Brief Description

This lesson is part of an environmental unit, in which aspects of the rainforest will be studied.  This particular lesson explores the subject of Africanized Honey Bees (AHB), which will be divided into several sub-topics that include: Identification, Habitat, Location and Migration, Stings, Economics, Precautions, and Frequently Asked Questions. First, as a whole class, via the Internet displayed on the TV converter, the students will be introduced to the topic, get a brief overview, as well as how to locate the Real Time Data web site that they will be using on the Internet.  In addition, they will learn how to access the different sub-topics that they will be exploring in greater depth, as small research-type groups.  Each small group will choose a different sub-topic to research using the classroom computer, as well as the computer lab. As a culminating activity, each group will create a brief PowerPoint presentation, which will cover the main ideas from their research.  From introduction to conclusion, this lesson should take approximately, two to three weeks, depending on the availability of computers.

Standards and Frameworks

Technology Standards

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
• 3T-E2. Use a variety of technology tools for data collection and analysis
• 3T-E3. Publish and present information using technology tools
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom

• R-E2. Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections.
• W-E1. Use correct spelling, punctuation, capitalization, grammar and usage, along with with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks.
• W-E8. Demonstrate research skills using reference materials such as a dictionary, encyclopedia and thesaurus to complete effectively a variety of writing tasks
• 1SC-E3. Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations
• 1SC-E6. Analyze scientific reports from magazines, television or other media
• 3SC-E2. Develop and use a systematic approach to analyze the risks associated with natural and biological hazards
• 2M-E1. Construct, read, analyze and interpret tables, charts, graphs and data plots (e.g.,  box-and-whisker, stem-and-leaf, and scatter plots)

Academic

• Upon choosing a sub-topic from those presented in class, students, working in small groups of three to four, will research and create an outline that emphasizes the main ideas from their topic, which will be used in their final presentation.
• Upon completion of their research, each group will come up with at least five question/answer cards, which will be used on game boards that students create, following the theme of Africanized Honey Bees.
• Upon completion of the final group presentations, each student will write 1-2 things they knew before, but understand better now, 3-5 new things that they now know, and 1-2 things they would like to know more about, or that are confusing.  They will also rate their feelings about the project itself. This will be done on a prepared Word document.

• Students, working as a small group, in the computer lab (if available), will access a designated Real Time web site, locate their chosen sub-topic, investigate additional links when they occur, and complete an outline that includes accurate information as detailed on the web site.
• Students, working in small groups, will create a three to five minute Power Point presentation, consisting of one to three slides, which highlight the main ideas from their research.

• Students will need to be able to locate a Real Time web site on the Internet, as well as be able to access sub-topics and additional information through the links that are provided.
• Students will need to have experience with creating a PowerPoint presentation, how to save their work, and how to access clip art, if they want to include graphics in their final presentations.

• Access to computer(s) with Real Time links
• Classroom computer and computer lab
• T.V. converter
• Paper and writing materials
• Drawing materials
• Printer
• Scanner (not required, but may be useful)

Due to the very nature of small group work, the SEI and Special Education students will be accommodated by the peer collaboration and individualized help, when needed. Students will be assigned to specific groups based on their particular needs. Teacher’s expectations and/or roles for individual group members can be communicated at the beginning of the project and facilitated throughout the process.  Modifications will be made for individual needs and abilities, regarding the completion of the “Africanized Honey Bees” worksheet.  A creative, independent activity, that of making theme related game boards, will be given as an option for the Advanced Learners towards the end of the project as an enrichment activity.

Procedures

1. This lesson will be done as part of environmental unit, in which aspects of the rainforest will be explored. To begin, as the title to this web site link is called “Dangerous,” briefly discuss what the students think might be dangerous in the rainforest. (If Africanized Honey Bees are in your area, try to make a connection with the rainforest and where you live, ie “What’s dangerous in the rainforest, is also becoming a danger here, too”.)  Ask them what they think about when they hear “Africanized Bees.”  Use this as a segue, to introduce, via the Internet displayed on the TV converter, the Real Time web site that they will be researching. Provide each student with a print out that explains the steps for locating the web site.
2. Using the Internet, provide a brief overview of the site, how to get to it, as well as the different sub-topics that the students will be researching as small groups.  http://agnews.tamu.edu/bees/
3. Put students together into small groups of 3-4.  Be selective when assigning the Special Needs students to a group, so that their particular “needs” will be accommodated.
4. As a group, the students will choose one of the eight sub-topics to research. (Introduction, Identification, Stings, Where Are They, Habitat, Economics, What To Do, Frequently Asked Questions)
5. Once groups and sub-topics have been established, it is time to start researching. I have found that using a computer lab for this purpose, especially at the beginning, is best. If possible, each group will work at several computers.
6. In each group, 1 or 2 pairs of students should read the information through first. In this way, they are familiarizing themselves with their sub-topic and the main ideas that they may want to include in their final presentation.
7. After reading through the information once, the students should go back and reread.  This time, however, they are to focus on the main ideas and any interesting information they may want to include in their PowerPoint presentation.  They need to start writing down the main points from their research.  They may need to go back to the site for additional review or information.
8. Upon completing their research and note taking, let the students review their information, and start organizing it in a way that would lend itself to creating 1-3 PowerPoint slides. Knowing an outline format for this purpose might be helpful. The group presentations are a way to teach each other.  Therefore, the students need to think about what information would be most useful and interesting for the other students to know and understand.  A teacher check at this time would be a good idea. (Due to the length of each sub-topic, generally, a week should be enough time for the research part of this project.)
9. Once notes are organized, it is time for the students to start creating their slides. This can be done in either the computer lab setting or on the classroom computer. Prior to the group presenting their slides to the class, the teacher may want to  preview the slides.  Some groups may need to put in a little extra time, in order that each group is done at the same time. (Depending largely on computer availability, this step may take 1 –2 weeks for completion.)
10. Tell students ahead of time in what order they will do their group presentations. Have the students decide how they will present their research, i.e. who will narrate each slide, and/or provide more details, if necessary; how will any self-created graphics be presented, etc.
11. Culminating Activity - One group at a time should present their slides, via the TV converter, along with any other graphics that they may have created for this activity.
12. As an additional way of assessing what the students have learned from this activity,  ask each student to write 1-2 things they knew before, but understand better now; 3-5 new things that they now know; and 1-2 things they would like to know more about, or that is confusing.  This should be done on the "Africanized Honey Bees" worksheet. They will also be asked to rate the project and explain their rating.
13. Enrichment Activity - Each group, will write on index cards, at least 5 question/answer cards that is based on their research, which will be used on student created game boards.

Students’ assessments will be based on the following:
1.  The completion and organization of their research notes.
2.  The group PowerPoint presentation.
3. The completion of the “Africanized Honey Bees” worksheet and rating scale.

These assessments will be evaluated on the attached rubric.