Brief
Overview
PSE
Feeling about bees –
learning
experiences of bees.
Role play
Investigation laboratory
Weekly question to and
investigation to carry
out.
Book corner
Bee hive
Working together, community
living, workers and the queen
active
bee.
learning
Who will be Queen today?
Why? What jobs will you set
the Workers to do?
EOW – Vote who was the best
Queen and why? Write
compliments on ‘Weekly bee
achievement sheet and
produce for ‘celebration
assembly’.
Buzz, buzz, buzz!
EOT -What makes a good
leader? What attributes should
you have?
Creative
Clay and Perspex bees, pompom bees, pen and ink watercolours,
bee associated patterns – honeycomb, stripes, flight, etc. 3D hive
construction large and small scale, designing campaign T-shirt and
leaflet, textured bees, antenna hats/ beekeeper hats, wax resist
art.,
Visit / trips
Beekeeper/ bee
farm
Gardener
Newspaper
journalist
K&UW
 Bee cycle – body parts
of the bee
 The bees role in our
world
 Bee hive construction in
wildlife area and take
home task in
constructing one.
 Visit/trip????
 What plants do they like
– grow our own. What
colours are their
favourite?
 Pollination – what is it?
 Bee problems/illness –
life without bees
 What has honey in?
 Cooking with honey
 Honey tasting
 Saving the bee –
campaign and
educating others. What
else can we do? Who
can we ask?
Physical
Dance - Linked to Creative, working
towards performance of ‘Dance of the
Bumblebee’ exploring over the weeks
how bees move/ patterns in their
journey. Class to work together each
week building on what they have
learnt.
Games – working together/ teamwork
Gym – carrying objects across
apparatus to team to build a hive
Environment
Planner
WEEK 1
Malleable table
Continue with
‘measures’ theme with
the ‘measure’ play
dough mats
I.C.T.
Use
computers in Lab to
learning
research honey.
Where does honey come
from? Who makes it? How?
What does it look like? Taste?
active
learning
Which
is best?
Sticking and Making Area
tops for honey jars. What
shape does it need to be?
How do we secure it?
Favourite honeys of the world
– make flag of your favourite.
Writing/ graphics
area
Labels for honey
jars.
Honey tasting
favourites – write
which was yours?
Can you find the flag
to match?
Personal/social/emotional
Continues to be motivated.
To be respect others
opinions. To be able to
communicate likes and
dislikes.
Investigation –
Use Lab to research honey.
Where does honey come from? Who
makes it? How? What does it look
like? Taste? Which is best? What do
the different honeys taste like? Why
do they taste different? Which
countries do they come from?
Where does honey come from
(bees)? What else comes from
bees?
What foods have honey in? What
can we make with honey? How will
we decide what to make as a class?
Buzz, buzz, buzz
Yummy Honey
Construction Area –
can you construct a
vehicle to carry the all
the honey at once?
How big? How strong?
Performance
Role play
Scientists! We can find
out by …
Numeracy Area
Measures.
Can you fill up the jars?
Can you half fill? Does
each full jar contain the
same the same amount
of liquid? How can we
find out? What do we
do? How can we record?
Data handling
Book corner
Hive – come and read with
the cuddly bees
Role play – Class Lab
Art/ painting table
Experiment with wax.
What happens when
you paint over wax?
Food technology
Children to vote
on which recipe
they would like to
cook that contains
honey.
Outdoor –
Carrying buckets of
honey over the
apparatus, how much
water can you carry
without it slopping over?
What’s the best level to
prevent spillage?
Music
Flight of the
bumblebee. How
does this music
make us feel?
What could be
happening in it?
Sand area & Water Area
Honey coloured water – fill the
jars up- full, half full, empty
Environment
Planner
WEEK 2&3
Malleable table
Bee addition and
counting on play
dough mats
I.C.T.
To use mouse appropriately by
learning
colour filling online Bee
picture.
What was difficult? What get
happening when working on
active learning
piece?
Writing/ graphics
area
Label the bee?
Where can you find
key words?
Bee poems from
poem pot in area,
children to attempt
to write similar
Personal/social/emotional
how we feel about bees?
How do bees work as a
community? Who will be
Queen today? What jobs will
the workers do? What
makes a great Queen Bee?
How did you feel?
Book corner
Hive – come and read with
the cuddly bees
Role play – Class Lab
Investigation –
Use Lab to research Lab to
research about bees. What do
we already know about bees?
How will we find out more about
bees? What do bees do for us?
Why are they so important?
Bee visit to SU – what did you see?
Sticking and Making Area
Bee construction – How many
legs? Wing? Body sections?
What can we use to represent
parts? Bee sticks – can you
attach your bee to string and
stick? How? What did you
use? What worked best?
Buzz, buzz, buzz
Construction Area –
Make a hive using the
3D equipment
Bee Attack!!
Performance /Role play
Scientists! We can find
out by … bees working to
make honey. Workers to
carry out chores for
Queen.
Numeracy Area
Counting and ordering
with formation practice
1:1 correspondence
Food technology
Children to vote
on which recipe
they would like to
cook that contains
honey.
Outdoor – How do bees
move? Can we balance
and travel on the
apparatus like a bee
carrying pollen?
Bee hunt – Where to look?
Who can we ask?
Music
Flight of the
bumblebee. How do
bees move what is
their flight pattern
like? Can we
reproduce pattern in
dance?
Art/ painting table
How will we use pen and ink
watercolours to create pictures of
bees? How can we make a 3d bee
using clay and Perspex? Use yellow
and black coloured wool to cover the
card – what do you think it will be?
What textures can we use to make a
collaborative bee collage?
Sand area & Water Area
Help the bee travel across the river
safely, what can you make that float?
How can you make it go quicker?
Find the the different bee and sort
them – Workers, Drones, Queens
Environment
Planner
WEEK 1&2
Malleable table
Place the pollen on the
flower dice and board
game using dough
pieces
learning
I.C.T.
Flower pictures on Dazzle
Labels for flower pictures
Writing/ graphics
area
Label the flower
pots with plant
names and their own
sunflowers.
Sequence the
growth of the
sunflower.
Personal/social/emotional
Caring for plants in our wildlife
area. Growing our own flowers
from seeds.
What do they need to stay
healthy? What do we need to
stay healthy?
Buzz, buzz, buzz
What colours do they like best?
How will we grow our own flowers?
What do they need to grow? How do
we care for flowers/plants? What are
the different parts of a flower? Can
we sort the seeds? What are the
best conditions for growing flowers?
How will we grow our sunflowers?
Flower Power
Construction Area –
Can you build a mini bee
garden? What has
your garden got in it?
Performance /Role play
Plant grow – link in with
Physcial. What position
should we start with?
Why? Do we move
quickly? Why? How
should we move?
Numeracy Area
Counting and
addition/subtraction
into flowerpots – can
you place the right
amount of bugs in the
plant pot?
Food technology
Children to vote
on which recipe
they would like to
cook that contains
honey.
Investigation –
Use Lab to grow plants that bees like.
Ask School gardener to instruct them on
what to do with the seeds
active learning
Sticking and Making Area
Can you make a flower? What
sections do you need? What
do they look like? Can you
place them making good use
of the space?
Book corner
Hive – come and read with
the cuddly bees
Role play – Class Lab
Outdoor –
Planting in our outdoor area
plants that attract bees. To
maintain ‘sensory garden’
and to weed the area.
Planting sunflowers and
caring for them.
Visit park for bees and for
flowers that attract bees.
Art/ painting table
Can you use chalks and pastels to
draw the flowers? What happens
when you smudge the pastels?
What is Georgia O’Keeffe’s painting
of? Can we focus on a small area of
a flower like her? What colours do
bee love?
Music
Flight of the bumblebee.
How do bees move what
is their flight pattern like?
Continue to build on
dance. Introduceflowers
on the hall floor
Sand area & Water Area
Containers with hole in –Which
of the containers empties the
quickest? Why? Which empties
slowly?
Environment
Planner
WEEK 4&5
Malleable table
Make pupa, and bees
for hive, place inside –
how many are in
there?
I.C.T.
Find out on the computer how
learning
we can help the bee. Is there
anything we can do?
Writing/ graphics
area
Key words that they
have learnt about
from the start of
topic.
Make a bee cycle
book – the cycle
with the info.
Personal/social/emotional
Who will be Queen today? What
jobs will the workers do? What
makes a great Queen Bee? How
did you feel?
Vote the best each week and
write why on their special
certificates
active learning
Sticking and Making Area
Beekeepers hat – what design
does it need to be? Protection
– where, how?
Mini hives – can we join them
together to make a
collaborative hive?
Buzz, buzz, buzz
The Bee Man (Bee Lady!)
Performance /Role play
Become a bee keeper.
Look after the Queen and
Drones. Control the
workers are they happy?
Well? What do you need
to do?
Numeracy Area
Patterns and 3D
shape – what patterns
are there in a hive?
Bee? Can we
reproduce?
Book corner
Hive – come and read with
the cuddly bees
Role play – Class Lab
Investigation –
Use Lab to research Lab to research
about bee keepers. What is a
Beeman/keeper? What is his job?
What special clothes does he wear?
Why? What other questions would
we like to ask the Beeman? What is
a bee hive? What does it look like?
How many bees live in a hive? Can
we build a hive using 3d construction
toys? Can we build a bee nest?
Should we be worried about bees?
Why? What can we do?
Construction Area –
building hives small and
large hive using different
3D media what works
best? What was easy?
What was hard?
Art/ painting table
What is the shape found in bee
hives/honeycomb? Can we
print/stencil and keep it still as we
stencil?
Can we make a 6 sided pattern -
Can we copy and carry on a
pattern?
Food technology
Grandma’s honey
muffins from The
Bee Man. What
else could we
add?
Outdoor –
Bee keeper visitor to
advise children on what
they can do in their
outdoor space to attract
bees.
Music
Flight of the
bumblebee. How do
bees move what is
their flight pattern
like? Continue to
build on dance.
Sand area & Water Area
3D junk building hives –
Patterns in the sand
Fill your honey jars here?
Environment
Planner
WEEK 3,4&5
Malleable table
Clay bee paper weight
for selling on the stall.
I.C.T.
Stall decoration - clip art - can
we
add clip art to compliment
learning
the stall? What should we
enter when we search for a
picture?
Writing/ graphics
area
What do we want to
say? What have we
learnt about? Which
info do we need to
make people aware
of?
Personal/social/emotional
To evaluate who was a
good leader. To discuss
what makes a good
leader? What attributes
are necessary? .
Investigation –
What can we do to help save the
bee? Who can we tell? How are
we going to tell them? What
questions will we ask our visitor
(newspaper) about being really
persuasive?
What will we include on our leaflet
to tell people why we should help
the bees? Are there any charities
that help bees? Could we raise
some money? How?
What do we need to include in our
letter to the local MP/newspaper?
active learning
Sticking and Making Area
Making large scale sign for
stall and table cloth design –
can we work together on
choosing a design? What
should it look like?
Buzz, buzz, buzz
Save the Bee!
Construction Area –
Construct flower and
bee coasters to sell
for the campaign.
constructing frames
for their flower
prints.
Performance
Role play
Reporter / campaigner what questions to ask?
What do we want t know?
Numeracy Area
Problem solving – how
may T-shirts, leaflets,
honey jars do we need?
How can we find out?
Record the growth of the
sunflowers – who’s was
the tallest? Shortest?
Book corner
Hive – come and read with
the cuddly bees
Role play – Class Lab
Food technology
The most favourite
recipe to be made
and sold and
school campaign.
Outdoor –
Planning in the front
outdoor area where we
can have most impact
for our bee awareness
campaign.
Music
Flight of the
bumblebee.
Complete dance
and perform to the
whole school.
Art/ painting table
T-shirt design and
leaflet logo.
What should it say?
How will we decide on
main logo?