The Honeybee Conservancy / Anthophilious

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2 Dear Educator, We re happy to share our Sponsor-A-Hive Educator s Kit with you, which was created as part of our Sponsor-A-Hive program. Sponsor- A- Hive strategically places bees in locations where they can bolster bee populations, advance education and pollinate locally grown food. We welcome you to use this Sponsor-A-Hive Educator s Kit to teach young people about the importance of bees and the vital role they play in our ecosystem. These materials were designed to meet U.S. National Science Education Standards as well as to engage and educate your young learners. Contents: Grades 3-5 Science Lessons Solitary and Social Bees (6 pages) Grades 6-8 Science Lessons Courtesy of The Edible Schoolyard Project Bees in the Edible Schoolyard: With Hives (7 pages) Bees in the Edible Schoolyard: Without Hives (3 pages) Small Children and Elementary School Children Bee bliography (2 pages) About Sponsor-A-Hive To sign up for our Educators Mailing List or to help us create lesson plans, contact us through the Education page on our website. How did your students enjoy this Kit? Share with us your story and photos on Facebook, Twitter or on the Education page on our website. The Sponsor-A-Hive Educator s Kit was created thanks to the generosity of these community-minded supporters: The Honeybee Conservancy/ Anthophilous is a 501c3 nonprofit. We are a Project of Social and Environmental Entrepreneurs 2

3 Author: Ms. Mercedes Vasquez / Hunt Elementary, Coral Springs, FL Subject: Science, Biology, and Life Science Season: Spring, Summer, Fall, Winter Place of Learning: Classroom Resource Type: Lessons Grade Level: Grade 3, Grade 4, Grade 5 Objectives Students will learn there are many species of bees. They will be able to tell how Honeybees, Bumblebees, Mason bees, and Leafcutter bees are alike and different. Vocabulary solitary, social, species, instinct, pollinate, larvae, nectar Materials Article on bees Scavenger Hunt Chart Matching Activity Directions 1. Ask students what they know about bees in general and listen to their responses. 2. Write the following questions on the board: How many types of bees do you think there are? Where do bees live? What do bees look like? Tell students to think about these questions as they read and they will respond to them after reading the article. 3. Hand out the article Solitary and Social Bees and introduce the vocabulary words that are in bold print. 4. Teacher: read the first and second paragraph with them. Students can turn and read the remaining paragraphs to each other. 5. Give the students the Scavenger Hunt activity cards and explain the directions to them. 6. Handout the Matching Activity. 3

4 Name Date There are over 20,000 species of bees in the world. At least 4,000 bee species can be found in the U.S.A. Bees are very important to man and the eco-system. About 1/3 of the food we eat is dependent on pollination by bees. Social bees live in colonies. Social means they live and work together as a group. These colonies of bees have a queen. They have many worker bees with various jobs. Honeybees are social bees that collect pollen and nectar, which is a sugary liquid that honeybees find in flowers and can use to make honey. They live in beehives. They are slender, brownish-orange and black, and have some hair on their body. Like the Honeybees, Bumblebees are also social and live in a nest. Similarly, they also make honey but not as much as the Honeybees. They are big, yellow and black, round, and are also hairy. Both the Honeybee and Bumblebee collect pollen in pollen baskets on their hind legs. On the contrary, solitary bees do not live in colonies or have a queen. Unlike the Honeybee they do not make honey. They forage for their food on their own. Like Honeybees and Bumblebees, solitary bees collect pollen from flowers and pollinate the plants, which means they transfer pollen from one plant to another. Sometimes they group their nests close to each other making them 4

5 look like a group. They make individual nest cells for their larva, or a baby bee that looks like a worm. Solitary bees fly in cool and drizzly weather unlike Honeybees, which stay at home during bad weather. Leafcutter bees are also solitary. Their bodies are short, hairy, and black with pale stripes. They cut up leaves to line their nests in hollow twigs or other small openings. They can look similar to honey bees because they are also black and yellow. To tell them apart you have to look closely to notice how they collect pollen. Unlike the Honeybee, Leafcutter bees do not collect pollen with pollen baskets. They collect pollen on the hairs underneath their abdomen, or belly. When they have collected pollen, they look pale yellow under the belly. Similar to the Leafcutter bees, Mason bees are also solitary bees. Mason bees also carry pollen on the hairs of the underside of their abdomen. They can be identified by their short bodies, which look metallic green or blue. They use mud to make compartments in their nests, which are made of hollow reed or holes in wood. Solitary bees rarely sting and are not aggressive. Only females have stingers. 5

6 Name Date Match the words below with their appropriate definition. solitary Honeybee pollinate nectar Bumblebee Leafcutter bee Mason bee social species larva A sugary liquid that flowers produce that is used to create honey. This bee makes honey. These are bee babies. This bee cuts leaves and lines its nest with it. This means to live alone, or avoiding socializing with others. This bee makes compartments of mud in nests, which are made in hollow reeds or holes in wood. This bee is big, hairy, yellow, and black and lives in a nest. To transfer pollen from one plant to another. Living together as a group; or interacting with others and society. A kind, variety, or type. 6

7 Name Date Honeybee Bumblebee Leafcutter Bee Mason Bee What do I look What do I look What do I look What do I look like? like? like? like? Am I Solitary or Am I Solitary or Am I Solitary or Am I Solitary or Social? Social? Social? Social? Where do I live? Where do I live? Where do I live? Where do I live? Cut out the boxes below and glue them onto the correct box. Use the article, Solitary or Social Bees to help you complete this activity. Hairy and slender yellow & black Very hairy, yellow and Black with pale stripes Hairy with short bodies yellow & black Hairy with small short bodies metallic blue or green solitary social solitary social hollow reed or holes in wood beehive soft wood and mud bee nest 7

8 Connection to Standards Solitary Bee Lesson Plan meets Florida Standards and Next Generation Science Standards: LAFS.K-5.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.3-5.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LAFS.3-5.RI.1.2 Determine the main idea of a text; recount the key details and explain how they support the main idea LAFS.3-5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area LAFS.3.SL.1.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. 8

9 Published on The Edible Schoolyard Project ( Author: Ms. Kyle Cornforth Subject: Science Season: Spring, Summer, Fall Place of Learning: Garden Resource Type: Lessons Grade Level: Grade 6, Grade 7, Grade 8 In this lesson, students study bees in the garden and the important role of pollinators through three stations: Beehive; Catch, Observe, and Release; Honey Tasting. Objectives Students will be able to: 1. Feel comfortable around honeybees and native bees in the garden. 2. Explain the benefits of having a hive in the garden. Assessments Students will: 1. Safely catch, observe, and release honeybees and native bees. 2. Discuss pollination, honey, and education as the benefits to having a hive in the garden. Materials Hive Station: Visual aid card: life cycle of the bee Beehive Plexi-glass box for observation Table for observation Pollen Smoker Bee hat Catch, Observe, and Release Station: Insect nets Large jars for observing Visual aid cards 9

10 Tasting Station: Honeycomb 2 contrasting jars of honey for tasting Wooden stir sticks for tasting Toothpicks Bowl of almonds and serving spoon Before You Begin 1. Find areas in the garden where students will be able to observe bees. 2. Read background material on bees. 3. If you have a hive, check the health of the hive. 4. Set-up sitting areas for hive station and eating station. Opening Circle 1. Introduce the lesson and tell students today they will learn all about bees. 2. Invite students to share something they already know or think they know about bees and pollination. 3. Explain that bees have three major interests: Pollen, nectar, and reproduction 4. Clarify when and why bees sting and review the warning signs before they sting: Fly away Buzz louder Emphasize that stinging is the bee s last resort. 5. Introduce the three stations and describe briefly what will happen in each one: Hive Station: Students will learn about the colony and observe the bees at work on the honeycomb Tasting Station: Students will taste bee-related foods and learn about pollination Catch, Observe, and Release Station: Students will learn about both honey bees and native bees before going out into the garden to safely catch, observe, and release bees In the Field: Bee Hive Station 1. Explain to students that in this station, they will first learn about the beehive and the role of the beekeeper. Then, they will safely observe a honeycomb from the hive up close. 10

11 2. Ask students what type of behavior is best to have when approaching the hive. (Calm, relaxed, quiet) 3. Point out the flight path to students and draw the analogy of a busy doorway to explain the importance of keeping the flight path clear. 4. Now that students know how to safely be around the hive, explain to students that the bee keeper has two main priorities: Maintain the health of the hive by checking for parasites and intruders (other insects) Monitor the growth of the hive by checking in on the amount of eggs that the queen is laying 5. Explain that when entering the hive, two factors are crucial: protection and distraction. Show students the bee hat and explain how the hat protects the face from any potential bee stings Show students the smoker and demonstrate its use while also explaining how the bees become distracted The smoke gives bees the illusion of a fire In order to survive the flight away from the hive, bees will begin gorging on honey and are thus distracted from the beekeeper s entrance Explain that the bee keeper must work fast to avoid heat escaping from the hive Bees are cold blooded and need the hive to be around 95 degrees Fahrenheit 6. Explain the top bar method of beekeeping and show students the hive by lifting the top off. Show students how the bars line up and explain how the bees build the honeycomb on the bar Pull out a new bar and pass it around while encouraging students to smell it 7. Explain that bees eat nectar to make the honeycomb 8. Open the observation window and explain how bees build the honeycomb from the bar closest to the entrance outwards 9. Have students move to a separate table removed from the hive, while pulling out a single comb to place in a plexi-glass box 10. Set the plexi-glass box with honeycomb in the center of the table for students to observe the bee activity 11. Explain that bees use the comb to store nectar, lay the eggs, feed the larvae, and 11

12 make honey. 12. Beginning with the area of the comb closest to the bar, point out the following: Capped honey storage Bees can access the honey by poking a hole Bee nursery: brood cells for the queen to lay eggs Cells with nectar in them Larva and drones 13. Explain how bees make honey and honey comb Explain that bees forage by collecting nectar and pollen from many flowers; storing the nectar in their bodies and storing the pollen in their pollen sacks Bees transform the nectar into honey by regurgitating the stored nectar and fanning it with their wings Bees also collect propolis: tree-sap that they combine with wax to seal the hive from intruders Show students bee pollen and point out the different colors of the pollen Explain to students that different flowers have different colored pollen and nectar, which affects the color of the honey 14. Explain that there are 3 types of honey bees in the colony In every hive there is one Queen Bee The queen can live 3-5 years The queen s job is to lay eggs (she can lay up to 2500 a day) The male bees are called drones The drones mate with the queen, typically in flight, and die shortly after. The population of the drones in the hive is low compared to worker bees. Drones are kicked out of the hive as winter approaches Worker Bees Have the highest population in the hive Perform all the following jobs: cleaning the hive; feeding the brood; attending the queen; receiving nectar and processing it into honey; building more wax comb; guarding bees; foraging for nectar, pollen, and propolis 15. Explain to students how the queen bee is replaced in the hive. The queen bee can die while mating When the queen is injured or old, the bees in the hive will pick 5-7 larvae to feed royal jelly in order to create the new queen bee Multiple hatched larvae can compete to be the next queen 16. Explain to students that bees communicate within the hive by doing the bee dance. 12

13 The dance features figure-eight loops Bees can communicate the direction of the nectar source through a defined angle from their abdomen to the sun Bees can communicate the distance of the nectar source through the length of the dance In the Field: Honey Tasting Station 1. Explain to students that in this station students will taste foods related to bees. 2. Ask students what their favorite fruit is and explain that without pollinators, those fruits would not exist. 3. Explain that 35% of our food crops rely on pollinators. 4. Ask students for examples of different pollinators and explain the bee is an incredibly efficient pollinator. 5. Taste almonds and explain that we rely 100% on honey bee pollination for almond production. 6. Now that students have discussed foods that are less obviously linked to bees, invite them to guess the next tasting, which is a direct result of honeybees. 7. Ask students if they know what honey is Explain that worker bees collect nectar, store it in their bodies, and carry it back to the hive where they then regurgitate it The nectar in the hive becomes concentrated through a process of evaporation and transforms into honey Trace the creation of honey from sunshine to honey 8. Taste two different types of honey and ask why they might look and taste different. Explain to students that different flowers have different colored pollen and nectar, which affects the color of the honey Explain how honey can be flower specific An average worker bee makes 1 /12 tsp of honey in her lifetime To make a 16oz. jar of honey, honeybees have to travel 112,000 miles and visit 4.5 million flowers Honey is antibacterial and contains 80% sugar Raw honey also boosts the immune system and soothes burns 9. Taste the honeycomb and ask students how they think bees are able to create the wax. Bees secrete wax through their glands Tell students that archeologists have found honey in the tombs of ancient Egyptians 13

14 In the Field: Catch and Release Station 1. Explain to students that in this station they will learn about honey bees and native bees and then safely catch, observe, and release bees in the garden. 2. Review the three main interests of bees: nectar, pollen, and reproduction. 3. Explain that only a female bee can sting. The bee s stinger is in its oviduct, from which eggs are released. Male bees do not have stingers. 4. Delineate the difference between native bees and honeybees. Show images of honey bees and of native bees Bees native to the San Francisco area are actually solitary, whereas honeybees are social There are 85 species of bees in Berkeley, 1,600 in California, and between 20,000 and 40,000 in the world 5. Demonstrate how to catch and release bees while noting the following: Bees can see the colors purple and blue best, so when looking for bees try plants with purple and blue flowers Explain that bees do not fly downward very well Explain to students that bees have been around for 130 million years and have coevolved with flowers After catching the bee, look to see whether it is a native bee or honeybee and whether the bee is female or male Also observe the bee s fuzzy belly and legs, which are ideal for collecting pollen. Does the bee have pollen sacs? 6. Pass out nets and/or jars. 7. Tell students to return to their original location with their nets when the bell rings. Closing Circle 1. Pose the question: Why do we have a beehive on campus? 2. Have students share their ideas with each other through a Think- Pair- Share activity. Increase honeybee population Pollination: more flowers, more fruit, more abundance of plants Honey Other bee products: propolis, bee wax, pollen 14

15 Connection to Standards Edible Schoolyard 3.0 In the Garden Classroom, Grade 6: Concepts 3.9: Observe the garden as a habitat for pollinators, understand the impact of pollination on our food supply, develop appropriate responses, and consider the multitude of habitats throughout the garden. CC License: I agree that by publishing this content on our website, I am making it available under the terms of a Creative Commons Attribution-ShareAlike 3.0 Unported License. [3] This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. Source URL: Links: [1] [2] [3] 15

16 Published on The Edible Schoolyard Project ( Author: Ms. Kyle Cornforth Subject: Social Studies Season: Spring, Summer, Fall Place of Learning: Garden Resource Type: Lessons Grade Level: Grade 7 In this lesson, students discuss bees and the importance of pollinators. They then catch and observe bees in the garden. Objectives Students will be able to: State at least two facts about bees and pose a relevant question. Terms may include honeybee, native bee, and pollination. Describe the process of pollination and how it relates to plant reproduction and food production. Safely catch and release a bee in the garden. Explain the role that bees play in the garden and exhibit appropriate behavior around bees. Assessments Students will: Correctly identify the parts of bees that collect pollen and explain how bees transfer pollen from one flower to another. Define the terms honeybee, native bee, and pollination. Name two foods that rely on insect pollination. Follow teacher instructions and demonstrate proper use of tools in catching and releasing bees. Share one new piece of information and/or pose a relevant question about bees and pollination. Demonstrate appropriate behavior around bees that reflects an understanding of when bees sting. 16

17 Materials Laminated pictures of bees Laminated pictures of fruits and vegetables Nets Chocolate and almonds for tasting Before you begin Familiarize yourself with facts about bees, as well as how to safely catch and release them. Check the weather forecast. (Bees are most active in warm, sunny weather.) Make sure to leave at least 10 minutes for bee catching following the discussion. At the Opening Circle 1. Introduce the lesson and let students know that the agenda for the day includes a discussion of bees and pollination followed by a bee-catching activity. 2. Invite students to share something they already know or think they know about bees and pollination. 3. Share laminated cards of fruits and vegetables and ask what they all have in common. 4. Explain that 35% of our food crops require pollination. 5. Pass around pictures of bees and pose questions (e.g., Where do bees carry pollen? What do bees want from a flower? What is pollen? Where can you find pollen on the plant?). 6. Clarify the different kinds of bees and share the laminated cards depicting the different life cycles of native bees and honeybees. 7. Explain the habits and behaviors of bees. 8. Clarify when and why bees sting and review the warning signs bees display before stinging. 9. Demonstrate the correct use of nets and methods for catching and releasing bees. 10. Divide into groups of three or four and pass out nets. In the Field 1. Have students catch, observe, and release bees. 17

18 At the Closing Circle 1. Have each student share one new fact and ask a question about bees and pollination. 2. Encourage students not to repeat each other and to use specific terms. 3. Ask students to reflect on what would happen to the garden if there were no bees. 4. Pass out tastes of chocolate and almonds, and explain that both of these foods require insect pollination in order to exist. Connections to Standards California State Grade 7 Focus on Life Sciences: Genetics 2.0 A typical cell of any organism contains genetic instructions specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept: 2.a Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. Common Core Grade 7 English Language Arts: Speaking & Listening Comprehension and Collaboration SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CC License: This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. Source URL: Links: [1] [2] [3] [4] [5] 18

19 by Emily Ruth Vander Originally published on Bee Books For Small Children The Beeman / Laurie Krebs A simple narrative about a child s grandfather who keeps bees and is known as the beeman. Alongside the text, which has a gentle rhyme and defines the different kinds of bees, lovely illustrations will introduce children to a bee keeper s gear, hive boxes, smokers, extractors, and of course, honey. Six pages of extra facts at the end of this bee book go into more detail on the process of gathering honey, pollination, and the bee dance. After reading this book, try the recipe in the back for Grandma s Apple and Honey Muffins. UnBEElieveables / Douglas Florian This creative collection of poems, information, and paintings about bees will enchant children who love bright colors and silly-sounding words. Each page features a single poem about some aspect of bee life, a text block that provides more factual details, and companion illustration in the form of a brightly colored painting. The final poem provides a segue into conversations about Colony Collapse Disorder: Bees give us sweet honey. / They pollinate flowers. / The bees wax in candles keeps burning for hours. / But some hives have vanished, / some bees disappeared. / (From mites or pollution / Or illness, it s feared.) Bee Books For Elementary School Children What If There Were No Bees?: A Book about the Grassland Ecosystem / Suzanne Slade Although this book focuses primarily on grassland ecosystems, such as the Great Plains of North America, it is exceptional in its approach to bee conservation. At first, illustrations show a thriving, healthy grassland and farms full of pollinating bees. Then, through the use of black silhouettes where bees and pollinated fruits once were, What If There Were No Bees? shows the answer to the question of its title. Strawberries, wildflowers, critters who eat honey and berries in the wild, and trucks full of farm 19

20 fresh vegetables become black voids on the pages where bees have disappeared. This book also covers the food chain, provides a map of grassland locations around the world, and tips for helping grasslands (and bees) stay healthy. Of the three bee books in this category, this one would be the best choice for young children. The Buzz on Bees: Why Are They Disappearing? / Shelley Rotner This book is illustrated with photographs and follows professional beekeeper Dave Hackenberg through his experiences with CCD which began in Rotner covers the rapid decline in honeybee numbers, why bees are needed, and provides photographic examples of the many foods we eat that would suffer without bees. In addition, she explains how bees pollinate the cotton we make our clothing out of, and provide food for grazing animals. Different kinds of bees, possible causes of CCD, and tips on what families can do to help bees are all included as well. The Case of the Vanishing Honeybees: A Scientific Mystery / Sandra Markle This book is a great resource for older children who wish to know more about the causes of CCD. Illustrated primarily by close-up photographs of bees and their hives, this bee book provides an in-depth look at mites, pesticides, and illnesses that hurt bees. Markle explains the traveling bees who pollinate almonds, peaches, and other crops year-round, and suggests that overwork may be another detriment to the health of the bee hives. As the title suggests, this bee book handles bees and the problem of CCD in a scientific manner, and would be an excellent resource for classes or for children who need a resource for an individual project or paper. Regardless of which bee books you choose to use, it is always a good idea to introduce children to such bees such as mason and leafcutter, as well as to honey bees! 20