Activity Introduction

Bee on Hand Hero FrameQuick summary: In this lesson students synthesise what they have learned from the Love Food? Love Bees! unit and develop a plan for taking action around themes presented in the unit. Students will work in groups to select a theme that is important to them, then brainstorm an idea for action. Next, they collaboratively plan their action project and execute this plan. Finally, students are asked to reflect upon the success of their project and their role in creating and executing the project.

This activity has been developed in partnership with  ACT_FOR_BEES_Inline_Ident_CMYK  

Essential questions:

  • What are the themes covered throughout the Love Food? Love Bees! unit?
  • What are the different ways to take action around the issue of bees?
  • How can we take action around this issue at our school or in our community?
  • What are the processes and steps required for planning and executing a social action project?

21st century skills: 

Being Bee Friendly Social Action Lesson ACT for Bees 21st C Skills

Advice for teachers: This unit is designed to help Year 5 and 6 students to look critically at the impact of bees upon food production and the environment more generally. Parts of this unit are suitable for Learning areas such as: HASS, English and the Arts. These lessons can be used to integrate the Cross-curricular priority of Sustainability into your learning area. Each lesson is designed to stand on its own; you can easily pick and choose what learning activities best meet your curricular goals.

Australian Curriculum Mapping:

This lesson concludes the Love Food? Love Bees! unit. It provides students with the opportunity to apply their knowledge to create a social action project or awareness raising campaign around an issue they connected with through the unit. As a result this lesson can be integrated into a number of subject areas as the focus is on developing the General Capabilities of the Australian Curriculum and 21st century skills. 

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, ICT Capability.

Cross-curriculum priority: Sustainability OI.1, OI.2, OI.5, OI.7, OI.8.

Topic: Sustainability

Unit of work: Love Food? Love Bees!

Time required: 60+ mins (this lesson could take between three and six sessions). Time should be determined by teacher prior to commencing the lesson so that students have a clear expectation of the deadline in which to execute their project.

Level of teacher scaffolding: High – oversee project planning and project execution.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Project Planning ToolProject Checklist. Butcher’s paper and textas, online stopwatch. 

Digital technology opportunities: Digital sharing capabilities, creating with ICT, communicating with ICT.

Keywords: bee, sustainability, community action, collaboration, project based learning, social action.

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


Teacher Worksheet

Bee on pink eucalypt hero frameTeacher preparation

Overarching learning goal: Students will understand the various issues surrounding the conservation of bees. Considering these issues, students will understand that there are many different ways to take action around the issues and will identify ways to do this within their school or community. Finally, students will understand the processes and steps required for planning and executing a social action project.

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 reproduc

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Student Worksheet

Thought Starter: "Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." - Margaret Mead


Project Planning Tool

Project team: Proposed date:
Project title: Location of project:

Type of project:

types of projects



People responsible

Date to be completed

Completed (Write 'YES' when completed)

Project description:

(What are you going to do?)

Why is this project important to you?

Aims of the project:

(What do you hope to achieve? What might you change?)

Who might benefit from the project? How?

(Your school? Your local community? Will the beneficiaries be local or global?)

What response might you receive from your target audience?

Background research:

(What examples of a similar project can you find?)

What resource

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