Project #14 - Project Based Learning Plan #2

Project Based Learning Lesson Plan
Grade Level: Second Grade
Subject: Science
Title of Project: Honey, Where Are My Bees?
Project Idea: The students will be investigating why the honey bee population has declined and how it impacts them and the people in their town. Students will work in collaborative groups of four to create a multimedia project. Each group will choose one of five creative presentations (Television News Program, Commercial (recorded on a Video DVD), Oral Report with Visuals (original artwork, digital images, collage, etc.), Dramatic Play with Costumes, Giant Book (with student created pictures and sentences). They will direct their presentations to their families, peers, and the principal. Local beekeepers will be invited as special guests.
Performance Objectives:
Know:
-Knowledge of Honey bee
-How to Work Cooperatively with Others
-Critical Thinking Skills
-Technology Skills
-Presentation Skills
Do:
-Use a Digital Microscope
-Draw, Label, and Describe the Functions of a Honey Bee’s Body
-Create a Poster (life cycle, comb, workers)
-Write in a Journal
-Create a 3-D Labeled Model of a Honey Bee
-Compare/Contrast Your Body to a Bee’s Body Parts
-Develop a Multi-media Group Presentation
-Write a 2-3 Page Report and Six Question Interview
Skills:
-Information and Communication Skills
-Thinking and Reasoning Skills
-Personal and Workplace Skills
Driving Question: How does the disappearance of honey bees affect me, my town, and local beekeepers, and what can I do to help the honey bees?

Day One:
-Divide students into groups of four and determine each student’s role in the group (team leader, materials manager, writer, and artist)
-Explain the five choices they can use (Television News Program, Commercial on DVD, Oral Report with Visuals, Dramatic Play with Costumes, Giant Book with Pictures and Sentences
Day Two:
-Plan entry event
-Have a beekeeper come in and visit the classroom
-He will explain bee biology
-Students can ask questions and have hands-on experiences using the beekeeping equipment and viewing the observation hive
Day Three:
-Students will brainstorm a class list of ways to work successfully in collaborative groups
-Write the list on a poster and take photographs of the students illustrating those qualities to display around the poster
-Students will sign their names at the bottom of the poster
Day Four:
-Students will write on small pieces of paper what they know (K) about honey bees, and what they want (W) to know about honey bees and place their papers on the chart as they read them aloud to their classmates
-Refer to the chart during the entire PBL process to guide student inquiry
-At the end of the honey bee PBL, the students will write under the L what they have learned about honey bees
Day Five:
-Students will watch a magnified video of a honey bee colony or take a field trip to see a local beekeeper
Day Six:
-Students will create a poster that sequences the four stages of the honey bee life cycle, and write three sentences about the queen, drones, and worker bees.
Day Seven:
-Students will view the structure of a flower using a digital microscope and draw and label the flower’s parts. Students will also read The Honey Makers and write one paragraph that explains pollination and the relationships necessary with bees for pollination to occur.
Day Eight:
-Students will view an expired honey bee under a digital microscope, draw and label the bee’s anatomy, and write sentences to explain the functions of some of the bee’s body parts
-Identify that plants and animals have different structures
Day Nine:
-Place a variety of scrap materials and art supplies on a table to spark imagination for constructing bees
-Students will draw designs of their group’s 3-D model of a honey bee and discuss types of materials that could be used for the bee body parts
-Students will collaborate in small groups to construct a 3-D labeled model of a honeybee using scrap materials
Day Ten:
-Students will draw pictures to illustrate the likenesses and differences between their bodies and a honeybee’s body
-Students will write two paragraphs that compare and contrast their bodies to a bee’s body
Day Eleven:
-Students will interview a honey bee expert by writing six in-depth questions that will help the student research why honey bees are dying and how the bees can be helped
-Before the students talk to a bee expert, model proper interview etiquette
-Students will practice interviewing each other before contacting a honey bee expert
Day Twelve:
-Students will complete more research by reading honey bee books and Internet articles
-Students will answer the driving question by writing a two to three page report
-Model writing the outlines, paraphrasing, report organization, proofreading, etc. to ensure students understand their tasks
-Provide the students approximately three weeks for researching the driving question, discussing their findings, and creating a written report
Day Thirteen:
-Students will present all of their honey bee knowledge gained from their research. This will be a creative way for students to answer the driving question of why honey bees are dying, how it affects the community, and how bees can be helped