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In this STEM lesson students will learn about the threats faced by bee populations around the world and why they should be concerned. The core lesson provides a video and print article describing the importance of honey bees in food production, changes in bee populations over time, Colony Collapse Disorder and other factors that have led to a decline in numbers. Guiding questions are provided to help students explore different elements of the issue and consolidate information. Specific attention in the lesson design is given to the interrelationship among science, technology, society and the environment.
Teaching suggestions, links to additional information and a comprehensive set of ideas for extending the learning are included. The resource design is intended to support both in-class and at-home learning.
The lesson is intended as a prerequisite to taking action. Its focus is understanding the issue.
The lesson will be of particular interest to teachers of science and environmental science looking for material to support a variety of concepts including interactions in ecosystems, population dynamics, chemicals in the environment and investigating environmental challenges.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Students are provided with factual information from the research on honeybee populations. The guided inquiry format does not point students towards any one conclusion or perspective.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
This inquiry demonstrates clearly, the interrelationships among the environment, the economy and society.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The core lesson provides an accurate description of the many variables involved in population dynamics.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
The lesson does not directly support acting on learning.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Questions used to guide students in different lines of inquiry require them to clarify their own thoughts and perspectives on the issues raised.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a component of the resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The learning is supported by a range of materials that foster an awareness and appreciation of the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The 'connecting and relating' tool contains questions that will connect the learning to the student's own experience.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Changes in honey bee populations over time is the central theme of the resource. Solutions (as well as the challenges) are considered.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are presented with a good deal of information from a variety of sources. Guiding questions open a number of lines of inquiry for students to pursue.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
Science provides the context for this inquiry.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The lesson design provides students with a number of possible directions for their inquiry.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
A variety of instructional approaches are provided.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
Experiential learning opportunities are not included.
|Experiential Learning: |
Authentic learning experiences are provided
While the lesson as presented allows for cooperative learning, group activities are not explicitly called for.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessment tools or suggestions are not provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
Peer teaching opportunities exist but are not described or called for in the lesson.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students gather information provided in a number of current, relevant and informative case studies
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
The resource offers students flexibility of focus in the inquiry, numerous suggestions for further learning, and an abundance of support material.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|