Running head: SED 402 LESSON PLAN 1

Lesson Preparation
Grade Ninth Grade/The Bee Industry/Day 1 of 2
Level/Topic/Day
New Mexico Content Standard: Apply knowledge of anatomy and physiology to produce
Standard(s) and/or manage animals in a domesticated or natural environment.
TSW identify thirteen bee term definitions, an image that relates to each term, and a real-world
Objective(s) example of each term in relation to the Bee Industry Unit.
(Bloom’s) TSW identify each term by matching the correct term to the correct term definition or picture
using the Bee Industry Kahoot game.
“Bee sounds” Youtube video (https://www.youtube.com/watch?v=z_cv2K8V4d4) , “The Bee
Materials/ Industry” Power Point presentation, Kahoot game (https://create.kahoot.it/share/bee-industry-
Resources/Safety terms/1cdac99f-622a-4fd6-8bd7-b1547f44d458)

Technology Teacher laptop, Kahoot website, projector, student cell phones/student laptop
Vocabulary/ Apiary, Bee eggs, Bee Wax, Brood, Casts, Drones, Extractor, Foraging, Foul Brood, Hive,
Academic Honey, Honeycomb, Queen Bee
Language
Students will work in groups of five during the lesson activity. I will assign each student to their
Student Grouping
group.
Content Process Products
Visual learners will be
engaged through the use of
“The Bee Industry” Power
Point and diagrams within the
Power Point. Auditory
learners will be engaged
through the vocal repetition
Differentiated of terms throughout the
Instruction lesson. Kinesthetic learners
will be engaged through the
Kahoot quiz with their group
and the picture and sentence
activity where students will
draw a picture for 5 terms of
their choosing and use each
of those terms correctly in a
sentence.
The lesson will be modified before the class period to address any IEP
Modifications/ modifications/accommodations needed to be made for students during this lesson. Students who
Accommodations are unable to perform any of the activities throughout the lesson will be assisted by myself or an
educational assistant.
Learning-Teaching Process Time
IW tell A personal story about a swarm of bumble bees in my backyard (play bee 5
Activate min
sound video). TSW close their eyes while I tell the story. IW ask: What would you do
Anticipatory Set

Student
Interest if this happened to you? Would you know what to do?

Ask: What do we already know about bees? (Negatives, positives, truths, myths?) Has 3
Activate Prior mins
Knowledge anyone ever been to a Bee Farm?
Lesson Core Formative Assessment Time
IW work through the Power Point with the -Have any of you heard or seen any 15
minutes
Content students. We will discuss the images on each of these terms before?
Exploration slide and any connections the students make
to the Bee Industry vocabulary words.
SED 402 LESSON PLAN
TSW discuss the information for today’s
lesson within “The Bee Industry PowerPoint
with an elbow buddy.
After discussing their thoughts with their
elbow buddy I will reassess their
understanding of the terms within the
presentation by asking them questions. After
answering any questions the students may
have we will move on to the next activity, the
Bee Industry Terms Kahoot game.
IW place the students into groups of five.
Then, I will instruct one student from each
group to take out their phone or computer and
log onto the Kahoot game page using this link
(https://create.kahoot.it/share/bee-industry-
terms/1cdac99f-622a-4fd6-8bd7-
b1547f44d458)
IW then complete an example in front of the
class using the Kahoot game to provide an
Modeling example of how to correctly answer the
Kahoot questions and reinforce today’s
activity. “For example, in order to answer the
question you must do this, the answer
corresponds to a shape, etc.”
TSW watch my example of how to correctly
use Kahoot and have 1 minute to review the
notes they have taken over the PowerPoint.
TSW now be given the quiz code. When all
groups are logged in and ready, the quiz will
begin and the students will talk amongst
themselves in their groups to come up with a
group answer to each Kahoot quiz question
about the terms and definitions they learned
earlier in the class.
Guided Practice IW walk around the classroom to ensure the
students stay on task and work together in
their groups to reach an answer.
Students will be instructed to work individually and choose five terms from “The Bee
Independent
Practice/Assignment/ Industry” Power Point. TSW draw one diagram for each of the five terms. TSW also
Homework be instructed to use each term correctly in a sentence. If they do not finish this activity
2
-Where else, other than here in the
classroom, do you think you would
hear these terms?
-Where else, other than here in the
classroom, do you think you would
be able to teach others about these
terms?
-Why do you think it’s important to
understand these terms before we
move on to learn more about the Bee
Industry such as career opportunities
or how bees influence ecosystems?
Before Activity: 5
minute
-Has every group reached the
Kahoot page?
-Do we understand how to use
Kahoot?
-Do we understand the activity?
-If not, what do I need to clarify?
The group answers will be tracked 10
minute
on the Kahoot website.
After Activity:
-Discuss with your group- Do any of
you have questions about a term
definition or why a certain picture
was used for a term?
-Was this activity helpful to better
understand the terms both visually
and through written word?
-What questions to we still have
about the terms, their definitions or
any of the pictures?
15
minutes
SED 402 LESSON PLAN 3

in class they will take the activity home for homework and will have to turn their work
in at the beginning of the next class period.
Today we learned about five bee terms and their definitions by matching the correct 5
minutes
term to the term definition, viewing an image related to the term, learning of a real-
world application for the term and learning the importance of the term in relation to the
bee industry. Today we also completed the “Bee Industry” Kahoot quiz in groups of
Closure five to reinforce what we learned in “The Bee Industry” PowerPoint. Daily Challenge:
IW challenge each of the students to use what they have learned today to have a
conversation with someone about bees. This could be a friend, parent, grandparent, etc.
TSW be challenged to share with someone what they have learned today and we will
discuss their conversations with others at the beginning of the next class period.
Summative Assessment (End of Unit)
At the end of the Bee Industry unit the students will test their knowledge of the subject by completing an
assessment that will ask students to draw, label, write and match various terms, definitions, diagrams and writing
prompts relating to the Bee Industry unit.
Lesson Reflection (Complete after lesson)