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How Are The World's Bee Populations Doing?

Secondary

Description

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.

General Assessment

What skills does this resource explicitly teach?

The lesson is intended as a prerequisite to taking action.  Its focus is understanding the issue.

Strengths

  • The resource deals with an important issue by means of an engaging design
  • The content has strong connections to the science curriculum
  • Students and teachers are supported with excellent suggestions, tools and sources of information
  • The guiding questions encourage and support student inquiry
  • The resource is up-to-date

Recommendation of how and where to use it

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.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
  • Manitoba
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Land Use & the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: The Living World: Ecosystems
  • Nunavut
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Chemistry and the Environment
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Science 30: Population and Community Dynamics
  • Ontario
    • Step 2Select a grade level
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
        • Science and the Environment: The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Food & Agriculture (2)

  • Food Security
  • Pesticides

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
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.

Open-Ended Instruction :

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

A variety of instructional approaches are provided.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

Experiential learning opportunities are not included.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

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.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.