July 9, 2015
|
by Linda MacDonald

Lesson plan

We Love Bees!

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Do you need extra help for EL students? Try the All About Flowers pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Do you need extra help for EL students? Try the All About Flowers pre-lesson.

Students will be able to write and draw about an informational sentence and present their ideas.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 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. Potential discussion questions include: "Where do you often see bees?" "What do you think they are doing?"
(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.
(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?"
  • Pass out the Write a Bee Sentence worksheet to each student and ask them to share with their partners what they will write about.
(15 minutes)
  • 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.
  • Encourage them to add additional details to the drawing, such as the bee's location and seasonal information, like flowers blooming.
  • While students are working on their worksheets, walk through the class to observe their work.
  • Listen to your students sound out words. Prompt students to look at the model sentence and write something similar if they need extra support.

Support:

  • Students can draw the information instead of writing a sentence. For example, have struggling students draw a beehive instead of writing a full sentence about it.

Enrichment:

  • Students who need a greater challenge can produce more than one sentence and a draw a labeled, more detailed picture of a bee.
(15 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.
  • Ask students to present their worksheet to their partners. Remind them to share their sentence, details about their drawing, and to listen to their partners when it is their turn to speak.
(5 minutes)
  • Select students to share their writing in front of the class. Prompt students to share information about bees in general and show how they drew some of that information in their drawing (e.g., color of the bee, location of the bee, season, etc.)
  • Write some of their sentences on the board.

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