Lesson video

Hi, everybody, it's Ms. Gardner.

Thank you so much for joining in on today's learning.

It's great to have you here.

I'm really excited for today's lesson, I hope you are too.

So let's get going.

In today's lesson, we are gonna start planning our first section of our explanation text.

So your learning outcome today is, I can plan ambitious, subject-specific vocabulary for the section about how bees collect nectar outside of the beehive.

So let's have a look at our keywords.

We're going to do my turn, your turn.

Subject-specific vocabulary, plan, notes.

Let's have a look at what these mean.

Subject-specific vocabulary is vocabulary used when writing about a particular specific subject.

A plan is a framework that writers create before they write a section or a whole text.

And notes are written out of full sentences.

We do not write full sentences with capital letters and full stops in notes.

So there are two sections of our lesson today.

In the first, we'll be preparing to plan, and then in the second section, we will be writing our plan.

So let's start with preparing to plan.

This explanation text on how bees make honey can be structured into three sections, an introduction, which we've already written, section one, where we're looking at everything that takes place outside of the hive, and section two, where we look at what takes place inside the hive.

In this lesson, we're going to be planning section one.

In our explanation text and in our plans, we need to include subject-specific vocabulary, Subject-specific vocabulary is words that are specifically related to honeybees.

So some of the vocabulary we'll have to include will be nectar, that's that sticky, transparent liquid that bees collect from flowers, which eventually turns into honey after their hard work.

Honeycomb cell, these are the hexagonal cells, tiny, tiny little hexagonal cells that the bees place the nectar into, and then the honey is stored there.

And then the hive, which is where the bees live and where lots of the process of honey-making takes place.

So section one explains the steps of the honey-making process that takes place outside of the hive.

The first step, step one in its most, as a summary sentence, is that nectar is collected from flowers and it's stored in the bee's honey stomach.

Step two, nectar mixes with the enzymes and the proteins in the honey stomach and it's broken down into smaller molecules.

All of the.

These two steps take place outside of the hive, the bee has not returned to the hive yet, so that's why we'll be talking about these in section one.

So let's look at these now in a little bit more detail.

So step one, the first thing that needs to happen for the honey-making process to begin is that the worker bee has to leave the hive, and it leaves the hive in search for nectar from fresh, colourful flowers so that it can feed its family back in the hive, because it's not just humans that eats honey, bees actually eat the honey too.

It's a really nutritious and a healthy energy source for the bees.

So it goes off looking for this nectar.

The worker bee has superb colour vision, so it can see lots of bright colours really well, and it's attracted to, so drawn to blue, purple, and yellow flowers in particular.

So really beautiful, colourful flowers are where honeybees are tend to be drawn to.

And I think this is amazing, but each trip, so each time the worker bee leaves the hive, the bee visits between 50 and 100 flowers to collect enough nectar.

That is a lot of flowers, isn't it? But it does need to collect a lot of nectar to make enough honey.

Let's check for understanding.

True or false, the honeybee flies to trees and bushes to collect nectar.

Pause the video here.

That's correct.

It's false.

Can you use A or B to justify your answer? A, the honeybee is attracted to fresh flowers with blue, purple, and yellow petals.

Or B, the honeybee collects nectar from sunflowers.

Pause the video now.

That's correct.

It is A.

We know the honeybee, or the worker bee, in particular, has superb colour vision, So it's attracted to those really fresh, colourful flowers.

Well done.

Okay, step two, again, this is still taking place outside of the beehive.

So the bee, the worker bee collects the nectar from the flowers, and it doesn't do this with its hands or its legs, it does it with its tongue, and it's a really, really long tongue, almost like a straw.

So we can use the adjective straw-like to describe the tongue.

And it sucks up the nectar.

Interestingly, a honeybee has two stomachs.

The nectar travels down into the honey stomach in particular, it needs to go into the honey stomach because there are some really important substances there called enzymes and proteins.

In this honey stomach, the enzymes and proteins break down the nectar into smaller molecules so that eventually it can start to become honey.

It wouldn't be able to become honey if it wasn't broken down because the molecules would just be too big.

Let's check for understanding.

How does nectar get broken down into smaller molecules? A, the bee crushes it with its tongue, B, proteins and enzymes break it down in the bee's honey stomach, or C, enzymes mix the nectar on the bee's tongue.

Pause the video now.

That's correct.

It's those substances inside the honey stomach, the proteins and the enzymes, which break it down, the nectar, into smaller molecules.

Well done.

So let's just check our understanding, then we're really clear on those two steps, the first two steps of the honey-making process.

There's a picture there, number one, which is step one, and then a picture which shows step two.

Your options are, nectar mixes with the enzymes and proteins and it's broken down into smaller molecules, or nectar is collected from colourful flowers using the bee's tongue.

So pause the video now and match the picture of step one and the picture of step two to what happens.

Off you go.

Okay, well then, everyone, let's go through it.

So step one, nectar is collected from colourful flowers using the bee's tongue, that's the first step that needs to happen in the honey-making process, because without nectar, honey can't be produced.

Step two, nectar mixes with the enzymes and proteins and it's broken down into smaller molecules.

Well done, everyone.

So it's time for task A, where you are going to be filling in the blanks with the words below.

So I've given you a word bank at the bottom.

You need to use this word bank to fill in the missing blanks.

I'm gonna say the the sentence is now.

And when I say the word blank, that's when you know a word needs to be filled in.

First, the honeybee, sorry.

First, the honeybee leaves the hive and searches for colourful blank.

It is attracted to blue, yellow, and purple blank.

Then it collects the nectar using its long blank.

Next, the nectar travels into the honey stomach and mixes with blank and proteins.

This breaks down the nectar into smaller blank.

Pause the video now and have a go at completing task A.

Well done, everyone.

Let's go through the answers.

First, the honeybee leaves the hive and searches for colourful flowers.

It is attracted to blue, yellow, and purple petals.

Then it collects the nectar using its long tongue.

Next, the nectar travels into the honey stomach and mixes with enzymes and proteins.

This breaks down the nectar into smaller molecules.

Well done, everyone, on task A.

You've all done brilliantly so far.

It's now time for the second section of our lesson where we are going to be writing the plan.

When we write a plan, we use notes.

Notes are concise, so short and efficient, and they capture key, the most important vocabulary and information.

The reason we write notes and the purpose of notes is to help the writer to organise information easily for future notes.

So it's really important you keep these plans safe because you'll use them when it comes to you writing this section.

You'll be able to refer back to it so that you know what you're writing and you know what order you want to write sentences in, and it just makes the whole writing process a lot more coherent.

When we write notes and when we take notes, we use bullet points.

They look like this.

Our bullet point notes do not need to be written in full sentences.

We do not need capital letters.

We do not need full stops.

We are just writing the key vocabulary and key information points in a really short and concise way.

So let's just check for understanding.

What is in a plan? A, full sentences with capital letters and full stops, B, bullet points for notes, C, subject-specific vocabulary, and D, unnecessary information.

Pause the video now.

Okay, let's go through it.

In a plan, you need bullet points for notes and subject-specific vocabulary.

We don't need full sentences with capital letters and full stop.

So the answer cannot be A.

And D, unnecessary information, unnecessary means you don't need it.

So we don't need to put anything in a plan that we are not going to use in writing.

Well done, everyone.

It's time for task B.

Part one of task B, you are going to write two to three key main facts about step one using subject-specific vocabulary.

So the subject-specific vocabulary includes flowers, colour vision, colourful, and petals.

You can see those words in your word bank.

So you are just talking at this stage about what happens in step one when the worker bee leaves the hive and searches for nectar from the colour from those flowers.

So think back to everything you know about step one, and you're gonna kind of summarise what happens in three key bullet point notes.

Just as a reminder of what happens, of what a bullet point note looks like, your first point in this section could be searches for colourful, fresh flowers.

You can see I haven't got a capital letter, I haven't got a full stop, it's just that most key point, the fact that the worker bee is searching for colourful, fresh flowers.

And I've used my word bank to help me.

So now, you can go and fill in the rest of this, of your plan using the word bank, and just talking now about step one.

So pause the video here.

Well done, everybody.

Let's go through what your bullet points might look like.

They might not be exactly the same as this.

Don't worry if they're not.

This is just an example.

So searches for colourful, fresh flowers, attracted to blue, yellow, purple petals, or you could say that it has superb colour vision, and then visits 50 to 100 flowers per trip, that's a fact that I've remembered from earlier on in the lesson, which I think I want to include in my writing.

Well done, everyone.

Now, task B part two.

You need to write two to three, again, main facts, but this time, about step two, using subject-specific vocabulary.

The subject-specific vocabulary is in the word bank below, and the words include enzymes, tongue, honey stomach, nectar, proteins, and molecules.

So looking at the image to help you, it's describing everything that happens from when the bee collects the nectar with its tongue and then what happens in the honey stomach.

An example, first bullet point note could be collects nectar with long tongue.

Again, not a full sentence, no capital letter or full stop.

So pause the video now and write two to three main facts about what happens in step two.

Off you go.

Well done, everyone.

Let's go through what your bullet points might look like.

Again, don't worry if they don't look exactly the same as mine.

These are just examples of what they could look like.

So it collects nectar with long tongue, nectar travels to honey stomach.

You might have written about how the honeybee has two stomachs as well, 'cause that was a really interesting fact we learned earlier.

And enzymes and proteins break it down into smaller molecules.

I thought those were the three most important points about step two, so they're on my plan, and I hopefully will include all of these points in my writing when it comes to writing this section.

So really well done, everyone.

Final part of task B, part three, is looking at fronted adverbials.

You've got a table which you need to fill in with the following, three ordering fronted adverbials and one fronted adverbial of cause.

Here is a word bank to help you.

These are the options of fronting and fronted adverbials.

You have as a result, first, then, and next.

And you need to sort them into the correct sections of this table.

So pause the video now and sort and fill the table with these fronted adverbials.

Okay, well done, everyone.

Let's go through where these could go on the table.

You are ordering fronted adverbials.

Ordering fronted adverbial, what is the purpose of that, them? They indicate the chronological order of the steps of a process.

So you'd have first, then, and next.

They are all examples of ordering fronted adverbials.

A fronted adverbial of cause shows the cause and effect of something, so you could use as a result.

I definitely recommend writing a comma after all of your fronted adverbials on your plan because, even though this is just a plan, this is not your final piece of writing, it's a really good way to remind you, when it comes to writing, to include a comma after the fronted adverbial.

Well done, everyone.

Let's summarise everything we've done in today's lesson and all the learning we've completed.

Plans are written in note form with bullet points.

Full sentences are not needed in plans.

Key subject-specific vocabulary and linguistic features such as fronted adverbials should be logged in a plan.

The first two steps of the honey-making process happen outside of the hive.

Well done, everybody, for a fantastic lesson.