Teacher Candidate: Erica Shuler Grade: 2nd Grade

Subject: Science Date and Time of Lesson: 1 hour 3/25/13

Learning Objective: Students will list the characteristics of a bee and a beehive. Students will also demonstrate a bee dance to understand how bees Alignment with Standards: Standard 2-2: The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct Environments.

Developmental Appropriateness: Previously, students have reviewed the physical characteristics of rocks, gravel, and sand. Using this prior knowledge of what a physical characteristic is, I would like for students to give characteristics of a bee and a bees habitat (hive). Also, to help students understand the communication between bees; I would like students to demonstrate a bee dance. Assessment(s) of the Objectives:
I will ask students to discuss with their neighbor about what they know about bees. I will ask students to tell me what answers they came up with and post these on the board for pre assessment. While reading the book, students will complete the bee worksheet. While in the beehive, students will complete the hive worksheet to help students stay focused. I will observe students as they demonstrate their bee dances to make sure that everyone understands how to complete the bee dance(s). For homework, students will complete the My Bee dance worksheet. I will take up and look at these worksheets for post assessment. Throughout the lesson

Accommodations: There are not any ESOL students in the class. I will prompt students with questions
throughout the lesson to keep students on task. For example, while reading the book, I will ask questions, such as, What food do you think bees make? I will play music to ensure that students keep noise below the music level. I will request students work in groups and discuss questions, such as What are some things that you know about a bee, to help students communication skills. I will make sure to write the characteristics from the bee and beehive worksheets on the board. This will help the two students in the class who have Down syndrome to also write these suggestions on their worksheet. I

will provide students with an interactive bee dance activity to keep students engaged. While in the beehive, I will provide students with a beehive worksheet to ensure that students stay focused. If students complete the beehive worksheet, they will be instructed to color and decorate the form. Materials: Smart Board, Prezi Presentation, four standing posters taped together (beehive), Label for
the beehive, circular black and yellow cutouts, beehive worksheet, bee worksheet, my bee dance worksheet, yarn, sun cutout, one flower cutout, 5 paper bags, small flower cutouts, balled up paper, tape, antennas or pipe cleaners (the worksheets are attached to the email)

Procedures:
Prior to lesson, I will set up three workstations (One with gravel, one with rock, and one with sand). Also, I will ask students to get their glue sticks, markers and/or crayons, clipboards, and pencils quietly

Today, I would like to read you some of the book, The Magic School Bus, by Joanna Cole and Bruce Degen. Looking at the cover, what do you think that this book will be about? Students respond, About bees or About a school bus Thats right, today we will be talking about Bees. I would like you to turn to your neighbor and tell them what you already know about bees Students will discuss what he/she knows about Bees with their neighbor for 2-3 minutes So, what are some of the things that you or your neighbor knows about bees? (I will write down the students responses on large, colorful note cards. After writing the responses on the note cards, I will hold them up for students to see) Students respond with answers, such as: They sting you or They are small Does anyone remember what kind of words we used to talk about the rocks, gravel, and sand yesterday? Students respond with, Descriptive words or physical characteristics Thats right, we used wrote down some physical characteristics in our green journals for rocks, gravel, and sand! Today, we are going to talk about the physical characteristics of a Bee! So today, while I read some of The Magic School Bus book, I would like for you to write down as many characteristics of the Bees that you will learn about. You can list these characterisitics on this Bee Worksheet I will press next on the presentation; a picture of a bee appears on the screen. I will then pass out the bee worksheet similar to the one in the presentation So, while I read today, what will you be listing on your bee worksheet? Students respond, Physical Characteristics Thats right! I will hold up the book and begin, This book is titled, The Magic School Bus. This book is by Joanna Cole and Bruce Degen o I will stop throughout the book to prompt students with questions to make sure that students remain engaged. Example of the questions are as follows: After pg. 6, I will ask, What subject is Mrs. Frizzles class going over? What types of animals are they studying? After pg. 8, I will ask, What food do you think bees make? What are social insects? After pg. 15, I will ask, Why did they need to get food? After pg. 16, I will ask, It said that the bees stuck out their tongue to get the nectar. How do you think that that would look? Show me how you think that Bees stick out their tongue to get the nectar. I will stop at page 23. Pages 20-23 talk about the Bee Dance. Can anyone tell me what Ms. Frizzles Class was talking about on the last few pages? Students respond, The bee dance Thats right, they were talking about the bee dance. I would like for you to talk to your neighbor for one minute and come up with one reason that bees dance I will give students 1, maybe 2, minutes to discuss with their partners. I will press the next button on the presentation to show a dancing bee and a list to list the reasons Okay, what was the main reason that you said that bees dance Haley? (I will call on multiple students and list their responses on the smart board. Responses could be as follows: To communicate To show were food is Their Language) These are all great reasons! Today, I will teach you some of the dances that bees do, and we will dance like bees! First, though, we must act like bees! Everyone take out your bee

worksheet were you wrote down the physical characteristics I will press the next button on the presentation to display the bee worksheet. What are some of the characteristics that you listed on your sheet? I will call on different students to give me their answers and list them on the board. Students responses will be as follows: Small, buzzing, fuzzy, sharp stingers, or black and yellow . So, first, we must become a bee. Here are some of the items that you may need to become a bee. (I will pass out the yellow and black, circular cutouts and the antennas) You said that bees are yellow and black, right? Students reply, Yes Okay, so everyone stick on your black and yellow circle onto your stomach. Bees have wings,right? Students reply, Yes So, everyone stretch out your arms behind you and move up and down like wings (I will demonstrate this while explaining it to students) What else do you think that we need to do? Students reply, We need antennas Thats right, so everyone put on your antennas And what type of sound do you think that we should make? Students reply, BUZZZZZ Thats right, so everyone say buzzzz Students imitate the buzzing sound Alright, it sure does sound and look like I have a classroom full of buzzing bees, so I think we are ready to start dancing! Like yesterday, I need everyone to get in a straight line in the middle of the classroom To begin, we must learn some of the bees dances. In the book, it shows the bee doing a dance in a circular type motion. (I will click next on the presentation to show a clear screen to draw the path of the bee out of the book) Can everyone fly around in the same direction as the bee from the book? I will observe students to make sure that everyone is participating and flying in the correct motion/pattern Thats great, lets try another one! (I will bring out a big, flower cutout) If I was looking for this flower, on this side of the classroom (Place flower on the table or ground on one side of the classroom) and I had to tell other bee how to get here from the hive, how do you think that I would dance? Students will respond by trying to act out a certain motion Thats right Daniel, can you come to the front and show everyone how you just danced? Daniel will demonstrate his dance to the class I could go over another practice dance by placing the flower in a different spot in the room and getting them to show me how they would dance to it if it seems like any of the students were confused. Those dances look great! Now, I will need to split everyone into groups. In your groups, you will be looking for flowers I have 5 paper bags that I will place around the room (show students the paper bags). Four of the bags are filled with plain paper, however, if you follow the dance correctly, you will find the fifth bag, which is filled with flowers! Before we begin dancing, though, we must first build the hive, right? Students respond, Right or yes So, I have taped these poster boards together (free standing poster boards) and the area inside of the poster boards will be our bee hive. ( There is a label taped on the outside of the boards that says Bee Hive)

We will have four groups; three groups of five and one group of four. Aaron, Simon, Lisa, Mizzie, and Karen are in group one. I would like you five to go to the front of the classroom. Linda, Michael, jenny, and Sharla are in group two. I would like you to also go to the front of the classroom, while staying in your group ( I will continue to with the next two groups) Before beginning the activity, we must first go over the Safety Rules! (I will hit next on the presentation to display the rules. I will review each rule by getting a student to read it then explaining why and how I would like each one to be followed) o 1. Talking remains softer than the music playing (Pandora music playing on the computer) o 2. Share the materials in the group o 3. Walk in the classroom o 4. Clean up any materials spilt or knocked over o 5. Nice words only Make sure that everyone follows all of the Beehive Rules! I will demonstrate the first bee dance to group one. After group one finds the bag of flowers, they will switch the bag full of flowers with another bag. After switching the bag, that group will show a different bee dance to group 2 to try to get them to guess which bag to fly to. To begin, I will ask groups 2-4 to go and sit in the beehive and group 1 to stay outside of the hive. While in the beehive, I need you to write down the different characteristics of a beehive on this beehive worksheet and color it ( I will pass out the beehive worksheets) Each group will have 7 minutes to find the correct bag. If you fly to the wrong bag, you must go back to the beginning of the dance and start again to find the correct bag. I will start the music and clock and demonstrate the first dance to group 1. (I will repeat the steps above for groups 2-4) Alright, I am going to set the timer for two minutes. At the end of the two minutes, I would like everyone to come and sit on the rug with their clipboard, beehive sheet, and bee sheet. Students make their way to the rug Did everyone find the flowers? Students respond, Yes Thats great! I would like group 1 to come to the front of the classroom and show everyone their dance to find the flowers. Group one will come to the front of the room and demonstrate their dance Does anyone have any questions for group one or wonder why they did their dance that way? Students will engage in question/answer between each other (I will repeat the above steps for groups 2-4) While in the beehive, everyone was instructed to do what? Students respond, The beehive sheet Thats right, so lets get those out (I will press the next button on the presentation to display the beehive sheet on the smart board) So, what are some of the characteristics that you came up with? ( I will list these characteristics on the board) Those are all great characteristics! For homework, I would like for you to draw the movement of the dance that you came up with on these sheets of paper. (I will pass out the My Bee Dance papers) You can decorate or color your bee dance paper any way that you would like. If you would bring these back to me by Thursday, I will bind all of them together to make a class Bee Dance book!

Resources: Breeze, C. (n.d.). Arizona grown specialty crop lesson plan. Retrieved from http://cals.arizona.edu/agliteracy/pdf/lessons/do_honey.pdf Cole , J., & Degen, B. (1998). The magic school bus inside a beehive. New York: Scholastic Inc.