Should we do more to help save the honey bee?

Transcription

1 5 Grade Washington Hub Plight of the Honey Bees Inquiry by Karen Morley-Smith Should we do more to help save the honey bee? Photo by Aaron Burden on Unsplash Supporting Questions 1. Why do we need honey bees? 2. What s happening to our bees? 3. What might help the situation? 1

2 5 Grade Washington Hub Plight of the Honey Bees Inquiry by Karen Morley-Smith Inquiry Standard Should we do more to help save the honey bee? Next Generation Science Standards: NGSS-5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. Common Core State Standards Language Arts: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. C3 Framework for Social Studies Standards: D Identify evidence that draws information from multiple sources in response to compelling questions. D Construct arguments using claims and evidence from multiple sources. D Use evidence to develop claims in response to compelling questions. Staging the Compelling Question Brainstorm: Make a list of foods you love that might be difficult or impossible to have anymore, if we continue to lose our honey bees. Supporting Question 1 Supporting Question 2 Supporting Question 3 Why do we need honey bees? What s happening to our bees? What might help the situation? Formative Performance Task Formative Performance Task Formative Performance Task With teacher guidance and support students use information from multiple sources to address Supporting Question 1. Students write a short speech stating their opinion about what is happening to the bees. The argument should include evidence from a variety of sources to support their thinking. Students create a poster, informational pamphlet, or educational slide show to communicate how people can help honey bees. Featured Sources Featured Sources Featured Sources Source A: Diagram of Yellow Jacket Wasp Source B: Honey Bee Body Diagram Source C: Pesticides and Mass Food Production Source D: Hive Detective Source E: Honey Bee Life Cycle Rap Song Source F: Honey Bee Source G: Modern Technology and Farming Video Source H: Scholastic: Get the BUZZ on Bees Source I: Waggle Dance Source A: Map Showing Honey Bee Losses Source B: Human Bees in China Source C: Decline of bees forces China's apple farmers to hand pollinators Source D: EU Bans Neonicotinoids Article Source E: EU Scientists Begin Review on Banned Pesticides Source F: Europe Poised for Total Ban on Bee-harming Chemicals Source G: French Prime Minister Bans Pesticides Source H: EPA Bee Advisory Box Source I: What's Killing Our Bees Source J: Silence of the Bees Source K: Colony Collapse: The Mystery of the Missing Bees Source L: Issue Overview: Bee blight Source M: Poisonous mosquito spray accidentally kills millions of bees Source N: "What's Killing Our Bees? Source A: Where'd My Bees Go Source B: Do the Honey Bee! Source C: What home gardeners need to know about about neonicotinoids Source D: Obama wants to help the bees by protecting where they live and eat 2

3 ARGUMENT Should we do more to help save the honey bee? Construct an argument that takes into account different perspectives on the issue. How would helping save honey bees impact Summative Performance Task Taking Informed Action The common good? Farmers' rights? The ability for pesticide companies to conduct business? Beekeepers? The natural right for people to live free of harm? EXTENSION Distribute the letter to the appropriate entities or individuals based on discussion with teacher and classmates. UNDERSTAND Students will demonstrate understanding of their learning through the construction of an opinion piece, utilizing the OSPI Classroom Based Assessment (CBA) titled, "You Decide." ASSESS Teachers will supply students with the OSPI CBA Rubric for You Decide. Teachers will use the rubric to evaluate student work. ACTION Taking informed action will follow the outline in the Summative Performance Task. Students will inform others about the importance of honey bees to human survival, how bees are being harmed, and ways people can help save honey bees. Students will take a stand on the issue and relate the issue to the common good and to a right. Students will present their argument in a letter to the newspaper editor or elected official. 3

4 Overview Inquiry Description Should governments do more to help save the honey bee? Good question. We need bees for the survival of seeds and a tremendous number of our fruits and vegetables, but we also need to protect the food supply from pests. Feeding a hungry world is a huge job; likewise, commercial farming and chemical pesticides are big business. However, the economic impact of bee devastation is already being felt throughout the world. For example, in parts of China, the government has told farmers to hand pollinate apples and pears. Colony Collapse Disorder is a global problem, and different governments are responding--but should governments do more? This unit of study combines Next Generation Science Standards, Common Core State Standards for Language Arts, and the C3 Framework for Social Studies Standards; additionally, this fits the "You Decide" OSPI- Designed Assessment (formerly know as the Classroom Based Assessment--CBA) Except where otherwise noted, this work by Evergreen Public Schools, is licensed under a Creative Commons Attribution (4.0) License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. Section 107) are marked. Structure Through shared reading, videos, articles, class discussions, reflections, and the study of natural rights and common good, students develop a rich understanding of the honey bee's role in the survival of life as we know it. Students also learn how scientific research is beginning to unravel the mystery of Colony Collapse Disorder and ways people, and their government, can possibly help. 4

5 Compelling Question Featured Sources Staging the Compelling Question Should we do more to help save the honey bee? Source A: Wikipedia List of crop plants pollinated by bees Source B: Six Meals We Would Not Enjoy Source C: Save the bees, bats, birds! Pollinators are disappearing, report says. Staging the compelling question Students will consider how their lives will be different, if honey bee devastation continues. Talk to the students about foods they enjoy that might no longer be available to them should honey bees become extinct. You can brainstorm a list of favorite fruits and vegetables, then cross off those requiring pollination. You can extend the chart to include dairy products and even hamburger meat. Of course, if human pollinators become the norm, some of these foods might still be available, but only to the most wealthy among us. Also consider the violence that could occur to secure supplies of fruits and vegetables. You can refer to historical struggles to secure water rights, and current ecological refugee crises. Explain that through the work of this unit, students will become experts on honey bees and Colony Collapse Disorder. Regardless of how they decide the compelling question, it will be important for all of them to educate others because they will know more than most other people. Important issues need public awareness. 5

6 Featured Source A Compelling Question Wikipedia List of crop plants pollinated by bees Although Wikipedia requires cross-referencing, this list is a start. There is a lot of information out there about exactly which foods would be impacted by the loss of honey bees. List of crop plants pollinated by bees, Wikipedia.org 6

7 Featured Source B Six Meals We Would Not Enjoy Compelling Question This website gives you visuals of dinner plates as certain elements of the meal are removed. Be critical as you watch the video. For example, there is contradictory information online that says tomatoes used on large commercial farms require minimal agitation to reproduce and do not require bees to pollinate. This provides a lesson on being critical consumers of news information. Which "fact" is true? Six Meals We Would Never Enjoy the Same Way Again if Bees Disappeared, Cascadian Farm Organic, HuffingtonPost.com, October 6,

8 Featured Source C Compelling Question Save the bees, bats, birds! Pollinators are disappearing, report says. WASHINGTON, D.C. Many insects that pollinate plants are dying out. The world needs to do something about it, a new report warns. If it does not, people may not have enough to eat. By Associated press, adapted by Newsela staff, 03/13/

9 Supporting Question Formative Performance Task Why do we need honey bees? Supporting Question 1 With teacher guidance and support students use information from multiple sources to address Supporting Question 1. Featured Sources Source A: Diagram of Yellow Jacket Wasp Source B: Honey Bee Body Diagram Source C: Pesticides and Mass Food Production Source D: Hive Detective Source E: Honey Bee Life Cycle Rap Song Source F: Honey Bee Source G: Modern Technology and Farming Video Source H: Scholastic: Get the BUZZ on Bees Source I: Waggle Dance By addressing this question: Students can describe the reasons why bees are the best pollinators (body structure/behavior/waggle dance/bee brain radar system). Students understand how structure impacts behavior: Yellow Jacket (YJ) wasp v. honey bee.) Students explain how the loss of honey bees would impact food supply in commercial farming, and how the loss would impact survival of species (plant and animal) in the wild. Students can describe how mass food supply depends on genetically modified organisms and use of pesticides. Formative Performance Task Students will gain knowledge to engage in the Formative Performance Task through classroom learning. Begin by reading The Hive Detective by Loree Griffin Burns. Plan on reading a section a day, for 4-5 days. Plan to combine this reading with other work, including drawing the diagrams, providing instruction, watching the videos on the source list, and reading the article. Allow time to talk about/write about new learning. In journals, with guidance/modeling by teacher, students draw and label a diagram of a honey bee. (The teacher can freehand draw under the document camera, as students do the same. This is more meaningful than simply labeling a worksheet.) On another day, do the same with the diagram of a Yellow Jacket wasp. As you slowly model the drawing on the document camera, talk with the students. Talk about: The structure of the honey bee compared to the Yellow Jacket wasp. Why is the structure different?how does the structure of the honey bee make it a great pollinator? (It has a fuzzy body to pick up pollen, a proboscis to collect nectar, and pollen baskets to carry pollen back to the hive.) How does the difference between the stinger structure of a honey bee v. a Yellow Jacket wasp impact behavior? (Honey bees have a barbed stinger. If she stings, the stinger stays in the victim and it pulls out the honey bee's insides as she flies away, killing her. The Yellow Jacket wasp can sting indefinitely.) How would that one structural difference impact behavior? YJs eat other insects and dead small rodents. Does structure also help decide a creature's diet? Do honey bees have other dietary options? (No.) How does that impact survival? Show the videos on the honey bee: Honey Bee Life Cycle Rap Song and Waggle Dance. Provide time for students to record new learning and talk about it in small groups. On another day: Brainstorm what students know about modern farming. Do they still think of a small family 9

10 farm, or do they understand that feeding the world depends on large commercial operations? Show the short videos (Modern Farming and Technology and Pesticides and Mass Food Production) and talk about how farmers depend on pesticides. Pesticides designed to kill insects, also kill bees. Honey bees depend on pollen and nectar from flowers and are directly exposed to the pesticides sprayed on plants. Feedback: Follow up by selecting student work to be shared with the class. Allow students to add to their journal entries as they hear/see the work of other students. 10

11 Featured Source A Diagram of Yellow Jacket Wasp Supporting Question 1 Diagram of Yellow Jacket Wasp Diagram of Yellow Jacket Wasp, Enchanted Learning, June 24, Image from Proceedings of the National Academy of Sciences of the United States of America used pursuant to fair use. 11

12 Featured Source B Honey Bee Body Diagram Supporting Question 1 Honey Bee Body Diagram Honey Bee Body Diagram, Enchanted Learning, June 24, 2017 Image from Proceedings of the National Academy of Sciences of the United States of America used pursuant to fair use. 12

13 Featured Source C Supporting Question 1 Pesticides and Mass Food Production Are Pesticides Really So Bad? Are Pesticides Really So Bad? Neok12.com video, June 24,

14 Featured Source D Hive Detective Supporting Question 1 Shared reading: The Hive Detective This is a picture book by Loree Griffin Burns. Read this book in sections over 4-5 days. 14

15 Featured Source E Honey Bee Life Cycle Rap Song Supporting Question 1 This rap song explains the importance of making honey to the colony. It also sends the message that honey bees are not out to protect themselves as individuals, but the entire colony. Honey Bee Life Cycle, The Singing Zoologist. June 24,

16 Featured Source F Honey Bee Supporting Question 1 Article from National Geographic for Kids that explains the life of a honey bee. Honey Bee. National Geographic for Kids, June 24,

17 Featured Source G Supporting Question 1 Modern Technology and Farming Video This 360 Agriculture video is linked from National Agriculture in the Classroom site. The National Agriculture in the Classroom site has a variety of information about modern farming. The Youtube video included in this lesson provides a careful presentation of soil treatments used in modern farming that lists advantages as opposed to spraying pesticides on crops. Bayer Crop Science also uploaded the video to its website. Bayer is a company that, along with Monsanto, is considered a leader in the production of chemicals thought to be linked to CCD. Youtube.com video. Also found on National Agriculture in the Classroom.org 17

18 Featured Source H Scholastic: Get the BUZZ on Bees Supporting Question 1 Scholastic: Get the BUZZ on Bees, This is a really great collection of honey bee information that was published about the time beekeepers began to experience bee losses. There are diagrams (bee, flower), maps, and vocabulary lessons. It is a good way to building background knowledge. Scholastic: Get the BUZZ on Bees, 18

19 Featured Source I Waggle Dance Supporting Question 1 This short video demonstrates the "waggle dance" bees use to communicate to other bees in the hive the location of a food source. This is important background knowledge so that students can understand the role neonicotinoids play in disrupting the bee's delicate radar system. (This will be demonstrated in "What's Killing Our Bees?" in section 2 of this inquiry.) Waggle Dance, YouTube, June 29,

20 Supporting Question Formative Performance Task What s happening to our bees? Supporting Question 2 Students write a short speech stating their opinion about what is happening to the bees. The argument should include evidence from a variety of sources to support their thinking. Featured Sources Source A: Map Showing Honey Bee Losses Source B: Human Bees in China Source C: Decline of bees forces China's apple farmers to hand pollinators Source D: EU Bans Neonicotinoids Article Source E: EU Scientists Begin Review on Banned Pesticides Source F: Europe Poised for Total Ban on Bee-harming Chemicals Source G: French Prime Minister Bans Pesticides Source H: EPA Bee Advisory Box Source I: What's Killing Our Bees Source J: Silence of the Bees Source K: Colony Collapse: The Mystery of the Missing Bees Source L: Issue Overview: Bee blight Source M: Poisonous mosquito spray accidentally kills millions of bees Source N: "What's Killing Our Bees? Through an analysis of these sources: Students will learn about Colony Collapse Disorder (CCD) and how beekeepers and scientists are working to find causes. Formative Performance Task Student speeches: Students form an evidence-based opinion about what is happening to the bees. Students describe CCD and some possible causes. Other possible elements of the speech could include: Students explain and provide evidence that bee populations are declining. Students explain how the Chinese government is forcing farmers to hand pollinate apples and pears in areas where bees have been eliminated. Students provide evidence that the European Union has taken steps to discover if banning neonicotinoids helps honey bees survive. Students discuss how scientists in the United Kingdom are working to show how neonicotinoids interfere with the bee's radar system. (Students can also note that the scientific investigation may use a higher concentration of neonicotinoids than bees might normally contact.) Students discuss the idea that CCD is a syndrome with, perhaps, multiple contributing factors. Perhaps the levels of chemicals found in infected hives contribute to the susceptibility to varroa mites and other plaguing conditions. 20

21 Featured Source A Map Showing Honey Bee Losses Supporting Question 2 A new study of wild bees identifies 139 counties in key agricultural regions of California, the Pacific Northwest, the Midwest, west Texas and the Mississippi River valley that face a worrisome mismatch between falling wild bee supply and rising crop pollination demand. (PNAS) convenience only and do not constitute or imply any affiliation, endorsement, sponsorship, approval, verification, or monitoring by Evergreen Public Schools. Please confirm the license status of any third-party resources and understand their terms of use before reusing them. 21

22 Featured Source B Human Bees in China Supporting Question 2 An article that explains the hand pollination of the pears/apples in China. Human Bees in China, Huffington Post, June 24,

23 Featured Source C Supporting Question 2 Decline of bees forces China's apple farmers to hand pollinators An article about hand pollination in China due to decline of bees. Decline of bees forces China's apple farmers to hand pollinators, ChinaDialogue.net, June 24,

24 Featured Source D EU Bans Neonicotinoids Article Supporting Question 2 This New York Times story documents the European Union decision a few years ago to ban neonicotinoids for a limited time to see if it would help bees. Bayer, a chemical company that produces the products in Germany, fought the decision. "Europe Bans Pesticides Thought Harmful to Bees," New York Times, April 29,

25 Featured Source E Supporting Question 2 EU Scientists Begin Review on Banned Pesticides This article provides background and an update on the status of the EU ban on neonicotinoids. This article is written in teacher language. EU Scientists Begin Review, theguardian.com, January

26 Featured Source F Supporting Question 2 Europe Poised for Total Ban on Bee-harming Chemicals This 2017 article talks about the current decision about whether to complete ban the chemicals that currently have a limited ban in place. Europe poised for total ban on bee-harming chemicals, theguardian.com, March

27 Featured Source G Supporting Question 2 French Prime Minister Bans Pesticides The French Prime Minister overrules the farm minister and implements a full ban of bee-harming chemicals. French PM overrules farm minister, Reuters, June 26,

28 Featured Source H EPA Bee Advisory Box Supporting Question 2 Shortly after the European Union placed a limited ban on neonicotinioids to discover if it might help honey bees and other pollinators, the United States Environmental Protection Agency (EPA) rejected that idea. Instead, the agency produced a "Bee Advisory Box" to become part of labeling for pesticides containing neonicotinoids. Ask students if the picture of a bee on the label makes them think the product is good, or bad for bees. Typically, fifth graders think there should be a slash through the bee to show the product is unsafe for bees. Bee Advisory Box, EPA.gov, August

29 Featured Source I What's Killing Our Bees Supporting Question 2 This video carefully documents the work being performed by scientists in the United Kingdom to figure out what is happening to the bees. This is a great video for letting kids see the lengths scientists must go to control experiments. There is strong evidence here that neonicotinoids interfere with the honey bee's delicate radar system. What's Killing the Bees, June 29,

30 Featured Source J Silence of the Bees Supporting Question 2 This PBS Nature video is an early in-depth look at what is killing the honey bees. There is a valuable section showing Chinese farmers working through the time consuming, tedious process of hand pollinating pear trees. Silence of the Bees, PBS. You Tube, June 29,

31 Featured Source K Supporting Question 2 Colony Collapse: The Mystery of the Missing Bees Colony Collapse: The Mystery of the Missing Bees Retro Report The New York Times Colony Collapse: The Mystery of the Missing Bees Retro Report The New York Times 31

32 Featured Source L Issue Overview: Bee blight Supporting Question 2 Bees have been dying at alarming rates for the last 10 years... Disease and poor nutrition are partly responsible. But those causes are difficult to fix. Another possible cause is chemicals. By Bloomberg, adapted by Newsela staff, 09/06/

33 Featured Source M Supporting Question 2 Poisonous mosquito spray accidentally kills millions of bees Earlier this week, South Carolina beekeepers found millions of dead honeybees on the floors of their apiaries, or beehives. The bees had been killed by a bug poison. They were innocent victims in the war against the Zika virus. By Alan Yuhas, The Guardian, adapted by Newsela staff, 09/07/

34 Featured Source N "What's Killing Our Bees? Supporting Question 2 A BBC Horizon documentary that demonstrates the science behind studying Colony Collapse Disorder (CCD) in the European Union. BBC Horizon,

35 Supporting Question Formative Performance Task Featured Sources What might help the situation? Supporting Question 3 Students create a poster, informational pamphlet, or educational slide show to communicate how people can help honey bees. Source A: Where'd My Bees Go Source B: Do the Honey Bee! Source C: What home gardeners need to know about about neonicotinoids Source D: Obama wants to help the bees by protecting where they live and eat Through answering the question: Students can cite the EU decision to eliminate neonicotinoid pesticides to see if that would help the bees, but the EPA declined to do so. Students can talk about the new bee label and Lowe s plant labeling neonicotinoids and a new promise to be neonic-free by Students can talk about what ordinary people can do to help save our honey bees. (Don t spray pesticides, especially on windy days or when bees are foraging, or when plants are in bloom. Use natural farming methods. Educate people about the problem. Support environmental groups working to save bees and other pollinators. Petition legislators. Write letters to the editor of newspapers. Talk about the problem and stay informed. Take up beekeeping as a hobby. Buy local honey to support beekeepers. Formative Performance Task Either working alone, or with peers, students will design a poster, informational pamphlet, or educational slide show to inform others about ways they can help honey bees. 35

36 Featured Source A Where'd My Bees Go Supporting Question 3 A short musical video that kids love. Part of a campaign to make people aware of Colony Collapse Disorder. Häagen-Dazs - "Bees", Youtube,

37 Featured Source B Do the Honey Bee! Supporting Question 3 helpthehoneybees A short musical video that kids will love. Part of a campaign to make people aware of Colony Collapse Disorder. "Do the Honey Bee" helpthehoneybees, Youtube,

38 Featured Source C Supporting Question 3 What home gardeners need to know about about neonicotinoids An article on organic farming and how to help bees by avoiding neonicotinoids. Neonicotinoids: What home gardeners need to know, Tom Oder. Mother Nature Network, June 29,

39 Featured Source D Supporting Question 3 Obama wants to help the bees by protecting where they live and eat WASHINGTON Things are buzzing in Washington, D.C., as scientists and leaders are talking about how to save bees. The insect is known for its painful stings. However, it is also a very important part of the American food chain. By Washington Post, adapted by Newsela staff, 06/04/

40 Compelling Question Argument Extension Additional Materials Summative Performance Task Should we do more to help save the honey bee? Should we do more to help save the honey bee? Construct an argument that takes into account different perspectives on the issue. How would helping save honey bees impact The common good? Farmers' rights? The ability for pesticide companies to conduct business? Beekeepers? The natural right for people to live free of harm? Distribute the letter to the appropriate entities or individuals based on discussion with teacher and classmates. ScoringGuide-ESYouDecideCBA.pdf ( Argument Write an essay, speech, or letter in which you take a stand on this issue and provide background information about CCD. Present multiple points of view from at least three stakeholders. Explain how the issue connects to United States Constitutional rights and the common good. Finally, summarize with a call to action. Extension Teacher will follow school/school district protocol to distribute student letters to appropriate entities and individuals. 40

41 Understand Assess Action Taking Informed Action Students will demonstrate understanding of their learning through the construction of an opinion piece, utilizing the OSPI Classroom Based Assessment (CBA) titled, "You Decide." Teachers will supply students with the OSPI CBA Rubric for You Decide. Teachers will use the rubric to evaluate student work. Taking informed action will follow the outline in the Summative Performance Task. Students will inform others about the importance of honey bees to human survival, how bees are being harmed, and ways people can help save honey bees. Students will take a stand on the issue and relate the issue to the common good and to a right. Students will present their argument in a letter to the newspaper editor or elected official. Teachers may access the OSPI You Decide CBA by pasting the following link into the browser: $ 41