Carrie Creger MAT 674 August 29, 2017 WHERE WOULD WE BE WITHOUT BEE’S? A 3 RD G R A D E P R O J E C T B A S E D L E S S O N ADDRESSING THE RISING ISSUE WITH THE F A L L I N G B E E P O P U L AT I O N . CO NT ENT STA NDA R D : CCSS.ELA- L I T E R A C Y. R I . 3 . 3 DESCRIBE THE R E L AT I O N S H I P BET WEEN A SERIES OF HISTORICAL Lesson Goals and Objectives: Students will be able to understand and EVENTS, SCIENTIFIC IDEAS explain the importance of Honey Bee’s in our ecosystem and how they OR CONCEPTS, OR STEPS IN impact our environment. Through research, students will be able to TECHNICAL describe the relationship of Honey Bee’s and the environment and how PROCEDURES IN A T E X T, U S I N G that has an impact on all. L A N G U A G E T H AT P E R TA I N S T O T I M E , SEQUENCE, AND C A U S E / E F F E C T. STEP 1: LESSON Introduce the topic to students and INTRODUCTION share lesson goals and objectives. Students will be placed into heterogeneous small groups to begin brainstorming ways they would like to present information about Honey Bee’s and also ways in which they STEP 2: GROUPING can raise funds that will be STUDENTS donated in an effort to save the Honey Bee’s. Additionally, students will decide how to use their funds raised. STEP 3: BRAINSTORMING After each small group comes up with an idea regarding the informative presentation, fundraiser, and how to use the funds, each group will present their ideas to the class. Each group will present a rough outline of what they would like to do and each idea will be written on the board or displayed. STEP 4: PRESENTATION AND PLACING VOTES After each group presents their ideas, the class will vote on the ideas they like the best. To ensure that everyone does not vote for themselves, each student will be required to vote for a different group other than their own. After each group votes, a student or the teacher will add up the votes to decipher who the STEP 5: winner/winners are. Once the winners are selected, FINALIZING it will be announced to the class what the THE PLAN presentation style will be, fundraiser idea and how to spend funds. After the presentation style, fundraiser and way to spend funds are selected, job duties will be split equally among the groups and students will begin working on their designated assignments.
STEP 6: SPLITTING RESPONSIBILITIES
STEP 7: CREATING THE FINAL PRODUCT After each group has completed their parts, the presentation will be compiled and the details pertaining to the fundraiser will commence. After everything is compiled and completed, and the fundraiser has STEP 8: ended, students will add up the total amount of donations and proceed COMPLETION to donate the funds. AND DONATION STEP 9: REFLECTION The teacher will ask the students what they thought went well, what didn’t seem to go so well and in what ways could their be improvements upon this project. Students will write their thoughts in a reflective journal entry and then anyone comfortable enough to share, can share their ideas during a post lesson class discussion. DIFFERENTIATION
Differentiation must be present to ensure
that each student is successful! ASSESSMENT Throughout this PBL learning experience, students will be assessed in a variety of ways. Formative assessments such as peer review and reflection will take place in addition to observation and class discussion. When the project finally comes to an end, to assess student learning on a Summative level, students will be required to write an essay in which they indicate facts learned about the Honey Bee, why they are important and the why behind the project. Students will each receive a copy of a rubric to use as a guide and they will write in detail about the overall PBL experience. This writing will provide the teacher with an indicator as to whether or not students really understood the information provided during the activity and if student learning occurred. A COLLECTIVE EFFORT CAN MAKE A HUGE IMPACT! REFERENCES
Common Core State Standard Initiative. 2017. Retrieved from