Bee Helpers
Bee pollinating blueberry flowers (odyphoto, iStockphoto)
Bee pollinating blueberry flowers (odyphoto, iStockphoto)
How does this align with my curriculum?
Students will learn about the importance of bees and the human impacts on bee populations.
Overview
| Activities | Timing | Student grouping | Description |
|---|---|---|---|
| Minds-On: What do we know about bees? | 15 - 20 minutes | Large group | Students share their prior knowledge about bees. |
| Action: The World Needs Bees | 30 - 40 minutes | Small group | Students learn about the role of bees in the environment and the impacts of humans on bees |
| Consolidation: Be a Bee Helper | 15-20 minutes | Individual | Students will reflect and communicate their learning about bees and how to protect them, |
Students will
- Learn about the impacts of bees on society and the environment
- Learn about human impacts on bees and ways to minimize human impacts on bee populations
Learning Goals
Students will
- Learn about the impacts of bees on society and the environment
- Learn about human impacts on bees and ways to minimize human impacts on bee populations
Students will:
- Identify why bees are important to people and the environment
- Identify and describe how humans harm bees and ways that people can help bees
Success Criteria
Students will:
- Identify why bees are important to people and the environment
- Identify and describe how humans harm bees and ways that people can help bees
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Action)
Products
- Students could consolidate their learning about bees and the human impacts on bees by answering questions orally, on a poster or using the I Can Help Bees reproducible (Consolidation)
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Action)
Products
- Students could consolidate their learning about bees and the human impacts on bees by answering questions orally, on a poster or using the I Can Help Bees reproducible (Consolidation)
Students will
- Learn about the impacts of bees on society and the environment
- Learn about human impacts on bees and ways to minimize human impacts on bee populations
Learning Goals
Students will
- Learn about the impacts of bees on society and the environment
- Learn about human impacts on bees and ways to minimize human impacts on bee populations
Students will:
- Identify why bees are important to people and the environment
- Identify and describe how humans harm bees and ways that people can help bees
Success Criteria
Students will:
- Identify why bees are important to people and the environment
- Identify and describe how humans harm bees and ways that people can help bees
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Action)
Products
- Students could consolidate their learning about bees and the human impacts on bees by answering questions orally, on a poster or using the I Can Help Bees reproducible (Consolidation)
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Action)
Products
- Students could consolidate their learning about bees and the human impacts on bees by answering questions orally, on a poster or using the I Can Help Bees reproducible (Consolidation)
Materials and Preparation
Teaching and Learning Activities
This icon indicates potential assessment opportunities.
Minds-On: Bees and Where they Live (15-20 mins.)
| Instructions | Teaching Tips |
|---|---|
| Weather permitting, take students to an outdoor space. Bring along a piece of chart paper and marker. |
SafetyReview instructions for participating in outdoor activities. |
|
Activate prior knowledge by having students share what they already know about bees. Record this information in the “Know” part of a KWL chart. Depending on the time of year, students may need further support for triggering their knowledge, such as showing students pictures of insects and having students put a mark/sticky/rock on a picture of what they think bees look like. |
DiscussionsDiscussion prompts can include:
|
Action: The World Needs Bees (30-40 mins.)
| Instructions | Teaching Tips |
|---|---|
|
Show the students the slide show The World Needs Bees [Google slides] [pptx] [PDF]. On each slide, pause after asking the question at the top of the slide. After students share responses, click to have suggested answers appear on screen.
Have students add their questions and new knowledge and challenge existing ideas on the KWL chart. |
LanguageCreate a word wall of terminology students are likely to encounter during this lesson such as bee, solitary, home, insect, social, colony, queen bee, drone bees. Incorporate vocabulary in other relevant languages as well (e.g., French). 
Images and VideosFor students who are visually impaired, use the descriptions provided in the alt text to describe the images. You could also use manipulatives to support students with low vision. |
| Students could also independently complete this edpuzzle about bees from Animals for Kids (3:06 min.). It is introduced in the slideshow and can be assigned to students. If you are unfamiliar with edpuzzles, check out the edpuzzle Getting Started page. |
Images and VideosEncourage students to pause and replay sections before answering the questions. Students can turn on the closed captioning so that they can see the text while listening to the dialogue. |
Consolidation: Be a Bee Helper (15-20 mins.)
| Instructions | Teaching Tips |
|---|---|
|
Students could consolidate their learning about bees and the human impacts on bees by answering questions such as these:
This could be done orally and recorded on video (using a tool such as Flipgrid), summarized in a poster or using the I Can Help Bees reproducible [Google doc] [Word doc] [PDF]. 
Suggested responses for the reproducible include:
Have students reflect on their learning and as a large group, contribute to the “L” section of the KWL chart. |
Tip: LanguageEnsure that all possible words to be used during the consolidation activity are listed on a word wall. To further support students with the writing process students could use they could be encouraged to use this modified version of the reproducible. 
|
Background Information for Teachers
Insects and other animals that are pollinators of plants play an important role in ecosystems.
When you think of bees, what do you think of? You might think of honey or beeswax candles, but bees are very important pollinators.
Image - Text Version
Shown is a colour photograph of a large yellow and black insect landing on a stem of purple flowers.
In the foreground, one stem of flowers is in focus. An insect has landed on the left side. Its body is rounded into a C shape along the stem and its wings are stretched out behind it. The flowers are small, deep purple, and torpedo-shaped, closely stacked. Many other plants are out of focus in the background.
People across Canada can help bee populations. One way is to provide habitat in the form of a bee house. Another way is by growing flowers with easy access to pollen. This includes flowers with large open petals. Most importantly, people can choose not to use pesticides. They are harmful to unwanted insects, but they also hurt helpful pollinators like bees.
We can’t live without pollinators, so we all need to help protect them!