Day 1: Types of Bees

Topic: Order of Hive

PA Standard: 3.1.C.2 Evolution: Describe animal characteristics that are necessary for survival.
Materials:
● 6 Queen Paper Bee (change on how many students)
● 6 Drone Paper Bees
● 6 Worker Paper Bees
● 2 empty bucket
● 1 bucket filled halfway with water
● 5 sponges
● 18 note pages
● easter eggs
Adaptations:
- Students Monty has great strength with communicating with students. This lesson plan allows
him to talk to be in a group to learn about his bee. Then, in the groups of 3 Monty is also able to
discuss with other people, however, he has to facilitate his knowledge on his own bee to the other
people in his group.
- This lesson is geared towards communication skills with groups of students, while also ensuring
that Monty must independently teach his group about what he had learned.
Procedures:
★ Teacher says, “I am going to put some photos on the board and you will have to guess what it is
we will be learning about this week. You cannot say anything out loud until asked, you must
guess in your head.” On the board have a photo of a flower, a Cheerios box, and a honeycomb.
After a minute ask for a raise of hands if students know what it is and ask for one volunteer to
share.
★ Teacher begins by saying “Honeybees live in a hive with a world a lot like our own. While we
have jobs in our lives, like teaching is mine, honeybees have certain jobs too. Unlike humans,
honeybees have a specific job they are born to do. Can someone raise their hand and tell me how
many different types of honeybees there are?” (answer 3).
★ Ask for three volunteers to randomly pass out the stack of different bees. Each bee will look
differently based on their job. Once all bees have been passed out and students are seated again
then begin.
★ Teacher will explain how there are three different types of honey bees who live in the hive.
Teacher will use board to draw bees for visual learners while also giving the main summary of
each bee.
a. Queen Bee: There is only one of them. She can have around 1,500 eggs per day. She is
longer than the rest of the bees, wings are smaller, and her stinger is curved and longer.
b. Drones: These are male bees and have the biggest heads. They do not have a stinger.
Their job is to be chosen by the queen. They do not work.
c. Workers: Smallest bees but make up the majority of the bees. They clean the cells, feel all
of the bees, care for the queen, handle nectar, build beeswax combs, guard the entrance,
and air condition the hive. Adult workers go out and find nectar. pollen, and water.
★ Teacher will say, “Based on the information I have just told you about the characteristics of the
different bees, please form into three groups when I say go, based on the bee you have. The queen
 bee will come to the front of the room, the drone bees will be on the right side of the room and the
worker bees will be on the left. Don’t forget that queen bees have the smallest wings and longest
body, drone bees have the biggest head and body, and worker bees are the smallest with bumps on
their legs that are glands. Now, GO.”
★ Once they are in their groups hand out a small passage that summarizes their bee jobs and what
makes them special.
★ After students are done reading the simple passage, have students get into groups of 3, each
person has to have a different bee job. Every student gets a white piece of paper with three
sections in it to take notes. Together in a group they will teach each other the different bee jobs
based on what they learned.
★ Activity:
○ Students will be assigned jobs. There will only be 1 queen, 6 drones, 11 workers.
○ Queen Bee will be throwing “eggs” (plastic easter eggs) into a basket from 10 feet away.
○ Worker Bees will have 4 cups (must take turns) and they will have a bucket with water
and then 12 feet away have an empty bucket. They have to carry the water (food) into the
hive so they will be filling up their cups, running and dumping the water into the bucket,
and then switching turns.
○ Drone Bees don’t do anything, so these bees get to be cheerleaders for the Queen bee and
cheer for her while she throws the eggs.
○ Students have 3 minutes to see how far they can get in their tasks. Teacher will separate
students based on their discretion.
○ If time allows you may switch up jobs and do it again.
Student Reflection:
a. Were the students able to teach their peers with the correct information?
b. Was the activity chaos or did it reinforce their knowledge?
Teacher Reflection:
a. Was I able to correctly address the antecedent, behavior, and consequence?

Day 2: Pollination
Topic: Pollination
PA Standard:
a. C.C.2.2.3.A.1: Represent and solve problems involving multiplication.
b. Understand properties of multiplication.
Materials:
● Cube Manipulatives
● Data Sheet to record math equations
Adaptations:
- Students Monty has strong discussion and math abilities. This lesson is geared to create
interactive math equations. Monty will be able to participate, however, he must create the
equation on his own.
Procedures:
★ Teacher begins by drawing a flower and bee on the whiteboard. Then, briefly explains how bees
take the pollen on flowers (yellow dusty material a flower makes) and bring it back to the hive to
 make food. Bees have hair and pockets that pollen will stick in, but as bees fly from flower to
flower some pollen will stick to them and then fall off.
★ The teacher will pass out a paper to every students with 10 different blank equations looking like
this [ ___________ ____________ = _______________ ].
★ Explain the activity:
Representation:
a. Student (bee)
b. Cubes (pollen)
c. The floor (flowers that get pollinated by the dropped pollen)
Equations:
1. One student will reach into the bag of math cube manipulatives. They must balance the
cubes on their arms or back but may not hold onto the cubes with their hands. The
student has to walk from one end of the room to the other. Students will create an
equation on their own for how many cubes (representing the pollen) the student started
out with, how many were subtracted, and how many there are left.
2. One student will come to the front of the room and take a handful of cubes. They will
jump up and down three times and then count the amount of cubes (pollen) that fell onto
the ground. Now explain the word problem. Each dropped pollen cube on the ground
represents 4 groups of seeds. Students must count how many seeds the pollen that
the bee spread will make. (ex: there are 5 cubes on the ground, so 4 x 5 = 20).
3. Now, give every student 15 cubes to hold at their desk. Each student must on their own
create 2 different multiplication word problems that include the pollen. They may use the
cubes to help create the problem. Remind the students that their word problems need to
use numbers higher than 4.
a. Write this example prompt on the board. 1 pollen cube can feed 5 bees in the
colony. If Johnny the bee brought back 7 pollen cubes, then how many bees were
able to be fed?
4. Students must turn in their created questions and can be used the next day.
Student Reflection:
c. Were the cubes a distraction for the students or were they helpful?
d. What was the rate of accuracy in their created word problems?
Teacher Reflection:
b. Did I explain the changing directions clearly enough?
c. Next time should I make things simpler?

Day 3: How Honey is Made

Topic: How Honey is Made
PA Standard: 3.1.3.C1 Recognize that many plants and animals can survive harsh environments because
of seasonal behaviors (e.g. hibernation, migration, trees shedding leaves).
Materials:
● Video Explaining Honey Process: https://youtu.be/A4YIpGQiD3w?si=YgrnChS9gACHrR2D
● Extra Time Video: https://youtu.be/c43dY6Oq-L0?si=2-MFlyhHyOroJs-w
● Solo Plastic Cups
● Empty water bottles
 ● Empty milk cartons
● Dixie Cups
Adaptations:
- Students Monty has great strength with communicating with students. This lesson plan allows
him to talk to be in a group to learn about his bee. Then, in the groups of 3 Monty is also able to
discuss with other people, however, he has to facilitate his knowledge on his own bee to the other
people in his group.
- This lesson is geared towards communication skills with groups of students, while also ensuring
that Monty must independently teach his group about what he had learned.
Procedures:
★ Teacher begins with asking the students to turn and talk about how they think honey is made.
★ Then, the teacher will explain how a prediction is creating a statement of a possible outcome
based on knowledge of patterns and data. The students will write down their prediction of how
honey is made on their paper/whiteboard.
★ Play the video.
★ Students will GO OUTSIDE and get into two different single file lines split evenly. The first
person will have a red solo cup full of water. The next few people in the line will have an empty
water bottle, the middle will have empty milk cartons, and the last few will have dixie cups.
★ Both lines will start out with a full cup of water and then one by one will fill up the next person's
water by pouring all of their water into the next person, and so on. Eventually the last person will
have a very small amount of water compared to when it started.
★ When the students are done explaining how “The first bee at the flower will fill its stomach full
of nectar, as the nectar continues to go through each bees stomach it will lose the water and
turn into what you know as honey.” This is shown through our activity where we started with a
lot of water/nectar and at the end there was not a lot left. This goes to show how much nectar and
how much work goes into making honey.
★ If time shows the scene from the bee movie.
Student Reflection:
a. Was this hard because you need to be outside for this activity?
b. Was there enough water at the end, too many, too little?
Teacher Reflection:
a. Did the students grasp the concept? Should I have gone deeper into science?

Day 4: Honey
Topic: Adjectives & Honey
PA Standard: CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature,
liquid volume, mass, and length. M03.D-M.1.2.1 M03.D-M.1.2.2 M03.D-M.1.2.3
Materials:
● Recipe (quantity will vary on class size:
https://joyfoodsunshine.com/cinnamon-honey-butter-texas-roadhouse-style/
● honey
● salted butter
● powdered sugar
● cinnamon
 ● vanilla
● salt
Adaptations:
- Monty is able to cook, which is one of his strong suits. In this activity he will be able to have his
own measurements and be able to be a team player and work with his group. Monty is held
accountable for doing his own work because each student needs to write down 3 different
adjectives.
- To help with talking and getting distracted, Monty can sit close to the whiteboard and read out
each word himself.
Procedures:
★ Teacher will begin the class by going over safety precautions when handling food and kitchen
equipment. Students must wash hands and wear food safe gloves before participating in handling
the food products.
★ Students will be separated into groups and each will have a role. Students will be asked to divide
themselves into these roles
○ Retriever: Gets ingredient & measuring device from table
○ Scientist: cuts/scoops ingredient into measuring cup
○ Runner: will bring the measuring cup of ingredients to the teacher station to dump into
the bowl, then wash out in the sink.
★ *You may have as many groups as you want based on the size of the classroom and quantity of
the ingredients*
★ When the honey butter is done being made students will return to their seats. The teacher will
explain that students will taste different foods with the honey butter.
★ Before passing out the food to try with honey butter, explain how students will be given 3
different foods to dip into the butter and must write down a descriptive adjective on how they felt
the food tasted. Students have 3 different sticky notes, each one correlated to a food. Example:
pink sticky note is for the apple, yellow sticky note is for the bun, and the blue sticky note is for
the pretzel.
★ Before giving out the sticky notes and snacks, model yourself on the board. Write the step by step
procedure on the board. When students are done tasting and writing on their sticky notes, have
them stick it to the board, organized by color.
★ Have the apples in one section, buns in another, and pretzels in the last group. Separate the
students into groups and model how to walk through the groups and try the food. Remind the
classroom to throw their trash away and to move smoothly but to take their time.
★ Once everyone has finished trying the foods and the sticky notes are on the board have students
practice putting these adjectives in sentences out loud.
★ After they can put them in sentences, then have students talk to each other about other objects that
could use these adjectives. Ex: “crunchy” is on the board. So, we could talk about other things
that are crunchy.
★ This is a good activity to create a new vocabulary group and to talk about how adjectives describe
nouns and help to be more specific. A bonus activity could be students opening a book that has
adjectives and highlighting the ones they see in the book and the ones on the board.
Student Reflection:
● Did students handle the food responsibly?
 ● Next year should I just use the butter or add in the snacks as well?
Teacher Reflection:
● Was I able to model instructions? How many times did I need to redirect the class?

Day 5: Real Life Observation

Topic: Seeing the Hive
PA Standard: 3.4.4.C Technology & Engineering Education: Explain how asking questions and
making observations help a person understand how things work.
Materials:
● https://youtu.be/8eb_liWiswI?si=vWOtCH6YVGeVUnS8 (link to virtual tour)
● Observation sheets: see, smell, hear
● Adapted sheet for Monty
Adaptations:
- Monty will have his own guided observation sheet. He will have different adjectives he will
choose from. This way, he will be able to get his work done easier and be able to focus on his
surroundings more.
Procedures:
If Able to Take Field Trip to BeeHive Farm
★ Bring students to a field trip to a beehive farm where they can see how honey is made and the
actual process of it all. Students would have sheets and notepads where they record things they
see, smell, and hear.
★ After the field trip students will come back to the classroom and each will share in front of the
class something on their observation and we will have a free discussion time.
If Unable to Go on Field Trip
★ https://youtu.be/8eb_liWiswI?si=vWOtCH6YVGeVUnS8
★ Show students this video and stop occasionally to zoom in on the bees and what they see.
Students will still have a chart about what they see and hear and must write down observations
from the video.
★ If possible, the teacher will bring in honeycomb for students to try and taste.
★ Students will go outside if there is a nearby field or playground and see if they can spot any bees
Student Reflection
● Were students able to experience the bees, or were they scared?
● Did students remember to take observations?
Teacher Reflection:
● Was I able to find a beehive place to go?
● Was it easier for students to write down observations or to just remember them?
● Is the video a good substitute?