Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 3.30pm Date: 25/10/2019 Students’ Prior Knowledge:
Students should be able to:

Lesson 2. Participate in guided investigations to explore and

Learning Area:
Design and Technologies: Processes and production skills
Creating solutions by:
Science: Science Understanding – Biological sciences
answer questions.
Use informal measurements to collect and record
observations, using digital technologies as appropriate.
Work independently, or collaboratively when required,
to plan, safely create and communicate sequenced
steps.
Follow a written procedure.
Work and collaborate in small groups.
Use critical and creative thinking.

Strand/Topic from the Australian Curriculum

Collaborating and managing - Work independently, or
collaboratively when required, to plan, safely create and
communicate ideas and information for solutions
(WATPPS26)

Living things depend on each other and the environment to

survive (ACSSU073)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
. competence
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures .
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Demonstrate how bees pollinate flowers by having each group show the teacher during the activity.
 List all the parts of the bee on the resource sheet.
 Provide minimum 3 ideas how the school can become more bee friendly using their critical thinking skills.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

The high achieving students can give some extra facts
Ensure working order of interactive whiteboard to show the on their worksheets regarding the facts and figures
2 videos. from the video about how humans are reliant on bees.
Two resource sheets.
Resource equipment. Have the low achievers demonstrate and explain how
• 4 pipe cleaners • 1 paper cup • ½ tspn of coloured the bee collects pollen from the flower during the
powdered paint • double-sided self-adhesive tape. activity. Be sure to place a lower achiever in each
Butchers paper and texters. group. The teacher needs to show extra
encouragement as they are do so.

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LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
segment where they will
be introduced.
Show YouTube video on the importance of bees to food production. ‘A World
3.30pm
Without Bees’.
https://www.youtube.com
/watch?v=7X1xIIyZw3M
Lesson Steps (Lesson content, structure, strategies & Key Questions):

3.34pm 1. Revise the previous lesson by showing the class the cross section of
a flower. Ask students if they can name the parts of the flower without
looking at the previous lessons work. Ask questions, such as:
• What parts of the flower are involved in pollination?
 The male parts of the flower are the anther and the
female parts of the flower are the stigma.
• Why do flowers need help with pollination?
 They assist plants to produce seeds and reproduce.
• How do flowers attract bees?
 With their bright colours.

2. Revise students’ ideas on ways the pollen grains might get from the
3.37pm anthers to the stigma in a flower.
• Wind.
• Bees.
• Other insects.

3. Mention that today we will be looking at how bees help the pollination
3.38pm process.

4. Show students the video of a bee pollinating a flower. Ask students

www.aussibee.com.au
questions, such as:
/beesinyourarea.html
• What do you observe the bee doing?
• What is happening to the legs of the bee as it looks for nectar
in the flower?
• What are you wondering about?

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5. Introduce the enlarged copy of ‘Diagram of a bee’. Discuss the

3.42pm purpose and features of a labelled diagram. Ask students to label the
diagram bee.

6. Explain to students that they are going to work in collaborative

learning teams to make a model of a bee and a flower to explore how
3.44pm a bee pollinates flowers.
Bee picture resource 1.
7. Introduce an enlarged copy of ‘A bee pollinator’ (See Resource
sheet). Explicitly explain that they are to follow the procedure on the
3.48pm resource sheet

8. Form teams and allocate roles. Ask Managers to collect team

equipment. The groups will be in different parts of the room and
assemble their bee and flower. Each group will have a different colour
powder to show how it is transferred. Mention that this is just for Resource sheet 2 and other
visual reasons. One student will take the bee and walk to another resources needed for the
group. They will dip their bee into the other groups flower and then activity.
return to their own group. They then dip their bee back into their own
groups flower.

9. Discuss with students that some flowers need pollen from other plants
4.02pm of the same species to pollinate (cross-pollinate) while the flowers of
other plants, such as tomato plants, use their own pollen (self-
pollinate). Ask students questions such as:
• What happened when you put your bee inside other cups to
collect nectar?
 The powder sticks to pipe cleaner just like the pollen
sticks to the fur on the bee’s body.
• What happens next?
 It flies to another plant of the same species and cross
pollinates it. This is demonstrated when the student
returns to their own group to put their bee into their
flower dropping some of the powder in the cup.
• What happens if you shake the cup?
 The powder shakes about in the cup just like the
wind, the buzzing wings of a bee or even by people
would do to a real flower. This is how a self-
pollinating plant use their own pollen.
• What part of the flower does the pollen need to reach to get
pollination?
 It must reach the stigma. Have the students identify
the stigmas on their model flower.
• Do you think it would be easy for the pollen to reach the
stigma if you shake the cup?
4.14pm  It is not so easy unless you shake it rigorously but in
nature the breeze can be strong and shake the flower
a lot. A bee may also inadvertently drop some pollen
if it brushes pass the stigma when it flies away.

10. The teacher visits each group and has them show and tell how bees
pollinate plants to achieve objective 1. The teach will ask the lower
achievers to demonstrate this.

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11. The students are to answer the following questions on their resource
sheet. Resource sheet 1.
• What happened to the bee?
• What happened to the pollen?
4.18pm
12. Have students work in their groups and use their critical and creative
thinking to answer the following questions: Large piece of butcher’s
• Do flowers and bees have a special relationship? paper.
• Why are bees vital to sustainability?
• What are some ways we help create a ‘Bee Friendly
School’?
• Do you think it is important that we save the bees?
What do you think might happen if flowers were sprayed with
a pesticide harmful to bees?
 Students will list their ideas on a large piece of paper
and present their ideas at the lesson closure.
4.23pm
Lesson Closure:(Review lesson objectives with students)

1. Ask the class for a thumbs up, sideways or down for their
understanding of how bees pollinate plants and with which parts of
their body.
2. The teacher will do another demonstration of the activity carefully
explaining all the steps as they do it.
3. The teacher asks the students for their ideas that have engaged their
critical and creative thinking. The teacher writes down the best ideas
on a large piece of paper. These ideas will be put into the script of the
production.
4. The teacher asks follow-up questions and elaborates on the students’
ideas.
4.30pm Transition: (What needs to happen prior to the next lesson?)

1. Students will glue their worksheets in their science books.

2. In their groups with the roles they have been given students will pack
away and return to their desks.
3. Students are to sit quietly and wait for further instructions.

Assessment: (Were the lesson objectives met? How will these be judged?)

1. A checklist will be used to gauge student understanding of how a bee

pollinates a flower.
2. Students worksheet on the bee anatomy will be assessed.
3. Take notes of each groups ideas on how to create a more bee friendly
school.

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Resource Sheet 2.

Resource Sheet 1