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Students will practice their reading informational text skills while learning all about honey bees!
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, the importance of bees as pollinators, why bees are at risk, and what we can do to help bees.
This resource includes:
- six pages of informational text about honey bees
- text-dependent comprehension passages
- interactive notebook flaps
- task cards
- sorting cards
- answer keys
This resource includes text-dependent comprehension passages and interactive notebook flaps. Answer Keys are included! This resource also includes 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, the 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:
The lifecycle of a Bee
Different Castes of Honey Bees
Colony Collapse Disorder
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's 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
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