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)
  1. Students will examine the ways in which the declining bee population can impact day to day life, as well as causes to this population decline.
  2. Students will be able to develop a thesis relating to the declining bee population and its impact on the world’s resources.
  3. Students will evaluate research articles to determine which resources adhere to the CRAAP method of evaluation.
  4. Students will construct a research paper which meets the predetermined criteria as set out by the assignment sheet and rubric.


PA Core Standards / Next Generation Science Standards
T & E EducationNGSSMathematics EducationELACEW
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
  • Make sense of problems and persevere in solving them.
  • Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically.
  • Look for and make use of structure.
  • Reason abstractly and quantitatively.
  • Model with mathematics.
  • Attend to precision.
  • Look for and express regularity in repeated reasoning.
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
  • What is the impact of the declining bee population on the world’s resources?


Students Will KnowStudents Will Be Doing
  • Content specific vocab
  • CRAAP
  • Thesis
  • MLA Citation
  • Parenthetical Citation
  • Plagiarism
  • Steps of revision process
  • Examining the impact of bee population decline
  • Determining the causes of bee population decline
  • Developing a thesis statement
  • Working through the research, writing, and revision processes
  • Writing a research paper of approximately 300 words which examines bee population decline and its impact

Stage 2 - Evidence of Understanding

Assessments (Formative and Summative):Performance Task(s)
  • Informal Formative Assessments throughout unit (i.e. classroom observations, questioning, homework assignments)
  • Formal assessments on:
  • Thesis development
  • Research notecards
  • Research outline/graphic organizer
  • Individual Course Summative Assessments
  • Research essay
  • Examining the impact of bee population decline through an anticipation guide, scholarly article and questions, as well as a TEDTalk.
  • Determining the causes of bee population decline through research and notetaking.
  • Developing a clear claim and thesis statement based on research findings.
  • Working through the research, writing, and revision processes by taking notes, completing an outline/graphic organizer, and drafting/revising.
  • Writing a research paper of approximately 300 words which examines bee population decline and its impact.

Stage 3 - Lesson Learning Targets

Learning Activities: Learning targets are written from the students perspective. I can…
  • Identify
  • List/Tell
  • Describe
  • Solve
  • Convert
These should lead up to answering the Essential Question(s).
  • Explain, generalize, or connect ideas using supporting evidence
  • Write multi-paragraph compositions for specific purposes, foci, voices, tones, and audiences
  • Apply rules or resources to edit spelling, grammar, punctuation, conventions, word use
  • Apply basic formats for documenting sources
  • Revise final draft for meaning or progression of ideas
  • Apply internal consistency of text organization and structure to compose a full composition
  • Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept
  • Explain how concepts or ideas specifically relate to other content domains or concepts
  • Summarize results, concepts, ideas
  • Make basic inferences or logical predictions from data or texts
  • Select or devise an approach among many alternatives to research a novel problem
  • Gather, analyze, and organize multiple information sources
  • Evaluate relevancy, accuracy, and completeness of information from multiple sources
  • Synthesize information across multiple sources or texts


RESOURCES / LINKS

ActivitiesPresentationsAssessments
Materials: https://docs.google.com/document/d/1ydeQdAEVqckmf1VHZybYUzh14PWOji_wMktsSDhSyPQ/edit
  • Bee Population Anticipation Guide
  • “The Conversation” article and questions
  • Marla Spivak TEDTalk
  • Bee Research Notecards
  • Bee Research Outline/Graphic Organizer
  • Bee Research Peer Revision
  • Bee Research Final Draft
  • Rubric for final paper (See materials attachments)
  • Rubric for works cited (See materials attachments)


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)
  1. Students will use variables to write expressions and/or equations when simplifying/solving real-world problems related to the declining bee population.
  2. Students will create real-world problems that relate to statistics on the declining bee population.
  3. Students will use technology to design and create an infographic that communicates the effects of a declining bee population through the use of mathematics, written statements, images, and different types of mathematical graphs. (Optional)


PA Core Standards / Next Generation Science Standards
T & E EducationNGSSMathematics EducationELACEW
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
  • Make sense of problems and persevere in solving them.
  • Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically.
  • Look for and make use of structure.
  • Reason abstractly and quantitatively.
  • Model with mathematics.
  • Attend to precision.
  • Look for and express regularity in repeated reasoning.
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
  • How has the declining bee population affected the cost of honey and the cost for pollinating specific crops in the United States?


Students Will KnowStudents Will Be Doing
  • Content specific vocab
  • Expressions
  • Equations
  • Variable
  • Inverse Operations
  • Steps of design process
  • Translating verbal statements into mathematical expressions or equations based on real-world data.
  • Creating mathematical application problems by using specific sets of data.
  • Using mathematics and computational thinking.
  • Obtaining, evaluating, and communicating information.
  • Designing and creating an infographic using technology.

Stage 2 - Evidence of Understanding

Assessments (Formative and Summative):Performance Task(s)
  • Informal Formative Assessments throughout unit (i.e. classroom observations, questioning)
  • Observations and Participation
  • Individual Course Summative Assessments
  • Submit student created application problems.
  • Summative infographic
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…
  • Identify
  • List/Tell
  • Describe
  • Solve
  • Convert
These should lead up to answering the Essential Question(s).
  • Evaluate an expression.
  • Represent math relationships in words, pictures, or symbols.
  • Retrieve information from a table, graph, or figure and use it to solve a problem requiring multiple steps.
  • Retrieve information from a table or graph to answer a question.
  • Compare/contrast figures or data.
  • Select appropriate graph and organize & display data.
  • Formulate an original problem given a situation.
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions - Math/Science


RESOURCES / LINKS

ActivitiesPresentationsAssessments
Additional References:
  • N/A
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)
  1. Students will use the Engineering Design Process to design and create one of the following in order to positively impact their local bee population.
  • An artificial pollinator  
  • A bee habitat or bee bath
  • A bee-friendly garden
  • Or an alternative project as proposed by students


PA Core Standards / Next Generation Science Standards
T & E EducationNGSSMathematics EducationELACEW
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
  • Make sense of problems and persevere in solving them.
  • Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically.
  • Look for and make use of structure.
  • Reason abstractly and quantitatively.
  • Model with mathematics.
  • Attend to precision.
  • Look for and express regularity in repeated reasoning.
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
  • How can we, as students, positively impact the bee population locally and globally?


Students Will KnowStudents Will Be Doing
  • Content specific vocab
  • Engineering Design Process
  • Artificial Pollinators
  • Bee Habitat
  • Biomechanical Engineering
  • Steps of design process
  • Define a problem
  • Generate ideas
  • Select a solution and test it
  • Make the item
  • Evaluate the item
  • Communicate the solution with others
  • Present the results
  • Asking Questions and Defining Problems
  • Developing and Using Models
  • Planning and Carrying Out Investigations
  • Analyzing and Interpreting Data
  • Using Mathematics and Computational Thinking
  • Constructing Explanations and Designing Solutions
  • Engaging in Argument from Evidence
  • Obtaining, Evaluating and Communicating Information

Stage 2 - Evidence of Understanding

Assessments (Formative and Summative):Performance Task(s)
  • Informal Formative Assessments throughout unit (i.e. classroom observations, questioning)
  • Observations and Participation
  • Individual Course Summative Assessments
  • Student presentations of their project
  • STEM rubric which assess the use of the engineering design process and product
  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…
  • Identify
  • List/Tell
  • Describe
  • Solve
  • Convert
These should lead up to answering the Essential Question(s).
  • Explain steps and iterations followed
  • Self-select a procedure according to criteria and perform it
  • Construct models given criteria
  • Generate conjectures or hypotheses based on observation or prior knowledge and experience
  • Explain, generalize or connect ideas using supportive evidence
  • Explain thinking when more than one response is possible
  • Conduct a designed investigation
  • Use and show reasoning, planning and evidence
  • Analyze similarities and differences between procedures and solutions
  • Describe compare and contrast solution methods
  • Develop generalizations of the results obtained and the strategies used, from investigations, and apply them to new problem situations
  • Select or devise approaches among many alternatives to solve a problem
  • Gather, analyze and evaluate information, then use to draw conclusions
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions - Math/Science


RESOURCES / LINKS

ActivitiesPresentationsAssessments
  • 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

  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:

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