Description
- Overview:
- Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings.
- Subject:
- Environmental Science, Environmental Studies, Education, Elementary Education, Life Science, Biology
- Level:
- Upper Primary
- Material Type:
- Activity/Lab, Assessment, Game, Lesson Plan, Reading, Teaching/Learning Strategy
- Author:
- The Bee Cause Project
- Date Added:
- 12/18/2020
- License:
- Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English
- Media Format:
- Downloadable docs
Standards
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Learning Domain: Reading for Informational Text
Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Writing
Standard: Develop the topic with facts, definitions, and details.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Writing
Standard: Provide reasons that are supported by facts and details.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Writing
Standard: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an argument that some animals form groups that help members survive.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Use evidence to support the explanation that observable traits can be influenced by the environment.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section related to the opinion presented.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: 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.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Writing
Standard: Provide reasons that support the opinion.
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section.
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section.
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 3 Superior (1 user)
Learning Domain: Reading for Informational Text
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide reasons that support the opinion.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Develop the topic with facts, definitions, and details.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide reasons that are supported by facts and details.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Provide a concluding statement or section related to the opinion presented.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: 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.
Degree of Alignment: 2 Strong (1 user)
Learning Domain: Writing
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Degree of Alignment: 1 Limited (1 user)
Learning Domain: Writing
Standard: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer�۪s purpose.
Degree of Alignment: 1 Limited (1 user)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
Degree of Alignment: 3 Superior (1 user)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
Degree of Alignment: 3 Superior (1 user)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
Degree of Alignment: 2 Strong (1 user)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Degree of Alignment: 2 Strong (1 user)
Science Domain: Life Sciences
Topic: Structure, Function, and Information Processing
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
Degree of Alignment: 2 Strong (1 user)
Science Domain: Life Sciences
Topic: Structure, Function, and Information Processing
Standard: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
Degree of Alignment: 2 Strong (1 user)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Construct an argument that some animals form groups that help members survive.
Degree of Alignment: 1 Limited (1 user)
Cluster: Key Ideas and Details.
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: 3 Superior (1 user)
Cluster: Key Ideas and Details.
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: 3 Superior (1 user)
Cluster: Craft and Structure.
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 3 Superior (1 user)
Cluster: Production and Distribution of Writing.
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: 3 Superior (1 user)
Cluster: Research to Build and Present Knowledge.
Standard: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Degree of Alignment: 3 Superior (1 user)
Cluster: Research to Build and Present Knowledge.
Standard: 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.
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Provide reasons that support the opinion.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Provide a concluding statement or section.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Develop the topic with facts, definitions, and details.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Provide a concluding statement or section.
Degree of Alignment: 2 Strong (1 user)
Cluster: Key Ideas and Details.
Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Degree of Alignment: 2 Strong (1 user)
Cluster: Key Ideas and Details.
Standard: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Degree of Alignment: 2 Strong (1 user)
Cluster: Craft and Structure.
Standard: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Provide reasons that are supported by facts and details.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Provide a concluding statement or section related to the opinion presented.
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Degree of Alignment: 2 Strong (1 user)
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: 2 Strong (1 user)
Cluster: Text Types and Purposes.
Standard: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
Degree of Alignment: 1 Limited (1 user)
Cluster: Text Types and Purposes.
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Degree of Alignment: 1 Limited (1 user)
Evaluations
Achieve OER
Average Score (3 Points Possible)Degree of Alignment | 2.1 (1 user) |
Quality of Explanation of the Subject Matter | 2 (1 user) |
Utility of Materials Designed to Support Teaching | 3 (1 user) |
Quality of Assessments | 2 (1 user) |
Quality of Technological Interactivity | N/A |
Quality of Instructional and Practice Exercises | 2 (1 user) |
Opportunities for Deeper Learning | 1 (1 user) |
Tags (16)
- Bee Club
- Beehive
- Beekeeping
- Bees
- Environment
- Flower Seeking Pollinators
- Honey
- Honey Bees
- Lifecycle
- Parts of a Bee
- Pollen
- Pollination
- Pollinator
- Save the Bees
- Sweetvirginia.org
- Thebeecause.org
Comments