We Love Bees!
Students will be able to write and illustrate informational sentences about bees.
Introduction (10 minutes)
- Tell your students that today, they will be learning about one of the most important insects of all: the bee!
- Ask your students why bees might be important. For example, potential discussion questions include: Where do you often see bees? What do you think they are doing?
Explicit Instruction/Teacher Modeling (10 minutes)
- Introduce your students to bees, including why they are important and some facts about them. You can either watch The World of Bees DVD with Charles Hoffman (or another informational DVD), read Children's Book About Bees by Emma Jacobs (or another informational book), or display research about bees that you've found online.
- Use a projector or interactive whiteboard to display the information for the class.
- After viewing the information, have students share aloud what they learned. Write down their ideas either on chart paper or on a whiteboard. List some of the words mentioned to help your students write them on the worksheet later.
Guided Practice/Interactive Modeling (10 minutes)
- Using the Write a Bee Sentence worksheet as a guide, model one sentence on the board. For example: A bee eats nectar.
- Pass out the worksheets, and have each student write one sentence about bees. Encourage your students to write something different from your model sentence. If your students are struggling to come up with a sentence, ask them questions. Potential questions include: What color is a bee? Where does a bee live?
- Ask your students to follow the visual instructions on the bottom of the worksheet to draw their own bee. Have them color in the bee based on what they have learned.
Independent Working Time (20 minutes)
- While students are working on their worksheets, walk through the class to observe their work.
- Listen to your students sound out words. Guide them to look at the model sentence and write something similar.
- Enrichment: Students who need a greater challenge can produce more than one sentence and a draw a labeled, more detailed picture of a bee.
- Support: Students can draw the information instead of writing a sentence. For example, have struggling students draw a bee hive instead of writing a full sentence about it.
Assessment (5 minutes)
- Walk around the room, and ask the students about their writing. Possible questions include: Where did you learn this fact? How do you know?
- Make sure the sentences they write are accurate and make sense.
Review and Closing (5 minutes)
- Select some students to share their writing in front of the class.
- Rewrite some of their sentences on the board.