Lauren Huhta

EGI 6245: Program Planning for Gifted and Talented

Fall 2016 Semester: Assignment 3

Unit: Bee Friends with the Bees because Bees Lives Matter with
www.beefriendswiththebees.weebly.com
Intended Audience: Gifted 2nd Grade and Up
The overall unit rationale is to inform and inspire our future gifted global leaders about the
endangered bees as well as share their learning experiences safely online to collaborate with others.
Gifted students need be more than aware of global issues; they need to develop ownership of their
learning experiences and learn how to creatively problem solve with others even if they are online
across the globe and communicating in different ways. Most people think bees are only important for
their honey. However, bees are much more important than just producing honey because they are our
pollinators. If we, humans, had to pollinate all of the crops ourselves, the prices of crops would
absolutely skyrocket because it would take much more time for us to do that compared to our friends,
which are the bees. Honeybees and the other pollinators help produce approximately $19 billion worth
of agricultural crops in the United States alone in 2010 (One Green Planet, 2016). As many people
know, many places in our country and the world face the issues of poverty and hunger. Moreover, bees
are one of the most important insects to humans on this planet. A few examples of the foods that
would no longer be available to us if bees stopped pollinating or completed died would include broccoli,
asparagus, cantaloupes, cucumbers, pumpkins, blueberries, watermelons, almonds, apples, cranberries,
and cherries (One Green Planet, 2016). Our future gifted global leaders need to unite and problemsolve how to save the bees for our planet since they are dying in alarming rates. In this unit, students
will learn a lot about bees as well as themselves as future global leaders. Our country and the world
already have the issues of poverty and hunger; if the bees died out because nobody tried to save them,
this could lead to catastrophic consequences to everyone since about 75% of the worlds food crops
depend partly on pollination (National Public Radio, 2016). We need our global gifted learners more
than ever to become informed and inspired to save the bees, which ultimately saves our planet. While
there are many global issues, saving the bees might be one of the biggest global issues. Global gifted
learners will learn how to communicate across borders and boundaries in many ways. They will have to
overcome and problem solve with distance, language barriers, and other issues like facing stereotypes of
other cultures.
This whole unit revolves around the power of student choice as the gifted students create and
expand their blogs to document their learning. This whole unit also provides suggestions for special
populations of gifted like twice-exceptional (2e) students and English Language Learners (ELLs).
Moreover, this unit really moves students along with learning about media literacy and becoming
independent as well as collaborative researchers. This unit also promotes students to naturally tap into

their curiosity with different topics about the bees. Furthermore, this unit also provides opportunities
to help gifted students dealing with perfectionism as well as students struggling to work collaboratively
together in teams while giving constructive criticism/feedback with friendly tone.

References
National Public Radio. (2016). Bees added to the u.s. endangered species list for the first time. Retrieved
November 5, 2016 from http://www.npr.org/sections/thetwoway/2016/10/03/496402620/bee-species-added-to-u-s-endangered-species-list-for-1st-time
One Green Planet. (2016). Animals and nature: Why bees are important to our planet. Retrieved
November 5, 2016 from http://www.onegreenplanet.org/animalsandnature/why-bees-areimportant-to-our-planet/

Lesson 1: Introduction with Central Texts and Bee Blogs (Learning about Facts with Fiction too)
Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to develop and deliver a variety of
authentic products/performances that
demonstrate understanding in multiple
fields/disciplines.
Standards: LAFS.2.RL.1.1., LAFS.2.RL.1.2, LAFS.2.RL.1.3,
LAFS.2.RL.3.7, LAFS.2.RL.4.10, LAFS.2.RI.1.1,
LAFS.2.RI.2.5, LAFS.2.RI.2.6, LAFS.2.RL.3.7,
LAFS.2.RI.4.10, LAFS.2.W.1.3, LAFS.2.W.2.5,
LAFS.2.W.2.6, LAFS.2.SL.1.1, LAFS.2.SL.1.2,
LAFS.2.L.1.1, LAFS.2.L.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
What is my prior knowledge about bees?
What are my experiences with bees?
Why is learning about a specific topic like
an animal or insect important?
How are bees portrayed in literature?
How are bees portrayed in nonfiction/informational texts?
What do I want to learn about bees?
How can I share my learning and reflect
through my new learning experiences?
Objective(s):
Gifted 2nd grade students will access and
share their individual schema and prior
knowledge about bees.
Gifted 2nd grade students will begin to
customize their learning needs about bees
for this unit by sharing what they want to

Materials:

learn about bees.

Gifted 2nd grade students will examine
how bees are portrayed in the central
literature and informational texts for the
unit.
With teacher guidance, gifted 2nd grade
students will begin to make a kid-safe
blog to share and reflect new learning
experiences in their unique ways.
Computers and/or tablets with internet
access
Projector
Central texts (referenced below)
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of
learning during the unit; please see Kathy
Schrocks Guide to Everything if in need of
rubrics (referenced at the end of this unit)

Kidblog. (2016). Kidblog: Safe and simple blogs for

your students. Retrieved November 5,
2016 from http://kidblog.org/home/.
Micucci, C. (1995). The life and times of the
honeybee. New York: Houghton Mifflin.
PBS Studios. [The Magic School Bus]. (2016). In a
beehive. [Video File]. Retrieved October
23, 2016 from
https://www.youtube.com/watch?v=Fo1y
4rrcUog.
Polacco, P. (1993). The bee tree. New York:
Philomel Books.
Brief Outline of Teaching Methods/Steps: 1. Display images of bees using a projector and
prompt a discussion asking students what they
already know about bees.
2. Ask students what they would like to learn
about bees. Encourage individual responses as
well as group responses. Ask students why
they think learning about a particular topic like
an animal or insect is important? Guide
students to the big picture for meaningful
learning.

3. If needed, show students how to get started

with Kidblog or preferred kid safe blogging
website. Allow them to have time to play with
the features and record their responses in a
way they choose such as typing sentences or
paragraphs, recording their voice, or making a
video.
4. Read the central texts: Bee Tree and The Life
and the Times of a Honeybee. This can be
done in whole group, break-apart sessions
with students reading to each other or
watching a video of the books being read
aloud, or read/presented individually.
5. Prompt discussions how bees are portrayed in
fiction and informational texts. What are the
purposes of each text? What did we learn in
each text?
6. Encourage students to compare and contrast
the texts as well as their purposes. Students
can record these responses in a way they
choose like when they recorded what they
want to learn about bees. Prompt students to
share their responses and examine how each
student or groups of students recorded their
information.
7. Watch The Magic School Bus episode
(referenced above) and encourage students to
discuss how The Magic School Bus episode In
a Beehive blends fact with fiction. What is
the purpose The Magic School Bus episode?
How can students use fact with fiction as they
learn about the bees?
8. Encourage students to pay close attention to
the puns and word play in The Magic School
Bus episode. How do the puns and words play
relate to the bees?
9. Embrace individuality and group styles of
responses. If needed, prompt how The Bee
Trees lesson of self-determination,
perseverance, and being adventurous relates
to their learning about bees as they will
develop self-determination with their own
learning. Throughout each lesson in the unit,
students will learn about bees in relation to
other content areas as well as about
themselves individually and global leaders.
Evaluation/Assessment: At the end of this first lesson, gifted 2nd grade
students should be aware how they can access

their schema when being introduced new

information as well as begin to make choices what
they want to learn about bees to share in their
individual blogs. Student choice is powerful and
makes learning meaningful. By the end of this first
lesson in this unit, gifted 2nd grade students will
be able to compare and contrast the central texts:
The Bee Tree (Polacco) and The Life and Times of a
Honeybee (Micucci) in a variety of ways such as a
Venn-Diagram, written response, interview,
and/or collaborative discussion. Students may
share their comparing and contrasting of the
central texts on their Kidblog and respond to
others blog postings.
Supporting ESE (2e) and ELLs Strategies: Twice-exceptional (2e) students with reading and
writing difficulties can listen to the texts online
and use speech-to-text when recording their
comparing and contrasting responses. Kidblog has
an option for audio and video recording. ELLs can
originally write or discuss their response in their
native language and then use a translator (like
Google Translate) to record it in English to share
with peers.
Technology Integration Matrix Level: Active Infusion as the teacher guides, informs,
and contextualizes student choices of technology
tools and is flexible and open to student ideas;
lessons are structured so that student use of
technology is self-directed. Multiple technology
tools are available to meet the needs of students.

Lesson 2: Examining Misconceptions about Bees with Links to Psychology and Beginning-Level Media
Literacy/Challenging and Examining Credibility of Sources
Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to critically examine the complexity of
knowledge: the location, definition, and
organization of a variety of fields of knowledge.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,
LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,
LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.2,
LAFS.2.L.3.4
Key/Essential Question(s):
What is the difference between fact and
opinion?
What are misconceptions?
How do misconceptions develop?

Objective(s):

Materials:

What are the misconceptions most people

have about bees?
Do/did you have misconceptions about
bees? How did your own misconceptions
develop?
Why do the misconceptions of bees exist?
How can we, as future global leaders, turn
around misconceptions?
Why is examining the sources of
information important when it comes to
misconceptions?
Gifted 2nd grade students will learn what
the definition(s) of misconception.
As a link to psychology with the study of
behavior and mind, gifted 2nd grade
students will examine how misconceptions
develop in general and then apply how
people develop misconceptions about
bees after doing their own research.
Gifted 2nd grade students will conduct
their own research exploring
misconceptions about bees using the
internet and other available resources.
Gifted 2nd grade students will begin to
creatively problem solve as future global
leaders how to turn around
misconceptions about bees using their
links to psychology with the study of
behavior and mind.
Computers and/or tables with internet
access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of
learning during the unit; please see Kathy
Schrocks Guide to Everything if in need of
rubrics (referenced at the end of this unit)

SUGGESTED RESOURCE:
Terminix. (2016). The buzz: 11 bee facts and
myths. Retrieved November 5, 2016 from
https://www.terminix.com/blog/bugfacts/11-bee-facts-and-myths
This above website provides the facts and myths

about bees. This website challenges gifted 2nd

grade students to think about why Terminix would
write this informative article as well as examining
sources when doing research opportunities.
Brief Outline of Teaching Methods/Steps: 1. Project the Terminix website article for the
class. Using the Terminix website article about
bee facts and myths, prompt the students in
discussion about who the source of this
website is? (Terminix is a pest control
company. Why are they sharing facts and
myths about bees?)
2. Prompt students to access the Terminix
website article about bee facts and myths
individually or in small groups.
3. Allow students to research about
misconceptions of bees using other articles.
4. Encourage students to think and reflect about
their misconceptions about bees.
5. Challenge students to think about the purpose
of these websites or articles about the
misconceptions of bees. Are these sources
credible? Why is examining sources for
credibility important when it comes to
misconceptions?
6. Prompt students to reflect about
misconceptions with links to psychology (study
of behavior and mind) to the misconceptions
about bees in their Kidblog responses.
Students have a choice how they reflect and
record their responses: written/typed
sentences, scanned hand-drawn pictures with
captions, poetry, audio recording, or video
broadcast/podcast.
7. Encourage students to share their Kidblog
responses and reflect on their own learning
about misconceptions.
8. Prompt a discussion how this experience of
learning about the misconception of bees
changes their perspectives about bees. How
can we change others misconceptions of
bees?
9. As a group or prompt small group discussions
to brainstorm ways to change others
misconceptions of bees. (Creative Problem
Solving can be used to keep students on track.
Brainstorming with Creative Problem Solving is
referenced at the end of this unit for more
support in this area.)

10. Allow time for students to add to their Kidblog

response about how they can possibly change
others misconceptions about bees? (This
should guide students to the big picture of this
unit of becoming global leaders to save the
bees.)
Evaluation/Assessment: At the end of this lesson, gifted 2nd grade students
should understand that psychology is the study of
behavior and mind; this relates to misconceptions
and how they are formed. At the end of this
lesson, gifted 2nd grade students are still adding to
their Kidblog and reflecting on their own learning
about bees as well as themselves individually and
as a future global leader. At the end of this lesson,
gifted 2nd grade students can apply their new
knowledge of misconceptions and bees to their
own misconceptions of other topics. Studying
misconceptions and the study of misconceptions
leads to critical thinking, especially with faulty
information and bias in texts they will face in their
future.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can
access the text. 2e students with reading
difficulties may watch videos instead of reading
texts. 2e students with writing difficulties may
record themselves in audio or video format for
their Kidblog responses. For ELLs, they could copy
text into Google Translate into their native
language. ELLs may also use Google Translate to
copy text in their native language to English for
their Kidblog responses.
Technology Integration Matrix Level: Constructive Adaption as students use
technology tools to independently facilitate
construction of meaning; students can explore the
use of these tools as they are building knowledge
with teacher guidance.

Lesson 3: Exploration of the Types/Species of Bees with Links to Geography

Lesson 3 Note: This lesson provides a suggestion for gifted students dealing with perfectionism.
Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to conduct thoughtful
research/exploration in multiple fields.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,
LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,

LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.2,

LAFS.2.L.3.4
Key/Essential Question(s):
For links to the field of biology, what is the
definition of species?
What are the species of bees?
For links to geography, where do different
types of bees live?
How are the species of bees different?
What kinds of bees live in our geographical
area?
What challenges does our geographical
area bring to the specific species of bees?
Objective(s):
Gifted 2nd grade students will learn the
biological term of species.
Gifted 2nd grade students will learn the
different species of bees.
With links to geography, gifted 2nd grade
students will learn where different species
of bees live.
Gifted 2nd grade students will research
what species of bee(s) lives in their
geographical area.
Gifted 2nd grade students will examine the
challenges of geographical areas to the
species of bees.
Materials:
Computers and/or tables with internet
access
If available, a variety of informational
books across many grade-levels about
bees from school media center or public
library
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of
learning during the unit; please see Kathy
Schrocks Guide to Everything if in need of
rubrics (referenced at the end of this unit)
SUGGESTED RESOURCES:
Buzz About Bees. (2016). Types of bees. Retrieved
November 5, 2016 from
http://www.buzzaboutbees.net/types-ofbees.html
This above resource is very kid-friendly and uses

kid language about the different types of bees:

bumble bees, carpenter bees, honeybees, killer
bees.
Pest World for Kids. (2016). Bees. Retrieved
November 5, 2016 from
http://pestworldforkids.org/pestguide/bees/
This above resource explains the super-family of
Apoidea and gives a table outlining the types of
bees by taxa in biological terms as well as their
geographical locations. Gifted students may see
Latin or Greek roots in some of these taxa words
in relation to the field of biology.
Brief Outline of Teaching Methods/Steps: 1. Prompt students to access their prior
knowledge and schema (from Lesson 1) about
species. What does the word species mean in
relation to the field of biology? Do they know
about different species of a different animal?
Do they already know about a different
types/species of bees?
2. Remind students about the expectations of
research and credibility from sources (from
Lesson 2). As a warning, it may be beneficial
to bring awareness there are over 20,000
species of bees; therefore, it is impossible for
students to learn about all of the species. The
expectation of the research is to discover and
learn more about the major types/species of
bees.
3. When students are doing their research,
encourage students to document their findings
using a graphic organizer or note-taking
strategy. They can group them by families
or other classifications based on their learning
needs.
4. Prompt students to also research the
geographical locations of different
types/species of bees. Encourage students to
use a map or draw a general map of the
geographical locations of the major bee
types/species.
5. Challenge students to research the challenges
each geographical location makes bees face.
(This could lead some students discovering
information about the Colony Collapse
Disorder and the issues of Zika spraying killing

bees in many geographical locations.)

6. Allow time for students to document and
reflect their learning on their Kidblogs. As
always, encourage choice for students to
showcase their learning by typing paragraphs,
scanning self-made art, audio recordings,
video broadcast/podcast, etc.
7. Encourage students to share their learning
with others in the classrooms. What was the
common information most students found out
during their opportunities of research?
Evaluation/Assessment: At the end of this lesson, gifted 2nd grade students
should be able to define the word species in
biological terms along with becoming more
independent with researching specific topics about
bees. The students have the choice about which
species of bees they research about. Some gifted
students struggling with perfectionism may need
guidance about not researching every species of
bee because there are about 20,000 different
species of bees in the world, but instead selecting
at least 4-5 different species. The main focus is for
this lesson for gifted 2nd grade students to
research the different species of bees like bumble
bees and honey bees. It would be ideal if most
students found out about killer bees and how
they relate to the previous lesson of
misconceptions of bees. At the end of this lesson,
gifted 2nd grade students should be able to name
the species of bee that lives in their geographical
area and examine what challenges their
geographical area brings to bees.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can
access the text. 2e students with reading
difficulties may watch videos instead of reading
texts. 2e students with writing difficulties may
record themselves in audio or video format for
their Kidblog responses. For ELLs, they could copy
text into Google Translate into their native
language. ELLs may also use Google Translate to
copy text in their native language to English for
their Kidblog responses. Students from other
countries like ELLs and other special populations
can specifically research species of bees in their
native areas to customize their meaningful
learning needs.
Technology Integration Matrix Level: Constructive Infusion as students consistently
have opportunities to select technology tools and

use them in the way that best facilitates their

construction of understanding; the teacher
provides the context and is supportive of the
student autonomy in choosing the tools and when
they can best be used to accomplish the desired
outcomes.

Lesson 4: Exploration of the Honeybee Hive with Links to Mathematics and Architecture
Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to critically examine the complexity of
knowledge: the location, definition, and
organization of a variety of fields of knowledge.
Standards: MAFS.2.G.1., LAFS.2.RI.1.2, LAFS.2.RI.2.4,
LAFS.2.RI.2.6, LAFS.2.RI.3.7, LAFS.2.RI.3.8,
LAFS.2.RI.3.9, LAFS.2.W.1.2, LAFS.2.W.2.5,
LAFS.2.W.2.6, LAFS.2.W.3.7, LAFS.2.W.3.8,
LAFS.2.SL.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
What are hives?
What types/species of bees have hives?
What is the purpose of hives?
Why are there hexagons in the hives?
What is the purpose of the hexagons?
Objective(s):
Gifted 2nd grade students will be able to
describe the inside and outside features of
the typical honeybee hive.
Materials:
Computers and/or tables with internet
access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of
learning during the unit; please see Kathy
Schrocks Guide to Everything if in need of
rubrics (referenced at the end of this unit)
NEEDED RESOURCE:
Patterson, Z. & Peterson, A. [TED-Ed]. (2014). Why
do honeybees love hexagons? [Video File].
Retrieved October 23, 2016 from
https://www.youtube.com/watch?v=QEzls
jAqADA.
OPTIONAL, BUT SUGGESTED ADDITIONAL LESSON
PLAN TO PROVIDE STUDENTS WITH KNOWLEDGE

OF ARCHITECTURE AND SHAPES/STRUCTURES:

PBS Learning Media. (2015). Shapes that make
structures strong. Retrieved November 5,
2016 from
http://florida.pbslearningmedia.org/resou
rce/phy03.sci.phys.mfw.lp_shapes/shapesthat-make-structures-strong/
Please note this above lesson plan is designed for
middle school students, but could be used with
gifted 2nd grade students as it explores the various
shapes engineers choose to make structure strong
with connections to tension and compression. The
multimedia resources used in this lesson show
how the applications of these shapes are used in
ancient and modern cultures. Students should
also be encouraged to examine the angles within
the shapes too.
Brief Outline of Teaching Methods/Steps: 1. Prompt a discussion to engage students prior
knowledge of experiences with honeybee
hives. Students may have experiences or seen
a hive before this unit. Deep deeper by asking
students if they know what the hive looks like
inside.
2. Prompt students to activate their prior
knowledge of hexagons and architecture in
real life. Some students might mention the
Pentagon, which happens to be a geometrical
shape and the governmental building in
Washington, DC. Encourage students to think
about the purposes of shapes in architecture.
Are some shapes stronger than others? If
students are struggling to think of shapes in
architecture, it might be beneficial to provide
them with examples like the Pentagon in
Washington, DC. The optional, but suggested
lesson plan referenced above might be
beneficial at this point to provide students
with experiences how architects choose
shapes to make structures strong with
connections to tension and compression. The
multimedia resources used in this lesson show
how the applications of these shapes are used
in ancient and modern cultures. Students
should also be encouraged to examine the
angles within the shapes too. Based on
student needs, a mini-lesson of angles might
need to be taught too.

3. For the whole class or within small groups,

display the video text resource (referenced
above) from Patterson and Peterson about
bees and hexagons. Like the video text,
encourage students to think like a bee and
accept that sometimes trial and error is an
effective strategy for problem solving.
4. If possible, acquire a piece or something from
a beehive. Encourage students to research
pictures and other video texts of beehives.
(This may also lead students to the roles of
bees in the hive and how honey is made,
which will be covered in the next two lessons.)
5. Using their Kidblogs of course, prompt
students to reflect on their learning about the
hives, hexagons, architecture, etc. Remind
students to think like a bee along with
accepting that sometimes trial and error is an
effective strategy for problem solving. Like the
central text, The Bee Tree (Polacco) in Lesson 1
of this unit, there are lessons we can learn
from the bees and their hives. There is beauty
of life lessons with factual information. Begin
to encourage students to share more of their
Kidblogs. (Beneficial Note for Upcoming Parts
of the Unit: Gifted 2nd grade students should
be given a social skills lesson how to critique
and react when peers are evaluating/assessing
another students work before the next lesson.
The guidance counselor might be a great
resource for this type of lesson, which might
be needed for the social and emotional needs
of the gifted.)
Evaluation/Assessment: At the end of this lesson, gifted 2nd grade students
should make connections with the geometric
shapes of the hexagon, beginning-level
architecture purposes, and honeybee hives. This is
the halfway point of the unit; therefore, gifted 2nd
grade students Kidblogs should be showcasing
their learning throughout the unit along with their
own research about bees when time permits.
Moreover, at this halfway point, gifted 2nd grade
students should be developing as innovative
thinkers blending creativity with fact and fiction
(like The Magic School Bus) and researchers with
examining credibility of their sources to avoid
misconceptions with faulty information. Based on
teacher choice and unique needs of the gifted 2nd

grade students, a rubric or perhaps even a

contract should be given to students to
assess/evaluate their developing Kidblog at the
halfway point. The biggest area to assess should
be how the students are developing at this point in
the unit. In order to prepare for more
collaboration in the upcoming lessons within the
unit, students should be encouraged to examine
other students Kidblogs with a rubric as a guide.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can
access the text. 2e students with reading
difficulties may watch videos instead of reading
texts. 2e students with writing difficulties may
record themselves in audio or video format for
their Kidblog responses. For ELLs, they could copy
text into Google Translate into their native
language. ELLs may also use Google Translate to
copy text in their native language to English for
their Kidblog responses.
Technology Integration Matrix Level: Active Adoption as students are using the
technology in conventional ways; the teacher
controls the type of technology and the teacher
regulates this activity (due to the higher order
mathematics and architecture connections needed
in this lesson).

Lesson 5: Job Roles of Bees with Links to Teamwork and Collaborative Learning
Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to assume leadership and participatory roles
in both gifted and heterogeneous group learning
situations.
By graduation, the student identified as gifted will
be able to set and achieve personal, academic, and
career goals.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,
LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,
LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.1,
LAFS.2.SL.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
Now that we have learned about the hive,
what are the honeybees roles or jobs inside
and outside of the hive?
How do bees behave inside and outside of
the hive?
Why do bees behave in certain ways inside

Objective(s):

Materials:

and outside of the hive?

Why is studying animal or insect behavior
important?
What can we learn about teamwork and
collaborative learning from the honeybees?
Why are teamwork and collaboration so
important, especially when faced with
problems?
Gifted 2nd grade will learn about
honeybees major roles and job
responsibilities: queen, drones, workers,
undertakers, nurses, builders, guarders,
foragers, etc.
Gifted 2nd grade students will learn how
certain honeybees behaviors are and
roles/job responsibilities related and
question whether these behaviors are
beneficial.
Gifted 2nd grade students will make
connections with the importance of
studying animal or insect behavior for
dealing with misconceptions (Lesson 2).
Gifted 2nd grade students will learn the
value of roles/job responsibilities to the
honeybee hive and make connections with
real life teamwork and collaboration.
Gifted 2nd grade students will begin to learn
how to communicate and collaborate more
effectively to creatively solve problems.
Computers and/or tables with internet
access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of learning
during the unit; please see Kathy Schrocks
Guide to Everything if in need of rubrics
(referenced at the end of this unit)
If desired, ask the guidance counselor for
assistance and/or additional materials
geared towards social and emotional
lessons of teamwork and collaboration

NEEDED RESOURCES:
AbelCline. (2013). Dance of the honey bee: A
documentary short film. [Video File].

Retrieved October 23, 2016 from

https://vimeo.com/60000086.
National Geographic. (2015). Amazing time-lapse:
Bees hatch before your eyes. [Video File].
Retrieved October 23, 2016 from
https://www.youtube.com/watch?v=f6mJ7
e5YmnE.
[Scinews]. (2016). Bumblebees learned to pull
strings for reward. [Video File]. Retrieved
October 23, 2016 from
https://www.youtube.com/watch?v=gSCr5
OxXN1A.
[Smithsomian Channel]. (2016). Whats the waggle
dance: Why do honeybees do it? [Video
File]. Retrieved October 23, 2016 from
https://www.youtube.com/watch?v=LU_KD
1enR3Q.
SUGGESTED RESOURCES:
Benefits of Honey. (2015). Awesome roles of the
bees in the hive. Retrieved November 6,
2016 from http://www.benefits-ofhoney.com/roles-of-bees-in-a-hive.html.
The above website is geared towards how beneficial
honey is for human health, but also the amazing
roles of bees in the hives. This above website uses
advanced vocabulary for gifted students such as
pheromones and scientific words: arrhenotokous
and parthenogenesis.
Romano, L., Papa, L. & Saulle, E. (2014). Six
awesome cooperative classroom games.
Teach Hub. Retrieved November 6, 2016
from http://www.teachhub.com/6awesome-cooperative-classroom-games
This above website provides teachers of all gradelevels with engaging activities to promote teamwork
and collaboration. Young gifted students may need
more mini-lessons and engaging opportunities to
learn about becoming better teammates and
collaborative learners in the classroom due to their
unique social and emotional needs.
Brief Outline of Teaching Methods/Steps: 1. Now that students have learned about the hive,

(Flexible Based on Student Needs):

2.

3.
4.

5.

6.

7.

8.

they need to know about the roles and job

responsibilities each honeybee has in the hive.
Guide students to the units resource website
(www.beefriendswiththebees.weebly.com) to
view the video texts about the bee life cycle,
waggle dancing, and behavior (referenced
above). Encourage the students to watch these
video texts in small groups or individually.
Prompt the students to document their learning
about honeybees roles and job responsibilities
along with behavior in their Kidblogs. As always,
they have the choice how to document their
learning to fit their unique learning needs.
Encourage the students to share their learnings
with their Kidblogs.
Share the class expectations for
assessing/evaluating peers work with
constructive criticism, friendly tone, and
questioning. (If needed, ask the guidance
counselor for assistance or materials/resources.)
If the students need more assistance with
teamwork and collaboration, this might be the
time to intertwine some teamwork activities
(referenced in Materials for this lesson).
Prompt students in a discussion about the
honeybees roles/job responsibilities and how
this relates to their teamwork. What are they
trying to accomplish? Why is their teamwork so
important?
Encourage the students to take on the bees
perspective with some of the honeybees roles
and job responsibilities. If desired, the
classroom could become a beehive and the
students would be honeybees with job
responsibilities. Students could record this
experience and make their own broadcasts or
documentaries. They could reflect on these
experiences in their Kidblogs with taking the
bees perspective(s) with job roles for teamwork
and collaboration.
Then, prompt students to make connections
with the honeybees teamwork with real
teamwork and collaboration in the classroom
and beyond. How are we similar and different
to the bees when we work in teams and
collaborate? If needed, prompt students to
define the word "collaboration.
Allow time for students to research and add to

their Kidblog about their learning of honeybee

job roles with teamwork to real life connections.
9. If needed, allow more time for students to
evaluate/assess other Kidblogs keeping the
expectations and friendly tone in mind.
Evaluation/Assessment: At the end of this lesson, students have now
completed a little more than half of this unit. Gifted
2nd grade students should be able to make
connections with the honeybees roles/job
responsibilities with themselves individually as well
as a collaborative peer in the classroom (and
beyond). Observations (or checklists) for growth of
social and emotional behavior for teamwork and
collaboration may be beneficial from this point on
within the unit. This lesson leads up to the
production of honey, which is in the next lesson.
Gifted 2nd grade students should be developing
socially and emotionally as well as learning factual
information about bees to then make connections
how credible information with the beauty of life can
be intertwined. At this point, some gifted 2nd grade
students might even be reading information about
the alarming rates of dying bees and wanting to use
their connections of teamwork from this lesson to
save the bees, which will be in the last lesson of this
unit.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can
access the text. 2e students with reading difficulties
may watch videos instead of reading texts. 2e
students with writing difficulties may record
themselves in audio or video format for their
Kidblog responses. For ELLs, they could copy text
into Google Translate into their native language.
ELLs may also use Google Translate to copy text in
their native language to English for their Kidblog
responses. Special populations of gifted from other
countries or backgrounds may be able to share
experiences of their cultures expectations of
teamwork and collaboration when relating to the
honeybees.
Technology Integration Matrix Level: Constructive Infusion as students consistently
have opportunities to select technology tools and
use them in the way that best facilitates their
construction of understanding; the teacher provides
the context and is supportive of the student
autonomy in choosing the tools and when they can
best be used to accomplish the desired outcomes.
Students are also moving towards Collaborative

Adaption with students beginning to work

collaboratively as teams online with their research
and applying bees teamwork to real life.

Lesson 6: Pollination with Biodiversity

Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will be
Focus: able to conduct thoughtful research/exploration in
multiple fields.
By graduation, the student identified as gifted will be
able to create, adapt, and assess multifaceted
questions in a variety of fields/disciplines.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,
LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,
LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.1,
LAFS.2.SL.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
What is pollination?
Why are bees important for pollination?
What is biodiversity and how is it related to
pollination?
Why is biodiversity important?
Why am I learning about pollination and
biodiversity before learning about the
process of honey?
Objective(s):
Gifted 2nd grade students will be able to
define pollination beyond basic terminology.
Gifted 2nd grade students will be able to
define biodiversity.
Gifted 2nd grade students will make
connections with pollination and biodiversity
as it relates to the bees.
Gifted 2nd grade students will learn the
importance of biodiversity in relation to
biology with the study of living animals and
insects (organisms).
Gifted 2nd grade students will think outsideof-the-box to examine why they might be
guided to learn about pollination and
biodiversity before learning about how honey
is made. (At this point after learning about
the hive, bee behavior, and bees roles with
responsibilities, the gifted 2nd grade
students might be anticipating to learn about
honey. Some gifted 2nd grade students

Materials:

might have already begun researching about

honey.)
Computers and/or tables with internet access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If desired, a grade-level or preferred rubric
for grading responses or growth of learning
during the unit; please see Kathy Schrocks
Guide to Everything if in need of rubrics
(referenced at the end of this unit)

NEEDED RESOURCES:
Hanson, J. [Its Okay to Be Smart]. (2013). How bees
can see the invisible. [Video File]. Retrieved
October 23, 2016 from
https://www.youtube.com/watch?v=N1TUDF
COwjY.
[How Does it Grow?] (2015). How does it grow:
Apples. [Video File]. Retrieved October 23,
2016 from
https://www.youtube.com/watch?v=UWLmE
h1HIBw.
Preshoff, K. [TED-Ed]. (2015). Why is biodiversity so
important? [Video File]. Retrieved October
23, 2016 from
https://www.youtube.com/watch?v=GK_vRt
HJZu4.
Schwartzberg, L. [TED]. (2011). The hidden beauty of
pollination. [Video File]. Retrieved October
23, 2016 from
https://www.youtube.com/watch?v=eqsXc_a
efKI.
Brief Outline of Teaching Methods/Steps: 1. Now that students have learned about the hive
and honeybee jobs and responsibilities, they will
learn about pollination before learning about the
complete process of making honey. Guide
students to the units resource website
(www.beefriendswiththebees.weebly.com) to
view the video texts about pollination and
biodiversity (referenced above). Encourage the
students to watch these video texts in small
groups or individually.
2. Encourage students to move beyond basic words

for defining pollination and biodiversity. Also,

challenge students to use creative imagery and
word play when also defining pollination and
biodiversity. Students may use the referenced
video texts as inspiration.
3. If needed, prompt students to investigate which
crops need to be pollinated. Challenge students
to investigate the costs of crops if bees could not
pollinate them.
4. Encourage students to make connections with
pollination and cost along with food supply and
our issues of poverty and hunger.
5. Prompt the students to document their learning
about pollination and biodiversity in their
Kidblogs. As always, they have the choice how to
document their learning to fit their unique
learning needs.
6. Challenge the students to take on the
perspectives of bees and/or biologists or
researchers to document their learning about
bees in relation to pollination and biodiversity.
How can taking on another perspective challenge
misconceptions?
7. Also, challenge students to think about why
learning about pollination and biodiversity might
be important before learning about the process
of honey. (It is acceptable if students have
become curious and previously read/researched
about honey throughout this unit. It is important
for students to know why learning about
pollination should come before the process of
honey.)
Evaluation/Assessment: A rubric or checklist would be beneficial for
grading/evaluating students learning responses in
their Kidblogs. At this point after learning about the
hive, bee behavior, and bees roles with
responsibilities along with pollination and
biodiversity, the gifted 2nd grade students might be
anticipating to learn about honey. After all, most
students know that bees are famous for producing
honey; it is common knowledge for most. Some
gifted 2nd grade students might have already begun
researching about honey. It might be beneficial to
interview individual or small groups of students to
truly see how their learning is developing and how
their natural curiosity might be influencing their
unique learning needs.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can access

the text. 2e students with reading difficulties may

watch videos instead of reading texts. 2e students
with writing difficulties may record themselves in
audio or video format for their Kidblog responses.
For ELLs, they could copy text into Google Translate
into their native language. ELLs may also use Google
Translate to copy text in their native language to
English for their Kidblog responses.
Technology Integration Matrix Level: Constructive Infusion as students consistently have
opportunities to select technology tools and use
them in the way that best facilitates their
construction of understanding; the teacher provides
the context and is supportive of the student
autonomy in choosing the tools and when they can
best be used to accomplish the desired outcomes.
Students are also moving towards Collaborative
Adaption with students beginning to work
collaboratively as teams online with their research
and applying bees teamwork to real life.

Lesson 7: Process of Honey with Links to Sweet Sugars

Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to conduct thoughtful research/exploration
in multiple fields.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,
LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,
LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.1,
LAFS.2.SL.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
What is honey? How can we define honey
beyond basic terms?
How is honey made?
What are the benefits of honey? Why is
honey important?
Who are beekeepers and how do they
harvest honey?
Objective(s):
Gifted 2nd grade students will define honey
in advanced terms in relations to the sugars
such as fructose, etc.
Gifted 2nd grade students will explore and
examine the process how honey is made
from honeybees.
Gifted 2nd grade students will make a
timeline of the process how honey is made
and make connections to the previous

Materials:

lessons of the bees job responsibilities,

pollination, biodiversity, etc.
Gifted 2nd grade students will explore and
examine the benefits of honey and why
honey is considered important to many
cultures all around the world.
Gifted 2nd grade students should make
connections how the bees make honey
along with how beekeepers harvest honey.
Computers and/or tables with internet
access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If possible, bring food labels and honey
labels for students to examine the different
types of carbohydrates
If possible, invite a beekeeper to be a guest
and speak to the students about their job
roles harvesting honey
If desired, a grade-level or preferred rubric
for grading responses or growth of learning
during the unit; please see Kathy Schrocks
Guide to Everything if in need of rubrics
(referenced at the end of this unit)

NEEDED RESOURCES:
Collier, I. (2009). Honey: How its made. [Video File].
Retrieved October 23, 2016 from
https://www.youtube.com/watch?v=iT6IQx
26eHk.
Mud Songs Beekeeping. (2011). Cutting and bottling
honey. [Video File]. Retrieved October 23,
2016 from
https://www.youtube.com/watch?v=Lvaphn
in8Iw.
PBS Studios. [Its Okay to Be Smart]. (2016). How do
bees make honey? [Video File]. Retrieved
October 23, 2016 from
https://www.youtube.com/watch?v=nZlEjDL
JCmg.
SUGGESTED RESOURCE:
National Honey Board. (n.d.). Carbohydrates and the
sweetness of honey. Retrieved November 6,

2016 from
http://www.honey.com/images/downloads/
carb.pdf
The above website defines the types of
carbohydrates and sugars in honeys found all over
the world. The language and vocabulary is very
advanced as it uses scientific words. This website
also introduces that honey is fermentable and
provides a sensory profile of honey in aqueous
solutions.
Brief Outline of Teaching Methods/Steps: 1. Now that students have learned about
pollination and biodiversity, they will learn
about the process of honey and its benefits.
Guide students to the units resource website
(www.beefriendswiththebees.weebly.com) to
view the video texts about honey (referenced
above). Encourage the students to watch these
video texts in small groups or individually.
2. Challenge students to define honey in advanced
terms.
3. Challenge students to examine the different
types of carbohydrates in honey and possibly
compare them to other sweeteners found in our
foods today.
4. While engaging with the video texts (referenced
above), encourage the students to organize their
learning into a timeline or some type of graphic
organizer with the process of honey.
5. Prompt students to explore and examine the
benefits of honey.
6. Challenge students to explore how honey is used
in different cultures.
7. Challenge students to compare and contrast the
job roles of honeybees making honey to
beekeepers harvesting honey.
8. Encourage students to explore the generic and
local honey markets.
9. As always, promote choice when students are
documenting their learning within their
Kidblogs.
10. Encourage students to share their documented
learning within their Kidblogs.
Evaluation/Assessment: It would be beneficial to use a rubric or checklist to
evaluate/assess student learning. At the end of this
lesson, the gifted 2nd grade students should be able
to list some of the carbohydrates like fructose in
honey. Gifted 2nd grade students should be able to

provide some type of timeline or detailed list of how

honeybees make honey. Moreover, the gifted 2nd
grade students should examine how honey is
beneficial. The gifted 2nd grade students should be
able to make connections how honey is made and
how it is harvested. This is towards the end of the
unit; therefore, the gifted 2nd grade students should
be developing as learners about the bees, becoming
better at collaborative teamwork, and providing
criticism or feedback with friendly tone. Interviews
or some type of rubric to assess students reflections
would be beneficial to examine the growth from
beginning to the end of this unit.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can access
the text. 2e students with reading difficulties may
watch videos instead of reading texts. 2e students
with writing difficulties may record themselves in
audio or video format for their Kidblog responses.
For ELLs, they could copy text into Google Translate
into their native language. ELLs may also use Google
Translate to copy text in their native language to
English for their Kidblog responses. Honey has many
benefits, especially when it comes to other cultures;
special populations of gifted from other cultures
may explore and examine how honey is harvested or
treated in their native countries.
Technology Integration Matrix Level: Constructive Infusion as students consistently
have opportunities to select technology tools and
use them in the way that best facilitates their
construction of understanding; the teacher provides
the context and is supportive of the student
autonomy in choosing the tools and when they can
best be used to accomplish the desired outcomes.
Students are also moving towards Collaborative
Adaption with students beginning to work
collaboratively as teams online with their research
and applying bees teamwork to real life.

Lesson 8: Endangerment of Bees and Encouraging Future Global Gifted Leaders

Floridas Frameworks for K-12 Gifted Learners By graduation, the student identified as gifted will
Focus: be able to develop and deliver a variety of
authentic products/performances that
demonstrate understanding in multiple
fields/disciplines.
Standards: LAFS.2.RI.1.2, LAFS.2.RI.2.4, LAFS.2.RI.2.6,
LAFS.2.RI.3.7, LAFS.2.RI.3.8, LAFS.2.RI.3.9,

LAFS.2.W.1.2, LAFS.2.W.2.5, LAFS.2.W.2.6,

LAFS.2.W.3.7, LAFS.2.W.3.8, LAFS.2.SL.1.1,
LAFS.2.SL.1.2, LAFS.2.L.3.4
Key/Essential Question(s):
Why are bees endangered?
Who are global leaders?
What can we, as future global gifted
leaders, do to help bees?
How have we developed as individuals and
a class throughout this unit?
Objective(s):
Gifted 2nd grade students will explore and
examine reasons why bees are
endangered.
Gifted 2nd grade students will define the
characteristics, qualities, and examples of
global leaders.
Gifted 2nd grade students will examine
their own personal characteristics and
qualities individually and as a collaborative
team.
Gifted 2nd grade students will brainstorm
and begin to creatively problem solve how
to save the bees in their geographic area
and beyond.
Gifted 2nd grade students will reflect on
their learning experiences throughout the
unit.
Materials:
Computers and/or tables with internet
access
Kidblog or kid safe blogging website
If desired, student journals or interactive
notebooks
If possible, invite a local beekeeper to be a
guest for the school to speak about saving
the bees
If desired, a grade-level or preferred rubric
for grading responses or growth of learning
during the unit; please see Kathy Schrocks
Guide to Everything if in need of rubrics
(referenced at the end of this unit)
NEEDED REFERENCE:
PBS Studios. [Its Okay to be Smart]. (2015). Why
are the bees dying? [Video File]. Retrieved
October 23, 2016 from
https://www.youtube.com/watch?v=rKQN
x0av7eY.
Brief Outline of Teaching Methods/Steps: 1. Guide students to the referenced video text

2.

3.

4.

5.

6.

7.
8.

9.

10.
11.

12.
13.

about bees dying and the Colony Collapse

Disorder. Prompt a discussion to engage
students prior knowledge about what they
have learned about bees and the challenges
bees face in many geographic areas. Students
may share what they know about other
endangered animals.
Challenge students to research in small groups
about the statistics of bees along with the
Colony Collapse Disorder.
Encourage students to group/compare and
contrast reasons why bees are disappearing
and what is currently being done or not being
done to save the bees.
Challenge students to research in small groups
the characteristics, qualities, and examples of
global leaders.
Allow students to take personality quizzes or
explore appropriate (and credible) websites
like 16personalities and write/type poems
about their personal qualities and
characteristics.
Encourage students to take on the role of a
global gifted leader. How can they save the
bees as a collaborative team member?
Encourage students to explore leaders who are
trying to save the bees.
Explore safe ways students can communicate
and collaborate with other students in other
areas. (There are educational websites that
can arrange pen-pals/buddies in other states or
even countries.)
As always, promote choice when students are
documenting their learning within their
Kidblogs.
Encourage students to share their documented
learning within their Kidblogs.
Invite members of the school and outside of
the school to provide feedback of the students
Kidblogs.
Create a timeline or plan to keep saving the
bees beyond this unit.
Continue to develop and work on a project of
the students choice(s) to save the bees and
reach out to others across the globe in safe
ways. (The possibilities are endless. Students
could choose to raise money like a fundraiser
to give to an organization devoted to saving

the bees, develop a school-safe beehive, etc.)

Evaluation/Assessment: Interviews may be beneficial to examine and
evaluate/assess the growth during this unit. A
rubric or checklist can be used to evaluate/assess
each Kidblog. It would be beneficial if the students
could get feedback from each other as well as
other people inside and outside of the community.
One of the major goals for this entire unit is to
guide gifted students curiosity to become better
researchers examining credibility and become
collaborative teammates to creatively problem
solve local and global issues. Since student choice
is embraced throughout this entire unit when they
document their learning on Kidblog, gifted students
should be able to reflect on their overall learning in
connections to their needs and strengths. The
students should be able to also communicate what
they learned about bees as well as themselves as
individuals.
Supporting ESE (2e) and ELLs Strategies: Using text-to-speech, 2e and ELL students can
access the text. 2e students with reading
difficulties may watch videos instead of reading
texts. 2e students with writing difficulties may
record themselves in audio or video format for
their Kidblog responses. For ELLs, they could copy
text into Google Translate into their native
language. ELLs may also use Google Translate to
copy text in their native language to English for
their Kidblog responses.
Technology Integration Matrix Level: Constructive Infusion as students consistently
have opportunities to select technology tools and
use them in the way that best facilitates their
construction of understanding; the teacher
provides the context and is supportive of the
student autonomy in choosing the tools and when
they can best be used to accomplish the desired
outcomes. Some classrooms may even be in the
Collaborative Transformation as the teacher
seeks partnerships outside of the setting to allow
students to access experts and peers in other
locations and encourages students to extend the
use of collaborative technology tools in the higher
order learning activities.

References

Creative Education Foundation. (2016). Creative problem solving: Brainstorming. Retrieved November 5,
2016 from http://www.creativeeducationfoundation.org/creative-problemsolving/brainstorming/
Florida Department of Education. (2013). Floridas frameworks of k-12 gifted learners. Retrieved
November 5, 2016 from
http://www.fldoe.org/core/fileparse.php/7567/urlt/k12giftedlearners.pdf
Shrock, K. (2016). Kathy schrocks guide to everything: Assessment and rubrics. Retrieved November 5,
2016 from http://www.schrockguide.net/assessment-and-rubrics.html
University of South Florida Florida Center for Instructional Technology. (2016). The technology
integration matrix. Retrieved November 5, 2016 from http://fcit.usf.edu/matrix/matrix.php