What can be done to save the bee population, and how will we know if our solution is effective?
Did you know that bees play an integral role in the ecosystem and the economy? In this project, learners learned about how planting a garden encourages pollination, which helps protect the bee population. It was winter when the teacher was teaching the Grade 7 Science unit, so it wasn’t possible to plant flowers outdoors, but with some creative thinking an alternative idea bloomed indoors, infused with creativity, technology integration, and imagination!
Using the design thinking process in Part 1, learners collaborated to design and create a model of a flower and container. The container had to be constructed and the flower had to be freestanding in the container. A combination of recycled and purchased materials were provided for the learners to approach the task in groups of three. The learners had to be sure their model included all parts of a flower, and they had to closely consider its design and how it could optimally attract bees. Throughout the process, they ran into several obstacles that they had to think about critically and creatively in order to overcome. After several rounds of testing and reiterating, all groups had conquered the task.
In Part 2, the learners had to investigate how their flower designs could effectively attract pollinators. They used block coding to program a micro:bit (microcomputer) with the climate action kit (land) touch sensor. Each time the sensor was touched, the micro:bit would keep a tally of “pollinator visits.” They tested their code and evaluated it to debug (fix) errors. Learners decided that placing the touch sensor near the pollen would collect the most accurate data on pollinator visits.
What good is a pollinator counter without pollinators? In the next stage of the project, Grade 7 learners prepared for their Grade 3 pollinator visitors who were also learning about plants and pollinators (Grade 3 Science). The Grade 3 learners came prepared with their bees, which they had created using craft materials, and conductive contact points made of foil to activate the touch sensors.
On their visit, the Grade 3 learners carried around the bees and evaluated the flowers to identify the parts of the flowers and overall creativity in design. The sweeter they found the flower’s nectar to be, the more times their bee visited! Throughout the visiting session, the Grade 7 and Grade 3 learners had conversations about what they knew and wondered about plants and pollination. The two classes also later engaged in conversations in small mixed groupings, discussing how their observations and findings could translate to contributing to the betterment of their own community in supporting bees. Their learning helped inform decisions about the importance of planting flowers in their own backyards and community gardens, and what flowers might be best in attracting pollinators. There was a sweet buzz of excitement in the room as they shared knowledge and made new connections!
InkSmith. Land Climate Action Kit: Micro:bit-powered coding & robotics kit. Accessed 19 Nov. 2024.
Micro:bit Educational Foundation. Micro:bit Educational Foundation. Home page. Accessed 19 Nov. 2024.
