Inquiry Project

Created Feb. 7, 2024 by Zach Paul

Driving Question: Now that we have learned about the bees dying, how can we help the bee population?

Grabber: The students will read the following article to introduce them to the topic: https://newsela.com/articles/pollinator-decline/id/15378/

A bee farmer will also come in to talk to the students after they have read the article.

Explanation of the Grabber: The students will read the article to understand the problem that the bees are facing (declining population). As a class, we will brainstorm questions to ask our guest bee farmer. The article only briefly introduces the issue without providing a definite cause, so the students will be given the opportunity to ask a professional (the bee farmer).

Lesson on pollination: Talk about how pollination works and the importance of it. In-class discussion about what is causing the bee problem and why we should be worried about it. The students should already have prior knowledge from an earlier unit about plants (parts of plants, different types, how they grow), so the students should use this knowledge when reading the article: http://dc.lib.unc.edu/cdm/compoundobject/collection/minipage/id/15074/rec/17

Culminating Activity: The students will make a diagram of a garden for our school on a posterboard. They will then present their ideas to the class and principal. The students will be shown an example of a diagram of a garden. Based on their knowledge of bees, pollination, and plants, the students will design a garden for our school. The objective of the garden is to attract as many bees as possible to help build up the bee population. The students will need to consider the number of plants that can fit in the given space requirements. Once students have created their diagram, they will present it to the class and explain why they think that their garden helps the bees the most. Students will need to be able to answer questions about their garden.

Student Example: We would need to include a key to show which number represents which plants, but this example shows how much detail and color is expected.

Save the Bees Project Rubric

Student Name: ________________________________________

CATEGORY	4	3	2	1
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Key	All items are represented in the key. The key is accurate and can be easily understood.	Almost all items are represented in the key. Key can be understood with little trouble.	A few items are represented in the key. Key is difficult to understand.	Key is missing or unable to be understood.
Explanation	Students are able to explain why their plan helps the bees. Students are able to answer all questions. Students are able to convince their peers that their option is best.	Students are able to explain why their plan helps the bees. Students are able to answer most questions. Students convince a few peers that their option is best.	Students are somewhat able to explain why their plan helps the bees. Students are able to answer a few questions.	Students are unable to explain why their plan helps the bees. Students are unable to answer questions.

Standards