Lesson Plan
#1
Parts of a Honeybee’s Body
 
A. Context:  Parts of a honeybee
 
B. Special Needs Considerations:  All of the activities in this lesson are special needs appropriate.
 
C. Objectives: Students will be able to locate, identify, and understand the functions of specific parts of a honeybee.
 
D. Indiana State Standards:
Science
3.1.3  Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
 
3.2.6 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
 
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
 
3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
 
English/Language Arts
3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
 
E. Materials: preserved honeybees, magnifying glasses, large honeybee model, flashcards with highlighted honeybee parts, honeybee books, pencils
 
F. Lesson Content:
1. Motivation:  Pass out magnifying glasses and preserved honeybees.  Allow the students to examine details and parts of the honeybees.  Have students record their findings with drawings and thoughts on the first page of their honeybee book. (5-10 minutes)
2. Modeling:  Explain each part of the honeybee and its function while constructing the large honeybee model.  Before explaining each part of the honeybee, ask the class if they know its name or function. (10-15 minutes)
3. Guided Practice:  Play the racing game that has the students identify the parts of the honeybee with flashcards highlighting one specific honeybee part per card.  The class will be divided up into two groups and will line up single file. The teacher will show a flashcard and the first students in line, and the first one to say the correct answer moves on wins their team a point.  Those two students will go to the back of the line, and the game continues with the next students. The first round will be done by showing the part of the body, and the students will identify its name, while the second round will be to have the students correctly describe the functions of the part. (15 minutes)
 
G. Assessment:  Since this is the first lesson, explain to the class that the honeybee books are a way to record their new knowledge about honeybees.  The honeybee book will consist of pages that pertain to each lesson.  It will include pages for note taking, journaling, applying lessons, and learning honeybee vocabulary.  The assessment for this lesson will be completing the vocabulary pages by pasting the correct definitions and pictures next to the appropriate vocabulary word. (Remaining time available)
 
 
 
 
 
 
 
 
 
 
Lesson Plan
#2
Pollination and Communication
 
A. Context:  Pollination and Communication
 
B. Special Needs Considerations:  All of the activities in this lesson are special needs appropriate.
 
C. Objectives:
D. Indiana State Standards:
Science
3.1.3  Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
 
3.2.6 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
 
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
 
3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
 
English/Language Arts
3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
 
E. Materials: Honeybees by Deborah Heiligman, a couple dozen of real flowers, black construction paper, pencils, Honeybee books, crayons, magnifying glasses, computer, internet access,
 
F. Lesson Content:
1. Motivation: Read aloud the book Honeybees by Deborah Heiligman. To introduce the topic of pollination and honeybee communication, we have chosen to read only pages 4, 24, 25, and 27 (5 minutes).
2. Centers:
a. Flower Dissection- At this station, there would be a couple dozen flowers and black construction paper. Students will be allowed to dissect the flowers in order to understand the parts of a flower. Also, there will be a baggie with anthers and black construction paper at the tables. The students will be able to rub the anthers on the paper to see the pollen.
 
b. Waggle and Round Dance- The teacher will explain why bees do the waggle and round dance by using a flash diagram, found at armiller4.iweb.bsu.edu/waggledance2.swf. Afterwards, the students will create and draw their own dances to communicate to someone else how to find their desk (close by) and how to find their school’s office (far away).
 
G. Assessment:
For this lesson, the teachers will be informally assessing the students as they work through the stations. The teachers will observe the students and keep a checklist of the skills and information the students learn and apply will doing the activities.
 
 
Lesson Plans