Answers and grading sheets for tasks:
Answers and grading sheets for tasks:
Keywords puzzle:
The following words are NOT in the puzzle:
- parasites
- habitat
- pesticides
[pic]
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 problems
b) colony disorder
c) colony collapse disorder
d) bee mites
e) colony emergency
f) 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 |10/10 |
|Students write five paragraphs |Student copied words directly |Student wrote some of the |Student wrote in their own |
|in their own words |from a website, paragraphs were|paragraphs in their own words, |words, paragraphs showed good |
| |poorly structured, no evidence |used quotes but did not |structure, when quotes were |
| |of learning |reference, paragraphs showed |used they were referenced |
| | |some structure | |
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 biodiversity
2 beeswax
3 honey making
4 polllination
5 agriculture
6 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 dat
Rich 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 achievement |
|Participated in gardening |Did not demonstrate |Participated enough to achieve |Enthusiastic approach to all |
|activity and successfully |understanding of task or did |minimum standards |steps, high evidence of |
|planted bee friendly plants |not show effort | |learning |
|Looked after and monitored |Neglected plants and let them |Looked after plants when |Showed self motivation to look |
|plants diligently during |die |reminded to |after plants |
|germination | | | |
|Committed to monitoring and |Neglected plants in own time |Looked after plants when |Demonstrated high motivation to|
|watering plants in own time |(in school yard) |reminded to |look after plants |
|Filled in school diary and |Did not submit |Submitted very late |Submitted on time and |
|submitted on time | | |completely filled |
|Answered all questions with |Did not make an effort or ask |Answered questions but very |Answered all questions, filled |
|necessary detail and in own |for help with task, submitted |short answers, some in own |in lots of detail, wrote in own|
|words |nothing or almost nothing |words |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 |SIGNATURE: |
| |teacher) | |
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Marking and Rubric:
|Assessment criteria: |2/10 |5/10 |10/10 |
|Participated in class |Not evident |Achieved minimum standards |Showed enthusiasm, demonstrated|
|discussions, contributed good | |required but did not put effort|high level of learning, went |
|ideas | |into high achievement |above and beyond minimum |
| | | |requirements |
|Ideas contributed showed |Not evident |Achieved minimum standards |Showed enthusiasm, demonstrated|
|evidence of learning | |required but did not put effort|high level of learning, went |
| | |into high achievement |above and beyond minimum |
| | | |requirements |
|Actively participated in making|Not evident |Achieved minimum standards |Showed enthusiasm, demonstrated|
|a speech to other classes | |required but did not put effort|high level of learning, went |
| | |into high achievement |above and beyond minimum |
| | | |requirements |
|Successfully persuaded lots of |Not evident |Achieved minimum standards |Showed enthusiasm, demonstrated|
|people to sign the petition | |required but did not put effort|high level of learning, went |
| | |into high achievement |above and beyond minimum |
| | | |requirements |
|Behaved well with given freedom|Not evident |Achieved minimum standards |Showed enthusiasm, demonstrated|
|and did not misbehave, disrupt | |required but did not put effort|high level of learning, went |
|anyone or wag from school | |into high achievement |above and beyond minimum |
| | | |requirements |
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