Plant Growth & Development
Lesson 14
Making a Bee Model
To demonstrate their learning, students will make an anatomically correct model of a bee.
Objectives: Students construct an accurate model of a bee. Students work together on a group project.
4. Lesson set up and Management
GLE 1.2.1 Analyze how the parts of a system go together, and how these parts depend on each other.
(Lessons 1-14, 16)
*Identify the parts of a system (e.g., roots, stems, leaves, flowers, fruits, and seeds) and how the parts go together.
*Describe the function of a part of a system (e.g., leaves are the food factories of Wisconsin Fast Plants.)
*Explain how one part of a system depends upon other parts of the same system.
*Predict and explain how a system would work if one of its parts was missing or broken.
GLE 1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions.
(Lessons 13, 14, and EXTENSIONS)
*Describe how plant and animal cells are similar and different.
*Describe the life function of a part of a living thing (e.g., leaves on plants, wings on bees).
(EXTENSION: students learn information from listed books, videos, web sites)
GLE 2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
(Lessons 1-16)
*Ask questions about objects, organisms, and events based on observations of the natural world.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(Lessons 1-16)
*Make predictions of the results of an investigation (e.g., growth rate of the Wisconsin Fast Plant during the growth spurt).
* Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes: 1) appropriate materials, tools, and available computer technology, 2) gather, record, and organize data using appropriate units, charts, and/or graphs
*Identify and use simple equipment and tools (such as magnifiers, rulers) to gather data and extend the senses.
*Follow all safety rules during investigations.
GLE 2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.
(Lessons 13, 14)
*Create a simple model to represent common objects, events, systems, or processes (e.g., model of Wisconsin Fast Plant; model of bee).
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
(Lessons 1-16)
*Report observations or data of simple investigations without making inferences.
*Summarize an investigation by describing: -materials used in the investigation, -observations, data, results, -explanations and conclusions in written, mathematical, oral, and information technology presentation formats, -safety procedures used
The stick puppet bee model is easy and quick. The 3-D bee model requires more skill and class time, but engages students at a deeper learning level.
4. Lesson set up and Management
EXTENSIONS
"The Bee and the Brassica" is a true life drama of interdependence. This is a valuable learning experience your students will enjoy.
Focus Questions for Reflection
How is a model useful in learning about the plants and animals?
What does a model help us to know about plants and bees?
How can we use a model to represent what we have learned abut plants and bees?
Reading Support: Students use non-fiction reading skills.
- ScienceSaurus (use as a resource)
- How A Plant Grows
Have students partner-read and write interesting facts and questions they may have on sticky notes. Students leave their sticky notes on the pages of the book until they are ready to transfer their sticky notes into their student notebooks. Students will read this book cover to cover over the course of this science unit.
Continue to read other books about bees.