5 Honey Bee STEM Unit Rizzolino Kocher

Created Dec. 18, 2024 by Cindy Rizzolino

Unit Title: Honey Bees

Grade level or subject: Grade 2/Science, Math, Technology

Which type of STEM Integration will this unit reflect?

☐ Disciplinary – “Students learn the content and skills of the different subjects in separate classes” (Vasquez, 2015)

☐ Multidisciplinary- “Students learn concepts and skills separately in each discipline but in reference to a common theme” (Vasquez, 2015)

☐ Interdisciplinary- “Students learn concepts and skills from two or more disciplines that are tightly linked so as to deepen knowledge and skills” (Vasquez, 2015)

x Transdisciplinary- “By undertaking real-world problems or projects, students apply knowledge and skills from two or more disciplines and help to shape the learning experience” (Vasquez, 2015)

  • Identify the team members that will participate in the creation and delivery of the transdisciplinary Unit / Big Idea.
  1. Cindy Rizzolino, Library Media Specialist
  2. Shawn-Kimberly Kocher, Technology Integration Specialist
  3. Monica Morris, K Teacher

Transdisciplinary- “By undertaking real-world problems or projects, students apply knowledge and skills from two or more disciplines and help to shape the learning experience” (Vasquez, 2015)Identify the team members that will participate in the creation and delivery of the transdisciplinary Unit / Big Idea.Cindy Rizzolino, Library Media SpecialistShawn-Kimberly Kocher, Technology Integration SpecialistMonica Morris, K Teacher


Phase 1: Determining the Big Ideas and Essential Questions

  1. Big Idea: The Big Idea of the unit is clearly articulated in one of the following forms: concept, theme, theory, issue, problem, process, paradox, or perspective.
  1. Unit Big Idea is:  Honeybees are on the Endangered Species List
  1. Standards: What PA standards will this Unit address?
  1. Science
  1. Biological Science 3.1.2.A5 - Explain how different parts of a plant work together to make the organism function.
  2. Biological Science 3.1.2.C2 - Explain that living things can only survive if their needs are being met.
  3. Science 3.1.4.C - Illustrate patterns that regularly occur and reoccur in nature.
  4. Science 3.1.4.E - Recognize change in natural and physical systems.

  1. Math
  1. CC Math 1 - Make sense of problems and persevere in solving them.
  2. CC Math 2 - Reason abstractly and quantitatively.
  3. CC Math 2.4.2.A.6 - Extend the concepts of addition and subtraction to problems involving length.
  1. Technology
  1. ISTE 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  2. ISTE 4b – Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  3. ISTE 6a – Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  4. ISTE 7c - Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
  1. Other
  1. Standards: Standard of Practice will the Unit address


Science Process StandardsStandards for Mathematical Practice
Science Process StandardsNature of Sciencex Make predictions and formulate testable questions.x Design a fair test. x Plan and carry out investigations—often over a period of several lessons—as a class, in small groups or independently. x Perform investigations using appropriate tools and technologies that will extend the senses.☐Use measurement skills and apply appropriate units when collecting data.☐Test predictions with multiple trials. x Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports.x Identify simple patterns in data and propose explanations to account for the patterns.x Compare the results of an investigation with the prediction. Design Processx Identify a need or problem to be solved.x Brainstorm potential solutions.☐Document the design throughout the entire design process.x Select a solution to the need or problem.☐Select the most appropriate materials to develop a solution that will meet the need.☐Create the solution through a prototype.☐Test and evaluate how well the solution meets the goal.☐Evaluate and test the design using measurement. Mathematical Practices☐MP.1. Make sense of problems and persevere in solving them.☐MP.2. Reason abstractly and quantitatively.☐MP. 3 Construct viable arguments and critique the reasoning of others.x MP.4. Model with mathematics.x MP.5. Use appropriate tools strategically.☐MP.6. Attend to precision.x MP.7 Look for and make use of structure.☐MP. 8 Look for and express regularity in repeated reasoning.


  1. Essential Questions: What Essential Questions encourage students to uncover/probe deeper into knowledge in all the identified disciplines of this unit? How do we engage our students around the Big Idea? Should be evident in all lessons.
  1. Why are bees important to our nature and our world?
  2. How can we help the honeybees get off the endangered species list?

  1. Subject Matter Learning Outcomes: What will students Know and be able to do as a result of this unit?
  1. Science
  1. Students will understand the meaning of the word endangered and how animals are placed in this category.
  2. Students will be able to list different ways bees move and why this is important.
  3. Students will understand the bee pollination process.
  4. Students will understand the interdependence of bees, flowers/fruit and humans.
  1. Technology
  1. Students will know how to use Google Slides to create and maintain a collaborative journal throughout the unit.
  2. Students will know how to program Ozobots.
  3. Students will know how to use the iPad to create presentations using Keynote and iMovie.
  1. Engineering
  1. Students will be able to list the reasons honeybees build hexagons and why it is important to their survival.
  1. Math
  1. Students will be able to list the reasons honeybees build hexagons and why it is important to their survival.
  1. Other

Big Idea: The Big Idea of the unit is clearly articulated in one of the following forms: concept, theme, theory, issue, problem, process, paradox, or perspective.


Phase 2: Unit Assessments and Reflection

Assessment for Learning - Formative

  • Inquiry will be embedded throughout the lesson as well as at the end of the lesson to demonstrate learning and to answer the essential questions.
  • Rubrics within the lesson and teacher conferencing.

Assessment of Learning - Summative

  • Inquiry will be embedded throughout the lesson as well as at the end of the lesson to demonstrate learning and to answer the essential questions.
  • Rubrics within the lesson and teacher conferencing.
  • Summative evaluation will be an electronic student journal.

Formative and Summative


Phase 3: Learning Experiences

Breakdown: Take the Big Idea and Essential Questions and break them down into smaller sequential learning experience. Each lesson should have an individual end product that ties to an essential question, specific subject standards, learning outcomes, and culminating project rubrics (if applicable), and learning activities should be clearly defined. Lesson format should be 5Es.

Lesson 1 - Endangered Species Lesson

Lesson 2 - Honeybee Hexagon, Home and Habitat Lesson

Lesson 3 - Honeybee Waggle Lesson

Lesson 4 - Honeybee Pollination, Food and Flower Lesson

Lesson 1 - Endangered Species Lesson


Lesson 2 - Honeybee Hexagon, Home and Habitat Lesson


Lesson 3 - Honeybee Waggle Lesson


Lesson 4 - Honeybee Pollination, Food and Flower Lesson


Submission

Unit should be submitted and shared with class in Google Drive: Foundations of Stem Folder by August 20, 2017. In addition, unit should be submitted to https://betterlesson.com/ for review.

Checklist for Culminating Project

Content Standards and the STEM Standards of PracticeReal World ConnectionDevelopment of Deep Conceptual UnderstandingsDiverse Learners
The unit:x Aligns to a target set of rigorous course content standards.x Aligns to the STEM Standards of Practice.x Integrates content standards from science, technology, engineering, or mathematics courses as appropriate to address the real world connection.x Focuses teaching and learning on developing content mastery and STEM proficiency.The unit:x Presents the real world connection in the form of a complex question, global issue, challenge, or problem.x Provides opportunities for students to apply content knowledge from multiple courses as appropriate to answer complex questions, to investigate global issues, or to develop solutions for challenges and real world problems.x Provides opportunities for students to develop or use a systematic approach (e.g.: engineering design process, scientific and engineering practices) to investigate and develop solutions or answers to the real world connection.x Provides opportunities for students to understand the relationship between the real world connection, course content, and the work performed by STEM professionals.The unit:        x Requires students to employ higher order thinking skills in the application of content knowledge.x Provides opportunities for students to adapt or extend concepts, activities, or projects to enhance their understanding.x Provides opportunities for students to develop understanding of content through questioning, problem solving, collaboration, and hands-on activities. x Provides opportunities for students to demonstrate their understanding of content and the application of the STEM Standards of Practice independently (this checkbox is for a unit containing multiple lessons).The unit incorporates the following as appropriate to meet the needs of diverse learners:☐ Universal Design for Learning Principles https://goo.gl/zSg5Onx WIDA Performance Definitions and CAN DO Descriptors https://goo.gl/beLJji☐ Accelerations or enhancements for gifted and talented students. https://goo.gl/7WPPRU

References

Bybee, R. W. (2015). The BSCS 5E instructional model: creating teachable moments. Arlington, VA: NSTA Press, National Science Teachers Association.

Empowering Teachers' 'Professional Learning'. (n.d.). Retrieved July 30, 2017, from https://betterlesson.com/

Vasquez, J. (2015, Dec. & Jan.). STEM—Beyond the Acronym. Educational Leadership, 72(4), 10-15.

Return to top