BeeWeeklyPlans

=__Bee Group Weekly Plans__=

**2012-2013 Plans**
__Tuesday, Nov. 13:__ 1. Look at close-ups of bees’ bodies and their parts in books Work on an accurate, interactive sketch of their bodies (large), and compare it to their prediction sketches Students start to do their own sketch in on paper while the interactive sketching is happening Label body parts (30 mins) 2. Walk to look for signs of bees and where they may live or visit (30 mins) 2. If raining, play bee memory game (20-30 mins) 3. Finish reading Gail Gibbons bee book (20 mins)

__Wednesday, Nov. 14:__ 1. Begin to fill in body part labels on bee outline with the parts the know (adult-made, original located in curriculum binder) and finish sketch. Look through books and compare different pictures of bee body parts, and find some labeled pictures. 2. Write some sentences using some of the bee body part vocab (Tier 1 kids would be doing the writing, Tier 3 kids would be working on oral language partnered with a stronger student) 3. Walk in the garden to look for signs of bees and flowers.

__Tuesday, Nov. 20:__ Bee life cycle

__Tuesday, Nov. 27:__ Beekeeper

__Tuesday, Dec. 4:__ Act out different bee jobs (see below for description)

__Tuesday, Dec. 11:__ Flower dissection Make a model of a flower's parts, focusing on pollen and nectar Important vocab to remember: stem, petal, leaf, pollen, anther, ovary, sticky stigma

Flower Dissection

Materials for models of flowers:
 * tissue paper = petals
 * clay = ovary
 * straw = pistil (cut slits into the top of the straw and fold out for stigma)
 * pipe cleaners = filament of stamen and stem
 * clay = anthers
 * gold glitter = pollen

___________________________________________________________________________________________________________________________ =__Plans from prior years...__=

(//T=teacher-led// //I=independent work//)

//Day 1 (I) 20 mins.://
//Sketch pumpkins (related to math lesson)//

Day 1 (T) 20 mins :
KW(L) on bees



Day 2 (I) 20 mins :
Sketch what they think bees look like (predictions of where bees live, how they move and what they look like) Independently read bee books

Day 2 (T) 20 mins :
Finish KW(L) on bees with more prompting questions from the teacher. Teacher could add the first question or two to the list. Read a introductory bee book.

Day 3 (I) //20 mins//:
Finish sketches of what they think bees look like Independently read bee books

Day 3 (T):
Look at close-ups of bees’ bodies and their parts in books Work on an accurate, interactive sketch of their bodies (large), and compare it to their prediction sketches Students start to do their own sketch in sketchbooks while the interactive sketching is happening Label body parts

Day 4 (I):
Begin to fill in body part labels on bee outline with the parts the know (adult-made, original located in curriculum binder) Look through books and compare different pictures of bee body parts, and find some labeled pictures. Write some sentences using some of the bee body part vocab (Tier 1 kids would be doing the writing, Tier 3 kids would be working on oral language partnered with a stronger student)

Day 4 (T):
Finish interactive sketch and student versions in sketchbooks Write interactive labels for body parts Start reading a bee book about how they collect pollen and nectar, hive roles, etc.

Day 5 (I):
Play bee body-part memory game

Day 5 (T) //move to the first warm, sunny day!//:
Walk to first grade garden and the neighborhood looking for bees and where we would find bees. (Schedule walk to see bee hives at BNC?) Look at flowers outside school or in community garden to see flower parts / observe bees or insects on flowers if possible Follow-up reflection sheet: Draw and write about what they found (or did not see) outside.

Day 6 (I):
Make detailed observational sketches of a flower

Day 6 (T):
Flower dissection Make a model of a flower's parts, focusing on pollen and nectar Important vocab to remember: stem, petal, leaf, pollen, anther, ovary, sticky stigma

Flower Dissection

Materials for models of flowers:
 * tissue paper = petals
 * clay = ovary
 * straw = pistil (cut slits into the top of the straw and fold out for stigma)
 * pipe cleaners = filament of stamen and stem
 * clay = anthers
 * gold glitter = pollen



Flower models

Day 7 (I):
Finish flower models and/or sketches; label parts of flower on worksheet

Day 7 (T):
Finish reading a book about process of how hives work and how bees get nectar and pollinate flowers Begin dramatic play of all the jobs in a hive

Click below for an explanation of the roles in the hive:

Jobs in the hive:

 * Queen bee is in the hive laying eggs
 * Worker bees:
 * make new cells with wax
 * clean cells
 * store nectar and pollen brought by other workers
 * feed the queen
 * move eggs laid by the queen
 * make wax
 * fan the hive to cool it
 * Nurse bees:
 * Feed larvae
 * Guard bees:
 * attack invaders
 * guard entrance and inspect bees coming in
 * bring water to cool hive (has a special water crop to carry water, separate from nectar crop)
 * Foraging bees:
 * Scout to find nectar and pollen
 * Dance to tell other bees where to go

Materials for dramatic play of roles in the hive:

 * Name tags for each role
 * eggs (cut the ends off of Q-tips)
 * larva (small pieces of white pipe cleaners, about an inch long)
 * Queen bee -- crown, eggs
 * Worker bees -- hexagon blocks for cells, nectar (water), pollen (paper circles), wings to fan with

Day 8 (I)
Small-group dramatic play of roles in hive (write roles on small pieces of paper, children pick one, then rotate) Bee jobs reflection- "If I were a honeybee, I would like to be a __ bee because..."

Day 8 (T)
Continue dramatic play of roles in bee hive, rotating parts Begin pollination dramatic play

Pollination dramatic play:

 * spoon/straw = proboscis
 * colored paper circles = pollen (each flower has a different color of pollen so you can see how it goes from flower to flower)
 * Velcro on clothespins and on the pollen so it “sticks” to clothespins
 * Put little cups on their legs to be the pollen sacs (use rubber bands to attach), so they can brush the pollen into the pollen sacs
 * one worker goes out as forager, comes back and dances to show where the flowers are
 * Scoop up nectar in spoon (water in little cups)
 * collect pollen from flowers, drop it on other flowers
 * Take nectar back to the hive

Day 9 (I)
Think of questions you'd like to ask the bee-keeper. Small-group dramatic play of roles in hive plus pollination.

Day 9 (T)
Visit from a bee-keeper (Mike or Brynmore, see Community Partners)

Wednesday (I)
Bee video (see bibliography)

Thursday (T)
Make clay models of the life cycle of a honeybee. Taste some honey! Images of bee life cycle to use for clay models: