Anatomy of Honeybees lesson

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					                                    Anatomy of Honeybees

1) Topic: What are Honeybees?
2) Kyra Lysyj, Mrs. Smith, First Grade
        5.5.2.A.1 Investigate the basic needs of humans and other organisms.
        5.5.4.A.3 Recognize that plants and animals are composed of different parts performing
           different functions and working together for the well being of the organism.
4) Objectives: Students will be able to name the basic body parts of a honeybee. Students will be
   able to discuss the functions of a bee’s body parts.
5) Materials:
        Construction paper (yellow and black)
        Copies of Honeybee poster
        Copies of “A Bit About Bees…” story
        Glue
        scissors
6) Procedures
       a. Hook
                        1. I will ask students some basic questions about bees: Where have you
                            seen bees? What do bees do? Do you like bees? Why do bees bother
                            us? Are you afraid of bees? Have you ever been stung by a bee?
                        2. We will begin discussing bees and what we know about bees.
       b. Lesson
                        1. To begin learning about bees, as a class we will read the story “A Bit
                            About Bees…”. Each student will be given a copy of this story to follow
                            along with and to take home with them.
                        2. I will read the story to the students and ask them to follow along with
                            their finger.
                        3. After reading the story we will talk about what we found out about
                        4. Using what they learned from the story, students will be given a picture
                            of a honeybee and as a class we will label the parts of the bee’s body.
                            The names of the parts will be printed on a separate sheet of paper.
                            Students will be instructed to cut out the boxes with the words. As a
                            class we will discuss the parts of the bee’s body and glue the label to
                            their bee picture.
                        5. Students will take their bee pictures home with them.
                        6. To finish learning about bees, we will create our very own honeybees.
                        7. I will pass out yellow and black construction paper. Students will be
                            instructed to cut out the parts of a bee. I will then demonstrate to them
                            how they will construct the bee by gluing the pieces together.
                        8. Honeybees will be collected for the culminating mural that the class will
                           be creating.
        c. Closure
                        1. While students are beginning to complete their honeybees, I will pull
                            the class back together. I will summarize what we talked about that day.
                            I will ask students to share with me some things they learned about
                            bees that surprised them, or they did not know.
                        2. I will then explain to students that I will be collecting their honeybees
                            for something we as a class will be creating at the end of our bee mini-
                        3. I will ask them a closing question to think about for tomorrow, “We live
                            in houses to protect us from things like predators and weather, where
                            do bees live to protect them from the same?”
7) Assessment: To assess the students understanding of honeybees and their anatomy I will do a
   number of things. First, I will assess the answers given to the basic questions I ask in the
   beginning. This will help me assess the class’s prior knowledge of bees. I will then compare these
   answers with the answers students give me at the end of the lesson about what they learned
   about bees and what surprised them about bees. Second, I will walk around and assess the bee
   posters where students labeled the body parts. I will assess whether or not they followed
   directions, were listening to the story, and if they labeled the parts correctly, which will display
   the understanding of the anatomy of a bee. Last, as the students create their own paper bees, I
   will walk around asking them questions about the anatomy of a bee. Their answers to these
   questions and their ability to point out these body parts on their models will be assessed.

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