Pollination Unit
Fly into the incredible world of honey bees, and discover the vital role they play in pollinating the food we eat!
Uncover the “Four P’s” – the deadly challenges and threats our buzzing pollinator friends face everyday!
Design & engineer your own Integrated Pest Management (IPM) system to help farmers keep our friends – and food supply – safe!
Become part of the pollution solution right now in your schoolyard or backyard on our fun outdoor “field trip”!
How to Use This Unit
This unit is divided into two sections: Video Segments and Lesson Plans. Each video segment corresponds to a lesson plan, allowing you to teach one section at a time (e.g., watch the Meet the Boneheads videos and then do the corresponding lesson) or watch all the videos first and then choose the lesson plans that work best for your class. The tools are flexible—use them in the way that best fits your teaching style and your students’ needs.
Video Segments
The Pollination Unit is an extensive educational series tailored for students in grades K-8, emphasizing the critical roles of pollinators, particularly honey bees, in our ecosystems and agricultur
This unit blends captivating videos, interactive art projects, and comprehensive lesson plans to illustrate the challenges honey bees face, such as pesticides, pests, pathogens, and poor nutrition. Through a mixture of storytelling in documentaries, hands-on garden planting activities, and STEAM-based problem-solving exercises like designing Integrated Pest Management systems, the unit fosters a profound appreciation for biodiversity and ecological balance. Each element of the unit is crafted to enhance understanding of environmental interdependencies and to inspire students to engage in proactive environmental conservation.
Unit Standards Alignment
K-LS1-1 (From Molecules to Organisms: Structures and Processes): Students will observe and discuss how honey bees meet their basic needs, such as food and shelter, and how these behaviors help them survive in their environment. The unit introduces concepts like nectar collection and pollination, showing how bees interact with plants.
K-ESS3-3 (Earth and Human Activity): Students will explore ways to reduce human impacts on the environment by creating pollinator-friendly gardens. The activities emphasize how small actions like planting flowers can support honey bees and the ecosystems they rely on.
1-LS1-2 (Structure, Function, and Information Processing): Students will examine how flowers attract pollinators through bright colors, sweet smells, and nectar. They will learn how these structures contribute to the plant’s ability to reproduce and support ecosystems.
2-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics): Students will observe how plants depend on animals, like honey bees, for pollination. By discussing the pollination process, they will learn about the relationship between plants and pollinators.
3-LS1-1 (From Molecules to Organisms: Structures and Processes): Students will explore the life cycles of honey bees and how they contribute to ecosystems as pollinators. The unit helps them understand how these life cycles interact with other organisms, including humans.3
-LS4-3 (Biological Evolution: Unity and Diversity): Students will construct arguments about the suitability of different habitats for pollinators. Through research and activities, they will explore how creating pollinator-friendly spaces supports bee populations.
3-5-ETS1-1 (Engineering Design): Students will identify challenges honey bees face, such as pesticides and poor nutrition, and design IPM systems to address these issues. They will use engineering principles to develop solutions that protect both pollinators and crops.
3-5-ETS1-2 (Engineering Design): Through the STEAM lesson plan, students will evaluate and refine IPM designs that integrate strategies like intercropping and natural pest controls. They will learn how to optimize their systems to achieve multiple environmental goals.
4-LS1-1 (From Molecules to Organisms: Structures and Processes): Students will investigate the internal and external structures of honey bees and flowers, understanding how these structures support their survival and reproduction. This includes examining how flower anatomy facilitates pollination.
4-LS1-2 (From Molecules to Organisms: Structures and Processes): Students will explore how honey bees perceive their environment through their senses. The unit includes observations and discussions about how bees locate flowers and communicate within their colonies.
4-ESS3-1 (Earth and Human Activity): Students will learn how human actions, such as pesticide use and land development, impact honey bees and their habitats. Discussions and activities will focus on how to minimize harm to pollinators and support environmental sustainability.
5-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics): Students will model the movement of matter in ecosystems, focusing on how pollinators like honey bees transfer pollen between plants. They will see how this interaction supports food production and ecosystem health.
5-ESS3-1 (Earth and Human Activity): Students will explore the balance between agricultural needs and pollinator conservation. The lesson highlights how human activities, like Integrated Pest Management, can protect bees while maintaining crop health.
MS-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics): Students will analyze data and create models to show how honey bees support ecosystem dynamics through pollination. They will consider how disruptions to bee populations impact food webs and ecosystems.
MS-LS2-2 (Ecosystems: Interactions, Energy, and Dynamics): Students will evaluate the interactions between honey bees and plants, focusing on mutual dependencies. The unit encourages analysis of how changes in bee populations affect biodiversity and agricultural systems.
MS-ETS1-1 (Engineering Design): Students will define real-world challenges, such as declining pollinator populations, and propose innovative solutions through IPM system designs. This includes addressing multiple environmental and agricultural concerns simultaneously.
MS-ETS1-2 (Engineering Design): Students will use data and research to evaluate and refine their IPM designs. They will incorporate feedback and new information to optimize their strategies for protecting honey bees while controlling pests.
MS-LS2-5 (Ecosystems: Interactions, Energy, and Dynamics): Students will evaluate the effectiveness of human interventions, such as creating pollinator habitats and using IPM systems, in maintaining ecosystem balance. They will explore how these actions mitigate threats to honey bees and biodiversity.
1. Meet the Boneheads! Ocean Plastic & Sea Turtles (UNLOCKED)
This dynamic series is crafted to educate students about the crucial role of honey bees in pollination and the challenges they face from environmental threats. Through an animated documentary, enriching discussions, and interactive lessons, students will delve into the life of honey bees, and understand the significance of natural pollinators in agriculture.
Video 1: Raiders of the Lost Hive – Part 1
Join host Bobby Donohue at HOPE Headquarters as he explores the importance of honey bees and agricultural pollination. In this vibrant and engaging animated cartoon parodying the iconic Indiana Jones and The Terminator, children are introduced to the fascinating world of honey bees and the mysterious crisis of their disappearance. The cunning JP Rothbone devises an evil plan to capitalize on the bees’ vanishing act by creating a pollinating robot – The Pollinator – forcing desperate farmers and gardeners to rely on his invention to pollinate the vital crops that comprise a third of our food supply.
Video 2: How Honey Bees Power Agriculture
This video segment delves into how honey bee pollinators are crucial for the production of a vast array of foods, from almonds to zucchini, not to mention the sweet honey they provide. Despite their importance, honey bee populations face significant threats, collectively known as the Four P’s: pesticides, pests, pathogens, and poor nutrition, underscoring the urgency of protecting honey bee habitats and promoting natural pollination processes. The segment also explains the natural process of pollination and how honey bees’ nectar and pollen collection is vital not only for their colonies but for our food diversity as well.
After the Video:
What are some of the challenges honey bees face, and how do these challenges affect their health and survival?
Discuss the potentially positive aspects of a pollinator robot. Could such a robot be used to help honey bees with their jobs rather than replace them?
2. It's Your Planet Too! The 4 P’s: Problems for Pollinators (PREVIEW ONLY)
The “It’s Your Planet Too!” lesson explores the fascinating world of honey bees, emphasizing their critical role in our ecosystem and the challenges they face from the “Four Ps”: pesticides, pests, pathogens, and poor nutrition. This portion combines documentary-style videos with an art lesson plan that helps students express their learning creatively through printmaking. The lesson aims to enhance students’ understanding of biodiversity and the importance of conservation efforts, fostering a sense of responsibility and empowerment to protect our planet.
Video 3: Pesticides, Pests, and Pollinators: A Delicate Balance
This video segment delves into the complex world of agricultural pest control and its unintended effects on beneficial insects like honey bees. Students are introduced to common farm pests, such as aphids, which cause significant damage to crops and are a primary reason farmers use pesticides.
However, the segment highlights a critical issue: the same chemicals intended to protect crops from aphids inadvertently endanger honey bees, crucial agents of pollination. Exposure to pesticides can lead to bees becoming disoriented, ill, or even dying, which has broader implications for our food supply, given bees’ role in pollinating many of the fruits and vegetables we consume.
The segment further explores the interplay between bees and other pests like Varroa mites, which can weaken bees further, especially those already stressed by pesticide exposure.
Through this exploration, the video aims to foster a deeper understanding among children of the delicate balance in our ecosystems, where actions taken to solve one problem can inadvertently create others, especially in the context of agricultural practices and environmental health.
After the Video:
How does the decline of honey bee populations impact our environment and food systems? Why are honey bees important for pollination and agriculture?
Video 4: How Pathogens and Poor Nutrition Affect Honey Bees
This video explores the microscopic world of pathogens and their impact on honey bee populations. This video illustrates how Varroa mites serve as vectors for diseases like the Deformed Wing Virus, which severely hampers a bee’s ability to function and contribute to its colony.
Students will see how a bee weakened by pesticides becomes even more susceptible to these pathogens, compounding the threats bees face.
The narrative extends to the effects of poor nutrition, showing how a lack of diverse floral resources can weaken bee immune systems further, making them more vulnerable to disease. Through this segment, children gain insight into the complex challenges bees encounter, emphasizing the importance of comprehensive strategies to ensure the health and survival of these essential pollinators in our ecosystems.
After the video:
Why is it essential to have a variety of food sources available for honey bees and other pollinators? How does planting different crops and flowers help?
Video 5: Raiders of the Lost Hive – Part 2
Pa Fossil gives Bonehead the mission details so they can destroy JP’s Pollinator prototype, and stop his plan to eradicate all the honey bees. Unfortunately, Bonehead’s imagination gets the better of him, and he daydreams his own heroic mission, completely oblivious to what Pa Fossil is actually instructing him to do.
3. Think Like Engineers! Solutions for Honey Bees and Farmers (PREVIEW ONLY)
The “Think Like Engineers” segment of the Pollination Unit introduces students to Integrated Pest Management (IPM), a method that combines science, technology, and engineering to protect pollinators like honey bees. Students engage in a STEAM-based lesson plan, designing their own IPM strategies to reduce harmful pesticide use and promote ecological balance. This lesson encourages creative problem solving and real-world application of classroom knowledge to environmental challenges.
Video 6: IPM: Helping Honey Bees Overcome Pests and Pesticides
This segment introduces Integrated Pest Management (IPM), a holistic strategy combatting the multiple threats to honey bees, including pesticide exposure, pests, pathogens, and poor nutrition. It highlights IPM techniques like timing pesticide application to avoid harming bees, using beneficial insects for natural pest control, and intercropping to protect bee populations.
Additionally, practical beekeeper interventions, such as screened hive bottoms and powdered sugar applications, are showcased as methods to combat Varroa mite infestations. The video underscores IPM as a comprehensive approach, demonstrating how thoughtful, integrated strategies can safeguard our crucial pollinators and support sustainable agriculture.
After the Video:
What is Integrated Pest Management (IPM), and how does it help protect honey bees and other pollinators from harm?
What are some examples of beneficial insects that can be used in IPM strategies, and how do they help control pests without harming pollinators?
Video 7: IPM: Combating Pathogens and Improving Bee Nutrition
This final segment of the Integrated Pest Management (IPM) series showcases how IPM effectively addresses not just pest control and pesticide reduction but also crucial challenges like the Deformed Wing Virus and nutritional deficits in honey bee populations. It illustrates how managing Varroa mite populations through IPM can curb the spread of harmful viruses and enhance bee immune responses, aiding in disease resistance and recovery.
The video also demonstrates how IPM promotes agricultural diversity, providing bees with a varied diet that bolsters their health and colony strength. Highlighting the harmony between engineering and nature, this segment reinforces that IPM can create thriving environments for bees, crucial for their survival and their pivotal role in our ecosystems and food systems.
After the Video:
Can you think of any other methods or ideas that could help protect honey bees and support their populations in addition to IPM?
Video 8: Raiders of the Lost Hive – Part 3
The Boneheads embark on a mission to save honey bees and restore ecological balance. Despite Bonehead’s distractions with dreams of grandeur, his friends T-Bone and Wishbone help keep him focused. Together, they navigate challenges to protect the bees and ensure the success of their crucial mission.
4. You Have the Power! Take Action to Help Local Pollinators (PREVIEW ONLY)
The “You Have the Power!” segment features a music video and an outdoor activity that empower students to aid pollinators by planting diverse gardens at home or at school. The catchy song “Plant a Garden” encourages organic gardening to support bees, while the lesson plan involves students in hands-on garden creation, fostering environmental stewardship.
Video 9: “Plant a Garden!” Music Video
The “Plant a Garden” song motivates children to support honey bees by cultivating diverse flower gardens. It teaches that such gardens offer vital sustenance for bees, promoting a pesticide-free approach to protect these essential pollinators. Through engaging music, the song encourages kids to take practical, positive steps toward environmental stewardship, demonstrating the impact they can have right in their own outdoor spaces. This uplifting tune is a call to action for young learners to contribute to a healthier planet and a thriving bee population.
After the Video:
How can you, as students, help promote honey bee health and support their populations in your own community?
Lesson Plans
Meet the Boneheads! This art lesson plan engages students in grades K-8 by combining creativity with environmental science to explore the vital role of honey bees and pollination in agriculture and ecosystems.
It’s Your Planet Too! This segment is paired with a social justice lesson plan, where students will learn how individual and collective actions, informed by social justice principles, can help advocate for policy changes that support pollinator conservation.
Think Like Engineers! is complemented by a STEAM-focused engineering design lesson plan, where students will students will learn how individual and collective actions, informed by social justice principles, can help advocate for policy changes that support pollinator conservation..
You Have the Power! Wrapping up the unit, this segment features an inspiring music video and an outdoor activity that invites students of all grade levels to actively engage in creating a pollinator-friendly garden while fostering an appreciation for the critical role pollinators play in ecosystems.
Eco-Collages - Prints of Pollination — Art Lesson Plan (Unlocked)
This art lesson plan engages students in grades K-8 by combining creativity with environmental science to explore the vital role of honey bees and pollination in agriculture and ecosystems. Through the art of printmaking, students will design and create vibrant gardens that reflect the diversity of flowers essential for supporting pollinators like honey bees, butterflies, and other beneficial species. Tailored to different grade levels, this activity allows younger students to learn about the basic relationships between flowers and pollinators, while older students can explore more complex environmental challenges like the Four P’s (pesticides, pests, pathogens, and poor nutrition) and propose creative solutions through their artwork. By integrating art with science, this lesson not only fosters creativity but also deepens students’ understanding of ecological interdependence and inspires them to take action in protecting pollinators and promoting biodiversity.
Materials
Printmaking inks, washable paint (non-toxic), or
Homemade natural dyes (from berries, beet juice, or coffee)
Rollers and brayers
Printmaking paper, recycled paper, or cardboard
Natural materials for printing (leaves, flowers)
Pre-cut stamps (bees, plants, pests)
Information cards about plants and pollinators
Gloves for handling ink
Cleanup supplies (paper towels, water basins)
Activity
Begin with a discussion about the importance of pollinators and the challenges they face, focusing on the Four P’s: pesticides, pests, pathogens, and poor nutrition.
Introduce students to printmaking by demonstrating how to apply ink to their chosen materials and create impressions on paper.
Allow students to experiment with creating different textures and layers. They should use the pre-cut stamps and natural materials to create a series of prints that represent a pollinator-friendly garden.
As they work, facilitate a discussion about how each plant supports the health of pollinators and the interconnectedness of the ecosystem.
Conclude the activity with a gallery walk where students present their artwork and discuss the ecological roles of the elements they chose to depict.
Lesson Standards Alignment
Creating:
K-2: Students will brainstorm, plan, and produce prints that depict flowers, honey bees, and pollinator-friendly environments. They will focus on using simple lines, shapes, and textures to represent the relationships between pollinators and plants.
3-5: Students will generate ideas and create multi-layered prints that illustrate the interactions between honey bees and flowering plants. They will develop visual compositions that show the life cycles and interdependent relationships in ecosystems.
6-8: Students will design complex prints that combine symbolic and realistic imagery to communicate the challenges honey bees face, such as the Four P’s. They will experiment with advanced printing techniques to create visually compelling representations of ecosystem dynamics
Presenting:
K-2: Students will display their prints in the classroom or school hallway, explaining their art’s subject (flowers, bees, or habitats) and the importance of pollinators in simple terms.
3-5: Students will organize a small exhibit of their prints, accompanied by written descriptions or labels that detail how their artwork connects to the themes of pollination and ecosystem health.
6-8: Students will curate a showcase or digital portfolio of their prints, combining their work with research-based presentations. They will explain how their prints highlight pollination’s importance and propose actionable solutions to protect honey bees.
Responding:
K-2: Students will discuss their prints in small groups, sharing what they learned about honey bees and pollination. They will provide simple feedback to peers about what they notice in each other’s artwork.
3-5: Students will engage in group critiques, analyzing how effectively their peers’ prints communicate the relationships between honey bees and plants. They will connect their observations to scientific principles learned in the lesson.
6-8: Students will participate in peer reviews and provide constructive critiques, evaluating how well the prints communicate the threats to honey bees and propose creative solutions. They will connect artistic choices to broader environmental and scientific contexts.
Connecting:
K-2: Students will reflect on how their prints connect to their own observations of nature, such as flowers or insects they have seen in gardens or parks.
3-5: Students will relate their artwork to real-world challenges and conservation efforts. They will write or discuss how their creative choices highlight specific aspects of honey bee life and ecosystem health.
6-8: Students will connect their art to interdisciplinary learning by tying their prints to science, engineering, and conservation. They will reflect on how their artwork can inspire awareness and action to protect pollinators and promote sustainability.
K-LS1-1 (From Molecules to Organisms: Structures and Processes):
Students will observe and create prints representing how honey bees interact with flowers and plants to meet their basic needs for survival. The art project allows students to connect these interactions to the broader concept of ecosystems.
1-LS1-2 (Structure, Function, and Information Processing):
Students will design and print visual representations of flowers and pollinators, focusing on how specific structures, like flower petals or bee legs, play a role in pollination. This lesson emphasizes the importance of these structures in supporting plant reproduction.
2-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics):
Students will create prints illustrating how plants depend on pollinators for reproduction. Through the art activity, they will visualize the connection between honey bees and flowering plants in an ecosystem.
3-LS1-1 (From Molecules to Organisms: Structures and Processes):
Students will explore and represent honey bee life cycles and plant reproductive cycles through their art. Their prints will reflect how these cycles are interconnected and vital for maintaining healthy ecosystems.
3-LS4-3 (Biological Evolution: Unity and Diversity):
Students will create prints depicting pollinator-friendly gardens, showcasing which plant species thrive in specific habitats. The activity allows them to make arguments, supported by their art, about how different plants and environments affect honey bee survival.
3-5-ETS1-1 (Engineering Design):
Students will design and print visual solutions for creating pollinator-friendly gardens, demonstrating how art can communicate ideas in engineering. Their projects will incorporate elements like intercropping and diverse plant selection.
4-LS1-1 (From Molecules to Organisms: Structures and Processes):
Students will focus their art prints on the structures of plants and pollinators, emphasizing how these features support survival and reproduction. The lesson encourages students to think critically about how these designs function in nature.
5-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics):
Students will represent the movement of matter and energy in ecosystems by designing prints that show honey bees transferring pollen between plants. This creative exercise will help them visualize and understand the flow of nutrients in an ecosystem.
MS-LS2-2 (Ecosystems: Interactions, Energy, and Dynamics):
Middle school students will use their prints to demonstrate the mutual dependencies between honey bees and flowering plants. Their art will reflect the complex interactions and relationships that sustain biodiversity.
MS-ETS1-1 (Engineering Design):
Students will use their art to define challenges and propose solutions for pollinator conservation. Their prints will represent innovative designs, such as diverse garden layouts or IPM strategies, highlighting the role of art in visualizing real-world solutions.
MS-ETS1-2 (Engineering Design):
Students will evaluate and refine their prints based on feedback, demonstrating how their art aligns with data-driven solutions to support pollinator health. The lesson emphasizes iterative design and communication through visual media.
Conclusion & Assessment
Grades K-2:
For younger students, assess their understanding of the topic by asking them to verbally explain their prints and describe the flowers, bees, and other elements they included. Focus on their ability to connect their art to the theme of pollination by asking questions like: “Why do bees visit flowers?” and “How do flowers help bees?” Encourage students to share their creative process and what they enjoyed about the activity. Teachers can display their artwork with a simple written statement dictated by the student about what they learned about honey bees and flowers.
Grades 3-5:
In the middle grades, students should write short artist statements to accompany their prints, explaining how their artwork represents pollination and the relationships between honey bees and flowers. Assess their ability to demonstrate understanding of the scientific concepts through their art, such as how pollination works and why it’s vital for ecosystems. Engage students in a class discussion or critique session where they present their prints and provide constructive feedback to their peers, focusing on how well the prints convey the science behind pollination. Teachers may also encourage students to describe what they learned about protecting honey bees and the environment.
Grades 6-8:
For older students, focus on assessing their ability to communicate complex ideas through their prints. Ask them to create a detailed written explanation or presentation that connects their artwork to the challenges honey bees face, such as the Four P’s, and the solutions that help protect pollinators. Encourage them to use their artwork as a platform to advocate for conservation, tying their art to real-world issues like biodiversity, agriculture, and sustainable practices. Host a gallery-style exhibit or digital showcase where students present their work, discuss the scientific principles it represents, and reflect on how their art can inspire action. Teachers can use these presentations to evaluate the depth of students’ understanding and their ability to integrate art, science, and environmental advocacy.
Policy and Pollinators: Advocating for Conservation — Social Justice Lesson Plan (Preview)
This social justice lesson plan empowers students to understand the critical role of pollinators in our ecosystems, while examining how human actions, including government policy, can support or harm the environment. Students will explore the importance of honey bees and other pollinators, understand the challenges they face, and evaluate ways society can act to protect them. Through writing and creative expression, students will learn how individual and collective actions, informed by social justice principles, can help advocate for policy changes that support pollinator conservation. The lesson includes grade-appropriate activities that engage students in analyzing real-world environmental issues, advocating for systemic changes, and connecting the importance of pollinators to broader environmental justice themes.
Lesson Standards Alignment
Identity:
K-2: Students explore their role as community members who can care for the environment and recognize how their actions, such as planting gardens or advocating for pollinators, contribute to a shared sense of responsibility. They begin to understand how their efforts reflect their values and identity.
3-5: Students reflect on how their own choices and advocacy can shape their community and support environmental health. They identify themselves as stewards of pollinators, connecting their identity to larger ecological and social systems.
6-8: Students analyze how personal and collective identities influence environmental decisions and policies. They consider how their role in the community allows them to advocate for sustainable practices, focusing on the intersection of identity and action.
Diversity:
K-2: Students explore how diverse plant and pollinator species contribute to environmental health. They learn to appreciate the differences in plants, animals, and people working together for shared goals, emphasizing the importance of diversity in ecosystems.
3-5: Students investigate how communities with diverse needs and perspectives work together to protect pollinators. Through discussions, they explore how different viewpoints can contribute to creating policies that support pollinators and sustainable agriculture.
6-8: Students analyze the role of diversity in community-driven conservation efforts. They discuss how cultural, social, and biological diversity intersect to create stronger, more effective solutions for environmental justice.
Justice:
K-2: Students learn about fairness and equity by discussing how honey bees and pollinators need protection and support to survive. They connect this to the idea that all living things deserve respect and care, understanding justice as fairness in action.
3-5: Students explore how government policies, such as pesticide regulations or conservation programs, can protect pollinators and ensure fairness for farmers, communities, and ecosystems. They connect the concept of justice to environmental actions that benefit all.
6-8: Students evaluate systemic challenges like industrial agriculture and pesticide overuse, discussing how policies can either harm or protect pollinators and communities. They engage in critical thinking about justice as it relates to equitable access to resources and sustainable practices.
Action:
K-2: Students participate in simple advocacy actions, such as creating posters or writing letters to local officials about planting pollinator-friendly gardens. They learn that their voices can make a difference in supporting pollinators.
3-5: Students design and share solutions, such as policy ideas or campaigns, that promote pollinator health and environmental sustainability. They practice communicating their ideas to peers and community members to inspire change.
6-8: Students engage in activism by researching, developing, and presenting policy recommendations or community initiatives aimed at protecting pollinators. They explore how action at local, state, and federal levels can create meaningful change for pollinators and ecosystems.
K-ESS3-3 (Earth and Human Activity)
Students learn about the role of government and community efforts in maintaining the environment, discussing the importance of collaboration in protecting pollinators. Kindergarteners are introduced to the idea of taking responsibility for the earth and advocating for practices that ensure environmental health.
1-LS1-2 (Structure, Function, and Information Processing)
Students explore how honey bees rely on their environment for survival and how disruptions, such as pesticides, impact their well-being. Through discussions about local policies and practices, students begin to understand how human actions affect living organisms.
2-ESS2-1 (Earth’s Systems)
Students connect the concept of preserving pollinator habitats to the larger ecosystem. By investigating how conservation policies influence the environment, students develop an understanding of the importance of protecting natural resources.
3-LS4-4 (Biological Evolution: Unity and Diversity)
Students construct arguments using evidence about how government actions can create or disrupt habitats for pollinators. They explore policies that support sustainable agriculture and conservation efforts, tying them to real-world solutions.
4-ESS3-2 (Earth and Human Activity)
Students learn how government and community actions can reduce the negative impacts of human activities on pollinators. They examine case studies to understand how policies are implemented to safeguard honey bees and their habitats.
5-ESS3-1 (Earth and Human Activity)
Students research and evaluate how government regulations, such as pesticide bans or incentives for pollinator gardens, can positively impact honey bee populations. This standard is met through discussions of how human actions influence environmental systems.
MS-LS2-5 (Ecosystems: Interactions, Energy, and Dynamics)
Students analyze how government initiatives, such as integrated pest management programs and conservation policies, affect pollinator populations and ecosystem balance. They use this knowledge to create arguments and develop solutions for supporting pollinators in their communities.
MS-ESS3-3 (Earth and Human Activity)
Students evaluate policies and proposed solutions for reducing the environmental impact of agricultural practices on pollinators. By exploring the role of local, state, and federal governments, students learn how decision-making processes can lead to environmental sustainability.
MS-ETS1-1 (Engineering Design)
Students identify and define problems related to pollinator decline and propose solutions that incorporate social justice principles. They explore how community-driven initiatives and advocacy can contribute to sustainable outcomes.
MS-ETS1-3 (Engineering Design)
Students analyze potential solutions to address pollinator decline, comparing the effectiveness and feasibility of different government-supported or community-based initiatives. This includes evaluating trade-offs in designing conservation policies or strategies.
Integrated Pest Management (IPM) Engineering & Designn — S.T.E.A.M. Lesson Plan (Preview)
This STEAM-focused engineering lesson engages students across all grade levels, K-8, in designing innovative solutions to protect honey bees and ensure sustainable agricultural practices. By exploring the concept of Integrated Pest Management (IPM), students will learn how to address real-world challenges posed by the Four P’s—pesticides, pests, pathogens, and poor nutrition. Through a hands-on, collaborative approach, students will use science to understand ecological interactions, technology to enhance pest monitoring, engineering to design functional systems, art to communicate their ideas visually, and mathematics to optimize their solutions. This lesson encourages students to think critically, work creatively, and apply interdisciplinary skills to develop IPM systems that balance agricultural needs with pollinator health, fostering a deeper understanding of environmental stewardship and sustainable innovation.
Lesson Standards Alignment
Creating:
K-2: Students will generate visual representations, such as simple sketches or dioramas, of their IPM systems. These creative expressions help them communicate how their solutions address pollination challenges.
3-5: Students will develop detailed models or diagrams to illustrate their IPM designs, showcasing multiple integrated strategies for pest management and pollinator protection.
6-8: Students will engage in advanced design processes, constructing prototypes that demonstrate their engineering solutions. These creations will integrate aesthetic and functional components, reflecting thoughtful and innovative design.
Presenting:
K-2: Students will share their sketches or models with the class, explaining the basic concepts behind their IPM designs and how their ideas support honey bees and crops.
3-5: Students will present their dioramas or prototypes, highlighting the interconnected strategies within their IPM systems. They’ll explain the roles of each component in addressing pollination challenges.
6-8: Students will prepare professional-style presentations, using their prototypes or diagrams to explain how their designs align with real-world agricultural and ecological needs. Their work may include multimedia elements for enhanced communication.
Responding:
K-2: Students will engage in simple discussions, offering observations and asking questions about their classmates’ designs to build understanding and inspire improvement.
3-5: Students will evaluate peer presentations, identifying strengths and areas for improvement. They’ll ask thoughtful questions to deepen their understanding of different IPM strategies.
6-8: Students will critique peer designs using evidence-based feedback, considering ecological, agricultural, and engineering principles. They’ll suggest refinements based on the challenges and successes of each approach.
Connecting:
K-2: Students will connect their IPM designs to the broader idea of helping honey bees and supporting farms, emphasizing the importance of their solutions in protecting the environment.
3-5: Students will explore how their IPM systems reflect real-world challenges and solutions in agriculture. They’ll connect their designs to scientific concepts like ecosystems, biodiversity, and pollination.
6-8: Students will analyze how their IPM systems address local and global agricultural issues, considering the cultural, environmental, and technological implications of their designs.
K-2 ETS1-1 (Engineering Design):
Students will ask questions, make observations, and gather information to define a simple problem related to protecting honey bees and crops. They will identify challenges like pests and pesticides and brainstorm solutions, such as using natural pest controls or planting diverse crops, aligning their creative designs with real-world agricultural needs.
K-2 ETS1-2 (Engineering Design):
Students will develop simple sketches or models to represent solutions to honey bee challenges. For example, they might create a basic drawing of a trap crop system or a natural pest barrier, practicing visual communication of their ideas while addressing pollination issues.
K-2 LS2-2 (Interdependent Relationships in Ecosystems):
Students will understand that plants depend on animals, like honey bees, for pollination and seed dispersal. They’ll connect this knowledge to their engineering solutions by ensuring their designs support both crops and pollinators.
3-5 ETS1-1 (Engineering Design):
Students will define a design problem, such as creating an IPM system that addresses the needs of farmers while protecting pollinators. They’ll identify criteria for success (e.g., reducing pesticide harm) and constraints (e.g., keeping costs low), practicing real-world problem-solving skills.
3-5 ETS1-2 (Engineering Design):
Through group collaboration, students will generate multiple potential solutions and evaluate which strategies work best together. For example, they’ll combine intercropping, natural pest controls, and pollinator-friendly practices in their models.
3-5 ETS1-3 (Engineering Design):
Students will construct and test prototypes or dioramas representing their IPM systems. By analyzing and improving their designs, they’ll understand the iterative nature of engineering and its role in addressing ecological challenges.
3-LS4-4 (Biological Evolution: Unity and Diversity):
Students will explore how different strategies help organisms survive in varying conditions. For instance, they’ll model how intercropping or introducing beneficial insects can enhance pollinator habitats and crop health.
4-LS1-1 (Structure, Function, and Information Processing):
Students will design solutions that support the survival and behavior of honey bees. For example, their prototypes may incorporate features that address the nutritional needs of bees or the physical barriers that protect them from pests.
5-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics):
Students will use their IPM system designs to model the flow of matter and energy in ecosystems. They’ll consider how bees transfer pollen to sustain plants, which in turn provide food for other organisms, fostering a broader understanding of ecosystem dynamics.
6-8 ETS1-1 (Engineering Design):
Students will define a more complex engineering problem related to pollinator conservation and pest management. They’ll consider ecological, economic, and agricultural factors to propose balanced, sustainable solutions.
6-8 ETS1-2 (Engineering Design):
Students will evaluate competing IPM designs, using evidence to determine which strategies are most effective and feasible. They’ll consider how different approaches (e.g., pheromone traps versus resistant plant varieties) align with their goals of reducing harm to pollinators and protecting crops.
6-8 ETS1-3 (Engineering Design):
Students will analyze and refine their IPM prototypes through testing and feedback. They’ll apply advanced problem-solving to improve their models, incorporating elements like precision technology or climate adaptation strategies.
6-LS2-3 (Ecosystems: Interactions, Energy, and Dynamics):
Students will develop models to explain cycling matter in ecosystems, connecting their IPM systems to pollination, crop growth, and biodiversity. They’ll evaluate how human interventions, like pesticide reduction or habitat restoration, impact these cycles.
8-ESS3-3 (Earth and Human Activity):
Students will propose methods to monitor and minimize human impacts on ecosystems while addressing agricultural needs. For instance, they’ll consider how their IPM designs can balance food production with environmental conservation goals.
8-LS2-5 (Ecosystems: Interactions, Energy, and Dynamics):
Through their IPM designs, students will investigate strategies to maintain ecosystem stability and biodiversity. They’ll demonstrate how actions, such as introducing beneficial insects or enhancing pollinator habitats, support resilient food systems.
Elements of S.T.E.A.M.
Science:
K-2: Explore basic concepts of honey bees, their role in pollination, and how plants and animals rely on one another in ecosystems. Use simple examples of how pesticides can affect plants and insects.
3-5: Investigate the Four P’s (pesticides, pests, pathogens, and poor nutrition) in greater detail, focusing on how these factors affect honey bees. Discuss how healthy ecosystems rely on pollinators for biodiversity.
6-8: Dive deeper into the ecological balance of food webs and pollinator networks. Examine the chemical and biological mechanisms behind pesticides and how they interact with ecosystems at large.
Technology:
K-2: Introduce simple tools, such as magnifying glasses or photos, to observe pollinators and plants. Discuss how farmers might monitor pests using simple tools.
3-5: Explore how farmers use technology, such as weather data or traps, to predict and manage pest outbreaks. Discuss how technology can reduce pesticide use.
6-8: Investigate advanced tools like drones, data analysis systems, and precision farming methods used in Integrated Pest Management (IPM). Encourage students to brainstorm technological innovations.
Engineering:
K-2: Create simple models of gardens or habitats with physical barriers (e.g., fences or nets) to protect plants while letting pollinators in.
3-5: Design and construct small prototypes or dioramas of IPM systems, incorporating strategies like intercropping or trap crops to support pollinators and manage pests.
6-8: Focus on iterative design processes to create detailed, functional IPM models that combine biological, physical, and technological solutions. Emphasize problem-solving and systems thinking.
Art:
K-2: Use drawings and crafts to represent pollinators, flowers, and gardens. Encourage students to create visual explanations of their IPM systems.
3-5: Design posters, diagrams, or colorful models to communicate the components of their IPM system. Emphasize visual clarity and creativity in presentations.
6-8: Develop sophisticated visual aids, such as digital illustrations or 3D models, to showcase their IPM designs. Discuss how effective communication can influence real-world adoption of solutions.
Mathematics:
K-2: Use simple counting or graphing activities to track pollinators or plant growth. For example, count flowers or observe bee activity in a garden.
3-5: Calculate the spacing for intercropping or determine the optimal times for pesticide application to minimize harm to pollinators.
6-8: Apply mathematical models to predict pest population growth, evaluate the effectiveness of IPM strategies, and calculate the economic impact of pollinator-friendly farming practices.
Planting a Pollinator Garden — Outdoor Activity Lesson Plan (Preview)
This outdoor lesson plan invites students of all grade levels, from kindergarten to eighth grade, to actively engage in creating a pollinator-friendly garden while fostering an appreciation for the critical role pollinators play in ecosystems. Through hands-on activities, students will explore the relationships between plants, pollinators, and their environment, learning how diverse, pesticide-free gardens support pollinator health and biodiversity. Younger students will focus on simple observations and connections, while older students will dive deeper into concepts such as habitat restoration, ecological interdependence, and human impact on the environment. This multifaceted activity empowers students to make meaningful contributions to pollinator conservation while developing age-appropriate knowledge and skills that align with STEAM and environmental education goals.
Lesson Standards Alignment
K-LS1-1 (From Molecules to Organisms: Structures and Processes)
Students will use observations to describe patterns of how living things, like bees and plants, rely on one another for survival. Planting gardens helps students understand how pollinators depend on diverse floral resources for food.
1-LS1-2 (From Molecules to Organisms: Structures and Processes)
Students will identify how flowers and plants have unique external features that attract pollinators. They will explore how these features help plants survive, grow, and reproduce.
2-LS2-2 (Ecosystems: Interactions, Energy, and Dynamics)
Students will develop simple models, such as their garden, to demonstrate how seeds disperse and plants grow with the help of pollinators. These models help visualize how plants and animals work together to maintain ecosystems.
3-LS4-3 (Biological Evolution: Unity and Diversity)
Students will construct arguments using evidence from the garden activity to show how certain pollinators thrive better with diverse floral resources while others may struggle or fail to survive.
4-LS1-1 (From Molecules to Organisms: Structures and Processes)
Students will analyze how flowers and pollinators interact through specialized structures, such as petals and nectar guides, to support the survival and reproduction of plants and animals.
5-LS2-1 (Ecosystems: Interactions, Energy, and Dynamics)
Students will use their garden as a model to demonstrate the movement of matter in ecosystems. They will connect the roles of pollinators in transferring pollen and producing food to the energy flow in ecosystems.
5-ESS3-1 (Earth and Human Activity)
Students will understand how planting pollinator-friendly gardens contributes to environmental stewardship. The activity will highlight how human actions can either harm or protect ecosystems and pollinator populations.
MS-LS1-4 (From Molecules to Organisms: Structures and Processes)
Students will explore how plant reproductive structures depend on pollinators for the transfer of pollen. Discussions will focus on the adaptations of plants and pollinators that ensure successful reproduction.
MS-LS2-4 (Ecosystems: Interactions, Energy, and Dynamics)
Students will design solutions, such as their pollinator-friendly gardens, to reduce the human impact on pollinator populations. They will evaluate how these gardens enhance biodiversity and benefit ecosystems.
MS-ESS3-3 (Earth and Human Activity)
Students will analyze how human activities, like urbanization, reduce pollinator habitats and propose mitigation strategies such as garden planting. This supports understanding of sustainable solutions to environmental challenges.
3-5-ETS1-1 (Engineering Design)
Students will define the problem of pollinator habitat loss and create a solution by designing a pollinator-friendly garden. This task integrates creativity and practical applications in habitat restoration.
3-5-ETS1-2 (Engineering Design)
Students will evaluate various garden designs to ensure they meet the needs of pollinators and the ecosystem. They will test and refine their designs based on their observations and research.
MS-ETS1-2 (Engineering Design)
Students will use evidence to design and evaluate garden layouts that maximize floral diversity and pollinator support. This process will involve iterative testing and modifications to optimize results.
