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Teacher Notes:
The learners need to be provided instruments to measure the area of the proposed garden. Instruments could include rulers, measuring tapes, and grid paper for the plot map. The learner will also need materials for planting the garden such as rakes, shovels, gloves, watering hose, soil, and the desired plants or seeds.
The students will also need to be provided with paper to create thinking maps to use in the development of their plans. Examples include using a circle map to brainstorm ideas. a bubble map to list the adjectives of bees or of a bee garden, a tree map to list the attributes of the bees and of the requirements for a proper bee garden, a double bubble map to compare and contrast two different plants to see which would benefit a bee garden better, a flow map to show the steps needed to construct the bee garden, a brace map to categorize the parts needed to construct the bee garden, a bridge map with the benefits of different types of flowers for the garden, or a multi-flow map listing the causes and effects of habitat loss for the bees.
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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
1. List your personal understanding, ideas or hunches.
Now that you are familiar with why bees are so important to agriculture and why they are threatened, you will write everything you know about bees and threats to their existence. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about bees and threats to their existence. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about bees and threats to their existence.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
7. Present Findings
Goal 1
The learners will create a plan for a butterfly/bee garden beside the old library on campus. The plan will include a grid map showing the area of the garden, plotting where each of the plants should be placed, and choosing plants that will attract bees and butterflies.
Goal 2
The learners will write persuasive letters to the principal to get permission to plant the garden and to their friends and family members to ask for donations for the garden.
Goal 3
The learners will plant their gardens.
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(4) In Grade 3, students learn that the study of science uses appropriate tools and safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world.
(C) Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life cycles, and interactions among all components of the natural environment. Students examine how the environment plays a key role in survival. Students know that when changes in the environment occur organisms may thrive, become ill, or perish
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to:
(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;
(B) collect data by observing and measuring using the metric system and recognize differences between observed and measured data;
(F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to
(C) represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials;
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers,
(9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is ex
(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(A) explore how structures and functions of plants and animals allow them to survive in a particular environment
(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
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ABCNews. (2010, July 5). YouTube. Retrieved July 4, 2012, from Declining Honey Bee Population: http://www.youtube.com/watch?v=1ZlJbDshqD8
Allen, J. (2004). Are You a Bee? Kingfisher.
Cole, J. (1998). The Magic School Bus Inside a Beehive. Scholastic Inc.
freeaccounts411. (2011, December 19). YouTube. Retrieved July 4, 2012, from The.Magic.Schoolbus.27.In.A.Beehive: http://www.youtube.com/watch?v=LsUcpTFcx0I&feature=results_main&playnext=1&list=PL04EC6A44B1A61803
Gadagkar, R. (2001). Survival Strategies: Cooperation and Conflict in Animal Societies. Harvard University Press.
Grissell, E. (2010). Bees, Wasps, and Ants: The Indispensable Role of Hymenoptera in Gardens. Timber Press.
Kids, E. f. (2005). Time For Kids: Bees! HarperCollins.
Lavelle, C. (2010). Backyard Wildlife: How to attract bees, butterflies, insects, birds, frogs and animals into your garden. Anness.
Monkeyseevideos. (2011, August 24). YouTube . Retrieved July 4, 2012, from dening - Pollinators and Beneficial Insects: http://www.youtube.com/watch?v=Aru9jbJ3V1Q
Society, T. X. (2011). Attracting Native Pollinators: The Xerces Society Guide, Protecting North America's Bees and Butterflies. Storey Publishing, LLC.
Teagasc. (2007, May 10). Declining Bee Numbers Raise Concerns Over Plant Pollination. Retrieved July 4, 2012, from Science Daily: http://www.sciencedaily.com/releases/2007/05/070510114621.htm
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