Bees & Change - preliminary planning



Subject:
Science - Changes
Grade:
2
Time Frame:
t.b.a. - will be field tested in Fall 2009
Summary:
Originally Written by: Hilery, Kristin, and Raya
Additional Contributors:
Tasks/Instructional Strategies:
Procedure:

DAY 1

1. School library media specialist (SLMS) has arranged to borrow various objects from the Media Center related to beekeeping, one object for each discussion group (see materials list below).

2. Students work in groups to use the three primary source questions to discuss the objects:
  • What Do We See? (literal description)
  • What Do We Think? (how do we interpret that description?)
  • What Do We Wonder? (what questions do we have?)

3. Class re-convenes as a large group to share their questions and discuss the objects.

4. SLMS reveals actual "identity" of objects and explains what will happen next.

5. Closure (optional): Scribing in 2nd grade journals, final words from teacher.

DAY 2 - Following Debbie Miller's lesson plan, found on pages 6 & 7 of this handout (key moments written below)

1. SLMS gathers student ideas about bees & records one piece of info on each Post-It note, putting it on the "file folder" under "What We Think We Know." SLMS writes with Sharpie so facts can be seen from far away. Also scribes questions for the "Questions" section.

2. SLMS reads just a few pages of The Life and Times of the Honeybee, modeling discovery of new information and writing each new learned fact on a separate Post-It, placing the Post-It under "What We Learned." As she thinks up new questions, they're recorded under "Questinons."

3. After about 10 minutes of modeling, the teach reflects on the "What We Learned" facts. Which support "What We Think We Know?" Attach those Post-Its together. Which reveal a misconception? Attach those Post-Its together and move to the "Misconceptions" section.

4. Kids work in pairs, either selecting a just-right bees book from the tables (just right = readable by at least one member of the group; interesting non-fiction elements, too, like labels, charts, graphs, cutaways) or going to computers and using the wiki (see URL below) to explore. They scribe one new fact on each Post-It.

5. At end of session, kids put their Post-Its on a piece of paper, turn it in, and return to whole-group debrief.

6. Closure/debrief: Group discussion on what students learned about being a researcher; could also scribe in 2nd grade journals (if used).

DAY 3
__
1. SLMS reviews what happened in Days 1 & 2.

2. Student groups share their favorite 1 or 2 Post-Its with group.

3. Whole class manipulates the Post-Its to show how what students discovered verified "What We Think We Know," answered questions, or pointed out misconceptions.

4. Class reviews what questions still exist and what new questions have come up.

Closure: Whole-group, small group, or individual reflection:
  • What did you learn about bees?
  • What did you learn about being a researcher?

If desired, the SLMS could extend this by having students create a work product; in this case, however, the SLMS chose to keep the focus on exploring resources to find information, not on products.
Objectives:
KUD:
  • KNOW: (Content) Bee behavior; (Skills) How to navigate a book or wiki's resources
  • UNDERSTAND: (Content) How bees make honey; (Skills) That not all of our original thinking is accurate; that research answers questions.
  • DO:
    • Navigate print or wiki resources
    • Identify misconceptions
    • Identify answers to questions
    • Identify facts that confirm prior knowledge
    • Brainstorm new questions

Media/Pre-Ignite Objectives:
  • Use of wiki
  • Self-reflection; metacognition
  • Reserach activities focused on guided inquiry
  • Summarizing/notetaking
  • Generating/testing hypotheses
  • Advance organizers (prior knowledge)
  • Collaborative teamwork
  • Content connection: tie-in to bees & change

NETS*S:
  • 3B "Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media."
  • 4A "Students identify and define authentic problems and significant questions for investigation."
  • 4B "Students plan and manage activities to develop a solution or complete a project."
  • 4C "Students collect and analyze data to identify solutions and/or make informed decisions."
  • 5A "Students advocate and practice safe, legal, and responsible use of information and technology."
  • 5B "Students exhibit a positive atittude toward using technology that supports collaboration, learning, and productivity."
  • 6B "Students understand and use technology systems."

BPS CURRICULUM:
  • 2nd grade science - change

AASL Standards for the 21st-century Learner:* Standards 1 & 2: Inquiry -- details to come
Assessment:
Consider these areas:

Student Self-Assessment: Discussion during closure or in journals

Formative Assessment: SLMS circulates while students work: observation & discussion

Summative Assessment: Observation & discussion

Teacher Reflection About Overall Effectiveness/Impact of Instruction:
Resources:
Examples:
  • n/a