Profile Sheet

Title: Environmentalists consult with schools about bees in school gardens

Teachers: Alexandra Laing, Sharon Summerlin

Primary Subject Area: Science - Organization and Development of Living Organisms- Big Idea 14

Outside Subject Areas: Literacy (Writing/Publishing), Math

Class: Science

Grade Level: 3rd-5th Grade

Class Time: 6 hours

Description of Student Roles and Problem Situation: Problem Situation: Scientists have determined that the bee population is

directly related to the amount of fruit produced by plants and how plants reproduce. The amount of bees in the area has decreased over the years. Investigate how this may impact our garden.

Student Roles: Students become the “Un-Bee-lievable Environmentalist” team of researchers when they assume the role of data collector, environmental specialist, and head researcher to report to the Florida Farm Bureau and the Bee Keeper’s Society about what their school should do for their garden.

Adaptations for ESE students: Students will be provided direct links or actual articles that support their

role. Students will be offered scaffolded assistance (as needed). Students will be provided accommodations in relation to their IEP.

Adaptations for ELL students: Students will be able to research bees in their primary language. (If

applicable) Students will be in a group with peers to assist them with the research.

Resources:Websites:

http://www.floridabeekeepers.org/mission.htm http://www.animalplanet.com/wild-animals/honey-bees.htm

Articles/books: Bee Pollinators in your Garden, by AAPA (purchase at:

http://aapa.cyberbee.net/publications/) Time For Kids: Good News for Bees (Time for Kids) by Emily Goldberg

with TIME Reporting Pollination, by Michigan State University Information Sheet 10: Honey Bees are Important Pollinators by The

University of Arizona Video

You Tube – Why and How to make your garden bee friendly

Title, STEM Areas, and Standards

Title: Environmentalists consult with schools about bees in school gardens

STEM Areas: Science – Science concepts are incorporated throughout the lesson. In

order to solve the problem students need to correctly identify plant parts, how plants become pollinated, and how bees play a role in pollination. Additionally, students will have to identify bee friendly plants in the school garden, as well as make observations of organisms found in the garden.

Technology – Students will use iPads to document plants and animals in the garden. They will use the Edmodo application to communicate within their groups and teacher, and share relevant research documents. Share projects using various technologies such as; AppleTv, Airdrop, Google Drive, and Google Forms.

Engineering – Students will have to determine how to increase the amount of bee friendly plants while not reducing the amount of space needed for the student space.

Math- Students will determine the fractional parts of bee friendly plants to non-bee friendly plants. Students will record and compare observational data about the amount of bees and types of plants.

Standards Addressed:Florida Science Standards:

SC.5.N.1.1 - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (High)SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

National Science Standard: (Engineering Design)

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Literacy:LAFS.5.W.2.6- With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. LAFS.5.RI.1.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.3.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Math:MAFS.5.MD.2.2 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

Learning Outcomes, Student Roles and Problem Situation, Meet the Problem Method

Learning Outcomes: Given the oral presentation rubric, teams will analyze and report explain

how bees play a role in food production and plant reproduction and how this is related to the solution of the problem. Teams will score an approaching or above in each dimension on the oral presentation rubric.

Given the report rubric, individuals will create a report containing their best solution to the problem. The report must earn an approaching or above in each dimension on the individual report rubric.

Given the report rubric, teams will quote accurately from research to justify their best possible solution to the problem. The quote must earn an approaching.

Description of Student Roles and Problem Situation: Problem Situation: Scientists have determined that the bee population is

directly related to the amount of fruit produced by plants and how plants reproduce. The amount of bees in the area has decreased over the years. Investigate how this may impact our garden.

Student Roles: Students become the “Un-Bee-lievable Environmentalist” team of researchers when they assume the role of data collector, environmental specialist, and head researcher to report to the Florida Farm Bureau and the Bee Keeper’s Society about what their school should do for their garden.

Meet the Problem Method:Students will receive a memo from Florida Farm Bureau as well as a three other documents related to bees and fruit production. One is an article from Time for Kids, one is a report from Michigan State University, and one is an information sheet from the University of Arizona’s College of Agriculture and Life Sciences.

Memorandum

To: Un-Bee-Lievable Environmentalist Team, attention Head ResearcherFrom: R. Mark Wilson, State Director of District XIX, Florida Farm BureauRe: Bee population trends and the impact of Fruit Production in District XIXDate: Tuesday, November 18, 2014

As you may know, The Florida Farm Bureau has recently contracted with the Florida Bee Keeper’s Society to study the impact bees have on fruit production in our District. The Bureau is soliciting your input on the importance of bees to fruit production and plant reproduction and is hoping for your recommendations to increase these in your area.

Please assemble with your “Un-Bee-Lievable Environmentalist” team of researchers to investigate the bee’s impact on your school garden. Teams should be constructed with a data collector, environmental specialist, and head researcher to report to the Florida Farm Bureau and the Bee Keeper’s Society. Teams will be provided a budget of $5,000 to support our cause. The presenting team should be prepared to issue a report and state their claims while justifying their best solution to the bee problem.

Your individual report (PowerPoint, word document, or poster) should include the following: A diagram of plant parts that correctly identifies the parts responsible for reproduction. A detailed description of the bees’ role in plant pollination and reproduction. A detailed plan of how your budget money will be spent. A step by step plan for our school garden that explains how we will support the bees. This plan should

offer the best solution that your team can develop to solve the bee population problem and should include pros, cons, and long-term predicted results.

Your team report should be a minimum of 10 minutes and should include the following: Analysis of how bees play a role in plant reproduction and plant food production (presented by the

data specialist). Analysis and detailed descriptions of plant reproduction and plant food production (presented by the

environmentalist specialist) All of the possible solutions and your recommendation to the Florida Farm Bureau describing your

BEST solution to the problem (this may involve using portions of several individual solutions) and how bees are related to this solution (presented by the head researcher).

The Bee Keeper’s Society is expecting to hear your report on Friday, November 21, 2014, concerning your recommendations for what schools in your area should plan to do for their gardens to support the bees. Good luck in your research!

Sincerely, The Florida Farm Bureau

Problem Statement, Know/Need to Know Boards

Sample Problem Statement:How can we as the Un-Bee-lievable Environmentalist Team composed of a data collector, an environmental specialist, and a head researcher, investigate the impact of bees on plant and fruit reproduction in such a way that:

We meet the deadline for the presentation. Will not harm the environment while we increase the number of bees. We will stay within our budgetary constraints of $5000. We will provide a report to the Bee Keeper’s Society in conjunction with the

Florida Farm Bureau with accurate information. We will analyze the importance of bee’s role in food production and plant

reproduction.

Sample Know/Need to Know Board:

KNOW Need to Know

We have lost millions of bees in the last 8 years Animal pollinators are needed for 1/3 of human

food crops Honeybees pollinate $10 billion worth of crops Obama started Pollinator health Task force to

help keep bees healthy and educate people CCD (colony collapse disorder) – bees leave

and they don’t come back Task force develop new habitats 90% of commercial crops rely on bees to

pollinate (nuts, fruits, vegetables) Honeybees are the only kind of bee that is easily

managed and moved Bees are better than bats and butterflies because

they search out pollen. Pollen is protein in feeding and developing

larvae Bees cross-pollinate - Bees pollinate plants by

moving grains of pollen from one plant to another

Without cross-pollination apple flowers would wither and die

Plants make flowers that have nectar and pollen that bees need for food-bees transfer pollen

Which crops do bees pollinate? Why do we have smaller amount of

commercial bee colonies than in the 1940s?

Why have millions of honeybees disappeared in the last eight years?

How and where do people develop new habitats for bees?

How can we reverse CCD? What are the types of bees? How are

they different from each other? Why are some easier to move and

manage? Which plants attract bees in our

garden? How the bee population has declined

in the area surrounding our school? How we can help restore the bee

population through our school garden? What do bees need to live a happy life? How long do bees live?

between flower so plants can produce fruit and seeds

Decline in health and population of pollinators (like bees) threaten biodiversity, food webs, and human health

Possible factors that could have caused the bee decline are: improper use of pesticides and herbicides, habitat fragmentation, loss, reduction of food sources, reduction of mating sites, aggressive competition from non-native species, disease, predators, parasites, climate change, and lack of floral diversity

Most plants have elaborate methods to prevent self-pollination. This includes, development of male and female parts at different times, completely different male and female flowers, and completely different male and female tree species.

The bee is trying to get nectar, but search out flowers with pollen to find that nectar. Their hairy bodies pick up the pollen and then transfer it when they fly from flower to flower

Capstone Performance

Capstone Performance Description:

The capstone performance for the problem contains 2 parts. A team will provide a written report (1 from each team member), and a group presentation. Students will be assessed on both of these parts using two different rubrics- an individual report rubric and an individual presentation rubric. Students will have 4 hours of class time to research the problem and develop 2 solutions and 4 justifications for why one solution is better than the other. Students will have 1 hour to prepare for their written report.

In the written report, each student will be expected to contribute 2 solutions and 4 justifications for why one solution is better than the other while quoting accurately from research to justify their possible solution to the problem.

In the report, teams will create a final report containing all of the possible solutions and their recommendation to the Florida Farm Bureau describing their best solution to the problem. (This may involve using portions of several reported solutions.)

Students will have 1 hour to prepare for their oral capstone presentations. In the 10 minute oral presentation, teams will analyze and report how bees play a role (data specialist) in food production and plant reproduction (environmentalist specialist) and how this is related to the best solution of the problem (head researcher).

Students will report to the Florida Farm Bureau and the Bee Keeper’s Society (volunteers and/or school administrators) their oral and written reports to provide a bee-utiful solution to the bee problem at our school.

During the oral presentations, one member of the team will present his team’s best solution to the problem and each student will share at least 1 justification for the team’s best solution.

Also, during the oral presentations, each student will answer 2 questions from the members of the Bureau and the Society.

Student autonomy is incorporated as the individual student developed his own solution and planned his or her own part in the presentation. Meta-cognition is encouraged as each student will complete a self-reflection at the conclusion of the presentation.

Included in this lesson are the Individual Report Rubric and the Individual Oral Presentation Rubric to assess students’ learning and mastery of the standards and learning outcomes, demonstrated during the students’ capstone performances.

Reflection Questions:

1. Which resource do you think was the most useful in devising the solution? Why?2. What did you find most helpful about working together as a group on this problem? Why was this helpful?3. What input did you have into how the group’s work was divided among the members? Did you think that this division was fair and equitable?4. What process did the group used to pick the best solution? What input did you offer in this process?5. Do you think the solution was a realistic one – one that real-world applications? If so, why? If not, why do you think it fell short of this and what would you change to make it more realistic?

Rubrics for Capstone

Individual Report Rubric

Criteria Proficient Approaching Developing

Overall Content Accuracy Science information and calculations are 100%-90% accurate.

Science information and calculations are 60-89% accurate with minor inconsistencies.

Science information and calculations are less than 60% accurate.

Required Content Components

- 100%-90% of required plant parts are included and correctly identified on the diagrams.

- All of the following 3 components are accurately described: - description of the role bees play in pollination, - - description of how the bees pollinate, - description of the importance of pollination to plant reproduction.

- 60-89% of required plant parts are included and correctly identified on the diagrams.

- At least 2 of the following components are correctly described:- description of the role bees play in pollination,- description of how the bees pollinate,- description of the importance of pollination to plant reproduction.

- The report contains less information than listed in the “Approaching” level.

Alignment of Each Solution to the Problem Statement

Each solution presented aligns with all conditions stated in the problem statement.

One solution aligns with all conditions stated in the Problem Statement. The other solution aligns with all but one of the conditions.

Neither solution aligns with all conditions in the Problem Statement.

Required Components of Each Solution

Two solutions are provided.

4 reasons for why one solution is better than the other are included. Two solutions are provided.

At least 2 reasons for why one solution is better than the other are included.

Two solutions are provided but no justifications are included.

Mechanics

Report contains no grammatical errors (spelling, capitalization, punctuation, subject/verb agreement)

Report contains 1-3 grammatical errors

Report contains more than 3 grammatical errors.

Individual Oral Presentation Rubric

Criteria Proficient Approaching Developing

Delivery

Maintains eye contact with audience 80% or more of the time; fluctuations in volume and inflection are intended to add to clarity of presentation; no non-purposeful movement; volume is loud enough to be heard in the back of the room 90% or more of the time.

Maintains eye contact with audience over 60% of the time (but less than 80%); 1-2 non-purposeful movements; volume is loud enough to be heard in the back of the room 75-89% of the time.

Eye contact is less than 60%; more than 2 non-purposeful movements; inaudible in the back of the room more than 20% of the time.

Comprehension and Accuracy

Student responds to questions from members of the audience correctly, providing at least 4 accurate scientific facts.

Student responds to questions from members of the audience correctly, providing at least 2 accurate scientific facts.

Student failed to answer question correctly or could not provide a scientific fact.

Quality of Individual Solution Explanation

The solution aligns to all conditions in the group problem statement.

The solution aligns to all but one of the conditions in the group problem statement.

The solution fails to align to 2 or more conditions in the group problem statement.

Quality of Individual Justification Explanation

Reason given for advocating the group “best solution” is scientifically accurate and fiscally feasible.

Reason given for advocating the group “best solution” is scientifically accurate but not fiscally feasible.

Reason given for advocating the group “best solution” is not scientifically accurate but may or may not be fiscally feasible.

Quotations

Report contains 3 relevant informational quotations from research related to the topic which are accurately used and/or portrayed in the speech and/or visual aids.

Report contains at least 1-2 informational quotation from research related to the topic which are accurately used and/or portrayed in the speech and/or visual aids.

Report contains no informational quotations from research related to the topic.

Mechanics No grammatical errors are included in the visual aids.

1-3 grammatical errors are included in the visual aids.

More than 3 grammatical errors are included in the visual aids.

Two Alternative and “Best” Solution Analysis

Samples of Two Alternative Solutions:

Solution 1The Un-Bee-lievable Environmentalist team recommends that JC Mitchell create higher levels of floral diversity within our school garden. After doing an analysis of our school garden, there are only 4 plant species represented that are pollen-producers. Honeybees are attracted to pollen, and therefore need pollen to be present to actively and effectively pollinate our plants.

Pros Cons

Higher levels of bees will be attracted to our school garden. Bee population can be tracked through data collection and population estimates monthly throughout the school year.

Our garden will increase in its fruit production by creating higher plant life diversity, thus bringing more bees, thus having successful pollination of more plants.

More students will be able to actively work within the garden if there are more plants in the garden to take care of

We can have a higher yield of fruit that can be used in our school cafeteria as healthy lunch choices or for a fundraiser

More pollen production on our school grounds could cause health concerns with people and students at the school that have allergies.

Higher bee visitation rates could negatively impact students (if students “bother” the bees, they could get stung)

We have 6 students on campus that are highly allergic to bees

More plants might cause an imbalance in our garden ecosystem

Consequences:To support the cost of adding higher levels of floral diversity to the school garden, the school may have to restructure its budget and/or complete fundraising activities. The school will also have to adhere to district policy on landscaping. This will take time from students and teachers in the classroom, and some school sites may not be willing to allocate the time to the planting of the garden.

Solution 2The Un-Bee-lievable Environmentalist team recommends that JC Mitchell create a bee hive in collaboration with the Palm Beach County Beekeepers Association to be placed in our school garden. The proximity of the hive to our garden will increase the amount of bees, as well as creating honey in which we can sell through our PTA or use in our kitchen as a healthy sweetener alternative.

Pros Cons

Higher levels of bees will be attracted to our school garden. Bee population can be tracked through data collection and population estimates monthly throughout the school year.

Our garden will demonstrate higher levels of plant pollination

Students will be able to interact with the community Beekeeper Association to learn and care for bees.

We can have a honey that can be used in our school cafeteria or for a fundraiser

More pollen production on our school grounds could cause health concerns with people and students at the school that have allergies.

Higher bee visitation rates could negatively impact students (if students “bother” the bees, they could get stung)

We have 6 students on campus that are highly allergic to bees

Time constraints when working with the Palm Beach County Beekeepers Association

Consequences:To place a beehive on school grounds, the school may have to request special permission from the district. The school will also have to adhere to district policy and may not even be permitted to place such a structure on school grounds.

Sample Justification for Best Solution:Best solution: Solution One. Solution one, adding additional plants was chosen. A survey of the school garden was completed. There was already a presence of bees in the garden. We feel we need higher levels of bees to be attracted to our school garden. The amount of bee friendly plants is currently less than 25% of our garden. Adding more plant such as daisies, strawberries, and Citrus tree will encourage a higher level of bee visited. As a result of the increased bee visits, higher level of pollination will occur. Additionally, more fruit will be produced by our garden.

Solution two was not chosen due to the fact that building a hive would require permission from district level and possibly increase the amount of allergic reactions. It was also determined that increasing the population of bees without increasing the population of garden flora would overwhelm the current garden and not provide enough nectar for the bees. The population would then disappear due to the lack of food for the bees.

Debriefing Plan & Essential Concepts

The students must understand the following:

Plant parts Plant parts responsible for reproduction Describe the role bees play in pollination Describe how the bees pollinate Identify the importance of pollination to plant reproduction

The teacher coaching questions:Meet the problem

C: What is your role in this problem?M: What do you already know about plant parts?M: What do you already know about bees and pollination?E: How realistic is this problem?

Know/Need to Know BoardC: Why are the bees attracted to flowers?M: How do you “know” this?E: When you generate questions through your research, do you have to answer all of them?

Problem StatementC: What types of plants are bees attracted to?M: Are you comfortable with the problem statement your group has written? Would you add anything?E: Can you name some “conditions” that would be common to all problems?

ResearchC: How do you know if we have a bee pollination problem?M: What terms can you think of that might be helpful in doing a “Google” search for this problem?E: What different types of resources might be helpful in solving the problem?

Generating Possible SolutionsC: What scientific evidence do you have to back up the solution?M: Why is this your best solution? Explain your reasoning.E: Do you think this solution would work in the real world?

C: CognitiveM: Meta-cognitiveE: Epistemic

Debriefing - Student Generated Solutions:

All teams of engineers will make presentations to the “Commission” in the presence of all other teams. In that way, all students will hear all possible solutions. The teacher will act as a scribe and record the characteristics of each proposed solution. There will be a thumbs up/down vote if the solution seems viable and aligns with all conditions stated in the problem statement. A thumbs-up vote would signify that the presenters described a solution that will definitely solve the problem. A thumbs-down vote could signify that the solution will fail to solve the problem. The teacher will record the votes. The teams will then discuss the best possible solution in a whole class session. Teams will debate details of the team, possibly combining solutions. Through a class discussion students will reach consensus on portions of each solution to use. The teacher will then record the portions for all to see.