Producer / Consumer
Grade 1 Social Studies Unit
Dr. Charlene Kohn, Science Content Teacher
for
MB Clason, M. Langelier, C. Kohn
classes
Nov.-Dec. 2013
This unit is based on the unique nature of honeybees—and the products they make, specifically honey and wax—and how humans consume them. The economic concepts of producer / consumer were discussed as a group.
Students:
Evidence of Learning:
Students evaluated their body of work, synthesized learned knowledge and created individual documentation panels. The visual display of information may include written information.
Books read aloud and discussed:
Barron's. The Fascinating World of Bees.
Cutts, David. I Can Read About Bees and Wasps.
First Discovery Books. Bees.
Gibbons, Gail. The Honey Makers.
Litwin, Megan. Goods and Services.*Reading Street; leveled reader: 2.5.1
Martin, J. M. Busy Honeybees.
Micucci, Charles. The Life and Times of the Honeybee.
Stewart, M. How Do Bees Make Honey?
Unstead, Sue. The Beautiful Bee Book.
YouTube Videos:
“Honey Bees” http://www.youtube.com/user/backyardbugs
“Honey bees close up tending a queen” http://www.youtube.com/watch?v=UlEZU5L-M0E
“Life Cycle of a Worker Honey Bee” http://www.youtube.com/watch?v=K0GP1zZ7qvs
“Honey Bees - Life Cycle” http://www.youtube.com/watch?v=sSk_ev1eZec
Vocabulary:
honeybee, queen, drone, worker, house bee, field bee, larva, pupa, nectar, pollen, honey, hive, colony, swarm, collect, produce / producer, consume / consumer, beekeeper, wax cells, hexagon, intruder, defend, pollen baskets,
This unit of study addresses the following standards for grades 1 & 2.
Maine Learning Results: Social Studies Standards:
Next Generation Science Standards
1-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
1-LS1-2.Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world. (1-LS1-2)
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2)
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)
K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1
© 2011, 2012, 2013 Achieve, Inc. All rights reserved.
NEXT GENERATION SCIENCE STANDARDS and the associated logo are registered trademarks of Achieve, Inc.
Common Core State Standards Connections:
ELA/Literacy -
RI.1.1Ask and answer questions about key details in a text. (1-LS1-2)
RI.1.2Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10With prompting and support, read informational texts appropriately complex for grade.(1-LS1-2)
W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS1-1)
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Grade 1 Social Studies Unit
Dr. Charlene Kohn, Science Content Teacher
for
MB Clason, M. Langelier, C. Kohn
classes
Nov.-Dec. 2013
This unit is based on the unique nature of honeybees—and the products they make, specifically honey and wax—and how humans consume them. The economic concepts of producer / consumer were discussed as a group.
Students:
- Read & discuss the types of bees in a hive and create a model of a hive that includes a queen, drone, worker & larva.
- Read & discuss the various jobs of a worker house bee and create a model of a hive that shows them attending to wax cells, royal jelly, & honey.
- Read & discuss why bees dance and three types of dances they do: waggle dance, round dance, and shiver dance. Make a model that depicts all three dances.
- Read & discuss “Sleuth” grade 1 (page 32-33) and make comparisons between how honey has been used historically and how we use it today.
- Create a honeybee vocabulary dictionary in which students illustrate & define vocabulary words. Then alphabetize and bind into a book.
- Read & discuss “Plants & Seeds” by Gail Gibbons; then create a flower model.
- Read, determine importance of text and highlight information in Enchanted Learning: “Honeybees”.
- Read and discuss “Goods and Services” by Megan Litwin. Define & illustrate producer and consumer for vocabulary dictionary.
Evidence of Learning:
Students evaluated their body of work, synthesized learned knowledge and created individual documentation panels. The visual display of information may include written information.
Books read aloud and discussed:
Barron's. The Fascinating World of Bees.
Cutts, David. I Can Read About Bees and Wasps.
First Discovery Books. Bees.
Gibbons, Gail. The Honey Makers.
Litwin, Megan. Goods and Services.*Reading Street; leveled reader: 2.5.1
Martin, J. M. Busy Honeybees.
Micucci, Charles. The Life and Times of the Honeybee.
Stewart, M. How Do Bees Make Honey?
Unstead, Sue. The Beautiful Bee Book.
YouTube Videos:
“Honey Bees” http://www.youtube.com/user/backyardbugs
“Honey bees close up tending a queen” http://www.youtube.com/watch?v=UlEZU5L-M0E
“Life Cycle of a Worker Honey Bee” http://www.youtube.com/watch?v=K0GP1zZ7qvs
“Honey Bees - Life Cycle” http://www.youtube.com/watch?v=sSk_ev1eZec
Vocabulary:
honeybee, queen, drone, worker, house bee, field bee, larva, pupa, nectar, pollen, honey, hive, colony, swarm, collect, produce / producer, consume / consumer, beekeeper, wax cells, hexagon, intruder, defend, pollen baskets,
This unit of study addresses the following standards for grades 1 & 2.
Maine Learning Results: Social Studies Standards:
- Economics.
Next Generation Science Standards
1-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
1-LS1-2.Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world. (1-LS1-2)
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2)
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)
K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1
© 2011, 2012, 2013 Achieve, Inc. All rights reserved.
NEXT GENERATION SCIENCE STANDARDS and the associated logo are registered trademarks of Achieve, Inc.
Common Core State Standards Connections:
ELA/Literacy -
RI.1.1Ask and answer questions about key details in a text. (1-LS1-2)
RI.1.2Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10With prompting and support, read informational texts appropriately complex for grade.(1-LS1-2)
W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS1-1)
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.