can choose which particular insect they want to be by wearing
the corresponding necklace.
To develop children’s inquiry and critical-thinking skills, ask
them open-ended questions, such as “Why did you choose to be
the honeybee [or whichever insect necklace they are wearing]?”
and “What do you like best about being a honeybee?” Include
some honeybee posters and honeycomb as you tune in more to
your Busy Honeybees theme.
• Connect the math activity to this art lesson by providing small
paper hexagons, triangles, squares, and other geometric shapes.
Give the children a blank piece of white construction paper, a
glue stick, and access to all the geometric shapes. Tell them to
become busy little bees and create any picture or design they
would like to make from the shapes provided. Some children
might make a house from squares and triangles. Others might
make a beehive from hexagons. Let the children use their imag-
ination and create something special.
• Write the lyrics to “A Honeybee” on chart paper. Adding pictures
for the words honeybee, beeswax, comb honey, and honey will help the
children with word-to-word reading correspondence.
Next, sing “A Honeybee” to the tune of “Row, Row, Row Your
A honeybee gives us things.
This is what they do.
A honeybee makes the honey,
Beeswax, and comb honey too.
• As a transitional activity, play Rimsky-Korsakov’s music “Flight of
the Bumblebee” while the children, as bees, busily pick up after
center time. They will enjoy moving about quickly, as if they are
flying like bees. Pickup time will move along faster and the tran-
sition will be more enjoyable for everyone.
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