Reading Comprehension Passages and Questions on The Honey Bee

Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
Reading Comprehension Passages and Questions on The Honey Bee
File Type

Zip

(30 MB|29 pages)
Product Rating
Standards
NGSS3-LS1-1
NGSS3-LS4-2
NGSS4-LS1-2
NGSS3-LS2-1
NGSS4-LS1-1
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  • Product Description
  • StandardsNEW

Students will learn all about honey bees with these reading comprehension passages and questions. Honey bees are so important and have interesting life cycles! Students will learn about why bees are important, how the hive works, the life cycle of bees, bees importance as pollinators, why bees are at risk and what we can do to help bees. This resource has six pages of informational text about honey bees.

This resource includes text dependent comprehension passages and interactive notebook flaps. Answer Keys are included! This resource also include two task cards with sorting card activities. These are self-checking and can be used as a center for literacy or science or for fast finishers!

This no prep unit is ready to print and use. Great for grades 3-6. This resource is aligned with CCSS for Reading Informational Text.

This reading unit has a science theme and students will learn all about honey bees, how important bees are, life cycle of a bee and pollination. They will learn about conservation efforts to protect honey bee populations.

This is a very low prep unit. Just print and use!

Science Concepts Addressed in the Reading Passages:

Lifecycle of a Bee

Different Castes of Honey Bees

Colony Collapse Disorder

Pollination

Importance of Bees to Food Sources

Why Bee Populations are Declining

How to Help Bees

While this unit does not completely cover the NGSS standards, It touches on and addresses concepts in the following standards:

NGSS 3-LS2-1. Construct an argument that some animals form groups that help members survive

NGSS 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

NGSS 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing

NGSS 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

NGSS 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

This resource is also aligned with the science standards for Utah third grade.

Utah SEEd 3.2.1 Develop models to describe patterns of change that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.

By Lynda R. Williams

Teaching Science With Lynda

Students love my reading comprehension passages and questions! Please see my other Reading Comprehension and CLOSE Reading Passages:

Sea Turtle Conservation Close Reading Unit

LifeCycle of a Rabbit Close Reading Unit

Log in to see state-specific standards (only available in the US).
NGSS3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Changes organisms go through during their life form a pattern. Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
NGSS3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
NGSS4-LS1-2
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
NGSS3-LS2-1
Construct an argument that some animals form groups that help members survive.
NGSS4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.
Total Pages
29 pages
Answer Key
Included
Teaching Duration
1 Week
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