Lesson 4.The Dance That Helps Bees Survive
Lesson 4 of 7
Objective: Write a claim supporting an argument by citing at least two facts as evidence and a conclusion that relates back to the claim.
To keep the focus on this lesson, we started with a guiding question, " How does group behavior benefit bees?". I provided time for students to discuss in small groups as well as whole class. This also affords my students the opportunity to use Accountable Talk Sentence Stems and Starters, while discussing the content.
I created a PowerPoint, Dancing for survival, in order to provide structure to the lesson, as well touch upon different learning styles in my classroom. There was new academic vocabulary introduced and my students used a modified Frayer Vocabulary Model to further and deepen their understanding of this new vocabulary.
I created the Bee Science Claim Writing Checklist, to help my students become better writers and help them organize their ideas in a more concise way while incorporating academic vocabulary. This checklist acted as the springboard to their writing. We also went over the Bee Claim & Argument Essay Rubric as a class, and in pairs, to help them better execute this task.
Class Discussion/Wrap Up
I believe that having students share their work is essential if they are going to feel that it was purposeful writing. If they never share, how will they be able to become better writers, not only in Science but overall? I think that by giving scaffolded support and having the students check the Bee Claim & Argument Essay Rubric, they are becoming better writers in all areas.