Name: Ashley Thorson

Date: 09/15/2016
Curriculum/Course: Social
Grade level: Fourth Grade
Studies
Time/Period: About one
Materials: White board, markers, paper, writing utensil, computer with
hundred fifteen minutes over a
projector and access to the internet, access to media center, colored
three day period.
pencils, large plain paper for each group, books on honey bees.
Standards:
4 P3.1.1: Identify public issues in the United States that influence the daily lives of its citizens.
4 P4.2.1: Develop and implement an action plan and know how, when, and where to address or inform
others about a public issue.
4 P4.2.2: Participate in projects to help or inform others.
CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles.
S.RS.04.18: Describe the effect humans and other organisms have on the balance of the natural world.
3-5.CT.3: use digital resources to identify and investigate a state, national, or global issue (e.g., global
warming, economy, environment)
Objectives (I can statements):
- I can explain what a public issue is and identify one.
- I can help develop a plan of action to help improve a public issue.
- I can work together with my class to complete an action plan.
- I can properly participate in discussions by keeping my eye on the speaker, and raising my hand when
I wish to speak.
- I can explain the importance of the honey bee and describe mankinds effect on the bees.
- I can use digital resources to investigate an issue.
Students will learn about the plight of the honey bee and then begin to develop a plan of action to inform the
public about it.
Introduction/Hook:
Who wants to guess how much money agriculture contributes to Michigans economy? ($101 billion) This
wouldnt be possible without the honeybees.
Steps in the lesson:
1. Students will learn about the importance of the honey bee. They will be broken into groups of three

and given twenty minutes to find facts about honey bees through a variety of books provided, as well
as online at the media center. Students will be expected to find four facts. (twenty minutes)
2. Students will come back and share what they found with their groupmates. If one of their groupmates
found the same fact they are to highlight it. Then one student from each group will rotate to a different
group and they will share once more. This time if the other group has a similar fact it will be circled.
(ten minutes)
3. The class should re-group. Students will have the chance to share what they found. Focus on ones that
were discussed by multiple groups. (ten minutes)
4. Show the following YouTube video, https://www.bing.com/videos/search?
q=why+are+bees+important+for+kids&view=detail&&&mid=4AB48486B01DDE83B2B64AB4848
6B01DDE83B2B6&rvsmid=4AB48486B01DDE83B2B64AB48486B01DDE83B2B6#view=detail&
mid=4AB48486B01DDE83B2B64AB48486B01DDE83B2B6) when the gentleman lists off the foods
pause the video and point out how many of those foods are grown in Michigan. (five minutes)
Day Two
5. Students will look at the pictures below and participate in discussion? What if the bees population
dropped by fifty percent? What if they died off completely? Do they feel that this is a public issue?

Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student / Group: Auditory learners will benefit from the lecture and the YouTube video. Visual
learners will benefit from the pictures provided, as well as the video. Kinesthetic learners will benefit from
moving from group to group which offers frequent mini-breaks, actually writing out the answers, as well as the
art extension activity. As far as product each group will have different action plan suggestions that are most
likely based off their interests. Each individual will find different information as far as content. Lastly in the
end each child is likely to have different feelings towards what should be done to educate the public about the
plight of the bee.
Accommodation/Modification:
Specific Student /Group:
One student has ADHD, and has difficulties staying still for extended periods of time so he will have a small
semi-soft ball to fiddle with. During group time he will be seated next to the instructor. The student also has a
designated pace spot where he can get up and move. He will be in the quietest portion of the room. The
teacher will provide silent reminders to help ensure the student stays on task.
Another student has slight issues with her vision and therefore will be placed closer to the board, as well as the
teacher during group. She will also be provided with materials printed off in larger print. She will have access
to a computer with a larger screen. In the classroom she will be seated where she can have access to the most
natural light to assist with glares that may occur. During the poster activity her group will only have use dark
colored pencils to make it easier for her to see.

This lesson touches on science because it talks about honey bee traits, as well as their threats to their survival. It
touches on language arts through the discussion aspects. Students will use technology to find traits and other
information on bees. Students will create poster presentations through the extension activity that touches on art.