- Review Process
- Take Action
- A project of
In Pollination Power, students will recognize that pollinators play an important role in wild plant growth and food production. They will gain an understanding of the parts of plants involved in pollination and of the way pollinators aid in plant growth by dispersing pollen. They will gain an appreciation for the diverse types of pollinators that exist in the wild in Canada.
This lesson is five parts:
Part A: Introduction to Pollination
Part B: Busy Bee Race
Part C: Bee-Free Picnic
Part D: Meet our Pollinators
Part E: Save our Pollinators
As an extension, students could plan projects to help protect bees. They could also research and plan their own projects, or complete one of the extension activities provided in the lesson plan.
Students will learn to make and record observations.
This resource would be excellent when discussing ways in which plants are important to humans and other living things.
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||Very Good|
Students will assess ways in which plants are important to humans and other living things, taking different points of views into consideration (e.g. the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Students will gain a better understanding of the role pollinators play in our environment. As well, they will get to discover which foods we eat need the help of pollinators, and therefore would affect us socially and economically if they were to disappear.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Students explore scientific cause and effect relationships and use this information to learn about ecosystems and assess the impact of different human activities on plants.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Action opportunities are provided as extensions in this lesson, an example given is to plan a pollinator friendly garden.
|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
|Values Education||Very Good|
Students will get to share their own beliefs in the many discussions that are part of this lesson and list personal actions they can engage in to minimize harmful effects and enhance good effects.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Students assess ways in which plants are important to humans.
|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||Very Good|
Students will get to head outside in their environment to observe how many animals/insects visit a plant. As well, students will run the Bee race outside.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students will get to observe real pollinators in their community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Throughout the different activities in this lesson, students will get to share their own ideas on the issue of the loss of habitat of bees. They will be able to share their opinions, during the many discussion opportunities built into this resource.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Science, outdoor learning
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The activities in this resource are prescribed. However, if the teacher decided to do the action and extension activities, students would have the option of which one to choose.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities in this lesson plan would address the needs of visual, auditory, and kinesthetic learners. However, strategies for learners with difficulties are not provided.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students will get to take place in a hands on simulation where they will get to discover the amount of work that goes into making honey. As well, they will get to observe pollinators in their environment.
|Experiential Learning: |
Authentic learning experiences are provided
Students will work in groups to complete the activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Evaluation tools are not provided in this resource.
|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|
This resource does not encourage students to present their knowledge and skills to peers. However, if the teacher chose to do the action project, students could decide to share their findings.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The loss of the habitat of pollinators is a current problem and one that students have most likely heard about.
|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|
After the lesson is complete, have students plan projects to help protect bees. Students can research and plan their own projects, or you can complete one of the extension activities provided below in the resource.
|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.|