beyond the hive · beyond the hive: a guide for parents and teachers 2 ©argosy press 2014...

1Beyond the Hive: A Guide for Parents and Teachers ©Argosy Press 2014

“Best book ever!” —Amy, age 9

“An exciting story. I couldn’t put it down! —Jacob, age 14

“An amazing book that kept me reading until the end.”—Michael, age 12

BOOK

01

1

Timothy J. Bradley

Bradley

Cover Design by Robin EricksonCover Illustration by Timothy J. BradleyAges 8-12

Sidney Jamison was bored. Bored with a capital B. Studying the life cycle of frogs? Boring. Using commas? Boring. Being popular? Boring. But everything changed when Sidney was invited to attend Sci Hi, where students play Zero-G dodgeball and create eyeball-eating zombies. This year, the students at Sci Hi are studying Colony Collapse Disorder, which is killing millions of bees around the world. When Sidney and his friends find themselves inside a beehive, they must use everything they’ve learned to save the bees—and themselves.

FPO

Beyond the Hive

A Guide for Parents and Teachers


Materials

• Hive Mind by Timothy J. Bradley

• simplesnackssuchascelerywithraisins

• artsuppliessuchascrayons,coloredpencils,markers,tape,paste

• yellowprinterpaper

Overview

SciHibookspresentrichopportunitiestodiscusscharacterdevelopment,plot,setting, andthemesthroughoutthetextaswellasnonfiction elements often found in science fiction(sci-fi).Thefirstbookintheseries,Hive Mind,introducesreaderstothefuturisticworldofSciHiandexaminesthephenomenonofcolonycollapsedisorder(CCD),whichisaffectingbeesindangerouslyrealwaysinourownworldtoday.Thissupplementalguideisdesignedtohelpyoungreadersgetthemostoutofthereadingexperienceandencourageathoughtfulmultidisciplinarystudyofthebook.

Focus Objectives

• Makeandconfirmpredictions

• Monitorcomprehension

Reading Connections

• ComprehensionQuiz(pages3–4)

• EssentialQuoteAnalysis(pages5–6)

• SciHiScavengerHuntactivitysheet (pages7–8)

Vocabulary Connections

• Definingacademicvocabulary(page10)

• Understandingimaginarywords(page10)

• Inventor’sNotebookactivitysheet(page11)

Writing Connections

• VoxpodLogactivitysheet(pages12–13)

• FieldGuideactivitysheet(pages14–15)

Mathematics Connections

• Using3-Dshapes(page16)

• Understandingtesselations(pages17–20)

Science Connections

• Researchingcolonycollapsedisorder(CCD)(page21)

• ContributingtoTheGreatSunflowerProject(page22)

Art Connections

• Visualizingsci-fitechnologies(page23)

• Creatinganewbookcover(pages23–24)

Kinesthetic Connections

• UnderstandingSwarmIntelligence(page25)


Comprehension Quiz

1. Howdoestheprologuerelatetotherestofthebook?

A.Itsetsthetoneforthestory.

B.Itaddsacreativeendingtothestory.

C.Itintroducesthecharacters.

D.Itexplainstheplot.

2. InChapter1,howdoestheauthorrevealSidneyJamison’scharactertraits?

A.Sidneyhasseverallonginteriormonologues.

B.Sidney’sroomreflectshispersonality.

C.Sidneydressesinwild,futuristicclothes.

D.Hegetsexcitedaboutschool.

3. WhichlineinChapter2bestshowsthatSciHiisanunusualplace?

A. If you choose to accept this invitation, you will be tackling the largest scientific problems the world has ever seen.

B. He couldn’t predict exactly what would happen, but somehow he knew somehow his life was going to change at the legendary Sci Hi.

C.Ms. Dirge recommended they review your files and she wrote a very nice letter of recommendation on your behalf.

D. It was as if his mind had been spinning its wheels, looking for the right track, and now it had finally found its groove.

4. What characteristics do Sidney and Hari share?

A. They both love science.

B. They are from the same city.

C.Theyareobsessedwithastronomy.

D.Theyarepatient.

5. HowdotheclassesintroducedinChapter4contributetotheplotofthebook?

A. The teachers become the main characters.

B.Sidney,Hari,andPennybecomecompetitivewitheachother.

C.TheskillslearnedineachclasshelpSidney,Hari,andPennysurviveinthe hive.

D.Sidneyspendstherestofthebooktryingtofixthemistakeshemadeon the first day of school.

6. WhyisSidneyafraidwhenheisfirstminiaturizedandseesthebus-sizebee?

A.Heisscaredofyellow.

B.Hehatesbeingminiaturized.

C.Heisallergictobees.

D.Hehastospeakinclass.

Reading Connections


Comprehension Quiz (cont.)

7. HowdoestheauthorshowPennyisbrave?

A.ShewinstheZero-GDodgeballcompetition

B.Sheclimbsdeeperintothehivethan the other students.

C.Sheissadwhenthebeesarekilled.

D.Shemakesfriendseasily.

8. HowistheworldinHive Mind differentfromourworld?

A.ItissetonEarth.

B.Itissetinthefuture.

C.Itisdrierthanourworld.

D.Itismorecrowdedthanourworld.

9. WhatdoyouthinktheauthorwantedreaderstounderstandaboutColonyCollapseDisorder?

A.It’sasimpleproblemtosolve.

B.It’snotaproblemforpeopleinEurope.

C.Neitherthecausesnorthesolutionstotheproblemareclear.

D.Weneedtoinventawaytobeminiaturizedandenterbeehivestolearnmoreabouttheproblem.

10. HowdoesSidney’slifechangefromthebeginningofthebooktotheend?

A. He becomes interested in math.

B.Helearnstheimportanceoffamily.

C.Hediscoversasecretbeelanguage.

D.Hefindsaplacewherehebelongs.

Reading Connections (cont.)Answers Key:

1.A2.B3.A 4. A5C

6.C7.B 8. B9.C10.D


Essential Quote Analysis

UsetheEssential Quote Analysisactivitysheetonpage6tohelpstudentsanalyzeessentialcharacterquotes.Oncestudentshavecompletedtheactivitysheetontheirown,dividethemintogroupstodiscussthefollowingquestions.

• Whatdoesthisquotetellusaboutthecharacter’straits?

• Howdoesthelistenerinthescenereacttothequote?

• Howdoesthisquoteadvancetheplot?

Haveonestudentfromeachgroupsharethegroup’sconclusionswiththeclass.

6

Beyond the Hive: A Guide for Parents and Teachers

©Argosy Press 2014

ExampleQuote: “I decided this year I would do my own stuff, not just take Pradeep’s leftovers.”

Characters: Hari and SidneyParaphrase: I don’t want to just do the things my brother doesn’t care about doing. I want to

have my own projects and activities.What does it tell you? Hari is tired of living in his brother’s shadow.Analyze this quote from Dr. Sharp: “No bee sees the whole picture. No bee tells the other

bees what to do. Each bee simply reacts to what’s near it and follows the instincts that rule

its behaviors.”Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________

What does it tell you? ______________________________________________________

________________________________________________________________________Analyze this quote from Dr. Macron: “We can’t forget that we scientists are people. We’re

not machines. We’re not computers. And unlike bees, we don’t always follow the rules. Our

process, and we ourselves, may not be perfect. But we try, and strive, and forge ahead.”

Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________


________________________________________________________________________Analyze this quote from Sidney: “Don’t you want us to learn so we can think for ourselves?

Don’t you want to show us how to figure things out for ourselves? Or do you want us to be

zombified sheep for the rest of our lives?”Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________


________________________________________________________________________

Essential Quote Analysis Name: __________________________

Reading Connections (cont.)


ExampleQuote:“IdecidedthisyearIwoulddomyownstuff,notjusttakePradeep’sleftovers.”

Characters: Hari and Sidney

Paraphrase:Idon’twanttojustdothethingsmybrotherdoesn’tcareaboutdoing.Iwanttohavemyownprojectsandactivities.

What does it tell you? Hariistiredoflivinginhisbrother’sshadow.

AnalyzethisquotefromDr.Sharp:“Nobeeseesthewholepicture.Nobeetellstheother beeswhattodo.Eachbeesimplyreactstowhat’snearitandfollowstheinstinctsthatrule itsbehaviors.”

Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________


________________________________________________________________________

AnalyzethisquotefromDr.Macron:“Wecan’tforgetthatwescientistsarepeople.We’renotmachines.We’renotcomputers.Andunlikebees,wedon’talwaysfollowtherules.Ourprocess,andweourselves,maynotbeperfect.Butwetry,andstrive,andforgeahead.”

Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________


________________________________________________________________________

AnalyzethisquotefromSidney:“Don’tyouwant ustolearnsowecanthinkforourselves?Don’tyouwant toshowushowtofigurethingsoutforourselves?Ordoyouwantustobezombifiedsheepfortherestofourlives?”

Characters: ______________________________________________________________

Paraphrase: ______________________________________________________________

________________________________________________________________________


________________________________________________________________________

Essential Quote Analysis Name: __________________________


Reading Connections (cont.)

Sci Hi Scavenger Hunt

Afterreviewingtheelementsoffictionbelow,havestudentsworkingroupstocompletetheSci Hi Scavenger Huntactivitysheetonpages8–9.Ifneeded,letstudentsusetheguidebelowforassistance.Studentsshouldsupporttheiranswersbyusingevidencefromthetext.

Elements of Fiction GuideHuman-versus-human conflict:oneoffourbasictypesofconflict,foundbetweentwohuman charactersHuman-versus-nature conflict:oneoffourbasictypesofconflict,foundbetweenahumancharacterandforcesofnaturesuchasextremeweatheranddeadlyanimalsHuman-versus-society conflict:oneoffourbasictypesofconflict,foundbetweenahumancharacterandbeliefsortraditionsheldbyacommunityorlargegroupofpeopleInternal conflict (human versus self): oneoffourbasictypesofconflict,foundwhenacharacterisconfusedaboutorafraidofwhoheorsheisProtagonist: the main character in a storyAntagonist:onewhocontendswithoropposestheprotagonist(doesnothavetobehuman)Minor character:acharacterthatisnotcentraltothemainplotChange in a character: evidenceofgrowthinacharacter’sseenindifferentbehaviors,thoughts,dialogue,anddecisionsCharacterization through narration:informationprovidedbythenarratoraboutacharacter’sappearance,beliefs,oractionsCharacterization through dialogue:informationprovidedaboutacharacterthroughdialogueChronological setting:informationaboutthetimeperiodthatthestoryissetinPhysical setting:informationabouttheplacethatthestoryissetinTurning point or climax of a scene:thehighestpointofdramatictensionintheactionof a storyCliff-hanger:asuspensefulendingwhereitisnotclearwhatwillhappennextSimile: aphrasethatusesthewordslike or astodescribesomeoneorsomethingbycomparingitwithsomeoneorsomethingelsethatissimilarAlliteration:theuseofwordsthatbeginwiththesamesoundandarenearoneanotherin a sentenceArtful use of language:carefullychosenwords,phrases,dialogue,orsentencestructureused to create a style or moodForeshadowing: hintingorsuggestingsomethingwillhappenbeforeithappens


Directions: Thefirstteamtofindexamplesofeachelementoffictionwins.Remember,youmustbeabletodefendyouranswersbyusingevidencefromthetext.

Example

Human-versus-human conflict

_________________________________________________________________________

_________________________________________________________________________

Human-versus-nature conflict

_________________________________________________________________________

_________________________________________________________________________

Human-versus-society conflict

_________________________________________________________________________

_________________________________________________________________________

Internalconflict(humanversusself)

_________________________________________________________________________

Protagonist

_________________________________________________________________________

_________________________________________________________________________

Antagonist

_________________________________________________________________________

_________________________________________________________________________

Minorcharacter

_________________________________________________________________________

_________________________________________________________________________

Changeinacharacter

_________________________________________________________________________

_________________________________________________________________________

Characterizationthroughnarration

_________________________________________________________________________

_________________________________________________________________________

Page 1 15, Penny doesn’t want to leave the hive. Hari and Sidney argue that they will die if they don’t go.

Sci Hi Scavenger Hunt (cont.) Name: __________________________


Characterizationthroughdialogue

_________________________________________________________________________

_________________________________________________________________________

Chronologicalsetting

_________________________________________________________________________

_________________________________________________________________________

Physicalsetting

_________________________________________________________________________

_________________________________________________________________________

Turningpointorclimaxofascene

_________________________________________________________________________

_________________________________________________________________________

Cliffhanger

_________________________________________________________________________

_________________________________________________________________________

Simile

_________________________________________________________________________

_________________________________________________________________________

Alliteration

_________________________________________________________________________

_________________________________________________________________________

Artfuluseoflanguage

_________________________________________________________________________

_________________________________________________________________________

Foreshadowing

_________________________________________________________________________

_________________________________________________________________________

Sci Hi Scavenger Hunt (cont.) Name: __________________________


Vocabulary Connections

Defining Academic Vocabulary

Hive Mind features rich academic vocabulary that establishes an authentic scientifictoneinthebook.Termssuchashypothesis,pheromones,andmicrobiologyareessentialtothestoryandwillincreasecomprehensionofnonfictiontexts.Encouragestudentstopracticethefollowingstrategieswhenencounteringnewwords:

• Skimorreadaheadtolookforcontextclues

• Lookupunfamiliarwordsinthedictionary

• Reinforcenewvocabularybyusingitinwrittenreportsandclassdiscussions

Understanding Invented Words

The author of Hive Mindhasalsocreatedauniqueworldbyinventingwordsforimaginarytechnologies,suchasvoxpod and digipack. Challengestudentstostudytherootwordstofindmeaningclueshiddeninsideinventedwords.Forexample,digipackismadeupofdigi (as in digital) and pack.Foradditionalpracticewithanalyzingsci-fiterminology,havestudentscompletetheInventor’s Notebook activitysheetonpage11.

Tip

Taketimetoreadthebookbeforeassigningittostudents.Thiswillallowyoutolookforvocabularyandkeyconceptsthat may be unfamiliar to students and introduce them beforestudentsbeginreading.


INVENTORÕS NOTEBOOK Name: __________________________

Directions: Useadictionarytoresearchwhetherthewordsbelowarerealorimaginary.Breakouttherootwordsandwritedefinitionsforeachpartoftheword.

ExampleDigipack

RealWord ImaginaryWord

Parts of the Word:

_________________________________________________________________

_________________________________________________________________

Nanobot


Parts of the Word:

_________________________________________________________________

_________________________________________________________________

Intermaze


Parts of the Word:

_________________________________________________________________

_________________________________________________________________

Housemate


Parts of the Word:

_________________________________________________________________

_________________________________________________________________

Hologram


Parts of the Word:

_________________________________________________________________

_________________________________________________________________

Digi: digitalPack: package


Voxpod Writing Activity

Pauseafterreadingchapterstwo,four,andsixtohavestudentssummarizeandmakepredictions.HavestudentswriteavoxpodlogwithhighlightsofSidney’sadventures.Observationsshouldbewrittenasfirst-personaccountsfromSidney’spointofview.Predictionsaboutwhatwillhappennextshouldbeincludedaswellasquestionsthereaderhasateachpointinthestory.Usethe Voxpod Logactivitysheetonpage13asatemplate.PrintasmanypagesasneededsostudentscanwritecomprehensivesummariesofthevariouseventsSidney faces.

Writing Connections

VOXPOD LOG 09437038D71.A

NAME: Pasha Venti

TERM: 0100

LOCATION: SCI HI

OBSERVATIONS:I learned Mom has been working with Ms. Dirge to help me. They helped me get an invitation to Sci Hi. It’s unlike anything I’ve ever seen. The digipack glowed intensely and then showed a series of images. There were galaxies, planets, and then streets and neighborhoods on Earth. I even saw myself. Sci Hi appears to be located on an island with some totally lethal technology. I can’t wait to check it out!

PREDICTIONS:I don’t know what to expect. I know the professors are going to be amazing at Sci Hi. But they might be performing really dangerous experiments. I bet we’ll use new books and the latest science journals instead of old textbooks. I think the kids there will be really interesting. I bet the assignments will be cool not boring.

QUESTIONS FOR FURTHER STUDY:How will I fit in at Sci Hi? Will I be smart enough to succeed there? What if I don’t know enough about science? What happens if I fail?


VOXPOD LOG 09437038D71.A

NAME:

DATE:

LOCATION: SCIHI

OBSERVATIONS:

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

PREDICTIONS:

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

QUESTIONS FOR FURTHER STUDY:

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________


Field Guide Activity

Scientistsuselabnotebookstocarefullyrecordtheirobservationsduringexperiments.Whentheyarenotinthelab,theytakefieldnotessotheycanrememberwhattheyobserved.Assignstudentstosmallgroupstocreatefieldnotebooks.ThefirstentrycanbebasedonSidney’sexplorationofthehive.Additionalentriescanbecreatedbyhavingstudentsexploretheirbackyardsorlocalparks.Samplesofleaves,illustrationsofinsects,orphotographsoftheterraincanbetapedorpastedatthebottomofthepage.UsetheField Guide templateonpage15andstaplethestudents’observationstogethertocreateaclassnotebook.

Writing Connections (cont.)

15Beyond the Hive: A Guide for Parents and Teachers

©Argosy Press 2014

Date: ____________________________________ Time: _________________________

Temperature: _______________________ Weather: _______________________________Insects detected: ____________________________________________________________Other wildlife: _____________________________________________________________Evidence of human activity: ___________________________________________________Paste photographs, illustrations, or specimens here.

FIELD GUIDE Name: __________________________


Date: ____________________________________ Time: _________________________

Temperature: _______________________ Weather: _______________________________

Insectsdetected: ____________________________________________________________

Otherwildlife: _____________________________________________________________

Evidenceofhumanactivity: ___________________________________________________

Pastephotographs,illustrations,orspecimenshere.

FIELD GUIDE Name: __________________________


Mathematics Connections

Using 3-D Shapes

Askstudentstobrainstormreasonswhybeesbuildhoneycombsusinghexagons.Discusshowothershapessuchasspheres,pyramids,orcubescouldbeused.Havestudentstrybuildingwallsusingballs,cubes,orpyramids.Pointoutthatalltheseshapesaresymmetricalandcongruent,buttheydonotallcreatetessellations.Explainthatmathematicianshavebeenthinkingaboutthisproblemforthousandsofyears.Ifhoneycombswerebuiltfromspheres,therewouldbelittlespacesbetweenthespheres.Thisstructurewouldnotbeasstrongandwouldrequireextrawaxtoholdthecellstogether.Othershapessuchaspentagonsandoctagonsalsocreategaps.Onlyequilateraltriangles,squares,andhexagonscanbeplacedsidebysidewithoutcreatinggaps.In1999,amathematicianfinallyconfirmedthathexagonalstructuresareslightlymorecompactandwasteslightlylessspacethancubesorpyramids.

hexagonal prism


Understanding Tesselations

Beautifultessellationsoftenoccurinnature.Celebratethehoneycombtessellationsbeescreateintheirdailyworkwiththisgeometrylesson.Usethemathematicalvocabularyinthesidebarforreference.Printthehexagonnetsonpages18–20onyellowpaper.Haveeachstudentbuildahexagonalprism,varyingthesizesevenlyacrossthegroup.Havestudentsworktogethertobuildahoneycomb,usingthethreedifferent-sizehexagonalprisms.Thenhavestudentsbuildatessellationusingidenticalhexagonalprisms.Discusshowitisdifficulttobuildalargestructurewithoutcongruentshapes,whetheryouareabeeorahuman.Makingthecellsexactlythesameshapeeverytimemeansmanybeescanbebuildingcellsatthesametime.Thebeesdonothavetowaitforanotherbeetofinishbuildinganunpredictableshapeandbuildacelltofitaroundit;theycanjustbuildcellsquicklyandefficientlybecauseeveryprismfitstogetherperfectly.

Mathematics Connections (cont.)

Mathematical Vocabularysymmetry—occurswhenashapelooksthesamewhenrotatedorflipped

congruent—havingthesamesizeandshape

tessellation—apatternofidenticalshapesplacedsidebysidewithnooverlapsorgaps


Directions: Cut along the solid lines. Fold along the dashed lines. Tape the flaps together.

Hexagonal Prism Template


Hexagonal Prism Template (cont.)


Researching Colony Collapse Disorder

Hive Mindtakesplaceinthefuture,buttheissueofCCDiscurrentlybeingaddressedbyrealscientistswhoareworkingtopreventthedeathsofmillionsofhoneybeesaroundtheworld.Colonyfailureoccurswhenbeesfailtoreturntohives.It’snotknownwhythebeesdonotreturn.Scientistscurrentlythinkavarietyoffactors,includingvarroamites,arecausingthismysteriousdisappearance.HavestudentsworkinpairstoresearchthepossiblecausesofCCDandchoosewhichseemmostplausible.Studentsshouldproposepossiblesolutionstothevariousproblems.Eachpairshouldpresentitsfindingstotheclass.ThenallowtimefortheclasstodiscussandreachaconsensusabouttheprimarycausesofCCDbasedontheevidencepresented,aswellasrecommendfurtheractionsforbeekeepers,scientists,andgovernmentofficialstotake.

Science Connections


Science Connections (cont.)

Contributing to The Great Sunflower Project

Everythingfromnutstoapplesrequireshoneybeesforpollination.Beesalsopollinatetheflowersweenjoyinourgardensandproducehoney—afavoritetreatforthousandsofyears.CelebratethebenefitsofbeesandhelpscientistsprotectthembyparticipatinginTheGreatSunflowerProject.Visit http://www.greatsunflower.orgfordetailedinstructionsonhowstudentscanobserveandcountbeesinbackyards,parks,andgardens.Amateurscientistsaroundthecountryhavebeenrecordingdataheresince2008,watchingforchangesinbeepopulationsandpollinationpractices.Theirworkhasprovidedvaluableinformationforscientistsworkingtoprotectbees.


Visualizing Sci-Fi Technologies

Havestudentsimaginetheinnerworkingsofapieceoftechnologydescribedin Hive Mindanddrawit.Studentsmaychoosetoillustrateitemssuchasavoxpodassemblydiagram,acutawayviewofTalos,ortheminiaturizer.Encouragestudentstoaddcaptionsexplaininghowthetechnologymaywork.

Creating a New Book Cover

Afterreadingthebook,discusswhatpassagesprovokedstrongmentalimagesinreaders.Havestudentscreatealternatebookcoversbasedontheseimportantmomentsfromthebook.Encouragestudentstochoosevisualmomentsthatwillhelpnewreadersunderstandwhatthebookisaboutandbeexcitedtoreadit.

Art Connections

“Best book ever!” —Amy, age 9

“An exciting story. I couldn’t put it down! —Jacob, age 14

“An amazing book that kept me reading until the end.”—Michael, age 12

BOOK

01

1

Timothy J. Bradley

Bradley

Cover Design by Robin EricksonCover Illustration by Timothy J. BradleyAges 8-12

Sidney Jamison was bored. Bored with a capital B. Studying the life cycle of frogs? Boring. Using commas? Boring. Being popular? Boring. But everything changed when Sidney was invited to attend Sci Hi, where students play Zero-G dodgeball and create eyeball-eating zombies. This year, the students at Sci Hi are studying Colony Collapse Disorder, which is killing millions of bees around the world. When Sidney and his friends find themselves inside a beehive, they must use everything they’ve learned to save the bees—and themselves.

FPO


CREATING A NEW BOOK COVER Name: __________________________

Directions:ReimaginethecoverofHive Mind.Whatmomentfromthebookwouldyouliketoseeonthecover?What’sthebestwaytoshowwhatthestoryisabout?


Understanding Swarm Intelligence

Afterreadingchapterfive,discussDr.Sharp’sexplanationofthewaybeesuseswarmintelligencetomakedecisionsnonverbally.Havestudentssimulatetheexperiencebydirectingthemtohuntforpreyasagroup.Inaclassroomorontheplayground,scattersimplesnackssuchasceleryandraisins.Instructstudentstofindthesnacksbysilentlyworkingtogetherandfollowingfivesimplerules:

• Notalking.

• Lookforprey.

• Movewiththegroup.

• Don’tbumpintoyourneighbor.

• Reactquickly.

Whenallthesnackshavebeencollected,invitetheclasstoenjoyapicnicanddiscusstheexperienceofusingswarmintelligencetomakedecisionsasagroup.Encouragestudentstolookforexamplesofswarmintelligencethroughoutthebookastheyread.

Kinesthetic Connections

beyond the hive · beyond the hive: a guide for parents and teachers 2 ©argosy press 2014...

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