Leadership
• Adaptability
• Persistence/Grit
• Initiative
• Curiosity
-Curiosity: Students will listen to various students' perspectives and
opinions throughout the lesson as they share. Students will get to view
students' different thinking as they demonstrate their bee motels and explain
why they built it in the format they did. Students will be open-minded when
listening to others. Students will be encouraged to both answer and ask
questions throughout the lesson.
-Social and cultural awareness: While students are working in their table
groups they will be listening to others' diverse opinions and perspectives
which can be influenced by their culture or social environment. Students will
be respectful when listening to the diverse perspectives in the classroom.

World Economic Forum. (2016). New vision for education: fostering social and emotional learning through
technology. Geneva, Switzerland: World Economic Forum. Retrieved from http://hdl.voced.edu.au/10707/443447.

PROFESSIONAL TEACHING STANDARDS

InTASC What InTASC standards are supported by this lesson?

ISTE Standards for Teachers What InTASC standards are supported by this lesson?

TPE’s What TPE’s are supported by this lesson?

LESSON REFLECTION (Pre – and Post – teaching the lesson)

Why do you think the assessment and rubric Why do you think the SEL strategy engages, enhances, or
would work in your content area? extends the lesson?
I believe that the assessment and rubric format I
have selected for my lesson plan will work for this
content area as they can be used together to
measure student understanding and whether
students have accomplished the learning
objectives I have created. Both the formative and
summative assessment will allow me to see what
students did or did not understand during the

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 lesson. This will help me target what areas of the
lesson will need to be reviewed deeper with the
students. As I will be teaching multiple areas of
content in one lesson the rubric will help me see
which of these content areas students are
demonstrating mastery in and which areas they
are not. I can use the grades from these rubrics to
place students in groups in regards to the grade
they received and the level it reflects as a learner.
Here I will be able to meet with these different
groups and personalize instruction and activities
for them so I can better support them in the
content area they need help in.

REFERENCES: List any research used or quoted consistent with APA style guidelines.

Common core state standards initiative. (2021). http://www.corestandards.org/ELA-Literacy/L/1/

Enjoli, A. (2018). LiveKindly. What Happens If Bees Go Extinct?

https://www.livekindly.co/san-francisco-jails-halve-meat-consumption-under-new-law/

International Society for Technology in Education (ISTE). (n.d.) Standards for teachers.
https://www.iste.org/standards/iste-standards-for-teachers

PROFESSIONAL TEACHING STANDARDS REFLECTION

InTASC Of the InTASC standards identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

ISTE Standards for Teachers Of the ISTE standards identified as being supported by this lesson, rate your
performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

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 TPE’s Of the TPE’s identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

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