Artifact 4B

Lesson Plan

GRADE LEVEL:           2/3      

DATE and TIME ALOTTMENT:      March 30^th, 2011               45 minutes         

SUBJECT AREA(S):            Science

Introduction

UNDERSTANDINGS:

Students will understand

·         That honey bees are an important part of the world.

·         That honey bee population is decreasing.

·         Humans can help honey bees survive.

MA FRAMEWORKS:

Life Science (Biology)

8. Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).

Plan for Learning

PREQUIST KNOWLEDGE:

·         Students need to know what honey bees do.

ACTIVATE PRIOR KNOWLEDGE:

·         “What do honey bees do?” What is their job?”

·         “How does that help the world around us?”

IMPLEMENTATION PROCEDURES:

1.       Activate Prior Knowledge- (5 minutes)

a.       Use questions above.

2.       Introduce/Read Poem: “Bees” (10 minutes)

a.       “Keeping in mind what we just shared that honey bees do for the world around us…”

b.      Ask for a student volunteer to read poem.

c.       Teacher rereads poem.

d.      “What do you think this poem means?” “What do you think it is trying to tell us about honey bees?”

3.       Writing Activity- (20 minutes)

a.       Individual work

b.      Direct students to continue their thinking by writing in their journals.

c.       Students will use same prompting questions as above.

d.      Copies of the poem will be distributed to each student.

4.       Discussion- (5 minutes)

a.       “Now that we know how important honey bees are to us…”

b.      Explain to students that honey bee population is decreasing by drastic numbers.

c.       Ask students in what ways can we help bees?

                                                               i.      Make reference to the class beehive, and state that beekeeping is a way to help bees.

5.       Read Aloud- Beeman (10-15minutes)

a.       Teacher will read aloud the story.

                                                               i.      Pausing at different parts to make references to prior work.

6.        Wrap Up- (Remaining time)

a.       Open floor for questions/comments

MATERIALS:

·         Poem: “Bees”

·         Student Journals

·         Book: Beeman

Connecting Theory to Practice

DIFFERENTIATED INSTRUCTION:          

Students will be given a photocopy of the same poem that was read aloud. This will allow for students to be able to look back and jog their memory. During the read aloud, the students will be able to see the text as it is being read aloud. This will provide opportunity for students to follow along.

MODIFICATIONS/ACCOMMODATIONS & EXTENSIONS:

The following are students who are flagged as needing help with reading, writing or both. These students will be aided by an adult as necessary.

Name:	Reading	Writing
Chantal	X	X
Darius	X	X
Axel	X	X
Ronnie	X

All students should be reminded to get their “green books”. These are officially called, “Words I Use When I Write” books. However, it is more important for some to use them than others (i.e the students listed below).

Below are students who have specific needs to make this lesson run smoother and allow them to gain all they can from it.

Name:	T-stool (Discussion only)	Headphones (Writing only)	Green Books	Weighted Vest
Chantal		X	X
Darius	X	X
Axel		X	X
Ronnie			X	X
Zachary	X			X