Lesson video

Hi everybody, it's Miss Gardener, thank you so much for joining in on today's lesson, I'm really excited for today's learning, I hope you are too so let's get started.

In today's lesson we're doing another planning lesson.

So your learning outcome today is I can plan ambitious, subject-specific vocabulary for the section about how bees make honey on return to the hive.

So, let's have a look at our key vocabulary.

We'll 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 subject.

So the subject-specific vocabulary we're going to be using today will be about the honey-making process.

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

And notes are points you write that are written out of full sentences.

You are not writing full sentences in your plan.

There are two sections to today's learning.

In the first we will be preparing to plan and in the second we will be writing the plan itself.

So let's get started with preparing to plan.

This explanation text can be structured into three sections, an introduction, which we've written already, section one which explained the process of honey making which takes place outside of the hive, and section two which takes place inside the hive.

In this lesson we are planning section two, so everything that takes place inside the hive.

So section two explains the steps of the honey-making process that take place inside the hive, so when the bee has returned to its hive.

Let's just recap those steps.

So step three, the nectar is transported back to the hive by the worker bee.

Then step four, the nectar is placed into the hexagonal, six-sided, wax comb.

Worker bees flap their wings there to evaporate the water.

Then finally, step five, the cells are then covered with a wax lid for storage.

These are the steps in their most simplified form.

So let's look at them now in more detail.

So let's look at step three in detail.

In step three the worker bee returns to the hive and needs to transfer the nectar to the processor bee who's in the hive.

It does this by regurgitating the nectar from its stomach into the processor bee's mouth.

Regurgitating means bringing back up food, or nectar in the bee's case, bringing back up the nectar from their stomach and out of their mouth.

They have to do that really slowly, really carefully, and not make any noise so that the nectar does not spill, it's a really careful, precise step of the process.

And now it's time for the processor bee to get to work.

The worker bee has done their job, they've gone and found the nectar from outside of the hive.

Now we're back at the hive and it's time for the processor bee to get started.

So, true or false? The worker bee transfers the nectar to the processor bee by dropping it, by dropping the nectar, in the hive.

Is that true or false? Pause the video now.

That is false.

Can you use A or B to justify your answer? A, the worker bee regurgitates the nectar from its stomach into the processor bee's mouth.

The worker bee spits out the nectar.

Pause the video now.

That is correct, it is A.

The work bee regurgitates the nectar from its stomach directly into the processor bee's mouth, so then the processor bee can get to work.

Right, step four.

Then the processor bee carefully, and this has got to be really careful so they don't lose any of the nectar, carefully places the nectar inside the hexagonal, the six-sided, honeycomb cell.

These cells are made out of thick, yellow wax, so they're actually really secure, they can hold the honey really securely, the honey isn't gonna spill.

The honey can now start to take shape.

However, it is still not honey really because there is way too much water in the nectar and it's not then thick or sugary enough.

So, the bees must rapidly, really really quickly, flap their wings so this generates heat.

Heat causes the water in the nectar to evaporate, to become gas, to disappear.

So let's check for understanding.

How does the bee remove water from the honey? A, the bee extracts the water with its tongue.

B, the bee evaporates the water by flapping its wings.

Or C, the bee blows the water away.

Pause the video now.

That is correct, it is B.

Well done everybody.

Okay, step five.

The final step.

The honey inside the cell needs to be protected so that it doesn't spoil and so that it doesn't spill or leak anywhere.

So the bee carefully seals the cell with a wax lid, so kind of covers the honeycomb cell, so that no honey can leak out.

And now the delicious honey is ready to be eaten, not just by humans, but also by the bees because it's a really nutritious energy source, it's really thick and sweet and full of energy for bees, but also humans as well.

And you might remember from a previous lesson the fact that actually bees are the only insect that produce food that humans eat, which is pretty amazing.

So, let's check for understanding.

You've got steps three, four, and five here and I want you to match them with the what happens.

So, the cells are then covered with a wax lid for storage.

The nectar is transported back to the hive.

The nectar is placed into the hexagonal wax comb.

The worker bee flaps its wings to evaporate the water.

Can you match each step, the picture of each step, to what happens? Pause the video now.

Okay, let's go through these.

Step three, the nectar is transported back to the hive, that's what happens by the worker bee, they bring the nectar back to the hive.

Step four, the nectar is placed into the hexagonal wax comb.

The worker bee flaps its wings to evaporate the water.

And step five, the final step, the cells are then covered with that wax lid for storage.

Well done everyone.

It's time for task A.

You need to fill in the blanks with the words from the word bank below.

Your words in your word bank are regurgitates, leak, wings, cell, and lid.

I'm going to read the sentences now.

I'll say blank when there's a word you need to fill in, a missing word you need to fill in, and remember you're choosing the words from the word bank.

Next, the bee returns to the hive.

It, blank, the nectar into the processor bee's mouth.

Then, the bee places the nectar inside the honeycomb, blank.

The bee flaps its, blank, to evaporate the water from the liquid.

Finally, the bee seals the cell with a wax, blank, so the honey cannot, blank, out.

Pause the video now and off you go completing task A.

Welcome back everybody, let's go through the answers.

Next, the bee returns to the hive.

It regurgitates the nectar into the processor bee's mouth.

Then, the bee places the nectar inside the honeycomb cell.

The bee flaps its wings to evaporate the water from the liquid.

Finally, the bee seals the cell with a wax lid so the honey cannot leak out.

Don't worry if you've made any mistakes in task A, now's a really good chance to pause the video and correct these mistakes so that we're really sure of all the details of what happens in these steps of the honey-making process.

So well done everyone.

It is now time for the second section of today's lesson where we're gonna be writing our plan.

Just a reminder, make sure you keep these plans safely so that they can be used when it comes to writing the second section.

So, when we write a plan, we use notes.

Notes are concise, so short, and capture key vocabulary and information, key information is the most important information, we don't need any unnecessary information on our plan because if we're not writing about it when it comes to writing the section, we definitely don't need to include it in the plan.

The purpose of notes, the reason writers make a plan, is that it helps the writer to organise the information easily for future use, so in the future, when it comes to writing.

So that when you're writing your section and you think, oh gosh, I don't know what to write next, I don't know where to start, I don't know how to finish this section, you can look at your plan and it will help you there because it's helping you to organise your sections and organise your writing.

When we take notes, we use bullet points.

Bullet points look like this.

You can see here, three dots, and then you write your point next to it or your fact next to it.

So, let's just check for understanding.

What is in a plan? A, bullet points for notes.

B, full sentences with capital letters and full stops.

C, key information.

And D, a range of sentence types.

Pause the video now.

That's correct, it's bullet points for notes and key information.

You don't need B, full sentences with a capital letter and full stop in your notes and D, a range of sentence types, that's not necessary in your plan, you'll definitely showcase that when it comes to writing, but you don't need to do that in the plan.

Well done everyone.

Okay, it is time for task B, we're gonna be writing the plan.

First, you need to write two to three main facts about step three using subject-specific vocabulary.

So the subject-specific vocabulary is in the word bank and it includes hive, mouth, regurgitates, nectar, and transfers.

So this is step three at the moment, the step where the worker bee returns the nectar to the hive.

So an example of a bullet point note for this step could be, worker bee returns to the hive.

You can see I've used the word hive from my word bank.

It's now your turn to complete the rest of the facts about this step, step three.

So pause the video now and write two to three main facts about step three using the word bank to help you.

Okay, well done everybody, let's go through what your bullet points might look like.

They don't have to look exactly like this, I'm sure they won't look exactly like this, but this is just what I've come up with and what I think are really concise points and the most key information.

Worker bee returns to the hive.

Transfers nectar to processor bee.

Regurgitates nectar into processor bee's mouth.

You can see I haven't used full sentences, no capital letters or full stops, these are just the most important points about this step.

It's now time to write two to three main facts about step four using subject-specific vocabulary.

In the word bank you have got the words hexagonal, water, evaporate, heat, and flap because this is the step where the processor bees place the nectar into the honeycomb cell and then flap their wings to evaporate the water.

So, your first bullet point note could look like places nectar inside hexagonal cell.

It's now your turn to write two to three facts about step four using the word bank to help you.

Off you go.

Welcome back everybody, let's go through what your bullet points might look like.

Again, don't worry if they don't look exactly like this, this is just what I've created using the subject-specific vocabulary in the word bank.

So places nectar inside hexagonal cell.

Too much water in the nectar.

Bee's wings flap rapidly to create heat and evaporate water.

It's quite a long point, my final point, but it's really important to use the word heat, the words heat and evaporate to explain how the water is removed from the nectar.

So pause the video now if you need to edit any of your notes.

Otherwise, let's move on to describing what happens in step five.

So now, you need to write two to three main facts about step five using subject-specific vocabulary.

In your word bank you have got wax lid, humans, cell, honey, and leak.

So we're explaining here the final step of the process, how the bees seal the honeycomb cell with a wax lid so that no honey will leak and then it can be eaten by bees and humans.

So my first bullet point note could look like this, wax lid on top of each cell.

So now it's time for you to pause the video and write two to three facts about what happens in step five.

Off you go.

Okay, well done everybody.

Here are the bullet point notes I've made, again, don't worry if yours don't look exactly the same, that's not a problem, these are just what I thought were the most important points.

Wax lid on top of each cell.

Honey cannot leak.

Honey ready to be eaten by humans and bees, that's the final point I want to make is that honey is eaten by both humans and bees.

Really well done everybody.

Again, pause the video now if you want to make any edits to your plan that we've written together so far.

Okay, it's time for task C.

We're gonna be thinking now about our fronted adverbials because when it comes to writing this section, we'll definitely want to include fronted adverbials in our writing.

It's just a really good idea to have these on our plan so that we remember to use them.

So you need to fill in the table with the following, three ordering fronted adverbials and one fronted adverbial of cause.

In your word bank you have got as a result, finally, then, and next.

Just as a reminder, an ordering fronted adverbial indicates the chronological order in which the steps of the process take place and a fronted adverbial of cause explains the cause and effect of something.

So pause the video now and have a go at sorting these fronted adverbials into their correct sections on the table.

Off you go.

Okay, well done everybody, welcome back, let's go through these.

So the ordering fronted adverbials are then, next, finally, to indicate the last step of the process and the fronted adverbial of cause, as a result.

Well done everybody.

Okay, it's the end of the lesson, so let's just summarise everything we have done and learnt.

Plans are written in note form with bullet points.

Full sentences are not needed in plans.

Key vocabulary and linguistic features should be logged in a plan.

The final three steps of the honey-making process happen inside the hive once the bee has returned to the hive.

Well done for a fantastic lesson everybody.

As I've said, keep these plans safe so that we can use them when we write this section, well done.