Introduction
Welcome to the Save the Bees, Please webquest!
The bees are dying and need our help! Bees can be pretty scary sometimes, but we need bees for many reasons! Each year, there are less and less bees flying around us. This is a major problem because bees are very little workers with huge important jobs! Did you know that nearly 1/3 of what we eat for dinner every night is only possible because of bees? Bees help all of our plants grow by pollinating the flowers. Pollination is when insects (like bees!), birds, bats, and wind carry pollen between flowering plants so the plants can make seeds and grow fruit. If the bees aren't pollinating the plants, the plants won't grow their fruit for us to eat! Help us save the bees!
Task
In this webquest, you will discover the importance of bees, learn about the problem bees are facing, and design a flower garden to help increase the amount of bees in our environment. There will be three roles for your group to fill. The roles will be the Bee Keeper, Flower Specialist, and Gardener. Together, all three people work to help save the bees!
You will all do a couple worksheets to learn about the body of the bee, learn about what bees need, and write about what you have learned. Then, we will plant our very own flowers to help save the bees as a class!
Process
Roles: Everyone in your group will get a role. You will all work hard to bring your part of the work together for the project, and in the end everyone will know all about bees!
Bee Keeper - The bee keeper is in charge of studying bees and figuring out why those bees are dying. What kinds of bees are there? What do bees do? Why are the bees dying?
Flower Specialist - The flower specialist is in charge of researching the best flowers for our bees. A bee's favorite meal is some nectar from flowers. But which flowers do they love the most? Where can we find those flowers?
Gardener - The gardener is in charge of finding out what plants need in order to grow. If we want to save the bees, we need a healthy garden full of flowers! What do plants need to grow? Where is the best place to grow flowers? How do we take care of the flower garden once it is planted?
Bee Supporter - The bee supporter will help tell other people about how to help save the bees. There are many things we don't know about that we can do every day to help save the bees. It is your job to find out what these activities are.
Step 1: Let's all learn about bees! What are the parts of the bee? How do bees travel? How big are bees? Find some bee facts on this page, CLICK HERE
As you read the page, fill out our bee diagram so we all have a good idea of what a bee's parts are. See Ms. Shaw's supply table for the labeling diagram.
Step 2: To figure out what role you will be, everyone should write down what day your birthday is. Whoever's birthday is the highest number is the Bee Keeper, the next highest number will be the Flower Specialist, third will be the Gardener and the fourth student will be the Bee Supporter. For example, if one group member was born on the 31st, they will be the Bee Keeper, and if a member was born on the 1st, they will be the Bee Supporter.
Step 3: Once you have gotten your roles, it's time to get started on saving the bees! Get the Bees Can Have Are worksheet from the supplies table.
Bee Keeper: Check out this site! Figure out what bees do and what is going on with our buzzing friends! CLICK HERE
Flower Specialist: Check out this site! Find out what types of flowers are bee favorites that we could plant! CLICK HERE
Gardener: Check out this site! Find out what it the bees do with plants and learn about Pollination HERE and CLICK HERE to learn about what plants need in order to grow.
Bee Supporter: Go back to the link in Step 1. Under the picture of the bee is a link full of things we can do to help save the bees. Here's another one! CLICK HERE
When you look through your website, fill out the Bee Fact Chart. See Ms. Shaw's supply table for this worksheet.
Step 4: Now that you have each learned about your roles, each member of your group will share what they found. Create a mini-poster about bees to share your group's information!
There are mini-posters on the supplies table for you to pick up. Be sure to include drawings of bees, facts about bees, flowers bees like, how pollination works, and how we can help save bees. When all the groups finish their posters, we will have a poster session where everyone can walk around and take a look at each other's posters.
Step 5: This is the Mini-Poster Session!! In this section, we will all get up and move around the classroom to look at all the posters made by our classmates. Take notes using the Poster Session Note Sheet on a clipboard.
Bee Keeper - Be sure to take notes on the Flower Specialist, Gardener, and Bee Supporter pieces of the posters! Your work will help teach them about Bee Keeping, but you need to lean about all the other roles too!
Flower Specialist - Be sure to take notes on the Bee Keeper, Gardener, and Bee Supporter pieces of the posters! Your work will help teach them about the flowers bees like, but you need to lean about all the other roles too!
Gardener - Be sure to take notes on the Bee Keeper, Flower Specialist, and Bee Supporter pieces of the posters! Your work will help teach them about growing flowers and making a garden, but you need to lean about all the other roles too!
Bee Supporter - Be sure to take notes on the Bee Keeper, Flower Specialist, and Gardener pieces of the posters! Your work will help teach them about what they can do to help, but you need to lean about all the other roles too!
Step 6: Once we have learned about bees, the flowers they like, and how bees help pollinate the flowers, we can share our new knowledge with our neighboring classes! They will be wondering what all the BUZZ is about! Write at least 3 facts about bees, 2 types of flowers that bees like, and what flowers need to grow.
Find the writing sheet at the supplies table. We will hang our writing outside the classroom in the hall, so make sure you color the boarders and write extra neat for everyone to read.
Step 7: At this time, we have learned about bees themselves, what bees need, the flowers they like, and how to grow the flowers! What's the next step you ask? Let's plant the flowers!!
First, see Ms. Shaw to decorate a flower pot. She will call one group up at a time, so while you wait continue to write your bee fact paragraph from Step 4.
Next, once the flower pot is dry, scoop 1 shovel of dirt. Poke a hole with your finger right in the middle, 1 inch down. Place 3 seeds into the hole. Cover the hole with more dirt.
Last, water your flower gently and place the pot on the tray near the window.
Evaluation
Each member of your group will be graded individually for the worksheets you complete. You will also be graded as a group for including all the items listed for the mini-poster. As a group, you will be graded on how well you work together and if each member did an equal amount of work. This project is supposed to be fun, so enjoy it! Just make sure you are doing your part to help the group!
|
CATEGORY |
4 Points |
3 Points |
2 Points |
1 Point |
|
Graphic Organizer |
Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. |
Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. |
Graphic organizer or outline has been started and includes some topics and subtopics. |
Graphic organizer or outline has not been attempted. |
|
Amount of Information |
All topics are addressed and all questions answered with at least 2 sentences about each. |
All topics are addressed and most questions answered with at least 2 sentences about each. |
All topics are addressed, and most questions answered with 1 sentence about each. |
One or more topics were not addressed. |
|
Quality of Information |
Information clearly relates to the main topic. It includes several supporting details and/or examples. |
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. |
Information clearly relates to the main topic. No details and/or examples are given. |
Information has little or nothing to do with the main topic. |
|
Notes |
Notes are recorded and organized in an extremely neat and orderly fashion. |
Notes are recorded legibly and are somewhat organized. |
Notes are recorded. |
Notes are recorded only with peer/teacher assistance and reminders. |
|
Diagrams & Illustrations |
Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. |
Diagrams and illustrations are accurate and add to the reader's understanding of the topic. |
Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. |
Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. |
|
Mini Poster Session |
Student looks at other student posters and shows high interest in other student roles Student takes notes thoughtfully for each role in an organized way. |
Student looks at other student posters and shows interest in the other roles students did. Takes notes in an organized way. |
Students look at other student posters and show interest in the other roles students did. Take some notes but not organized. |
Student does not actively participate in the poster session. |
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Conclusion
Great job! If you are reading this page that means you have learned all about bees and learned how to save them! Without the bees we wouldn't be able to eat all the food we love. With your help, we will help save the bees and bring their population back up. When our flowers sprout and begin to grow, you will get to bring your flowers home to plant in your yard. I hope you had fun, the bees will thank you!!
Credits
Teacher Page
NGSS: 2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
- Learning Objective: By completing this webquest, students will be able to define and describe the process of pollination and its importance to the environment.
NGSS: 2-LS2-1: Plan and construct an investigation to determine if plants need sunlight and water to grow.
- Learning Objective: By completing this webquest, students will be able to read about what is required to grow plants, then test these requirements through observation after planting their own seeds.
CCSS: RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.