Download This Full Lesson: Buzzy, Buzzy Bee
Lesson Description: Students play a game in which they pretend to be honeybees and apple trees. In the process, they learn about plant pollination.
Objectives
The student will:
- review the process of plant pollination;
- demonstrate the sequence of plant pollination;
- describe the relationship between bees and flowers;
- graph the number of apples produced after pollination in the pollination game; and
- compare the effects of various conditions on pollination
Estimated Teaching Time
- 60 to 90 minutes
Alignments
Next Generation Science Standards
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive.
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Common Core English Language Arts – Writing
W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.7. Conduct short research projects that build knowledge about a topic.
W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Common Core English Language Arts Speaking and Listening
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
English Language Arts – Writing: Text Types and Purposes
WHST.6- 8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Common Core Mathematics Standards
2.OA – 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2. MD – 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
6SP – 5. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
7SP – 1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
National Family and Consumer Science Standards
2.2.1 Analyze individual and family responsibility in relation to the environmental trends and issues.
2.2.2 Summarize environmental trends and issues affecting families and future generations.
2.2.3 Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment. 2.5.1 Analyze the use of resources in making choices that satisfy needs and wants of individuals and families.
8.1.1 Explain the roles, duties, and functions of individuals engaged in food production and services careers.