Design and Build a Bee House
Bee exiting a bee house (Bananebrei, Pixabay)
Bee exiting a bee house (Bananebrei, Pixabay)
How does this align with my curriculum?
Students will learn about the human impacts on bee populations as they design, test, build and observe a structure for solitary bees.
Overview
| Activities | Timing | Student grouping | Description |
|---|---|---|---|
| Minds-On: Research and Understand the Problem |
20 - 30 minutes |
Large group |
Students will observe bee homes and discuss the need for solitary bee houses. |
| Action: Design, Build and Test a Prototype |
40 - 60 minutes |
Small group | Students design, build and test a structure that solitary bees can nest in. |
| Consolidation: Communicate the Solution |
20 - 30 minutes |
Individual | Students document and share images of their completed bee houses. |
This lesson can be done over a few days.
Students will
- Learn how bee houses solve a real world problem
- Use an engineering design process and associated skills to design and build structures for solitary bees
- Follow established health and safety procedures during science and technology investigations
Learning Goals
Students will
- Learn how bee houses solve a real world problem
- Use an engineering design process and associated skills to design and build structures for solitary bees
- Follow established health and safety procedures during science and technology investigations
Students will:
- Understand how bee houses are a way for people to reduce negative impacts on bee populations
- Design, build and test a structure for solitary bees to live in
- Use tools and materials safely and appropriately
Success Criteria
Students will:
- Understand how bee houses are a way for people to reduce negative impacts on bee populations
- Design, build and test a structure for solitary bees to live in
- Use tools and materials safely and appropriately
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Consolidation)
- Observe and record using audio or video how students plan to go about building their bee houses (Action)
- Students test their bee houses against the class criteria and record successful completion on a checklist (Action)
- Observe and record students’ safe use of tools and materials (Action)
Conversations
- Listen to and record students as they share ideas for the criteria of the bee houses (Action)
- Have students communicate their thoughts about their design sketches. Encourage students to describe their sketches in words and explain how their ideas meet the design criteria (Action)
- Have a conversation with each student about the process of building the bee house including challenges they encountered and how they overcame them (Consolidation)
Products
- Students could make labelled drawings of their bee houses on the Build a Bee House Design Sketch and Plan reproducible (Action)
- Students could submit their completed Build a Bee House Design Sketch and Plans (Action)
- Students could submit drawings or photographs of their bee houses once hung up (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, Consolidation)
- Observe and record using audio or video how students plan to go about building their bee houses (Action)
- Students test their bee houses against the class criteria and record successful completion on a checklist (Action)
- Observe and record students’ safe use of tools and materials (Action)
Conversations
- Listen to and record students as they share ideas for the criteria of the bee houses (Action)
- Have students communicate their thoughts about their design sketches. Encourage students to describe their sketches in words and explain how their ideas meet the design criteria (Action)
- Have a conversation with each student about the process of building the bee house including challenges they encountered and how they overcame them (Consolidation)
Products
- Students could make labelled drawings of their bee houses on the Build a Bee House Design Sketch and Plan reproducible (Action)
- Students could submit their completed Build a Bee House Design Sketch and Plans (Action)
- Students could submit drawings or photographs of their bee houses once hung up (Consolidation)
Students will
- Learn how bee houses solve a real world problem
- Use an engineering design process and associated skills to design and build structures for solitary bees
- Follow established health and safety procedures during science and technology investigations
Learning Goals
Students will
- Learn how bee houses solve a real world problem
- Use an engineering design process and associated skills to design and build structures for solitary bees
- Follow established health and safety procedures during science and technology investigations
Students will:
- Understand how bee houses are a way for people to reduce negative impacts on bee populations
- Design, build and test a structure for solitary bees to live in
- Use tools and materials safely and appropriately
Success Criteria
Students will:
- Understand how bee houses are a way for people to reduce negative impacts on bee populations
- Design, build and test a structure for solitary bees to live in
- Use tools and materials safely and appropriately
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to actively listen during large group discussions (Minds-on, Consolidation)
- Observe and record using audio or video how students plan to go about building their bee houses (Action)
- Students test their bee houses against the class criteria and record successful completion on a checklist (Action)
- Observe and record students’ safe use of tools and materials (Action)
Conversations
- Listen to and record students as they share ideas for the criteria of the bee houses (Action)
- Have students communicate their thoughts about their design sketches. Encourage students to describe their sketches in words and explain how their ideas meet the design criteria (Action)
- Have a conversation with each student about the process of building the bee house including challenges they encountered and how they overcame them (Consolidation)
Products
- Students could make labelled drawings of their bee houses on the Build a Bee House Design Sketch and Plan reproducible (Action)
- Students could submit their completed Build a Bee House Design Sketch and Plans (Action)
- Students could submit drawings or photographs of their bee houses once hung up (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, Consolidation)
- Observe and record using audio or video how students plan to go about building their bee houses (Action)
- Students test their bee houses against the class criteria and record successful completion on a checklist (Action)
- Observe and record students’ safe use of tools and materials (Action)
Conversations
- Listen to and record students as they share ideas for the criteria of the bee houses (Action)
- Have students communicate their thoughts about their design sketches. Encourage students to describe their sketches in words and explain how their ideas meet the design criteria (Action)
- Have a conversation with each student about the process of building the bee house including challenges they encountered and how they overcame them (Consolidation)
Products
- Students could make labelled drawings of their bee houses on the Build a Bee House Design Sketch and Plan reproducible (Action)
- Students could submit their completed Build a Bee House Design Sketch and Plans (Action)
- Students could submit drawings or photographs of their bee houses once hung up (Consolidation)
Materials and Preparation
Teaching and Learning Activities
This icon indicates potential assessment opportunities.
Minds-On: Research and Understand the Problem (20-30 mins)
| Instructions | Teaching Tips |
|---|---|
|
Take students to an outdoor space. |
Review instructions for participating in outdoor activities. |
|
Activate prior knowledge by having students share what they already know about bees and where bees live. Alternatively, do the Bee Helpers lessons before this lesson. |
 DiscussionsDiscussion prompts can include:
|
|
As a class, look at the images of different types of homes for social and solitary bees using the Bee Homes slides [Google slides] [pptx] [PDF] or similar images.  Image - Text VersionShown are two colour photographs.  Image - Text VersionShown are four colour photographs of wooden structures with many small holes in their surfaces. |
 Images and VideosFor students with visual impairments, use the descriptions provided in the alt text to describe the images. You can also support students using manipulatives of shapes and figures. |
|
Explain to students that sometimes solitary bees have trouble finding places to live. This is why students will design and build houses for solitary bees. Have students identify what the human-made solitary bee houses have in common. This will form the basis of their design criteria. |
DiscussionsDiscussion prompts can include:
|
Action: Design, Build and Test a Prototype (20-30 mins)
| Instructions | Teaching Tips |
|---|---|
|
As a class, have students co-construct design criteria that their prototype bee house must meet. Note: To maximize the chances of having bees use the houses, each bee house should have
|
DiscussionsQuestion prompts can include:
Encourage supportive listening and building on the ideas of others during brainstorming. |
|
Have students individually visualize what the solution might look like and make labelled sketches based on their visualizations on the Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF]. |
 LanguageStudents could copy words for various materials from the Design Plan (second page of the reproducible). The words could also be added to a Word Wall. |
 Image - Text VersionShown is a colour image of a worksheet for students. At the top it says, "What is the problem?" Below is an empty box labelled "My Design Ideas". |
 ConnectionsEncourage students to think about other homes they have seen, including animal homes and their own homes for inspiration. |
|
Have students create a Design Plan. They could do this by circling the key tools and materials on the Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF].  Image - Text VersionShown is an image of a worksheet for students. The document is letter-sized, with green and blue printing on a white background. Have students explain to you orally how they would go about building their bee house. Once they are ready to build, enable students to gather the materials and tools they need. |
 IdeaRemove the images from the Google doc or Word doc and have students draw in their own tools and materials. For some materials and tools, it is easier if students work in small groups. |
|
Have students build the design idea based on the design plan. With each student, use a checklist that includes the design criteria that the class agreed to. Have each student test to see if each criteria has been met. For example:
Encourage students to modify the prototype and retest it against the design criteria as necessary until all of the boxes on the checklist are ticked. |
 SafetyReview how to safely use all provided tools and materials. IdeaIf students need a more scaffolded experience, they could watch the video Build a Beehouse! from SciShow Kids that illustrates one method to build a beehouse upon which they could model their own bee houses. If using metal cans, make sure they are clean and dry and do not have sharp edges. |
Consolidation: Communicate the Solution (20-30 mins)
| Instructions | Teaching Tips |
|---|---|
|
Encourage students to bring their bee houses home and to find a sunny south-facing location on which to hang them. The houses could be hung alongside a house, on a tree in a forest or on a city street, a fence post, a mailbox, etc. Have students draw or take pictures of their bee houses once hung up and share them with the class.  Image - Text VersionShown is a colour photograph of a bundle of tightly rolled materials, tied to a tree branch. |
ConnectionsSend home drawing materials with students if necessary. Students could put their bee houses up in a neighbourhood park. SafetyPutting up the bee houses should be done under adult supervision. |
Background Information for Teachers
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.
There is a need to protect solitary bee species because, like many wild animals, their natural nesting places are being replaced by human urban environments. These important pollinators are required for the production of food for humans and other domestic animals as well as for the survival of plant species.
A house for solitary bees provides nesting spaces in the form of tubes or holes in wood that bees can crawl into to stock with pollen and nectar (as food for bee larvae) and lay their eggs. These nesting spaces are usually located in a dry and secure sunny south or southwest spot that receives lots of sunshine to provide warmth over the winter. In the springtime, the new generation of mature bees exits the tubes.
Additional Resources
Reproducibles
- Bee Homes [Google slides] [pptx] [PDF]
- Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF]
Books
What is an Insect? (Interactive)
By Let’s Talk Science
How are insects similar to and different from humans? What makes an insect an insect? Learn about sorting & classifying, anatomy, and biodiversity while exploring the amazing world of insects in this book illustrated with beautiful photographs. This book is available to download in English, French, Spanish and Portuguese.
ISBN: 978-1-7753552-0-5 (English)
ISBN: 978-1-7753552-2-9 (Français)
Animal Architects: Amazing Animals Who Build Their Homes
by Daniel Nassar and Julio Antonio Blasco
Look inside chimpanzee nests, beaver dams, termite mounds, stork nests and many more - and get to know the clever animals who build them!
ISBN: 9781780676548
Videos
Build a Beehouse! (2017)
This video (4:28 min.), from SciShow Kids, explains and demonstrates one method to build a beehouse for solitary bees.
Kids learn why bees are awesome (2015)
This video (2:02 min.) from National Geographic presents the Sweet Virginia Foundation, which aims to get children up close and interactive with bee populations.
Reproducibles and Media
Reproducibles
- Bee Homes [Google slides] [pptx] [PDF]
- Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF]
Books
What is an Insect? (Interactive)
By Let’s Talk Science
How are insects similar to and different from humans? What makes an insect an insect? Learn about sorting & classifying, anatomy, and biodiversity while exploring the amazing world of insects in this book illustrated with beautiful photographs. This book is available to download in English, French, Spanish and Portuguese.
ISBN: 978-1-7753552-0-5 (English)
ISBN: 978-1-7753552-2-9 (Français)
Animal Architects: Amazing Animals Who Build Their Homes
by Daniel Nassar and Julio Antonio Blasco
Look inside chimpanzee nests, beaver dams, termite mounds, stork nests and many more - and get to know the clever animals who build them!
ISBN: 9781780676548
Videos
Build a Beehouse! (2017)
This video (4:28 min.), from SciShow Kids, explains and demonstrates one method to build a beehouse for solitary bees.
Kids learn why bees are awesome (2015)
This video (2:02 min.) from National Geographic presents the Sweet Virginia Foundation, which aims to get children up close and interactive with bee populations.
Science
- Students can explore photos or videos of other types of animal dwellings that humans make. Discuss using questions such as:
- “What types of pet homes/animal dwellings are built by humans? Which kinds have you seen? (e.g., bird bath, bird house, bird feeder, bat house, toad house, dog house, animal park or preserve, zoo)
- “Why are human-made pet houses/animal dwellings sometimes needed?”
- “Why might it be desirable to attract or keep certain living things (e.g., bats, birds, bees) in an environment?” (e.g., bees and other pollinators help plants reproduce and grow, bats eat pests like mosquitos, zoos and animal preserves help protect and increase the number of endangered species)
- “What things do you need to consider before building a house/dwelling for an animal?”
Image - Text Version
On the left is a colour photograph of a shallow black box at the top of a wooden post.
The box has a sloped top, like a mailbox. The bottom appears to be open. In the background, bright blue sky and wispy clouds indicate the box is up high.
On the right is a colour photograph of a pale blue bird flying next to a wooden structure.
On the right is a square wood structure with a plank on top, like a roof. On the front is a wood square with a round hole in it. The bird appears to be flying away from this. The tips of its wings are blurred in motion, and its feet hang down from its body.
Literacy
-
Read a book such as Animal Architects: Amazing Animals Who Build Their Homes by Daniel Nassar and Julio Antonio Blasco, and explore the structures that animals build themselves.
Mathematical Thinking
- Students could measure (e.g., the dimensions of the bee house, the length of pieces of material (cm), the time (mins., hours, days) it takes for a bee to discover the bee house).
- Students could record data about how many solo bees come to the bee house in a chart.
- Students could count the holes or identify shapes in the photographs used in the slide show.
Visual Arts
- Students could develop the design of the bee house using a digital drawing program.
- Students could use different art materials to represent their bee houses.
Computational Thinking
- Create a picture-based algorithm to provide directions on how to build a basic bee house.
Extensions
Science
- Students can explore photos or videos of other types of animal dwellings that humans make. Discuss using questions such as:
- “What types of pet homes/animal dwellings are built by humans? Which kinds have you seen? (e.g., bird bath, bird house, bird feeder, bat house, toad house, dog house, animal park or preserve, zoo)
- “Why are human-made pet houses/animal dwellings sometimes needed?”
- “Why might it be desirable to attract or keep certain living things (e.g., bats, birds, bees) in an environment?” (e.g., bees and other pollinators help plants reproduce and grow, bats eat pests like mosquitos, zoos and animal preserves help protect and increase the number of endangered species)
- “What things do you need to consider before building a house/dwelling for an animal?”
Image - Text Version
On the left is a colour photograph of a shallow black box at the top of a wooden post.
The box has a sloped top, like a mailbox. The bottom appears to be open. In the background, bright blue sky and wispy clouds indicate the box is up high.
On the right is a colour photograph of a pale blue bird flying next to a wooden structure.
On the right is a square wood structure with a plank on top, like a roof. On the front is a wood square with a round hole in it. The bird appears to be flying away from this. The tips of its wings are blurred in motion, and its feet hang down from its body.
Literacy
-
Read a book such as Animal Architects: Amazing Animals Who Build Their Homes by Daniel Nassar and Julio Antonio Blasco, and explore the structures that animals build themselves.
Mathematical Thinking
- Students could measure (e.g., the dimensions of the bee house, the length of pieces of material (cm), the time (mins., hours, days) it takes for a bee to discover the bee house).
- Students could record data about how many solo bees come to the bee house in a chart.
- Students could count the holes or identify shapes in the photographs used in the slide show.
Visual Arts
- Students could develop the design of the bee house using a digital drawing program.
- Students could use different art materials to represent their bee houses.
Computational Thinking
- Create a picture-based algorithm to provide directions on how to build a basic bee house.
For the love of solitary bees and their impact on Canadian ecosystems (2019)
This article, by Grace Hunter for Cottage Life, discusses the BIMBY (Bees In My Back Yard) Project in Toronto and also offers some tips to cultivate healthy bee populations at the cottage.
How to Keep Solitary Bees (2017)
This video (8:25) from Bee Built provides step-by-step guides on how to build habitats for solitary bees, what kinds of plants to sow in order to keep them healthy and happy, and how to harvest cocoons at the end of the season.
Bee Houses for Native Solitary Bees (2021)
This article, from Almanac.com, explains how to build a bee house (sometimes called a bee hotel) to encourage solitary bee populations to live and pollinate the flowering plants around your house.
Building and Managing Bee Hotels for Wild Bees.. (2017)
This article, from Michigan State University, provides a hands-on guide to building bee house habitats for solitary bee types in North America.
Learn More
For the love of solitary bees and their impact on Canadian ecosystems (2019)
This article, by Grace Hunter for Cottage Life, discusses the BIMBY (Bees In My Back Yard) Project in Toronto and also offers some tips to cultivate healthy bee populations at the cottage.
How to Keep Solitary Bees (2017)
This video (8:25) from Bee Built provides step-by-step guides on how to build habitats for solitary bees, what kinds of plants to sow in order to keep them healthy and happy, and how to harvest cocoons at the end of the season.
Bee Houses for Native Solitary Bees (2021)
This article, from Almanac.com, explains how to build a bee house (sometimes called a bee hotel) to encourage solitary bee populations to live and pollinate the flowering plants around your house.
Building and Managing Bee Hotels for Wild Bees.. (2017)
This article, from Michigan State University, provides a hands-on guide to building bee house habitats for solitary bee types in North America.
Baksh, M (Mar. 19, 2021). Twelve New Species Added to Federal Species at Risk List, Including More Bumble Bees. Ontario Nature.
Edmonton & Area Land Trust (August 26, 2019). All About Solitary Bees.
References
Baksh, M (Mar. 19, 2021). Twelve New Species Added to Federal Species at Risk List, Including More Bumble Bees. Ontario Nature.
Edmonton & Area Land Trust (August 26, 2019). All About Solitary Bees.
Reproducibles
- Bee Homes [Google slides] [pptx] [PDF]
- Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF]
Books
What is an Insect? (Interactive)
By Let’s Talk Science
How are insects similar to and different from humans? What makes an insect an insect? Learn about sorting & classifying, anatomy, and biodiversity while exploring the amazing world of insects in this book illustrated with beautiful photographs. This book is available to download in English, French, Spanish and Portuguese.
ISBN: 978-1-7753552-0-5 (English)
ISBN: 978-1-7753552-2-9 (Français)
Animal Architects: Amazing Animals Who Build Their Homes
by Daniel Nassar and Julio Antonio Blasco
Look inside chimpanzee nests, beaver dams, termite mounds, stork nests and many more - and get to know the clever animals who build them!
ISBN: 9781780676548
Videos
Build a Beehouse! (2017)
This video (4:28 min.), from SciShow Kids, explains and demonstrates one method to build a beehouse for solitary bees.
Kids learn why bees are awesome (2015)
This video (2:02 min.) from National Geographic presents the Sweet Virginia Foundation, which aims to get children up close and interactive with bee populations.
Reproducibles and Media
Reproducibles
- Bee Homes [Google slides] [pptx] [PDF]
- Build a Bee House Design Sketch and Plan reproducible [Google doc] [Word doc] [PDF]
Books
What is an Insect? (Interactive)
By Let’s Talk Science
How are insects similar to and different from humans? What makes an insect an insect? Learn about sorting & classifying, anatomy, and biodiversity while exploring the amazing world of insects in this book illustrated with beautiful photographs. This book is available to download in English, French, Spanish and Portuguese.
ISBN: 978-1-7753552-0-5 (English)
ISBN: 978-1-7753552-2-9 (Français)
Animal Architects: Amazing Animals Who Build Their Homes
by Daniel Nassar and Julio Antonio Blasco
Look inside chimpanzee nests, beaver dams, termite mounds, stork nests and many more - and get to know the clever animals who build them!
ISBN: 9781780676548
Videos
Build a Beehouse! (2017)
This video (4:28 min.), from SciShow Kids, explains and demonstrates one method to build a beehouse for solitary bees.
Kids learn why bees are awesome (2015)
This video (2:02 min.) from National Geographic presents the Sweet Virginia Foundation, which aims to get children up close and interactive with bee populations.
Science
- Students can explore photos or videos of other types of animal dwellings that humans make. Discuss using questions such as:
- “What types of pet homes/animal dwellings are built by humans? Which kinds have you seen? (e.g., bird bath, bird house, bird feeder, bat house, toad house, dog house, animal park or preserve, zoo)
- “Why are human-made pet houses/animal dwellings sometimes needed?”
- “Why might it be desirable to attract or keep certain living things (e.g., bats, birds, bees) in an environment?” (e.g., bees and other pollinators help plants reproduce and grow, bats eat pests like mosquitos, zoos and animal preserves help protect and increase the number of endangered species)
- “What things do you need to consider before building a house/dwelling for an animal?”
Image - Text Version
On the left is a colour photograph of a shallow black box at the top of a wooden post.
The box has a sloped top, like a mailbox. The bottom appears to be open. In the background, bright blue sky and wispy clouds indicate the box is up high.
On the right is a colour photograph of a pale blue bird flying next to a wooden structure.
On the right is a square wood structure with a plank on top, like a roof. On the front is a wood square with a round hole in it. The bird appears to be flying away from this. The tips of its wings are blurred in motion, and its feet hang down from its body.
Literacy
-
Read a book such as Animal Architects: Amazing Animals Who Build Their Homes by Daniel Nassar and Julio Antonio Blasco, and explore the structures that animals build themselves.
Mathematical Thinking
- Students could measure (e.g., the dimensions of the bee house, the length of pieces of material (cm), the time (mins., hours, days) it takes for a bee to discover the bee house).
- Students could record data about how many solo bees come to the bee house in a chart.
- Students could count the holes or identify shapes in the photographs used in the slide show.
Visual Arts
- Students could develop the design of the bee house using a digital drawing program.
- Students could use different art materials to represent their bee houses.
Computational Thinking
- Create a picture-based algorithm to provide directions on how to build a basic bee house.
Extensions
Science
- Students can explore photos or videos of other types of animal dwellings that humans make. Discuss using questions such as:
- “What types of pet homes/animal dwellings are built by humans? Which kinds have you seen? (e.g., bird bath, bird house, bird feeder, bat house, toad house, dog house, animal park or preserve, zoo)
- “Why are human-made pet houses/animal dwellings sometimes needed?”
- “Why might it be desirable to attract or keep certain living things (e.g., bats, birds, bees) in an environment?” (e.g., bees and other pollinators help plants reproduce and grow, bats eat pests like mosquitos, zoos and animal preserves help protect and increase the number of endangered species)
- “What things do you need to consider before building a house/dwelling for an animal?”
Image - Text Version
On the left is a colour photograph of a shallow black box at the top of a wooden post.
The box has a sloped top, like a mailbox. The bottom appears to be open. In the background, bright blue sky and wispy clouds indicate the box is up high.
On the right is a colour photograph of a pale blue bird flying next to a wooden structure.
On the right is a square wood structure with a plank on top, like a roof. On the front is a wood square with a round hole in it. The bird appears to be flying away from this. The tips of its wings are blurred in motion, and its feet hang down from its body.
Literacy
-
Read a book such as Animal Architects: Amazing Animals Who Build Their Homes by Daniel Nassar and Julio Antonio Blasco, and explore the structures that animals build themselves.
Mathematical Thinking
- Students could measure (e.g., the dimensions of the bee house, the length of pieces of material (cm), the time (mins., hours, days) it takes for a bee to discover the bee house).
- Students could record data about how many solo bees come to the bee house in a chart.
- Students could count the holes or identify shapes in the photographs used in the slide show.
Visual Arts
- Students could develop the design of the bee house using a digital drawing program.
- Students could use different art materials to represent their bee houses.
Computational Thinking
- Create a picture-based algorithm to provide directions on how to build a basic bee house.
For the love of solitary bees and their impact on Canadian ecosystems (2019)
This article, by Grace Hunter for Cottage Life, discusses the BIMBY (Bees In My Back Yard) Project in Toronto and also offers some tips to cultivate healthy bee populations at the cottage.
How to Keep Solitary Bees (2017)
This video (8:25) from Bee Built provides step-by-step guides on how to build habitats for solitary bees, what kinds of plants to sow in order to keep them healthy and happy, and how to harvest cocoons at the end of the season.
Bee Houses for Native Solitary Bees (2021)
This article, from Almanac.com, explains how to build a bee house (sometimes called a bee hotel) to encourage solitary bee populations to live and pollinate the flowering plants around your house.
Building and Managing Bee Hotels for Wild Bees.. (2017)
This article, from Michigan State University, provides a hands-on guide to building bee house habitats for solitary bee types in North America.
Learn More
For the love of solitary bees and their impact on Canadian ecosystems (2019)
This article, by Grace Hunter for Cottage Life, discusses the BIMBY (Bees In My Back Yard) Project in Toronto and also offers some tips to cultivate healthy bee populations at the cottage.
How to Keep Solitary Bees (2017)
This video (8:25) from Bee Built provides step-by-step guides on how to build habitats for solitary bees, what kinds of plants to sow in order to keep them healthy and happy, and how to harvest cocoons at the end of the season.
Bee Houses for Native Solitary Bees (2021)
This article, from Almanac.com, explains how to build a bee house (sometimes called a bee hotel) to encourage solitary bee populations to live and pollinate the flowering plants around your house.
Building and Managing Bee Hotels for Wild Bees.. (2017)
This article, from Michigan State University, provides a hands-on guide to building bee house habitats for solitary bee types in North America.
Baksh, M (Mar. 19, 2021). Twelve New Species Added to Federal Species at Risk List, Including More Bumble Bees. Ontario Nature.
Edmonton & Area Land Trust (August 26, 2019). All About Solitary Bees.
References
Baksh, M (Mar. 19, 2021). Twelve New Species Added to Federal Species at Risk List, Including More Bumble Bees. Ontario Nature.
Edmonton & Area Land Trust (August 26, 2019). All About Solitary Bees.