Intern Name: Olivia Kinert

Topic/Title of Lesson: Save the Bees

Grade: 1st
Length of Lesson: 45 min.
Date Taught: Mar. 17. 2017
LESSON PLAN TEMPLATE
In this lesson we will be teaching the students about what connects to bees
(i.e. hives, honey, yellow/black), what they do to help the environment, and how
Overview the environment and humans themselves will be affected if the bee population
goes extinct.
SCI.1.3 The students will investigate and understand life processes of animals,
Standards of including humans.
SCI.1.3.1 Describe animal characteristics.
Learning SCI.1.4 The students will investigate and understand life processes of plants.
SCI.1.4.1 Describe plant characteristics.
What do bees do in nature? What do they do with flowers and plants? What do
Essential Questions bees provide for humans? What could happen if bees go away, go extinct?
Students will be able to brainstorm ideas about things they think about when
Objectives the word bee is said, understand what bees do for our environment, and
comprehend what will happen if bees go extinct.
I will be able to discuss what bees do in the environment and what would
Learning Target happen if the bee population declines rapidly or goes extinct.
MAIN VOCAB [bees, hives, honey, pollination, plants, flowers, extinct,
Key Vocabulary species, population, habitat, soil, nutrients, seeds, water, planting, growing,
sunlight]
or Concepts CONCEPT [bee population is in decline, we need to take care of environment
and plants to keep them well]
Materials Promethean board, seeds, soil, planting jars, water, napkins.
IN THEIR TABLE GROUPS, discuss what items pop into their heads when
they hear the world bees (honey, hives, yellow/black, stinging), and have them
Introduction/Hook come up and write their ideas on the promethean board with a spider web
(brainstorming web) warm-up activity.
o Introduce class to Ms. Ashley.
o Do hook/warm-up. Introduce them the idea of what the lesson will be
about.
o Ashley and I will then begin to talk to them about what bees do for us,
the issue at hand, and how it could be resolved. (Obviously, this topic is
Instructional more adnvanced and something new so we will have to simplify the
Activities information.
o ACTIVITY. They get to plant their own flower seeds and take them how
to grow in the ground! We will explain to them why we are doing this.
o After class, they will get to write about what they learned in their writing
journals.

Some of the students might need more support when it comes to comprehending
Accommodations the concept of what bees do and what could be the consequences if they are not
around anymore.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Have the students know how they will need to take care of their plants at
Closure Activity home and then discuss the importance of why we planted the seeds and how
they will help the situation.
Think. Pair. Share. (with partner)
Assessments Share with class about facts that they learned, they will then write about what
they learned in their writing journals.
Ashley Sanico
Resources Virginia Standards of Learning

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Olivia Kinert
Date of Lesson Taught: Mar. 17. 2017
Cooperating Teacher: Agreste
Cooperating School: Tallwood ES
Subject Taught: Science
Grade: 1st
Time of Day: Afternoon

1. What steps did you go through to create this lesson? With whom did you talk, discuss,
or edit your lesson?
For this lesson, I used the standards of learning as a guide of what they as first
graders should know or be learning. Though, this topic is not a part of their
curriculum so, Ashley and I used the information from her senior project and turned it
into concepts that they would be able to comprehend.

2. How did the SOLs and Objectives help focus your instruction?
The SOLS just allowed me to know what my kids might know or not know within this
subject area; because I have not ever taught them a science based lesson.

3. What parts of the instructional plan worked as you anticipated?

Honestly, every part of the instructional plan went as hoped. I was pleasantly
surprised with how well the beginning of the lesson went, the warm-up, because they
knew much more about the topic of bees than what I or Mrs. Agreste had expected.
In addition, they absolutely loved the snacks and the idea of getting to take how their
own plant.

4. What, if any, adjustments needed to be made once you began?

Adjustments did not need to be made. I know my kids and was able to plan a lesson
that I feel like they would be able to handle and they did not let me down. After
seeing me teach the first classs lesson, I allowed Ashley to take over the second class
and she switched some things up due to time.

5. How well did you anticipate the materials needed?

Ashley was in charge of the materials and she anticipated well with the number of
kids I told her we would have. Also, the use of the promethean board was helpful and
exciting for the kids because they felt special getting to write on it during the warm-
up.

6. How effective was the assessment you chose to use? (If no assessment was used,
what will the future assessment be and how will you gauge its effectiveness?)
This was meant to be a fun and educational lesson that was something completely
different tha what they are used to. So there was no formal assessment, though we

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 talked about what they learned from the lesson and they all wanted to share. They
took in the concept so well and they seem to have really enjoyed the activites.

7. To what degree do you feel that this lesson was a success? What evidence do you
have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
I feel like this lesson was so successful. For one, this was my first full class lesson
AND it was science, so I feel proud of how it went. Secondly, Mrs. Agreste and I both
agreed that they kids truly seemed excited about the lesson and seemd to grasp what
we were teaching; so, we certainly felt as if it was a success. They were able to talk
about it clearly, and even ask more questions than what we asked them.

8. How did the time spent preparing for your lesson contribute to its success?
I really felt like thinking about this project for a couple of weeks and throwing around
ideas about what we wanted to do really helped make writing the lesson plan itself go
by smoothly. I really tried hard to think about a lesson that would be fun for my kids
but also get the point across.

9. If you could do this lesson again with the same students, would you do anything
differently? If so, what?
The only thing that I couldve wished for differently wouldve been more time. Ive
never heard my kids be so quiet and seen them be that still, because they were so
intune to the lesson and more time would have allowed us to only dig deeper.

10. Any last comments/reflections about your lesson?

Teaching a full class lesson isnt as scary as I have been picturing it and this lesson was such a joy to teach.

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)