Title: What are honey bees and how would our lives be affected without honey bees?

Grade: Kindergarten

Overall Goal:

During the one week class, we will use multiple platforms to learn about honey bees and
strengthen the students skills in observation, presentation, communication, research, and
manipulation. Kindergarten students are curious about the world and interested in animals.
Honey bees are a good example for kids to know about and build the concept that their life
actually have close relation with animals.

At the beginning of the week, students will be introduced to honey bees through pictures and
videos to peek interest. They should end that day with a basic understanding of what a honey
bee looks like and where they are located around us.

Throughout the week the lessons will build on each other to have the students learn more about
how bees life cycle, pollinate, their roles within their own hives, and their importance to human
life. The use of arts and crafts, field trips, and games will all help to educate the children in a fun
and interesting way which promotes remembrance as well.

By the end of the week, the goal would be for students to take their knowledge of honey bees to
answer the questions what are honey bees and how would our lives be affected without honey
bees. The class will split into two groups with the help of a main teacher and assistant teacher to
lead the creation of posters to represent their findings. The students will then meet as a class to
present their posters and join in a group discussion.

Standards Learning Objective Assessment

K.LS.1 Describe and compare Throughout the project, In groups, complete the life cycle
the growth and development of students will be able to artifact by matching the names
common living plants and describe the life cycle of and the pictures of each stage of
animals. honey bees. honey bees` life correctly.

K.LS.2 Describe and compare Students will be able to In individual, complete the
the physical features of describe the physical artifact of Honeybee Puzzle by
common living plants and features of honey bees. coloring and putting together
animals. each body part correctly.

K.LS.3 Use observations to Throughout the field trip, In groups, complete the What
describe patterns of what Students will strengthen are honey bees poster with
 plants and animals (including their observational skills information they learned in class
humans) need to survive. to understand the full and the observations they made
picture of what a honey dur
bee is.

K.W.3.2 Use words and
pictures to develop a main idea
and provide some information
about a topic.
Students will be able to In groups, complete the poster
identify the words in the with the terminologies they
Key Terms and learned and pictures about
Definitions section honey bees.
below

K.SL.2.3 Listen to others, take
turns speaking, and add ones
own ideas to small group
discussions or tasks.
For the final discussion, Presentation and conference.
students will demonstrate
active listening and
communication
techniques

Key Terms & Definitions:

Honey bee: a small insect with a hairy body, four wings, and sometimes a stinger.
Wing: a pair of movable body parts used by birds, bats, or insects to fly.
Sting: the sharp, pointed part of certain animals and plants that sometimes carries a
poison. The stinger is used to wound.
Abdomen: the part of the body between the chest and the hips.
Thorax: the second or middle part of an insect's body.
Antennae: one of a pair of long, thin body parts on the head of insects, crabs, and other
animals. Antennae are used to feel and smell.
Egg: a cell in a female animal or in some kinds of plants that can develop into a new
individual after it is fertilized.
Larva: an insect after it hatches from an egg and before it changes into its adult form.
Larvae do not have wings and look like worms. Most kinds of insects spend part of their
lives as larvae.
Pupa: an insect in a middle stage of its development, after it is a larva. Pupas do not eat
or move; they are changing into their adult form. Many kinds of insects, including
butterflies, spend their time as a pupa inside a cocoon.
Beehive: a shelter in which bees live.
Queen bee: the single reproductive female in a hive or colony of honeybees.
Worker bee: female bees specialized to collect food and maintain the hive.
Drone bee: a drone is a male bee that is the product of an unfertilized egg.
Honey: a thick, sweet liquid made from flower nectar by bees. It is yellow or brown.
Pollen: the fine, yellow powder made by a flowering plant. When pollen is carried by the
wind or by an insect to another plant of the same kind, it fertilizes that plant's seeds.
Nectar: the sweet liquid a plant makes that attracts insects and birds.
 Pollination: to move or carry pollen to a plant in order to fertilize the seeds.
Fertilization: cause (an egg, female animal, or plant) to develop a new individual by
introducing male reproductive material.

Lesson Introduction (Hook, Grabber):

The teacher begins by a riddles about honey bees to grab students` attention. The riddle is
What Am I? I can fly but Im not a helicopter; Im an insect but Im not an ant; Im yellow and black
but Im not a butterfly; I can sting but Im not a wasp; I can often be found near honey but Im not
Winnie The Pooh. This is a very effective way to introduce the topic because kindergarten
students will get excited to guess a riddle.

After that, the teacher will show a short Youtube video about the basic physical features of honey
bees. The video should get their attention because
1. Cartoon images are used in the video.
2. Some interesting facts that students may not know are shown in the video.
3. The video starts with a simple question Do you like honey?. Honey is familiar to every
students and it is produced by Honey bees, so it is a good introduction and transition.

Once we watch the video the teacher should raise the driving question What are honey bees
and how would our lives be affected without honey bees? to introduce the topic to students and
lead to deeper learning and discussion.

Video Link: https://youtu.be/OwJT4d3l6SQ

Lesson Main:

Day 1: Bring up the topic of honey bees and really focus on the general facts: physical features,
pollination, honey, and a little bit about the current situation of honey bees. We will start with a
short Shadow Puppet video (http://get-puppet.com/v/y8cHlqLhGEM?autoplay=true ) that
introduce the names of the body parts of honey bees, queen bees, worker bees,drone bees,
beehive, contributions of honey bees for human and their current situation. After watching the
video, we will focus on the colors and physical features by giving out the artifact Honey Bees
Puzzle (https://app.box.com/s/748ijhvren1yzg30lmql/file/32535574773). In this artifact, The
teacher will work with students on this artifact to teach them how to use colors and show how the
body really goes together by finishing the Honey Bees Puzzle. They will cut out the pieces of
the puzzle and use glue sticks to reattach the pieces in the correct positions.

Day 2: Begin talking about the lifecycle of honey bees through a short video that created by
Educreation app
(https://www.educreations.com/lesson/view/honey-bee-lifecycle/45451654/?ref=app). This video
will introduce the life stages of honey bees from eggs, larva, pupa to a mature honey bee. After
that, the artifact Life Cycle of Honey bees will be given out. To finish this artifact, students need
to know the terms for each life stage and how do honey bees look like in each stage. We will also
talk more about pollination to teach them the importance of honey bees in our life by watching a
video (https://youtu.be/uDJpk89_Y8s). In this cartoon video, it introduced what are pollination,
fertilization and how honey bees help. To follow that video, we will introduce the situation of
honey bees and how they could be protect by having the teacher read the article Honeybees
are in trouble. Here's how you can help then allowing students the opportunity to ask questions
to better understand the main ideas in the article.
(https://www.usatoday.com/story/news/nation-now/2017/06/23/honeybees-trouble-heres-how-you-can-hel
p/419062001/)

Day 3: There would be the field trip to a local bee farm. Taking up most of their day, they will
work with beekeepers to see and hear new information and see how bees interact in real life.
They will go over what they have been taught previously before their trip so that way they can
comprehend what they will be seeing while they are there. The bee keeper will show them the
structure of the beehive and introduce them how honey bees cooperate and share out the work.
After the field trip the students can taste different types of honey to reiterate what they have
learned. During the whole field trip, students will use iPads to take photos for future use in the
poster making. Students will work in group of two or three, and we will provide one iPad for each
group. The photos should basically include the pictures of queen bee, worker bees, drone bees,
beehive, honey, and activities of honey bees such as collecting nectar and restoring honey to
their beehive. It will be better if they can take picture of eggs, larva and pupa, but this is optional.

Day 4: Students will be split into two groups to begin their posters so that each child can receive
more one-on-one attention and creative independence. Each group will work together and make
a poster to cumulate the information they have learned through the week to answer the driving
question, what are honey bees and show an understanding for the bigger picture of how our
lives would be affected without them. The teacher and teachers assistant will go over each
subsection in the poster to give each student equal opportunity to contribute to every section.
They will be able to print photos that they took from the farm and write facts that they have
learned throughout the week to then attach these facts and artworks on their posters. These
elements of the poster will need the use of safety scissors, glue sticks, poster board, crayons,
stickers, pencils, and paper.

Day 5: Today should be spent finishing any last minute project additions and practicing their
presentations. They will then take turns presenting different parts of their assigned posters to the
class and end with a whole class conversation about the two topics. The teacher will conclude
what they learn this week including the physical features, lifecycle, importance, current situation
and how to protect them. At this point, students will develop structural knowledge about honey
bees and know about how they relates to our life.


Lesson Ending:

Day 4 and 5 (as listed above) will bring an end to our week about honey bees. The students will
work in two groups to use their knowledge from the week to create posters to present to their
peers and teachers. They will then have time to ask questions and openly discuss any last ideas
and/or thoughts they might have. The posters will remain posted in the room so that way
students can refer to that as an accomplishment and remember all that they have learned about
honey bees.



Assessment Rubric:



Excellent Good Fair Poor

The Honeybee The artifact is The artifact is The artifact is half The artifact is
Anatomy coloring and coloring and completed. The name incompleted. The
Puzzle Artifact completed correctly. completed correctly. of each body part is name of each body
The name of each The name of each labeled with some part is not labeled.
body part is labeled body part is labeled errors.
correctly. with few errors.

The Life Cycle The artifact is The artifact is The artifact is half The artifact is
of Honeybees completed correctly. completed correctly. completed. The name incompleted. The
Artifact The name of each The name of each of each stage is name of each stage
stage is labeled stage is labeled with labeled with some is not labeled.
correctly. few errors. errors.

Performance Behaved wonderfully. Behaved well. Behaved well. Behaved poorly.

During the Listening and Listening and Sometimes listening Never listening or
Field Trip following the following the and following the following the
instruction of the instruction of the instruction of the instruction of the
teachers. teachers for most of teachers. teachers.
the time.

Delivery of The poster is The poster is The poster has very The poster is not
Posters completed with completed with few accurate pictures completed with any
accurate pictures and mostly accurate or text. The content is accurate pictures or
descriptive text. The pictures and good sometimes put into text. The content is
content is put into text. The content is the correct sections rarely put into the
correct sections on mostly put into the on the poster. correct sections on
the poster. correct sections on the poster.
the poster.
 Delivery of The presentation was The presentation was The presentation was The presentation was
Presentation delivered clearly, delivered mostly not d elivered clearly not d elivered clearly,
fluently and well clearly, fluently or OR f luently OR well fluently or well
rehearsed. Everyone well rehearsed. rehearsed. Almost rehearsed. Not
takes turn to speak. Everyone takes turn everyone takes turn everyone takes turn
Listen carefully when to s peak. Listen to speak. Not listen to speak. Not listen
other is speaking. carefully when other carefully when other carefully when other
is speaking of most is speaking is speaking.
of time. sometimes.

Group The students For the most parts, For some parts, the The students did not
Collaboration successfully the students students cooperated cooperate or
cooperated and cooperated and and collaborated with collaborate with
collaborated with collaborated with group members. group members.
group members. group members.




Resources / Artifacts:

(Victoria) Blog: Hands-on learning about Honey Bees:
http://suzieshomeeducationideas.blogspot.com.au/2015/06/hands-on-learning-about-hon
ey-bees.html
Honey Bee Puzzle.pdf: https://app.box.com/s/748ijhvren1yzg30lmql/file/32535574773
http://carrotsareorange.com/parts-honey-bee-free-printable/
Life Cycle of a Honey Bee Cards.pdf:
https://app.box.com/s/748ijhvren1yzg30lmql/file/20015969429

Victoria, here's an assignment for you:
Use Shadow Puppet Edu app to create a 2-minute video to introduce general facts of honey bees that
you want your students to learn. You need to include texts, audio, images in your video.
Link: http://get-puppet.com/v/y8cHlqLhGEM?autoplay=true

Ella, here's an assignment for you:

Use Educreation app to make an instructional material showing students the lifecycle of honey bees. You
need to use drawing, images/videos, texts, voiceover features in your video.
Link: https://www.educreations.com/lesson/view/honey-bee-lifecycle/45451654/?ref=app

Laila, heres an assignment for you:
Use Explain Everything app to make an exemplary example of students' final presentation addressing the
question "what are honey bees?".
Link:
https://drive.google.com/a/umail.iu.edu/file/d/0B6cNz3nFv5HqbFlId3FjTW9TWm8/view?usp=sharing


Differentiation:

1. Differentiation for learning ability levels

For the final project it is highly important to split the students into two diverse groups
(diversity meaning in viewpoints, comprehension styles, and learning abilities) so that way
students will have to not only overcome these challenges, but learnt to work and listen to
everyones thoughts.
High ability learnings: The teacher or teachers assistant will choose these students to
act as group leaders in their small group to help others to finish their group tasks and
lead low ability learners in the appropriate direction.
Low ability learnings: These students will work with students who have higher learning
abilities and the teacher or teachers assistant to help them comprehend the activities
and gain confidence of their own work.

2. Differentiation for psychological fitness

As we our topic is honey bees, students who fear of insects might feel uncomfortable or
scared during the field trip.
Students who do not fear of insects: act as group leader and encourage other students
to take close observations.
Students who fear of insects: Part of the goal of this project is to teach these students
that honey bees are important and are not as scary as they may believe. It is crucial for
them to participate as it is a key learning block in this curriculum, however they will not
be pushed to get to close and teachers and extra chaperones will pay close attention
on those students to ensure they are safe.

3. Differentiation for physical fitness
As we have a field trip, we need to consider the differentiation for physical fitness of our
students. Firstly, we need to consider if our students have carsickness because they will
take bus to go to the bee farm. Secondly, we need to consider students who in a weak
physical condition during the field trip.
Students with good physical fitness: provide help and report to the teacher if they
know some others feel uncomfortable.
Students with weak physical fitness: the teacher and extra chaperones will pay close
attention on those students. Certain medicines such as carsick medicine and after bite
will be prepared.

4. Differentiation for languages
Some terminologies about the honey bees such as larva, pupa and pollination might be
difficult for ESL or EFL students to understand. When teaching these terms, students will
be divided into diverse group with both native speakers and non-native speakers.
 Native speakers: These students have an easier time understanding the terms and can
work with non-native speakers in groups to do projects that facilitate memorization and
understanding of the words
Non-native speakers: work with native speakers and the teacher will provide additional
help to explain the terms for them or print out the terms in their first language.

Anticipated Difficulties:

Working with kindergarten aged children always comes with the basic difficulties of keeping their
attention, finishing any tasks, and especially making sure that they are understanding the
knowledge you are trying to give them. The biggest struggles that this particular week will bring
is the field trip, poster, and discussion. The field trip will prove difficult in terms of planning and
resources with the poster and discussion will be more difficult when it comes to keep the children
focused and making sure that they are getting the one-on-one attention that is needed for these
more complex tasks. Also, another big hurdle would be to make sure that students with mobility
challenges are still capable to go on the field trip to the bee farm. This includes different way of
transportation there and back, bringing extra chaperones, and making sure the farm itself is
accessible.