Final - Reflection

I enjoyed looking over and everyone's work. I think this was a great class and I learned a lot. I have been wanting to create my own blog for for sometime now, but needed to get over the learning curve to really get started. This class made me more comfortable with learning new technology and I'm already thinking about starting a new blog using WordPress.

Overall, the results that I got from survey monkey were good. Over 90% of those surveyed rated my site good or great for all 4 categories. Almost everyone wrote a comment and all the comments were positive. Some of the comments were: "strong lesson plan", "I approve", "Really clear, well laid out lesson", "good, developmentally-appropriate use of technology for a great science lesson","I like the idea that they can drag and drop the parts of the bee!", "I really like how you incorporated technology for such a young age group!", and "I enjoyed reading your lesson plan."

A few comments also had suggestions to improve various aspects of my blog. Some of the comments were: "to add back and forward links to the final project pages", "add more images", "content instruction page was out of sequential order", "would have been nice to have links to everything", "you did not have a menu link and forward link on each of the component page", and "just a tip, use Rubistar.com to make a rubric for your lesson."

I agreed with most of the suggestions and went through and made most of the changes. I'm really happy with the way my blog is looking for now and those changes were not that hard to do. Just those little touches really made my blog more user friendly and fun to look at!

There was several questions in the comment section that I would like to answer. The first one was: "Do you have computers in the classroom? Are the students working on the computers in pairs, and can they use the computer?" The classroom I was picturing has 4 computers and so yes students would work in pairs or 2 or 3 to type their facts into GoogleDocs. I left that part a little vague in my lesson plan because I don't have a permanent classroom yet and wanted to leave some flexibility there. The other question was: "Good use of technology, but what would you do if you didn't have a Smartboard?" If I didn't have a Smartboard then I would have to completely change the lesson. I would probably have students create a power point in the computer lab about the bee body parts and the bee life cycle.

Thank you for a great class!

-Jen

Final

Bee Body and Bee Life Cycle

This lesson plan is for 2nd grade students studying characteristics of insects and their life cycles. The objective is to learn that bees, like all insects, have 3 main body parts: the head, thorax, and abdomen and a 4 stage life cycle: egg, larva, pupa, and adult. Students will be guided through a Powerpoint lesson and watch a video on the bee life cycle before breaking into groups and rotating though 4 stations to learn more about bees. Students will use the classroom computers, google docs, and the Smartboard. Groups will also use the Smartboard to share their work with the class.

Please click on the links below to review my final project. After reviewing please also complete the evaluation survey.

Content Standards
Content Instruction
Lesson Structure
Rubric/Assessment of Student Performance
Technology
Evaluation SURVEY

Thank you!
-JEN PARSONS

Final - Content Standards

Students will learn that bees (like all insects) have 3 body parts and that the life cycle of a bee has 4 stages; egg, larva, pupa, and adult.

Life Science Standard 2: Plants and animals have predictable life cycles. As a basis for understanding this concept:

a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.

b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.

d. Students know there is variation among individuals of one kind within a population.

Technology Standard:

Use technology tools, to learn new content or reinforce skills.

Back-Final
Next-Content Instruction

Final - Content Instruction

Objective: Students will learn that bees have 3 body parts and that the bee life cycle has 4 stages; egg, larva, pupa, and adult.

Academic Language: head, thorax, abdomen, life cycle, egg, larva, pupa, adult, and honeycomb

The lesson will begin with a Bee PowerPoint presentation using the Smartboard. Students will learn about the bee family, where bees live, characteristics of bees, and the bee life cycle using pictures and part of a youtube video about the bee life cycle.

The next part of the lesson will be to break students up into 4 groups to rotate through 4 different stations.

Station 1: Students will use the classroom computers to read several already chosen websites about bees and type interesting facts about bees into an already set-up google document. Explain to students that each group will add facts to the same document that is stored on the internet and can be opened and displayed on the Smartboard to share with the whole class during group sharing time at the end of the lesson.

Station 2: Students will draw a bee together on a large poster on the back table. The bee must show 3 main parts and each part must be labeled.

Station 3: Students will quietly watch a Hila Science Video about the Bee Life Cycle and a short video how bees communicate video using the classroom T.V. and VCR.

Station 4: Teacher monitors as students use the Smartboard to choose the correct pictures for the bee life cycle. Then students put the pictures in the correct order and lastly, students match the pictures to the correct name of each stage. Teacher has students vote where the life cycle takes place- choices are a leaf, honeycomb, under a rock, in a flower.

At the end of the lesson, the teacher will display the google docs document with all the interesting facts from each group on the Smartboard and call groups up to the front of the room to show their bee poster, share their facts, and share their bee life cycle diagram. The teacher will lead the rest of the class to check to make sure each group has created and labeled a bee with 3 main parts and a labeled bee life cycle with 4 stages. Once all groups have shared the teacher displays the survey about where the bee life cycle takes place and adds up the votes and give students the answer.

After listening to the lesson, watching the video, rotating through the 4 stations, and sharing--- students will have had several opportunities to learn the main body parts of a bee and the bee life cycle.

The next day each student will be given a formal performance assessment asking them to draw and label the 3 main body parts of a bee and draw and label the stages of the bee life cycle to see if they remembered what they learned the previous day.


Back-Content Standards
Next-Lesson Structure

Final - Lesson Structure

The goal is to allow students to learn about bees using the classroom computers, google docs, and the Smartboard.

This lesson is designed to take a total of 2 hours. About 30 minutes for the lesson, 1 hour for groups to rotate through four stations (15 minutes at each station) and about 30 minutes for group sharing and closure.

1. The teacher conducts a PowerPoint lesson and shows a short 2 minute bee video using the Smartboard.

2. Students get into small groups of 5-6 students and rotate through 4 stations using their desks, the t.v./vcr, the classroom computers/google docs and the Smartboard to learn more about bees.

3. Students share what they learned using the Smartboard and receive feedback from the teacher and other groups.

4. Students are informally assessed when sharing with their group and formally assessed by independently taking a bee quiz the next day that asks them to draw and label the 3 parts of a bee and the 4 life cycle stages.

Back-Content Instruction
Next-Assessment

Final - Assessment

Assessment of Student Performance

Students will be informally assessed when they present their work to the class using the Smartboard.

Station 1/Bee facts: Students must have an appropriate number of interesting facts for their group and time. At least 1 fact per number of group members.

Station 2/Video: Students will be not be assessed watching the video.

Station 3/Life Cycle Stages: Students must show have put the 4 stages of the bee life cycle in the correct order and labeled each stage correctly: egg, larva, pupa, and adult.

Station 4/bee body: Students must create a bee with a body that has 3 main parts and labeled head, thorax, and abdomen.

See Rubric for Station 3 and 4

The technology standards will be informally assessed by observing if students can type facts into a google document and if they can use the Smartboard to match the bee life cycle and its correct vocabulary.

The next day students will be assessed with a bee quiz asking them to draw and label the 3 main parts of a bee and the 4 life cycle stages.

Back-Lesson Structure
Next-Technology

Final - Technology

The teacher uses technology with this lesson by using the Smartboard to show a PowerPoint presentation and video. The students use technology by using the computers, google docs and the Smartboard to show what they have learned.

Students will collaborate together to read and write interesting facts about bees using the classroom computers and google docs. Students will use the Smartboard to work together to put the 4 stages of the bee life cycle together and match a label to each stage. Finally, students will use the Smartboard to share what they learned with the class.

The technology utilized will greatly enhance the project by allowing students collaborate, engage with technology, and have fun while learning about bees.


Back-Assessment
Next-Survey