Activity Introduction

Bee on Echinacea hero frameQuick summary: Bees pollinate at least a third of everything we eat and play a vital role in sustaining our ecosystems, therefore they need to be valued and protected. In this lesson, students find ways to address the threats faced by bees and share the solutions they find with the class. They will adopt a research strategy to use when engaging in an online search to find out about how to be bee friendly. In doing so, students will find out about ways that we can mitigate the risks that bees face, and help bees to help us.

This activity has been developed in partnership with  ACT_FOR_BEES_Inline_Ident_CMYK 

 Essential questions:

  • What can we do to be ‘bee friendly’?
  • How can we use the internet to find information?
  • How can we share a ‘bee friendly’ message with people?

21st century skills: 

ACT for Bees Helping the Bees lesson 21st century skills

Australian Curriculum Mapping

Content descriptions:
Year 5 English

  • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
  • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
  • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Year 5 Science

  • Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Year 5 HASS – Economics and business

  • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Year 6 English

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)\
  • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Year 6 Science

  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Year 6 HASS – Economics and business

  • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)

General capabilities: ICT, Ethical Understanding, Personal and Social Capability

Cross-curriculum priority: Sustainability OI.2, OI.6, OI.7.

Relevant parts of Year 5 English achievement standards: When reading, students encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Relevant parts of Year 5 Science achievement standards: They analyse how the form of living things enables them to function in their environments.

Relevant parts of Year 5 HASS achievement standards: They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. 

Relevant parts of Year 6 English achievement standards: Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. 

Relevant parts of Year 6 Science achievement standards: Describe and predict the effect of environmental changes on individual living things. 

Relevant parts of Year 6 HASS achievement standards: Describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. 

Topic: Sustainability

Unit of work: Love Food? Love Bees!

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate class discussion

Resources required: Student Worksheet – one copy per student OR enough computers/tablets to access the online worksheet, to conduct online search and to create presentation. Web Research Planning Tool (one per group), Bee-friendly Action Description Template, Hive of Reflection print-out. Blue, yellow and orange textas. 

Digital technology opportunities: Digital sharing capabilities.

Keywords: bee, sustainability, bee friendly, research food, consumption, biodiversity. 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher PreparationBee on pink eucalypt hero frame

Overarching learning goal: Students will be able to conduct a well-planned internet search, and choose appropriate information to respond to a research question. Students will be able to summarise information they find about bee friendly actions and suggest approaches that every person can take to ensure that bees can survive and continue to play a vital role in sustaining our ecosystems.

Teacher content information: Bees first appeared on Earth at least 80 million years ago. The ancestors of modern bee species lived alongside the dinosaurs - a time when giant pines, cedars, tree ferns and cycads were the main plants and the air swarmed with primitive insects including oversized dragonflies and giant butterflies. During this time, the first flowering plants (angiosperms) appeared and a more effective way of pollination was needed, other than simply relying on the wind. The challenge was how to increase the chances of pollination and reproduction to ensure the succ

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Student Worksheet

Thought Starter: "Plans to protect air and water, wilderness and wildlife are in fact plans to protect man" - Stewart Udall

1. What are your favourite 'bee-friendly' strategies?

2. Which do you think you could implement at school/home?


What did I learn today?
So what? (Why is this information relevant, important or useful?)
Now what? (What is a next step? What are we going to do with the facts we've learnt?)
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