Unit Honey Bee- Module 1-3
Module 1
Honey, Colonies, and Collapse OH MY!
Time Frame: Approximately 9 Days (45 Minute Sessions)
Julia Grise and Michelle Dietz
Stage 1 - Desired Results
| Big Idea(s) |
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| PA Core Standards / Next Generation Science Standards | ||||
| T & E Education | NGSS | Mathematics Education | ELA | CEW |
| 3.2.7.B5.Interpret data, formulate models, design models, and produce solutions.3.2.7.D1. Define different types of problems. 3.2.7.D2. Define all aspects of the problem, necessary information, and questions that must be answered. 3.2.7.D3. Propose the best solution. 3.2.7.D4. Design and propose alternative methods to achieve solutions. 3.2.7.D5. Apply a solution. 3.2.7.D6. Explain the results, present improvements, identify and infer the impacts of the solution. 3.7.7.A1.Identify uses of tools, machines, materials, information, people, money, energy and time that meet specific design criteria.3.7.7.A3. Assess materials for appropriateness of use.3.7.10. A. Identify and safely use a variety of A. tools, basic machines, materials and techniques to solve problems andanswer questions.3.8.7.B2. Identify and describe the resources necessary to solve a selected problem in a community and improve the quality of life.3.8.7.B3.Identify and explain specific examples of how agricultural science has met human needs and has improved the quality of life.3.8.7.C2.Describe ways technology extends and enhances human abilities. | MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problems. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optional design can be achieved. | CC.2.2.7.B.3 Model and solve real- world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable.CC.2.2.HS.D.1 Interpret the structure of expressions to represent a quantity in terms of its context.The Standards of Mathematical Practices
| CC.1.2.9–10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.1.2.9–10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9–10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.CC.1.2.9–10.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyCC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.9–10.B Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9–10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9–10.D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.CC.1.4.9–10.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingCC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.5.9–10.C Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibilityCC.1.5.9–10.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.CC.1.5.9–10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.CC.1.5.9–10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content. | 13.3.2.3. A. Identify appropriate speaking and listening techniques used in conversation.13.3.3. C. Explain effective group interaction terms, such as, but not limited to: · Compliment · Cooperate · Encourage · Participate13.4.3. B. Describe the character traits of successful entrepreneurs, such as, but not limited to: · Adaptability · Creative thinking · Ethical behavior · Leadership · Positive attitude · Risk-taking |
| Essential Questions |
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| Students Will Know | Students Will Be Doing |
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Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
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Stage 3 - Lesson Learning Targets
Learning Activities: Learning targets are written from the students perspective. I can…
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RESOURCES / LINKS
| Activities | Presentations | Assessments |
Materials: https://docs.google.com/document/d/1ydeQdAEVqckmf1VHZybYUzh14PWOji_wMktsSDhSyPQ/edit
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Module 2- Mathematics
Honey, Colonies, and Costs OH MY!
Time Frame: 2-3 Days (45 minute sessions)
Julia Grise and Michelle Dietz
Stage 1 - Desired Results
| Big Idea(s) |
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| PA Core Standards / Next Generation Science Standards | ||||
| T & E Education | NGSS | Mathematics Education | ELA | CEW |
| 3.2.7.B5.Interpret data, formulate models, design models, and produce solutions.3.2.7.D1. Define different types of problems.3.2.7.D2. Define all aspects of the problem, necessary information, and questions that must be answered.3.2.7.D3. Propose the best solution.3.2.7.D4. Design and propose alternative methods to achieve solutions.3.2.7.D5. Apply a solution.3.2.7.D6. Explain the results, present improvements, identify and infer the impacts of the solution. 3.7.7.A1.Identify uses of tools, machines, materials, information, people, money, energy and time that meet specific design criteria.3.7.7.A3. Assess materials for appropriateness of use.3.7.10. A. Identify and safely use a variety of A. tools, basic machines, materials and techniques to solve problems andanswer questions.3.8.7.B2. Identify and describe the resources necessary to solve a selected problem in a community and improve the quality of life.3.8.7.B3.Identify and explain specific examples of how agricultural science has met human needs and has improved the quality of life.3.8.7.C2.Describe ways technology extends and enhances human abilities. | MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problems.MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optional design can be achieved. | CC.2.2.7.B.3 Model and solve real- world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable.CC.2.2.HS.D.1 Interpret the structure of expressions to represent a quantity in terms of its context.The Standards of Mathematical Practices
| CC.1.2.9–10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.1.2.9–10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9–10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.CC.1.2.9–10.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyCC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.9–10.B Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9–10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9–10.D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.CC.1.4.9–10.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingCC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.5.9–10.C Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibilityCC.1.5.9–10.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.CC.1.5.9–10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.CC.1.5.9–10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content. | 13.3.2.3. A. Identify appropriate speaking and listening techniques used in conversation.13.3.3. C. Explain effective group interaction terms, such as, but not limited to: · Compliment · Cooperate · Encourage · Participate13.4.3. B. Describe the character traits of successful entrepreneurs, such as, but not limited to: · Adaptability · Creative thinking · Ethical behavior · Leadership · Positive attitude · Risk-taking |
| Essential Questions |
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| Students Will Know | Students Will Be Doing |
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Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
| Translate verbal statements into expressions or equations that will be simplified or solved.Write complete sentences that describe the final solution to each problem.Write expressions or equations that represent a specific set of data that is given in a table.Create an original set of application problems that relate to the given set of data.Communicate the effects of the declining bee population through the use of an infographic. |
Stage 3 - Lesson Learning Targets
Learning Activities:Learning targets are written from the students perspective.I can…
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RESOURCES / LINKS
| Activities | Presentations | Assessments |
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| Rubric for Infographic |
Module 3
Artificial Pollinators, Bee-friendly Gardens,
and Bee Habitats OH MY!
Time Frame: 5 days (45 minute sessions)
Julia Grise and Michelle Dietz
Stage 1 - Desired Results
| Big Idea(s) |
|
| PA Core Standards / Next Generation Science Standards | ||||
| T & E Education | NGSS | Mathematics Education | ELA | CEW |
| 3.2.7.B5.Interpret data, formulate models, design models, and produce solutions.3.2.7.D1. Define different types of problems. 3.2.7.D2. Define all aspects of the problem, necessary information, and questions that must be answered. 3.2.7.D3. Propose the best solution. 3.2.7.D4. Design and propose alternative methods to achieve solutions. 3.2.7.D5. Apply a solution. 3.2.7.D6. Explain the results, present improvements, identify and infer the impacts of the solution. 3.7.7.A1.Identify uses of tools, machines, materials, information, people, money, energy and time that meet specific design criteria.3.7.7.A3. Assess materials for appropriateness of use.3.7.10. A. Identify and safely use a variety of A. tools, basic machines, materials and techniques to solve problems andanswer questions.3.8.7.B2. Identify and describe the resources necessary to solve a selected problem in a community and improve the quality of life.3.8.7.B3.Identify and explain specific examples of how agricultural science has met human needs and has improved the quality of life.3.8.7.C2.Describe ways technology extends and enhances human abilities. | MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problems. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optional design can be achieved. | CC.2.2.7.B.3 Model and solve real- world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable.CC.2.2.HS.D.1 Interpret the structure of expressions to represent a quantity in terms of its context.The Standards of Mathematical Practices
| CC.1.2.9–10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.1.2.9–10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9–10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.CC.1.2.9–10.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyCC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.9–10.B Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9–10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9–10.D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.CC.1.4.9–10.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingCC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.5.9–10.C Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibilityCC.1.5.9–10.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.CC.1.5.9–10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.CC.1.5.9–10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content. | 13.3.2.3. A. Identify appropriate speaking and listening techniques used in conversation.13.3.3. C. Explain effective group interaction terms, such as, but not limited to: · Compliment · Cooperate · Encourage · Participate13.4.3. B. Describe the character traits of successful entrepreneurs, such as, but not limited to: · Adaptability · Creative thinking · Ethical behavior · Leadership · Positive attitude · Risk-taking |
| Essential Questions |
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| Students Will Know | Students Will Be Doing |
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Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
| Students are grouped into teams to create a product Create a pitch explaining their product, its impact, and the materials needed Gallery walk of group projects to provide praise and constructive criticism of each concept Develop a prototype based on pitch and feedback Gallery walk to look at prototypes and provide praise and constructive criticism Improve product design and function following the gallery walk Present orally their information found during research (Module 1), calculations (Module 2), and the engineering design process (Module 3), ultimately unveiling their finalized product |
Stage 3 - Lesson Learning Targets
Learning Activities: Learning targets are written from the students perspective. I can…
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RESOURCES / LINKS
| Activities | Presentations | Assessments |
| On The Brink: The fight to save bees and our food supply: https://www.youtube.com/watch?v=N4AmwkFZRL8 Plant Pollination - How to Encourage Pollinating Bees into Your Garden: https://www.youtube.com/watch?v=fuAE4riYuR0 Tiny, Robotic Bees Could Change the World | National Geographic: https://youtu.be/lJCMIsLuGpg | Rubric for final assessment |
Teaching Strategies
StartSOLE
StartSOLE is a simple inquiry-based approach that can be implemented in a single class period with minimal constraints and serves as an excellent addition or supplement to this lesson. If you'd like to use one of these suggested questions to encourage students to dig deeper or help prepare them for this activity click on a link below to setup your StartSOLE lesson: