Project Title: 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. Entry Event: A local beekeeper (apiarist) will visit the classroom wearing his white protective clothing. The apiarist will explain to the students that he or she isn’t able to harvest as much honey this year because many of the honey bees are dying. The beekeeper will plead for the students to help find out why this is happening. The students will get to experience a real working honey bee colony that he brings to the school. It is encased in a screened observation box. He invites them on a field trip to experience his hives. He asks them if they’d like to try some of his delicious honey. The students will be told that he’ll be back in a couple months. He will tell them that he can’t wait to hear what they have to say. He might say, “If you’ll do that for my friends and me, I’ll bring you some of my delicious sweet honey and warm home-made biscuits!” Content Standards: **All materials appearing in bold face may be found at the end of the document Standards Directly Taught or Learned Through Discovery Identified Learning Targets Evidence of Success in Achieving Identified Learning Target S.4.GS.9 construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Students will identify animal and plant structures. Students will contrast animal structures to plant structures. Students will identify and sequence the four stages of the honey bee life cycle after observing a working colony at a beekeeper’s house and after using hand held lenses to view an observation hive. If an actual colony of bees is See Flower Anatomy Fun Below Students will successfully operate a digital microscope in order to view the structure of a flower and draw and label its parts. Students will also explain pollination by correctly writing one paragraph. See Poster Rubric Below Students will successfully create a colorful poster that illustrates and explains the four stages of bee development and the structure of the comb. Students will write three sentences to describe what the queen, drones, and worker bees do.
Transcript
Project Title: 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.
Entry Event: A local beekeeper (apiarist) will visit the classroom wearing his white protective clothing. The apiarist will explain to the students that he or she isn’t able to harvest as much honey this year because many of the honey bees are dying. The beekeeper will plead for the students to help find out why this is happening. The students will get to experience a real working honey bee colony that he brings to the school. It is encased in a screened observation box. He invites them on a field trip to experience his hives. He asks them if they’d like to try some of his delicious honey. The students will be told that he’ll be back in a couple months. He will tell them that he can’t wait to hear what they have to say. He might say, “If you’ll do that for my friends and me, I’ll bring you some of my delicious sweet honey and warm home-made biscuits!”
Content Standards: **All materials appearing in bold face may be found at the end of the document
Standards Directly Taught or Learned Through Discovery
Identified Learning Targets Evidence of Success in Achieving Identified Learning Target
S.4.GS.9 construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Students will identify animal and plant structures.Students will contrast animal structures to plant structures.
Students will identify and sequence the four stages of the honey bee life cycle after observing a working colony at a beekeeper’s house and after using hand held lenses to view an observation hive. If an actual colony of bees is unavailable, the teacher may show a video of honey bees to the students.http://www.youtube.com/watch?v=lE-8QuBDkkw
Students will identify structures of a honey bee and will also explain the functions of the bee body parts using complete sentences.
See Flower Anatomy Fun BelowStudents will successfully operate a digital microscope in order to view the structure of a flower and draw and label its parts. Students will also explain pollination by correctly writing one paragraph.
See Poster Rubric BelowStudents will successfully create a colorful poster that illustrates and explains the four stages of bee development and the structure of the comb. Students will write three sentences to describe what the queen, drones, and worker bees do.
See Digital Microscope Fun BelowStudents will successfully manipulate a digital microscope that is connected to a computer in order to get a magnified view of a bee. Students will draw and label the body parts of a honey bee and explain their functions (e.g. The wings are used for flying).
DSS.3-5.7Develop Learning Skills
• Work collaboratively to solve problems, complete tasks, and/or investigate topics of interest.
Each student will draw a picture in their science journal to illustrate how they would construct a 3-D model of a honey bee. There should be a wide variety of scrap materials on the table to spark imagination.
The students will successfully record information in a Science Journal (See Below). Group members will successfully help each other
• Explore a variety of learning opportunities within the classroom and home environment.• Maintain concentration over a reasonable amount of time despite distractions and interruptions.• Independently complete routines and learning tasks.
Students will collaborate in small groups to create a 3-D labeled model of the ten parts of a honey bee using a variety of scrap art materials. Students will compare/contrast a bee’s body to their own by writing two paragraphs in their science journals.
Students will listen to their peer’s ideas and participate in discussions while working in small groups.
check to see if all of the parts have been created and labeled using the 3-D Model of Honeybee Checklist (See Below). The students will successfully record information in a Science Journal.Tip: The teacher may choose to occasionally give feedback by writing comments or questions in the journal.
Students will successfully generate a Checklist Poster. They will brainstorm ways to be successful in a collaborative group during the beginning of the school year. All members of the class will sign their names on the poster and it will be displayed all year long (i.e. helping each other, using a nice tone of voice, listening to each other, everyone does their part, and all group members clean up).Tip: The teacher may choose to take pictures of the students demonstrating these behaviors to display around the Checklist Poster.
TCS.K-2.3Create original work through the use of age-appropriate technology and digital resources.
Students will demonstrate 21st Century Critical Thinking skills by working in groups of four to create a multi-media oral or visual presentation on how the decline of honey bees is affecting them, their town, and local beekeepers. Students will also present ways to help the honey bee population.
See Presentation Rubric BelowEach group signs up for one of the following choices to perform in front of their families, peers, principal and bee keepers: 1) Television News Program2) Commercial recorded on DVD3) Oral Report with Visuals4) Dramatic Play with Costumes 5) Giant Book with pictures & sentences.(Each presentation must have written speaking parts for every member of the group).
Performance Objectives: Know:Knowledge of Honey beeHow to Work Cooperatively with OthersCritical Thinking SkillsTechnology SkillsPresentation Skills
Do:Use a Digital MicroscopeDraw, Label, and Describe the Functions of a Honey Bee’s BodyCreate a Poster (life cycle, comb, workers)Write in a JournalCreate a 3-D Labeled Model of a Honey BeeCompare/Contrast Your Body to a Bee’s Body PartsDevelop a Multi-media Group Presentation Write a 2-3 Page Report and Six Question Interview
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?
Assessment Plan:
Major Group ProductsMultimedia Presentation (Presentation Rubric) That Answers the Driving Question3-D Model of Honeybee Checklist
Major Individual ProductsInterview Guide and Rubric (See Below) with Six questions & Bee Expert’s Answers Poster Rubric of four stages of a Honey Bee2-3 Page Report Rubric (See Below) That Answers the Driving Question
Assessment and Reflection (Resources are in the document below):
Rubric(s) I will use: (Check all that apply.)
CollaborationSee Student Checklist Below
X Written CommunicationReport Rubric
X
Critical Thinking & Problem Solving
Content Knowledge
Oral CommunicationPresentation Rubric
X OtherInterview Guide and Rubric Poster Rubric
X
Other classroom assessments for learning: (Check all that apply)
Quizzes/ tests Practice presentationsSelf-evaluation Notes
Flower Anatomy FunDigital Microscope Fun
X
Peer evaluation Checklists/observations3-D Honey Bee Labeled Model Student Checklist
X
Online tests and exams Concept mapsReflections: Survey Focus Group
Map the Product: A multi-media presentation will be created by students to organize their research about why honey bees are dying, how it affects the students and beekeepers, and how the bees can be helped. The students will be given time to research information by interviewing bee experts, reading books, and using search engines. The students will present their findings through one of the following group presentations: 1) Television News Program; 2) Commercial that is recorded on a Video DVD; 3) Oral Report with Visuals that includes original artwork, digital images, collage, etc.; 4) Dramatic Play with Costumes; or 5) Giant Book with student created pictures and sentences. The productions will be presented in front of the school, parents, and beekeepers. Product: Presentation Rubric
Knowledge and Skills Needed Already Have Learned
Taught Before the Project
Taught During the
Project1. Collaboration/communication x x2. Critical thinking/problem solving x x3. Research print, the Internet, books, and interview a bee expert
x x
4. Analyze the honey bee: pollination, life cycle, working colony, endangerment, global necessity to sustain life
x
5. Write a report in one’s own words x x
6. Create a 3-D model x7. Design graphic organizers/posters x x8. Presentation skills/use multimedia technology x x
Technology:Laptop Computer with a Word Processing ProgramInternet ResearchPrinterProjector CamcorderComputer Speakers
Digital Microscope
Websites:From this website, you can download a wonderful, free, 91-page teaching guide called "The Honey Files: A Bee’s Life." http://www.gpnc.org/honeybee.htm http://www.bees-online.com/Beesite.htm These two websites provide comprehensive fascinating facts about honey bees.http://www.youtube.com/watch?v=lE-8QuBDkkw This website is the movie for the life of a bee. It is a YouTube video and must be downloaded from home.http://thedailygreen.com/going=green/2836 Five Ways Kids Can “Save Our Bees”
Community:Beekeepers (Apiculturists)Department of Natural ResourcesCounty Farm Bureau (i.e. local farmers who grow fruit trees)Agricultural UniversityCounty Extension Service
Materials:Posters/Art Supplies/Scrap MaterialsScience Journal/Writing PaperExpired Honey Bees/Hand Lens/Plastic TweezersObservation Hive or Video of a Colony of Honey BeesVocabulary Words on a Wall
Children’s Books:Cole, Joanna. The Magic School Bus Inside a Beehive. New York: Scholastic Inc., 1996.Crew, Sabrina. The Bee. Austin: Steck-Vaughn, 1997.Gibbons, Gail. The Honey Makers. New York: Scholastic Inc., 1997.Heiligman, Deborah. Honey Bees. Washington, D.C.: National Geographic Society, 2002.Kalman, Bobbie. Hooray for Beekeeping. New York: Crabtree Publishing Co., 1998.
Manage the Process: Notes on the PBL Experience:The teacher will introduce the PBL with an entry event for the students followed by a PBL Parent Newsletter. The Student Checklist will be given to students at that time and will help them keep track of their progress. The anticipated time for completion of this PBL will be approximately three months. Before putting students into groups of four, the teacher will take into account the students reading ability, personality, and learning style (hands-on, auditory, visual, etc.). Students are assigned to groups to provide the best mixture of abilities.
Team leaders are chosen based on their ability to take into consideration the feelings of each group member. Various group roles are possible including a materials manager, a writer, or an artist. First, the teacher will explain the five choices for the Multimedia Projects to the students: 1) Television News Program; 2) Commercial on DVD; 3) Oral Report with Visuals; 4) Dramatic Play with Costumes; or 5) Giant book with Pictures and Sentences. Groups will be given a few minutes to discuss which project they want to complete. Each group can be assigned a basket and folder of a specific color to distinguish their materials. The PBL center consists of a bulletin board with vocabulary words and a display table for the project materials, rubrics, group baskets and folders. The teacher’s role will be to meet with each group for 5 – 10 minutes per class session in order to guide students to stay on task and make sure that a script is written that includes every group member. Emphasis will be placed on equal student participation in each collaborative group. The teacher will use scaffolding. This is an instructional technique whereby the teacher models the desired learning task or appropriate thinking and then gradually shifts responsibilities to the students. If extra time is needed to develop and practice the group presentations, students could use their library time in the media center. It may be beneficial if the technology or media specialist places shortcuts for websites on the desktop for the students. It may take approximately eight class periods for students to develop their scripts or projects and eight class periods to practice their presentations. This could be accomplished during science class, or special times such as media. Performances could be recorded or performed live. Some groups may choose to develop their own idea for a project that meets their strengths or learning styles. The following is a list of the student directed learning that will take place for the entire honey bee PBL. Step 1: Plan the entry event: To entice the students to become excited about this new learning experience, a local beekeeper will enter the classroom carrying equipment. The beekeeper might say, “Boys and girls, I’ve noticed that some of my honey bees are dying, and I don’t know why. This means I won’t have very much honey this year. How many of you like honey? I really need your help to find out what is happening. It is a mystery to me. I really care about my honey bees just like you care about your pets. I would like to come back in a couple months so that you can tell me why some of them are dying and how that affects the people in our town. I would also like for you to research ways that you can help the honey bees. Raise your hand if you will help me. Great! I also want to invite you to take a field trip to see my bee hives. They are amazing to watch. I’ll see you very soon! I’m counting on you!” The beekeeper will spend the rest of the day in the classroom explaining basic bee biology. The students will have the opportunity to ask many questions and have hands-on experience using the beekeeping equipment and viewing the observation hive. Send home the PBL Parent Newsletter. The Student Checklist will be given to students at this time and will help them keep track of their progress. Step 2: The students will brainstorm a class list of ways to work successfully in collaborative groups. The teacher will write the list on a poster and take photographs of the students illustrating those qualities to display around the poster. The students will sign their names at the bottom of the poster. Step 3: The students will watch a magnified video of a honey bee colony or take a field trip to see a local beekeeper. This website is the movie for the life of a bee and it is a YouTube video and must be downloaded from home.http://www.youtube.com/watch?v=lE-8QuBDkkw Step 4: Poster Rubric: The 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. Step 5: Flower Anatomy Fun: The 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. Step 6:Digital Microscope Fun (See Below): The 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,” requires students to contrast structures. At this part of the lesson, students will
have examined plant and animal students. It would be a good time to talk about those differences (similarities could be discussed also.) In the first grade, students would have learned that most things need water, food, light, and air. Build upon that idea here. What structures do the plants and animals have that allow them to get the things they need? How are those parts different? How are the needs of plants and animal different? This can be done as a “guided inquiry” kind of discussion. It does not require an additional composition or project to be completed by the students. Step 7: The teacher will place a variety of scrap materials and art supplies on a table to spark imagination for constructing bees.Science Journal: First, the 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. 3-D Honey Bee Labeled Model: Second, the students will collaborate in small groups to construct a 3-D labeled model of a honeybee using scrap materials. Step 8: Science Journal: First, the students will draw pictures to illustrate the likenesses and differences between their bodies and a honeybee’s body. Second, the students will write two paragraphs that compare and contrast their bodies to a bee’s body.***If students already have established science journals previous to this PBL, they may use those.
Step 9: Interview Guide and Rubric: Students will interview a honey bee expert (i.e. beekeeper, Department of Natural Resources, University Biology/Science Professor, or a professional connected with the food/plant industry, etc.) 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, the teacher will model proper interview etiquette. Then, the students will practice interviewing each other before contacting a honey bee expert. Step 10: Report Rubric: In addition to the information gained from interviewing a bee expert, students will complete more research by reading honey bee books and Internet articles. Books have been recommended in the Materials list of the PBL. Then, the students will answer the driving question by writing a two to three page report. The teacher will model writing the outlines, paraphrasing, report organization, proofreading, etc. to ensure students understand their tasks. The teacher will provide the students approximately three weeks for researching the driving question, discussing their findings, and creating a written report. Step 11: Presentation Rubric: The students will choose one of the following multi-media group presentations: 1) Television News Program; 2) Commercial on DVD; 3) Oral Report with Visuals; 4) Dramatic Play with Costumes; or 5) Giant book with Pictures and Sentences. The presentations will give the students an opportunity to 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.
Project Reflection and Evaluation: The teacher will observe the notes that each student writes in their Science Journal and the level of group participation. Student grades will come from the rubric scores, discussions, and informal observations. In addition, the teacher, the principal, and a guest beekeeper will review each group presentation and provide feedback. Reviews consist of three positive comments and one suggestion for improvement.
(In their Science Journal) First, the students will be asked to write three things that they learned from researching honey bees by writing their thoughts in the journal. Second, students will write two ways that they could improve their research/presentation skills. Third, students will write one suggestion for a way to make this project based learning experience even more fun for next year’s class.
FLOWER ANATOMY FUN Name _____________________________
Date _____________________________ Directions: 1. Examine a flower using a hand lens, stereoscope, or digital microscope. 2. Use a flower anatomy poster or a flower model as a guide to locate the flower parts listed below. Draw and label these parts of a flower in the space below.
flower parts:
Created by Lee Anne Burton, NBCT
petal sepal stamenpistil stigma style
anther ovule filament
FLOWER ANATOMY FUN Name _____________________________ Date _____________________________
3. Read the book The Honey Makers. Write a paragraph to explain pollination.
Created by Lee Anne Burton, NBCT
Name _____________________________ Date ____________________________
POSTER RUBRIC
4 Stages of Bee Life Cycle Small Drawing
of Comb’s Structure
Three Sentences
Describing the Job of the
Queen, Drone, & Worker Bee
Write 3 of Your Favorite
Honey Bee Facts
3 points: All four
stages (egg, larva, pupa
and adult) of the life cycle
are illustrated
and labeled correctly
with limited grammatical
errors.
3 points: The drawing of the comb is shaped
like a hexagon.
3 points:There are
three correctly written
sentences explaining three types
of honey bees.
3 points:There are
three correctly
written facts with limited mistakes.
2 points:One or two stages are missing, incorrectly labeled, or there are a few mistakes.
2 points:The drawing of the comb doesn’t have a hexagon
shape.
2 points:There are only two correctly written
sentences.
2 points:There is not
enough information or messy writing.
1 point: The pictures are messy
1 point:The drawing of the comb
1 point:There is no sentence
1 point:There is no sentence
and don’t relate to the
bee life cycle.
is messy. structure, it’s
extremely messy, or it
doesn’t explain bee
jobs.
structure, it’s
extremely messy, or it doesn’t have
any facts.
Created by Lee Anne Burton, NBCT
Digital Microscope Fun Name ____________________________ Date ____________________________1. Place the digital microscope on the specimen.2. Draw the image that you see on the computer screen. 3. Draw and label the following body parts of the honey bee with the correct spelling: head, thorax, abdomen, antenna, simple eyes, compound eyes, legs, pollen basket, fore wing, hind wing, and ovipositor (stinger).
Name ___________________________ Date __________________________
SCIENCE JOURNAL:Tell about what you have learned from looking at artifacts, specimens, books, the Internet, or talking to people. Be sure to properly cite your sources (names of books, Internet articles, people, etc…).
Science Verbs you may want to use in your writing: analyzed, learned, concluded, hypothesized, predicted, discovered, researched, interviewed, measured, experimented, or observed
Excellent:3 points
Good:2 points
Needs Improvement:1 point
Topic and Content
*Many scientific words, detailed descriptions and drawings were used. *All of my research was properly cited (name of Internet article, book title, or person’s name).
*Some scientific words, detailed descriptions and drawings were used. *Some of my research was properly cited (name of Internet article, book title, or person’s name).
*Few scientific words, detailed descriptions and drawings were used. *None of my research was properly cited (name of Internet article, book title, or person’s name).
Mechanics and Grammar
*Most of my spelling, capitalization, punctuation and sentence structure are correct.
*Some of my spelling, capitalization, punctuation and sentence structure are correct.
*Hardly any of my spelling, capitalization, punctuation and sentence structure is correct.
Neatness, Date, Title
*All of my writing is written neatly.*All of the date and title are written on the top of the page.
*Some of my writing is written neatly.*Some of the date and title is written at the top of the page.
*None of my writing is written neatly.*None of the date and title is written at the top of the page.
Created by Lee Anne Burton, NBCT
Name ___________________________ Date __________________________
SCIENCE JOURNAL:
Created by Lee Anne Burton, NBCT
Name ______________________________ Date _____________
Model of Honeybee Checklist
Directions: Choose a leader, materials gatherer, and label maker for your group. The leader will make sure everyone has a job to complete. The materials gatherer will get all the supplies from the art table. The label maker will write the names of the bee body parts on the white stickers by paying close attention and using correct spelling. All team members will work cooperatively to design and construct a 3 – D model of a honeybee. All members will help clean up the classroom.
1. On the small white stickers (labels), write the names of the parts of the honeybee.
2. Use the checklist below to make sure that you have all of the bee parts.
3. Look at the pictures and notes in your Honeybee Science Journal for ideas.
3 points:Uses a variety of resources to answer the driving question with many facts about the honey bee, the bee’s structures and its contribution to the life cycle of plants and animals. Identifies the plant structures involved, and discusses events concerning the changes in life cycles.
3 points:Works well with others, does his/her fair share, listens to ideas, motivates others to do their best
2 points:Limited resources, from the list above, uses some facts, only answers part of driving question.
2 points:Some difficulty with eye contact, voice projection, & preparation(a little unorganized)
2 points:Includes a few visuals, some creative ideas, keeps audience attention part of the time
2 points:Some teamwork, occasionally completes group’s goals, only helps others if asked
1 point:Little or incorrect facts are present from the list above, doesn’t address driving question
1 point:Great difficulty communicating, no eye contact, weak monotonous tone of voice, no expression, unprepared
1 point:No evidence of inventiveness (no creative ideas).
1 point:Doesn’t work well with others, doesn’t show enough interest in doing group’s goals, doesn’t listen to partners
Created by Lee Anne Burton, NBCT
Presentation Rubric
PowerPoint Rubric
Name _____________________________________ Date _____________Category 4 3 2 1 Comments
Organization of PowerPoint
PowerPoint contains 5 slides and all content throughout the presentation is accurate. There are no factual errors. Information is presented in a logical manner.Relationships of animals and habitat explained and predictions made.
PowerPoint contains three-four slides and most of the content is accurate but there is one piece of information that might be inaccurate. Information can be followed easily. Relationships of animals and habitat explained but predictions are not solid.
PowerPoint contains one-two slides and the content is generally accurate, but one piece of information is clearly flawed or inaccurate. Information is difficult to follow. Relationships of animals and habitat not explained and no predictions are present.
PowerPoint contains one slide and content is confusing and difficult to follow or contains more than one factual error. Not relationships of animals to habitat.
Spelling and Grammar Presentation has no misspellings or grammatical errors.
Presentation has one spelling or grammatical error.
Presentation has two spelling or grammatical errors.
Project has three or more spelling or grammatical errors.
Graphics Slides contain clip art or pictures that enhance the content of the slide.
Slides contain clip art or pictures that are appropriate and support the content of the slide.
Slides contain little clip art or pictures. Clip art/pictures do not correspond to information on slide.
Slides contain no clip art or pictures.
Class Presentation Student speaks clearly and distinctly all the time. Engages audience at all time. Uses visual in presentation.
Student speaks clearly and distinctly most of the time. Engages the audience most of the time. Uses visual in presentation.
Student speaks clearly and distinctly some of the time. Engages audience some of the time. Uses visual in presentation.
Student is not clear or speaks too softly to be heard/understand. Does not engage audience. Does not use visual.
Font and Formatting Font formats (color, bold, italic, etc.) enhance attractiveness and content of slides.
Font formats enhance content of slides.
Font format complements the content. It may be a little hard to read.
Font format makes it very difficult to read the material.
Created by Katrina Wilson
PBL STUDENT CHECKLIST Name __________________________ Date __________________________
A______ Create a poster of the four stages of the honeybee. Write three sentences telling
about the queen, drones, and worker bees (Poster Rubric).
B______ Examine a flower using a digital microscope. Draw and label the parts of the
flower (Flower Anatomy Fun).
C______ View a honeybee under a digital microscope. Draw and label the bee’s body parts
and write sentences about the functions of some of the parts (Science Journal).
D______ Draw a design of a 3-D model of a honeybee in your science journal.
E______ Work in a group to create a labeled model of a honeybee (3-D Model of a
Honeybee Checklist).
F______ First, draw pictures to show the likenesses and differences between your body
and a honeybee’s body. Then, write two paragraphs in your science journal which
compare your body with a honeybee’s body.
G______ Interview a honeybee expert in order to help answer the driving question
(Interview Guide & Rubric).
H______ Complete research to in order to answer the driving question. Write a two to
three-page report (Report Rubric).
I______ Present one of the following group multi-media presentations (Presentation
Rubric):
Television News Program, Commercial on DVD, Oral Report with Visuals, Dramatic
Play with Costumes, or a Giant Book with Pictures and Sentences.
J______ In the science journal write:
3 things that you learned from researching honeybees,
2 ways you could improve your presentation skills next time, and
1 way to make this honeybee project more fun for next year’s class.
Created by Lee Anne Burton, NBCT
Name ________________________________________________________________ Date ________________________ Report Rubric
Directions: Hand write a 1 to 2 page research report that answers the driving question- How will the disappearance of honeybees affect me, my town, and local beekeepers, and what can be done to help the honey bees? Include 1 colorful drawing or illustration that you created to help answer the driving question; place it after the report. Include a bibliography (a page listing internet sources and book titles) after the drawing.
The report is easy to follow and understand. There is clear focus and organization. The student used his/her own words. Paragraphs have main ideas, provide details, and are neatly written. There is no evidence of plagarism.
There are limited grammatical errors. Rules for correct use of capital letters, punctuation, and spelling have been followed. There is sentence variety with descriptive adjectives.
All parts of the driving question are clearly answered. Ideas are supported with specific details. Many of the words from the question are restated to help the reader see the answers.
A neat illustration that was created by the student is included and helps answer the driving question. Colors choices were appropriate and could be explained by the student.
A variety of resources were used: 3 books, 2 websites, and1 interview Resources were written on a bibliography page and placed at the end of the report.
2 po
ints
Some parts are unorganized or difficult to follow. Paragraphs lack main ideas and details. Too much of the report has been copied or not written in the student’s own words.
There are some grammatical mistakes. There are few errors in punctuation, spelling, and capitalizing letters. There is not enough sentence variety; some sentences are choppy or incomplete.
Only part of the driving question is answered. Not enough details are given to support ideas. Too few words from the driving question are restated as main idea statements.
The drawing is untidy and does not support the research paper. Color selections could not be explained by the student. Or, someone other than the student made the drawing.
Only part of the resources required have been used. The bibliography was not written on a separate sheet of paper or placed at the end of the report.
1 po
int
The report is unorganized, difficult to understand, and the writing is not legible.
It’s hard to tell where sentences begin and end. There are several grammatical errors. The sentences are not correctly written.
The driving question is not answered. Most of the report is about something that was not assigned as research.
The drawing is messy, and did not appear to take much time to create. It has nothing to do with the topic of the paper.
There is no bibliography page and/or there is little proof that research was done.
Created by Lee Anne Burton, NBCT, modified by R. Anglin
Interview Guide & RubricDriving Question: How will the disappearance of honeybees affect me, my town, and local beekeepers, and what can I do to help honeybees?Directions: There are three ways to do an interview- in person, on the phone, or by sending an e-mail on a computer. Choose a honeybee “expert” to interview in order to answer the driving question. Before the interview, neatly write six questions that will help you understand the honeybees’ disappearance. Practice reading aloud in front of a mirror in order to be comfortable with the questions. When the interview begins, introduce yourself first and explain that the interview is a school assignment. Be friendly and polite. If the interview is in person, ask the bee “expert” if it is alright to record their voice; recording their voice is optional. Make sure to neatly write the expert’s answers if the person doesn’t write them for you. When you are finished, thank the expert for their time.
Excellent: 3 points
Good: 2 points
Needs Improvement: 1 point
The six questions that were written help to answer all parts of the driving question.
The six questions that were written answer most of the driving question.
The six questions that were written do not properly answer the driving question.
All of my handwriting is very neat and easy to read.
Some of my handwriting is neat and easy to read.
None of my handwriting is neat; it is difficult to read.
Most of my spelling, capitalization, punctuation, and sentence structure are correct.
Some of my spelling, capitalization, punctuation, and sentence structure are correct.
My spelling, capitalization, punctuation, and sentence structure need improvement.
Created by Lee Anne Burton, NBCT
PBL PARENT NEWLETTERDear Parents,
The students had a blast today! We had a special guest in our classroom. A beekeeper (apiarist) spoke to the students about honeybees. He was dressed in his protective beekeeping uniform, gloves, and netted hat. He brought an enclosed bee hive to demonstrate a working honey bee colony. The students used hand lenses to view the honey bees during various stages of development. Also, the students learned basic bee biology. Many questions were answered by the beekeeper. The beekeeper spent the whole day with our class and the students didn’t want him to leave. Our snack today was home-made mini biscuits and honey.
The beekeeper presentation was an entry event to the standards-focused Project Based Learning (PBL) curriculum that students will begin tomorrow. The PBL experience begins with a driving question that is intrinsically complex (hard to answer). The PBL driving question asks the following: “How will the disappearance of honeybees affect me, my town, and local beekeepers, and what can I do to help the honeybees?” The driving question will spur the students to complete research, work in cooperative groups, and create projects to display their knowledge.
The students’ first assignment will be to interview an expert on honeybees such as a beekeeper, science teacher, biology professor, Department of Natural Resources representative, or a farmer who grows fruit trees. Practice will be provided in the classroom for writing six questions that will help answer the driving question. The students will interview each other to practice communication skills.
Attached to this letter I have provided a PBL checklist so that students will be able to keep track of their assignments. Every student will be given a rubric or checklist for each major assignment in order to provide a model for success. The bee expert interview is due in one week. Refer to the Interview Guide & Rubric for more information.
I am very excited about the fun, challenging, hands-on learning projects. I have high expectations for all.
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