Answers and grading sheets for tasks:

Keywords puzzle:

The following words are NOT in the puzzle:

- parasites- habitat- pesticides

Worksheet one:

Do some research using your important keywords.

Select these questions, copy them (ctrl+c) and paste them (ctrl +v) into a Microsoft word document.

Answer the questions and save the word document as: What is the problem?

1 – Name three manmade chemicals that are killing the bees:________________________________________________________________________________________________________________________________________________

2 – Name three parasites that are killing the bees:________________________________________________________________________________________________________________________________________________

3 – What percentage of the bee population has been affected?________________________________________________

4 – Which countries in the world have been affected so far?________________________________________________

5 – What is the name of the problem?a) bee problemsb) colony disorderc) colony collapse disorderd) bee mitese) colony emergencyf) bee extinction

5 – What is the word that describes the ‘scientific study of bees’?_________________________________________________

Answers for worksheet one:

3 manmade chemicals:3 parasites:Percentage affected:Which countries affected so far:Name of the problem:Colony collapse disorder (c)Word describing the study of bees:Apiology

What is the problem?Writing task in my own words using Microsoft word.

By now you should have completed the 'Keywords puzzle' and completed the worksheet.

The next step is to write five paragraphs to describe what the problem is.

You need to write your paragraphs in your own words in a Microsoft word document.

If you copy and paste pieces of writing directly from a website into your document, you need to highlight it with italics and then underneath that, you need to write (in brackets) which website you copied the text from.

Please note that pieces of text that you have copied and pasted into your document are called 'quotes'. When you use a 'quote' in your document, you need to surround the quote with "quotation marks". They look like this "__________".

The reason we use quotes is to provide evidence that we have researched the topic. This tells the reader that they can believe the information that we have written about and that we did not just imagine all of the facts that we wrote about.

'Quotes' will not be counted as part of your five paragraphs. You still need to include five paragraphs that are written in your own words.

If these instructions are confusing, here are some key questions you can type into google which will help you:- What is a paragraph?- What is a quote?- How do I copy text?- How do I paste text?- What are brackets?- What are quotation marks?

Here is the key information that you need to include in your writing:- What is happening to the bees?- What is causing it?

After you have finished your document, save it as "The problem-In my own words".

Writing task grading sheet:

Students write five paragraphs in their own words, they use quotes and reference their chosen quotes. Quotes are not part of their five paragraphs. Paragraphs must be in their own words. Students use Microsoft word to complete this task. Students save this task to their computer.

Details: 2/10 6/10 10/10Students write five paragraphs in their own words

Student copied words directly from a website, paragraphs were poorly structured, no evidence of learning

Student wrote some of the paragraphs in their own words, used quotes but did not reference, paragraphs showed some structure

Student wrote in their own words, paragraphs showed good structure, when quotes were used they were referenced

Word jumble!

What are bees good for? (Aside from stinging people)

Unjumble these words to find some good clues about the usefulness of bees!

1 – sdiroteibviy

_____________________________________________________

2 – exsbaew

_____________________________________________________

3 – roienehtynaco (This contains two words)

___________________ ________________________

4 – oaloiipnltn

_____________________________________________________

5 – cegtiraulru

_____________________________________________________

6 – opyfsdolup (This contains two words)

________________ _______________________

Answers for word jumble:

1 biodiversity2 beeswax3 honey making4 polllination5 agriculture6 food supply

Why should I care and what would happen?Research task and worksheet.

Using the resources page:Watch videos, look at pictures and follow links to relevant websites on the resources page.

1 - What would happen to the world’s food supply if bees became extinct?___________________________________________________________________________

2 - Why do we need bee products like honey and beeswax?___________________________________________________________________________

3 - What are ten of my favourite foods that bees pollinate?___________________________________________________________________________

4 - What would happen to the food chain if bees became extinct? Would it affect other animals?___________________________________________________________________________

5 - Name ten products that use beeswax as one of their ingredients? (could be foods, cosmetics, polish, anything)___________________________________________________________________________

Answers for worksheet:

1 – The world’s food supply would need to be hand pollinated and even then a lot of plant and animal species would die out and become extinct. There would no longer be any biodiversity.

2 – Honey is important because humans and animals love to eat it. Beeswax is an important ingredient in a lot of products used by humans.

3 – Student must list ten foods

4 – Which plants would disappear? Which animals depend on plants that are pollinated by bees? Which predators rely on these animals? Which of these animals do we rely on for food?

5 – Student must list ten products

What would happen if ALL of the bees died? How would it affect me? How do I feel?

Think about what would happen if we could not save the bees and they all died. How would it affect you in your life? What would you have to change? Would you feel sad and angry?

You need to write your paragraphs in your own words that answer the above questions (in a Microsoft word document).

If you copy and paste pieces of writing directly from a website into your document, you need to highlight it with italics and then underneath that, you need to write (in brackets) which website you copied the text from.

Please note that pieces of text that you have copied and pasted into your document are called 'quotes'. When you use a 'quote' in your document, you need to surround the quote with "quotation marks". They look like this "__________".

The reason we use quotes is to provide evidence that we have researched the topic. This tells the reader that they can believe the information that we have written about and that we did not just imagine all of the facts that we wrote about.

'Quotes' will not be counted as part of your five paragraphs. You still need to include five paragraphs that are written in your own words.

If these instructions are confusing, here are some key questions you can type into google which will help you:

- World without bees- Consequences of colony collapse disorder- Colony collapse disorder- What is a paragraph?- What is a quote?- How do I copy text?- How do I paste text?- What are brackets?- What are quotation marks?

Rich task one: Create and circulate!!

Persuasive fliers and a letterbox drop

Notes:In order to be persuasive (change somebody’s mind about something) a flier needs to present a problem that stresses people out, and then it also needs to show a viable solution that people can get involved in.

Some examples of persuasive media include an advertisement for soap. In the first half of the advertisement you will see lots of images of dirty hands and then, just when you are about to go crazy from the stress, the advertiser will show you a big picture of their brand of soap. Then they will tell you that their soap is the best and that you should buy it.

For your persuasive flier, you need to show people that there is a huge problem affecting the bees, and just when they have nearly reached the end of your flier they will see a list of things that they can do which will save the bees.

You are persuading them to ‘buy’ your idea and do something real to help in the situation.

Design:

- Design a flier that is A5 sized- Flier must include images- Include a colourful background but do not make it too dark (you need to be able to read the important

information

Layout:

- Information needs to be short, to the point and easy to read- There must be bold headings for each section

Information:

- Tell people what the problem is- Tell them what the cause of the problem is- Tell them what they can do to help (Start a bee friendly garden and write a letter to local Government

officials

Letterbox drop:

- Print out fifty copies of your flier (on recycled paper) and ask your parents to help you to do a letterbox drop to the letterboxes in your area

- Do not do this step without adult supervision- Do not put fliers into letterboxes that display a ‘no junk mail’ sign- Ask your parents to put the flier up in their staff room at work- When your parents take you to cafes or out shopping, ask the shop keepers if you can please put your

flier up in their windows

Reflection:

Write a word document with five paragraphs (in your own words) to talk about:- How much fun it was to design your flier and do the letterbox drop- Explain what was ‘persuasive’ about your flier- Do you think that people will take notice?- Did any shopkeepers let you put your flier up in their windows?

Handing it in:

- Print out your word document, staple one of your fliers to your document and hand it in to your teacher on the due datRich task two: Bee friendly garden!

What are YOU going to do about it? Grow your own Bee friendly garden!

Gardening:

- What plants do bees love to eat?- Which of these plants will grow very well in your area? (Take weather, sunlight, time of

year etc into consideration)- Bring your list to your teacher and they will buy some seeds (of those plants)- During class time your teacher will help you to plant your seeds into little containers

(recycled milk bottles are great!)- You will watch your seeds grow into little seedlings.- Now is the time for you to plant your seedlings into your school’s garden beds.- Every recess and lunch time, check on your little seedlings and give them a lot of water

so that they can grow strong and healthy

Reflection:

Answer these questions in your school diary:- Did your seeds grow into seedlings?- Where about in the schoolyard did you plant your seedlings?- How many times can you remember going and watering your seedlings?- Are they surviving well in the school garden beds?

Handing it in:

Hand in your school diary to your teacher on the due date

Rubric for marking:

Evidence of learning: 1/10Not satisfactory 5/10 Satisfactory 10/10 High achievementParticipated in gardening activity and successfully planted bee friendly plants

Did not demonstrate understanding of task or did not show effort

Participated enough to achieve minimum standards

Enthusiastic approach to all steps, high evidence of learning

Looked after and monitored plants diligently during germination

Neglected plants and let them die

Looked after plants when reminded to

Showed self motivation to look after plants

Committed to monitoring and watering plants in own time

Neglected plants in own time (in school yard)

Looked after plants when reminded to

Demonstrated high motivation to look after plants

Filled in school diary and submitted on time

Did not submit Submitted very late Submitted on time and completely filled

Answered all questions with necessary detail and in own words

Did not make an effort or ask for help with task, submitted nothing or almost nothing

Answered questions but very short answers, some in own words

Answered all questions, filled in lots of detail, wrote in own words

Rich task three: Kick up a fuss!

Inner school petition:

Procedure:

Identify something in your community that is harming the bees.

- Does your local council need to plant more bee friendly gardens?- Do your local farmers use harsh pesticides on their crops?- Can you get your local newspaper to raise awareness?

During class discussion you and your classmates will decide what it is that you want to change and you will create a petition.

A petition is a document, which has a paragraph at the top, telling the reader what the problem is.

The reader then has a choice to sign their name on the petition to show their support.

You and your classmates will write down a list of all the classes in your school

You will split into pairs and all of the pairs in your class will make a list of which classes you will visit

During class time you will (in pairs) walk to your allocated classrooms and (after asking the teacher’s permission) make a small speech to present the problem to each class (grade ones, grade threes etc) and you will ask everybody to line up and sign your petition (Including the teacher).

After all of the pairs in your class have visited every class in your school, you will staple all of your copies of the petition together.

If you successfully get hundreds of people to sign your petition, it is a demonstration of community support.

During a class discussion, you and your classmates will write a letter to your local member of parliament or your local newspaper and you will send it off (with a copy of your petition)

Your class will send a copy of your petition and letter every day until the recipient contacts your teacher and tells you that they will take action.

EXAMPLE PETITION:

Who is writing this petition?School logo: (Insert image here)

Class name:____________________________________Teacher name: ____________________________________

Teacher email address: ____________________________________School name:_____________________________________

Principal’s name: _____________________________________School ph: _____________________________________

School email address: _____________________________________School postal address: ______________________________________

Paragraph:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NAME: CLASS (or email address if it’s a teacher)

SIGNATURE:

Marking and Rubric:

Assessment criteria: 2/10 5/10 10/10Participated in class discussions, contributed good ideas

Not evident Achieved minimum standards required but did not put effort into high achievement

Showed enthusiasm, demonstrated high level of learning, went above and beyond minimum requirements

Ideas contributed showed evidence of

Not evident Achieved minimum standards required

Showed enthusiasm, demonstrated high

learning but did not put effort into high achievement

level of learning, went above and beyond minimum requirements

Actively participated in making a speech to other classes

Not evident Achieved minimum standards required but did not put effort into high achievement

Showed enthusiasm, demonstrated high level of learning, went above and beyond minimum requirements

Successfully persuaded lots of people to sign the petition

Not evident Achieved minimum standards required but did not put effort into high achievement

Showed enthusiasm, demonstrated high level of learning, went above and beyond minimum requirements

Behaved well with given freedom and did not misbehave, disrupt anyone or wag from school

Not evident Achieved minimum standards required but did not put effort into high achievement

Showed enthusiasm, demonstrated high level of learning, went above and beyond minimum requirements