External Features & Functions of the Honey Bee Body

HONEY BEE ECOLOGY UNIT PLAN - HIGH SCHOOL

Integrated Curriculum Unit Assignment – EST643

Prepared by: Marykay Marks, Ed.D.

Submitted to: Dr. Dyanne M. Tracy

August 7, 2007

RATIONALE:

It seems that no matter where an educator is teaching in the United States, she/he faces a growing imperative to teach more content, in more depth, to more students, and in less time than ever before. National legislation like the No Child Left Behind Act of 2001 (NCLB) has set ever rising standards for teachers and students alike. Todays teachers are increasingly being held to greater levels of accountability for student achievement. In our state of Michigan, the Department of Education has revised the Mighigan Curriculum Framework with content standards that have even higher learning expectations for students than ever before. In 2006, the Michigan legislature and govenor signed into law a new more rigorous set of high school graduation requirements.

In the face of these increasing demands, well intended educators are working to bring innovation and passion to the student learning experiences they provide within their classrooms. For many, it seems that the expectations exceed the capacity of the individual educator to effectively teach.

One paradigm shift that appears to resonate with this dilema is the implementation of a more integrated curriculum – one that looks for connections within disciplines, between disciplines, and around disciplines. In their book, Meeting Standards Through Integrated Curriculum (2004), Drake and

Burns delineate a framework for teachers to utilize when developing a truly rigorous, relevant, standards based curriculum aimed to improve student achievement.

This framework is described as the KNOW/DO/BE framework. Teachers developing curriculum are challenged to think about curriculum planning with three critical questions in mind:

What is most improtant for students to KNOW?

What is most important for students to be able to DO?

What kind of person do we want students to BE?

What follows here is an integrated high school science unit that was developed using this

KNOW/DO/BE framework. The topic that the unit focusses on is Honey Bee Ecology. Why bees? They are topical, familiar, and in the news. Students are motivated to learn and make deeper connections when learning is framed around topics that are relevant to them (Muir, 2001). The integration approach utilized here is an intradisciplinary approach – subdisciplines (ecology, anatomy, life science, botany, and entomology) within the science of biology, are integrated. State of Michigan High School Content

Expectation in Biology are aligned with each lesson. The power of integration can be witnessed in the breadth of content expectations included in this unit. In keeping with the KNOW/BE/DO framework, a second integration approach, stewardship, is woven throughout the unit and is exemplified in the last lesson that serves as an authentic assessment of student learning as well as an authentic service learning activity.

The expectation is that as a result of a deeper understanding of the ecology of honey bees and their complex interactions with nature and humans, students will not merely master the many content expectations these lessons address, but they will also internalize positive environmental stewardship values for the rest of their lives.

Marykay Marks

HS Honey Bee Ecology Unit

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References

Caron, D. M. (1999). Honey bee biology and beekeeping.

Drake, S. & Burns, R. (2004). Meeting Standards

Cheshire, CN: Wicwas Press.

Through Integrated Curriculum

VA: Association for Supervision and Curriculum Development.

. Alexandria,

Michigan Department of Education website: http://www.mighigan.gov/mde

Muir, M. (2001). What engages underachieving middle school students in learning?

School Journal, 33(2), 37-43.

Middle

Sammataro, D., & Avitabile, A. (1996). The beekeeper’s handbook. New York: Collier Books.

US Department of Education website: http://www.ed.gov/nclb/landing.jhtml

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KNOW/DO/BE FRAMEWORK:

BE

Environmental Stewardship

KNOW

Enduring

Understandings:

 Everything is connected

Interdisciplinary

Concepts:

 Critical Thinking

 Scientific Inquiry

 Reflection

 Social Implication of

Human Actions

Disciplinary

Concepts:

 Scientific Method

 Biodiversity

 Organization of Life

 Sustainability

Topic:

 Honey Bees

Apis mellifera

Facts, Facts, Facts:

- Pollination & Fertilization

- Body Systems

- Food Webs & Chains

- Ecosystems

- Communities vs. Populations

- Classification & Scientific Nomenclature

- Species & Life Cycles

- Niche vs. Habitat

DO

Complex

Interdisciplinary

Performance

Skills:

 Capstone Stewardship Project

 Critical Thinking Framework

 Article Analysis

 Design Hive Checklist

Disciplinary Skills

 Compare Population vs. Community

 Dissect Honey Bee & Flower

 Comparative Anatomy

 Best Beekeeping Practices

 Hive Inspection

 Construct Food Chains & Web

 Observing & Analyzing Data

 Conduct Laboratory Exercises

Lower

Order

Skills:

 Classify Honey Bee

 Label Diagram of Honey Bee

 Video Discussion

 Describing Content

 Explaining Content

 Using Correct Vocabulary

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LESSON SEQUENCE:

Honey Bee Ecology PRE-TEST: What’s the Buzz about Honey Bees?

I. OVERVIEW – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey Bees in the News

Handout: How to Analyze the Logic of a Scientific Article, Essay, or Chapter

II. CLASSIFICATION OF THE HONEY BEE

III. ANATOMY OF THE HONEY BEE

LESSON: Anatomy

LESSON: Honey Bee Classification

Handout: HONEY BEE CLASSIFICATION – STUDENT ACTIVITY

Handouts: LABELING DIAGRAM

IV. DISSECTION OF THE HONEY BEE

Apis mellifera

HONEY BEE: INTERNAL ORGANS

INTERNAL ANATOMY – Apis mellifera

External Features & Function of the Honey Bee Body

LESSON: Honey Bee Dissection Lab

Handouts: DISSECTION LAB GUIDE –

DISSECTED INTERNAL ORGANS –

V. NICHE (OVERVIEW) OF THE HONEY BEE

LESSON: Honey bee roles in ecosystems

VI. NICHE (FOOD WEB) OF THE HONEY BEE

LESSON: Honey bee food web

VII. HABITAT OF THE HONEY BEE

LESSON: Investigating a honey bee hive

Apis mellifera

Apis mellifera

Handout: HIVES

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IX. HABITAT (HIVE/NEST) OF THE HONEY BEE

LESSON: A Visit to the Hive

Handout: Student Beekeeping Comfort Survey*

X. HUMAN INTERACTIONS WITH HONEY BEES

LESSON: Honey Bees role/niche as pollinators

Handout: FLOWER FERTILIZATION – TOMATO FLOWER

XI. CAPSTONE EXPERIENCE

LESSON: Stewardship

Honey Bee Ecology POST-TEST: What’s the Buzz about Honey Bees?

MULTI-MEDIA APPLICATIONS:

Internet: Lessons I – VIII, X, XI

Current Articles: Lessons I & X

DVD: Lesson V

Visualizer: Lessons I-XI

DIFFERENTIATION – Multiple Intelligences (Gardner, 1993)

 Students work in pairs/groups/teams and individually in every lesson (inter personal and intrapersonal learning).

 Students exercise choice in selection of Capstone Project (intrapersonal).

 Students collaborate with teacher on Capstone Project Grading Rubric (interpersonal).

 Lessons include a variety of student activities: reading, writing, sharing, and experiential learning.

 Students are active and moving around the room – gallery walks; stations (kinesthetic learning).

 Outdoor learning during the hive inspection is planned for (naturalistic).

References

Caron, D. M. (1999). Honey bee biology and beekeeping. Cheshire, CN: Wicwas Press.

Gardner, Howard. (1993) Multiple Intelligences: The Theory Into Practice.

New York: Basic Books.


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Marks – Honey Bee Ecology PRE-TEST

1)

2)

A.

Arthropoda Insecta

“barf” or bee “vomit”.

What’s the Buzz about Honey Bees?

Scientists classify honey bees as:

Animalia Arthropoda Insecta Hymenoptera Clistogastra Apoidea Apidae

What part(s) of this classification denote the scientific name of the honey bee?

B.

Insecta

C.

mellifera

D.

E.

Apidae

Apis mellifera

Apis mellifera

3) When a honey bee stings a human this interaction is described as:

A.

Aggressive

B.

Parasitism

C.

Commensalism

D.

E.

Defensive

Predator-Prey

4)

The ecological niche of the honey bee is best described as a:

A.

Hive/nest

B.

Pollinator

C.

Swarm

D.

E.

Honey Producer

Colony

Which of the following is an accurate food chain for the worker honey bee?

A.

solar energy--> flowering plant (pollen)--> honey--> honey bee

B.

solar energy<-- flowering plant (pollen)<-- honey<-- honey bee

C.

solar energy--> flowering plant (nectar)--> honey--> honey bee

D.

solar energy<-- flowering plant (nectar)<-- honey<-- honey bee

E.

solar energy--> flowering plant (nectar + pollen)--> honey--> honey bee

L.

5) Honey bees are best described as what type of species?

A.

Specialist

B.

K-strategist

C.

Scavenger

D.

E.

Decomposer

Generalist

True or False (On the answer sheet, mark “A” if the statement is True; “B” if the statement is False).

6) Researchers are studying autopsy results from dead honey bees to learn more about colony collapse disorder.

7) Honey can be described at bee

8) The honey bee circulatory system consists of a heart and blood vessels similar to the human circulatory system.

9) Honey bees that are managed in hives, by experienced beekeepers, are considered domesticated.

10) Humans should show extra care around honey bee swarms as this a time when the bees have been shown to be most aggressive.

11) If honey bees went extinct, 1/3 of the agricultural food supply would cease to exist.

12) Honey bees are the only animals besides humans known to have a representational language.

13) Drones (male honey bees) present the greatest threat of stinging attacks to humans.

14) Fortunately, there are wild pollinators that can fill the niche left by declining honey bees.

15) Honey has been shown to have antibacterial properties.

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I. OVERVIEW – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey Bees in the News

CONCEPTS: Field research, colony collapse disorder, critical analysis, pollination, scientific method, introduction to honey bee biology and ecology.

ALIGNMENT:

State of Michigan High School Content Expectations/Biology

B1.1A Generate new questions that can be investigated in the laboratory or field.

B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

B1.1E Describe a reason for a given conclusion using evidence from an investigation.

B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed.

B1.1g Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation.

MATERIALS:

 Better Bees: Super Bee and Wild Bee www.kqed.org/quest/television/view/434

 Chart Paper, markers, tape

 Current News articles on CCD and assorted “props” to spark interest in honey bees

Articles can be found at: o CCD in the news – article collection at Cyberbee.msu.edu: http://www.cyberbee.net/

 Foundation for Critical Thinking @ www.criticalthinking.org

– How to Analyze the Logic of a Scientific Article, Essay, or Chapter (attached)

 Where have all the bees gone? By Elizabeth Kolbert. The New Yorker, August 6, 2007.

LEARNING EXPERIENCE(S):

Preview: Students gallery-walk the classroom to pre-view: Current news clippings on honey bee colony collapse disorder (CCD); other honey bee related materials as locally available to the teacher.

Chart: Whole class discussion: What do you know/think you know/want to know about CCD and honey bees? Chart on paper to keep posted in class during the unit. (10 minutes)

View: Better Bees: Super Bee and Wild Bee www.kqed.org/quest/television/view/434

(10 minutes)

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Debrief: Small groups reconstruct learning (10 minutes):

Bee Facts Learned

CCD Timeline (Discovery to Present)

Solutions Presented

What questions would you ask these researchers?

Chart: Each group reports out one topic at a time. (10 minutes)

Assignment:

Analyze a current article on honey bee CCD using the eight question framework:

How to Analyze the Logic of a Scientific Article, Essay, or Chapter adapted from the

Foundation for Critical Thinking @ www.criticalthinking.org

(attached)

Suggested Article: Where have all the bees gone? By Elizabeth Kolbert

FORMATIVE ASSESSMENT(S):

The New Yorker, August 6, 2007

(For use with group tasks and/or written assignments. May be administered as self/peer/teacher assessment.)

RUBRIC

5

POINTS POSSIBLE

4 3 0

Components of Assignment

Completed

Thoughtful Responses/Evidence

All

of going beyond prior knowledge Always

Precision/

Use of Scientific Vocabulary

TOTAL POINTS POSSIBLE: 15

Always

Most

Most of the time

Most of the time

Some

Some

None

None

Sometimes None

References



Marykay Marks


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How to Analyze the Logic of a Scientific Article, Essay, or Chapter

One important way to understand a scientific essay, article, or chapter, is through analysis of the structure of an author’s reasoning.

(1) PURPOSE –

What is the main purpose of this article?

(Here you are trying to state, as accurately as possible, the author’s purpose for writing the article. What was the author trying to accomplish?)

(2) QUESTION –

What is the key scientific question that the author is addressing?

(Your goal is to figure out the key question that was in the mind of the author when she/he wrote the article. In other words, what key question is addressed?)

(3) INFORMATION –

What is the most important information in this article?

(You want to identify the key information the author used, or presupposed, in the article to support his/her main arguments. Here you are looking for facts, experiences, and/or data the author is using to support her/his conclusions.)

(4) INFERENCES –

What is main inference/conclusion in this article?

(You want to identify the most important conclusions the author comes to and present in the article.)

(5) KEY CONCEPTS –

What key scientific concepts do we need to understand this article? In other words: what scientific understandings does the author base the article on and presume the reader comprehends?

(To identify these concepts, ask yourself: What are the most important ideas or theories you would have to understand in order to understand the author’s line of reasoning? Then briefly elaborate what the author means by these ideas.)

(6) ASSUMPTIONS –

What is the main assumption(s) underlying the author’s thinking?

(Ask yourself: What is the author taking for granted [that might be questioned]? The assumptions are generalizations that the author does not think she/he has to defend in the context of writing the article, and they are usually unstated. This is wh ere the author’s thinking logically begins.)

(7A) IMPLICATIONS (TAKEN) –

If we take this line of reasoning seriously, what are the implications?

(What consequences are likely to follow if people take the author’s line of reasoning seriously? Here you are to follow out the logical implications of the author’s position. You should include implications the author states, but also, if you can, include those the author does not state.)

(7B) IMPLICATIONS (IGNORED) –

What are the implications if we do not take this line of reasoning seriously?

(What consequences are likely to follow if people ignore the author’s reasoning?)

(8) POINT(S) OF VIEW –

What are the main point(s) of view present in this scientific article?

(The main question you are trying to answer here is: What is the author looking at, and how is she/he seeing it? For example, when I created this summer assignment my goal was not to create busy-work that clutters your summer, rather I see this as an opportunity to help focus your attention on real environmental issues that affect your life - the same issues we will study next year.)

Adapted from: Foundation for Critical Thinking @ www.criticalthinking.org

Marykay Marks


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II. CLASSIFICATION OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey Bee Classification

CONCEPTS: Classification, scientific nomenclature, species

ALIGNMENT:


L5.p1A Define a species and give examples. (prerequisite)

L5.p1B Define a population and identify local populations. (prerequisite)

L5.p2 Classification (prerequisite)

Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance. (prerequisite)

MATERIALS:

Internet access.

Student hand out: HONEY BEE CLASSIFICATION – STUDENT ACTIVITY (attached)


Preview: Quick discussion regarding “what’s in a name”. Students share in small groups there full names and how it is that they have this name. Volunteers with interesting or notable names share with the whole class. Transition to honey bee classification activity where students will discover the full name of the honey bee. (10 minutes)

Activity: Students complete HONEY BEE CLASSIFICATION using internet to access:

Animal Diversity Web University of Michigan Museum of Zoology: http://animaldiversity.ummz.umich.edu/site/accounts/classification/Apis_mellifera.html

(20 minutes)

Debrief and Chart:

Teacher: Review scientifically expected style for writing species name of organisms.

Compare species (individuals) verses population (honey bee colony)

Students: Each group reports out one topic at a time. (20 minutes)

New/interesting learning about the honey bee (Ahas!)

Characteristics unique to honey bees

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(For use with group tasks and/or written assignments; may be administered as self/peer/teacher assessment.)

RUBRIC

5

POINTS POSSIBLE

4 3 0


Completed


All


Most Some

Some

None

None

Precision/



Always

Most of the time

Most of the time

Sometimes None

References



Marykay Marks


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HONEY BEE CLASSIFICATION – STUDENT ACTIVITY

GO TO: Animal Diversity Web University of Michigan Museum of Zoology: http://animaldiversity.ummz.umich.edu/site/accounts/classification/Apis_mellifera.html

Click on the phrase “Parent taxa” located below Apis mellifera (honey bee)

Use the information from the page to complete the following chart:

Honey Bee (organisms included at this level of classification)

Kingdom

Phylum

Class

Order

Family

*Genus

*species

*Note: How is the spelling (font) different for Genus and species?_____________________________ __

Once you have this chart completed, take a few minutes to click on the camera icons next to the different levels of classification that appear on this page for the honey bee.

LIST at least 2 (more is better) characteristics that distinguish the honey bee:

Marykay Marks


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III. ANATOMY OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Anatomy

CONCEPTS: body systems, digestion, respiration, circulation, reproduction, excretion, comparative anatomy,

ALIGNMENT:


B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination and describe ways that these systems interact with each other.



MATERIALS:

Internet access.

OVERHEAD/VISUALIZER – HONEY BEE: INTERNAL ORGANS

Student hand outs (attached):

LABELING DIAGRAM Apis mellifera – (Blank Honey Bee Diagram)

Reference hand outs (attached):

HONEY BEE INTERNAL ORGANS

INTERNAL ANATOMY OF A BEE

INTERNAL ANATOMY – Apis mellifera

External Features & Functions of the Honey Bee Body

The Biology of the Honeybee, Apis Mellifera: http://plantphys.info/plants_human/bees/bees.html


Preview: As students enter class have diagram of HONEY BEE INTERNAL ORGANS on display

(attached picture can be copied on acetate as overhead or projected on visualizer) Review of major systems in the human body (variable time)

Teacher: Present overview of honey bee biology using power point presentation.

Note: many are available on the internet or teacher may design one. One possible: http://ag.montana.edu/plantgrowth/documents/honeybeebiology.pdf

(20-30 minutes)

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Internet Activity: Student s GO TO: Cyberbee.msu.edu: http://www.cyberbee.net/

Select “Bee Biology” from left column

Select “Morphology” from the outline

Read “General Impressions”

Click as directed on the bee picture

Review bee anatomy! (10 minutes)

Assignment (Formative Assessment): Students utilize the resources provided, label the honey bee diagram provided. Labels should include internal and external features. Yes!

Students will need to sketch in the internal organs and some missing details (example: external hairs).


Teacher: Review functions of major honey bee organs.

Students: Each group reports out one system. (15 minutes)


FORMATIVE ASSESSMENT:

LABELING DIAGRAM RUBRIC


5

All

POINTS POSSIBLE

4

Most

3

Some

0

None Completed

Includes many Labels

Accuracy of Label

Placement


20+

Always

15-19

Most of the time

10-14 less than

9

Sometimes None

References



Marykay Marks


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LABELING DIAGRAM

Apis mellifera

http://website.lineone.net/~dave.cushman/whiteboard.html

Marykay Marks


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HONEY BEE: INTERNAL ORGANS http://www.dkimages.com

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INTERNAL ANATOMY – Apis mellifera

Marykay Marks


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4/12/2020

External Features & Functions of the Honey Bee Body

Honey bees have many characteristics common to all insects. Insects have a hard outer covering called an exoskeleton, rather than an internal skeleton like vertebrates. The exoskeleton, which is made of a material called chitin, helps to protect the internal organs of the insect and helps prevent desiccation (drying out). In order to grow, the insect must shed the exoskeleton.

Insects have three body regions: the head, thorax and abdomen. The head contains the sensory organs, and appendages for ingestion. The thorax contains the appendages for locomotion, the legs and wings. The abdomen contains the organs for digestion and reproduction.

Honey Bee Anatomical Characteristics

Abdomen.

The honey bee abdomen is composed of nine segments. The wax and some scent glands are located here in the adult. The sting is contained in a pocket at the end of the tapering abdomen in adult females.

Antenna (e).

The form of the antenna in insects varies according to its precise function. The antennae are feathery in male moths, elongated in the cockroach, short and bristle-like in the dragonfly, and bead-like in the termite. In honey bees, the segmented antennae are important sensory organs. The antennae can move freely since their bases are set in small socket-like areas on the head. Each of the antennae is connected to the brain by a large double nerve that is necessary to accommodate all of the crucial sensory input. The tiny sensory hairs on each antenna are responsive to stimuli of touch and odor.

Eye(s).

Honey bees and people do not see eye to eye. Although honey bees perceive a fairly broad color range, they can only differentiate between six major categories of color, including yellow, blue-green, blue, violet, ultraviolet, and also a color known as "bee's purple," a mixture of yellow and ultraviolet. Bees can not see red.

Differentiation is not equally good throughout the range and is best in the blue-green, violet, and bee's purple colors.

Like most insects, honey bees have compound eyes that are made up of thousands of tiny lenses called facets.

Scientists think that each facet in a compound eye takes in one small part of the insect's vision. The brain then takes the image from each tiny lens and creates one large mosaic-like picture. This image is somewhat analogous to the image produced on a television screen, in which the "picture" is essentially a grid composed of dots of light.

The advantage of the compound eye is its ability to detect movement. Honey bees can easily differentiate between solid and broken patterns, but show a preference for broken figures. Related to this, bees respond more readily to moving flowers than to stationary ones. Therefore, their eye is better adapted for movement perception than for form perception.

Honey bees also have three smaller eyes in addition to the compound eyes. These simple eyes or "ocelli" are located above the compound eyes and are sensitive to light, but can't resolve images.

Head . The honey bee head is triangular when seen from the front. The two antennae arise close together near the center of the face. The bee has two compound eyes and three simple eyes, also located on the head. The honey bee uses its proboscis, or long hairy tongue, to feed on liquids and its mandibles to eat pollen and work wax in comb building.

Leg(s).

The honey bee has three pairs of segmented legs. The legs of the bee are primarily used for walking.

However, honey bee legs have specialized areas such as the antennae cleaners on the forelegs, and the pollen baskets on the hind legs.

Mandible(s).

T he honey bees have a pair of mandibles located on either the side of the head that act like a pair of pliers. The mandibles are used for any chores about the hive that require grasping or cutting, such as working wax to construct the comb, biting into flower parts (anthers) to release pollen, carrying detritus out of the hive, or gripping enemies during nest defense.

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Proboscis.

The proboscis of the honey bee is simply a long, slender, hairy tongue that acts as a straw to bring the liquid food (nectar, honey and water) to the mouth. When in use, the tongue moves rapidly back and forth while the flexible tip performs a lapping motion. After feeding, the proboscis is drawn up and folded behind the head.

Bees can eat fine particles like pollen, which is used as a source of protein, but cannot handle big particles.

Pollen Basket(s).

A smooth, somewhat concave surface of the outer hind leg that is fringed with long, curved hairs that hold the pollen in place. This enclosed space is used to transport pollen and propolis to the hive. Also called a corbicula.

Pollen Press.

Once the bees have gathered the pollen, they move it to the pollen press located between the two largest segments of the hind leg. It is used to press the pollen into pellets.

Rakes and Combs.

Structures on the legs used to collect and remove pollen that sticks to the hairy bodies of honey bees.

Stinger.

The stinger is similar in structure and mechanism to an egg-laying organ, known as the ovipositor, possessed by other insects. In other words, the sting is a modified ovipositor that ejects venom instead of eggs.

Thus, only female bees can have a stinger.

The sting is found in a chamber at the end of the abdomen, from which only the sharp -pointed shaft protrudes. It is about 1/8-inch long. When the stinger is not in use, it is retracted within the sting chamber of the abdomen. The shaft is turned up so that is base is concealed. The shaft is a hollow tube, like a hypodermic needle. The tip is barbed so that it sticks in the skin of the victim. The hollow needle actually has three sections. The top section is called the stylet and has ridges. The bottom two pieces are called lancets. When the stinger penetrates the skin, the two lancets move back and forth on the ridges of the stylet so that the whole apparatus is driven deeper into the skin. The poison canal is en closed within the lancets.

In front of the shaft is the bulb. The ends of the lancets within the bulb are enlarged and as they move they force the venom into the poison canal, like miniature plungers. The venom comes from two acid glands that secrete into the poison sac. During stinging, the contents of the alkaline gland are dumped directly into the poison canal where they mix with the acidic portion.

When a honey bee stings a mammal, the stinger becomes embedded. In its struggle to free itself, a portion of the stinger is left behind. This damages the honey bee enough to kill her. The stinger continues to contract by reflex action, continuously pumping venom into the wound for several seconds.

Thorax.

The thorax is the middle part of the bee and is the anchor point for six legs (three pair), as well as two sets of membranous wings in the adult. Pollen baskets for carrying pollen back to the hive are located on the hind legs.

Wax Gland(s).

Four pairs of glands that are specialized parts of the body wall, which during the wax forming period in the life of a worker, become greatly thickened and take on a glandular structure. The wax is discharged as a liquid and hardens to small flakes or scales and sits in wax pockets. The worker bee draws the wax scales out with the comb on the inside hind leg. The wax scale is then transferred to the mandibles where it is chewed into a compact, pliant mass. The beeswax is then added to the comb. After the worker bee outgrows the wax forming period, the glands degenerate and become a flat layer of cells.

Wing(s).

The honey bee has two sets of flat, thin, membranous wings, strengthened by various veins. The fore wings are much larger than the hind wings, but the two wings of each side work together in flight. Just flapping the wings does not result in flight. The driving force results from a propeller-like twist given to each wing during the upstroke and the down stroke. http://cals.arizona.edu/pubs/insects/ahb/inf2.html

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IV. DISSECTION OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey Bee Dissection Lab

CONCEPTS: anatomy, body systems, comparative anatomy, digestion, respiration, circulation, sensory organs, excretion

ALIGNMENT:


B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination and describe ways that these systems interact with each other.





MATERIALS:

DISSECTION LAB GUIDE – Apis mellifera (attached)

DISSECTED INTERNAL ORGANS – Apis mellifera (attached)

Dissecting microscopes

Forceps

Petri dish bottoms (or other appropriate container to hold the bee while on the microscope stage)

Honey bee specimens – workers (drones if possible)

(Note: Available from biological suppliers or procure from local beekeeper- fresh bees may be chilled/frozen until ready to use. Bees can also be stored in 70% ethyl alcohol.)

Assorted charts, specimens, posters, models, books, references, as are available to the teacher.


Preview: Review of major systems in the human body (variable time).

Teacher: Demonstrate techniques for handling bees; separating head, legs, etc. from intact bee; removal of digestive system via anus; exposing male endophallus (pending availability of drones). Provide students handout: DISSECTED INTERNAL ORGANS – Apis mellifera.

Activity: Students complete dissection of worker honey bee(s) following DISSECTION LAB

GUIDE – Apis mellifera.

Marykay Marks


Page 20 4/12/2020


Teacher: Leads discussion/debrief

Students: Each group reports out one system comparison at a time. (15 minutes)


FORMATIVE ASSESSMENT(S): (recommendation: increase points possible for the lab and/or assign multiple grades for different lab components)

LAB RUBRIC

Components of Lab

Completed


5

All

POINTS POSSIBLE

4

Most

3

Some

Some

0

None

None Most of the time


Precision/


Always

Lab Safety Guidelines

Adhered to


Always

Most of the time

Most of the time

Sometimes None

Sometimes None

References



Marykay Marks


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DISSECTION LAB GUIDE –

OBJECTIVES:

Observe and dissect a worker honey bee

Compare honey bee morphology (features) and physiology (functions) to human body systems

2 pair forceps

1 petri dish bottom

2 worker bees

PROCEDURE:

1.

Obtain materials.

Apis mellifera

MATERIALS: (per team of 2 students)

1 dissecting/stereo microscope

dissecting pins (optional)

*Student handouts from previous lesson(s) on honey bees

2.

Place one worker bee in petri dish

3.

Observe external features of this bee using the microscope

4.

Take turns with your partner

5.

Use the list of External Honey Bee Features as a guide

6.

Check off each feature as you locate it

7.

Gently remove the head – observe

8.

Gently remove a front wing and proximal leg - observe

REMEMBER: There are LOTS of references in the classroom that you may use if you get “stuck”.

EXTERNAL HONEY BEE FEATURES TO LOCATE:

Head (describe shape)

Compound Eyes (how many?)

Ocelli (how many?)

Antenna (e) (how many?)

(how many segments?)

Proboscis (how many?)

Mandible (tricky – do try!)

Abdomen

Segments (how many?)

Wax glands

Rectum

Thorax

Front Legs

Antenna cleaner

Hind Legs

Pollen Basket (corbicula)

Hairs (combs and rakes)

Front Wings

Wing Hooks

HAIRS – (where do you observe them?)

Spiracles (how many and where are they?)

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IMPRESSIONS: Take a moment to think about what you have observed. Discuss your findings with at least 2 other classmates (not your lab partner). Summarize your impressions below:

PROCEDURE: INTERNAL HONEY BEE FEATURES

1.

Obtain a new bee if necessary

2.

Place the bee in the petri dish

3.

Focus and center the bee using the dissecting microscope

4.

Follow the directions that were demonstrated by the teacher

5.

Use one pair of forceps to hold the bee firmly around the abdomen

6.

Use the second pair of forceps to “tease” out the internal organs through the anus of the bee

7.

Gently arrange the internal organs in the Petri dish – don’t worry if they become detached!

8.

Take turns with your partner

9.

Use the list of Internal Honey Bee Features as a guide

10.

Check off each feature as you locate it

REMEMBER: consult reference guides; ask for assistance; and share your findings with classmates!

INTERNAL HONEY BEE FEATURES TO LOCATE:

Esophagus

Honey Stomach (crop)

Proventriculus (tricky – do try!)

Ventriculus (intestine)

Malpigihian tubules

Ileum

Rectum

Sting

Poison Sac

Rectum

11.

Gently separate the head

What organs/features can you locate?

12. Gently tease open the abdomen and thorax

What organs/features can you locate?

Following teacher directions dispose of bee remains and clean-up.

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COMPARISONS:

 Consider each of the following systems.

 For each system, describe how the honey bee is SIMILAR and DIFFERENT than a human.

 Remember, size is only considered a difference/similarity when it is considered RELATIVE to the organisms overall body size.

 Remember to consider lack of organs and unique organs that each species possesses.

COMPARING: Honey Bee Morphology and Physiology to Human Body Systems

SYSTEM SIMILARITIES DIFFERENCES

Respiratory

Digestive

Circulation

Excretory

Skeletal

Other Notables

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DISSECTED INTERNAL ORGANS – Apis mellifera

Marykay Marks


Page 25 http://www.cyberbee.net/

4/12/2020

V. NICHE (OVERVIEW) OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey bee roles in ecosystems

CONCEPTS: niche, consumer, producer, predator/prey, life cycle, reproductive strategies, food web, carrying capacity, population, species, community

ALIGNMENT:


L3.p1 Populations, Communities, and Ecosystems (prerequisite)

Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and the nonliving factors that interact with them form ecosystems.

(prerequisite)

L3.p1A Provide examples of a population, community, and ecosystem. (prerequisite)

L3.p2 Relationships Among Organisms (prerequisite)

Two types of organisms may interact with one another in several ways; they may be in a producer/consumer, predator/prey, or parasite/host relationship. Or one organism may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other. (prerequisite)

L3.p2A Describe common relationships among organisms and provide examples of producer/consumer, predator/prey, or parasite/host relationship. (prerequisite)

L3.p2B Describe common ecological relationships between and among species and their environments

(competition, territory, carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). (prerequisite)

B3.3A Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels.

B3.5d Describe different reproductive strategies employed by various organisms and explain their advantages and disadvantages.

MATERIALS:

Internet access.

Video: Tales from the Hive – Nova

Chart paper, markers, and original class charts from day one of the unit.


Preview: Display original charts from Day One of the Unit. Review. Teacher led discussion of what students now understand about honey bees and what they still wonder about honey bees. Students work in pairs, then share, and chart. (20 minutes)

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Video: Tales from the Hive – Nova (50 minutes)

Prior to viewing students are assigned to one of 3 groups. While watching the video their responsibility to make note of any information that helps answer their group’s video question.

GROUP VIDEO QUESTION:

1.

What do honey bees eat (and who eats them)?

2.

Where do honey bees live (and features of their “home”)?

3.

What “jobs” do honey bees perform (for the colony and other organisms)?


Students: Each group reports out their findings for their group question.

Teacher: Charts and guides discussion.


(For use with group tasks and/or written assignments; may be administered as self/peer/teacher assessment.)

RUBRIC

5

POINTS POSSIBLE

4 3 0


Completed


All


Most Some None

None

Always

Most of the time

Most of the time

Some

Precision/



Sometimes None

References



Marykay Marks


Page 27 4/12/2020

VI. NICHE (FOOD WEB) OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey bee food web

CONCEPTS: niche, consumer, producer, predator/prey, food web, carrying capacity, population, species, community

ALIGNMENT:


B3.3A Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels.

MATERIALS:

Internet access.

Chart paper and markers

Tape and scissors

Previous class chart: What do honey bees eat (and who eats them)?

Posters, pictures, text references of ecosystem food webs.


Preview: Display previous chart: What do honey bees eat (and who eats them)?

Display posters of food webs from variety of ecosystems.

Review: Energy flow in ecosystems, food webs, food chains, trophic verses consumer levels, producer, scavenger, decomposer, and detritivore.

Task – Part One: In pairs, on plain paper, students create a food chain for one assigned stage of the honey bee. Assigned stages: queen; drone; worker; larva; pupa; egg.

Task – Part Two: Six pairs of students bring their food chain to one assigned table

The group must now merge the food chains to construct one food web. Labels or a key are required to indicate the consumer levels and niche roles of the organisms on the web.

Debrief:

Students: Each group shares their web.

Teacher: Guides discussion.

Marykay Marks


Page 28 4/12/2020


FOOD WEB RUBRIC


Completed

Arrows in correct direction and all connections return to a producer

Accuracy of niche labels


5

All

Always

Always

POINTS POSSIBLE

4

Most

Most of the time

Most of the time

3

Some

Some

0

None

None

Sometimes None

References



Marykay Marks


Page 29 4/12/2020

VII. HABITAT OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Investigating a honey bee hive

CONCEPTS: habitat, carrying capacity, population, species, community, survival, abiotic/biotic factors

ALIGNMENT:


L3.p1 Populations, Communities, and Ecosystems (prerequisite)

Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and the nonliving factors that interact with them form ecosystems.

(prerequisite)

L3.p1A Provide examples of a population, community, and ecosystem. (prerequisite)

L3.p2B Describe common ecological relationships between and among species and their environments

(competition, territory, carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). (prerequisite)

MATERIALS:

Access to an active honey bee hive

Bee Keeper tools: hive tool, bee brush, gloves, bee veil (suit if available), and smoker

Hive components: hive body(s), frames, foundation, supers, bottom board, inner cover, hive cover

Hammer, nails, frame board

Diagram/poster/beekeeping catalogue/internet image depicting Beehive Components

(Optional handout attached: HIVES)

Previous class chart: Where do honey bees live (and features of their “home”)?

Helpful references:

Langstroth Hive: http://en.wikipedia.org/wiki/Langstroth_hive

L.L. Langstroth: http://en.wikipedia.org/wiki/Lorenzo_Langstroth

Dadant Beekeeping Catalog: http://www.dadant.com


Preview: Display previous chart: Where do honey bees live (and features of their “home”)?

Display in the classroom beekeeper tools, hive components and other available related materials depicting a beehive. Allow students to gallery walk displayed materials (5- 10 minutes)

Review: The purpose and function of display materials, L.L. Langstroth, and bee space. (15 minutes). HIVES handout (attached) can be used for discussion.

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Activity: Divide class into small groups and rotate groups at stations:

Beekeeper Attire (students practice putting on a taking off protective clothing)

Assemble/Dissemble the hive (students assemble (stack hive) and unassembled the hive)

Frame assembly (students assemble one frame with foundation)

NOTE: If a camera is available students could take photos of each other)

(variable time)

Debrief:

Students: Each group shares their impressions of the hive a dressing for beekeeping.

Teacher: Guides discussion. (10 minutes)

Writing Assignment:

Topic: Ecologically speaking, do the inhabitants of a beehive represent a population or a community.

Target Audience: An uninitiated non-scientist who is interested in ecology and honey bees.

Expectations include but are not limited to: a description of a typical bee nest; definitions of populations and communities; examples to support why you feel the bee colony is either a population/community; explanations to refute possible objections from those who may disagree with your line of reasoning; a decisive conclusion; precise and accurate science language; and references.

FORMATIVE ASSESSMENT: WRITING RUBRIC


Completed

20

POINTS POSSIBLE

17

Most

14

Some

0

None

Precision/


All



Always

Most of the time

Most of the time

Some None

Sometimes None


References



Marykay Marks


Page 31 4/12/2020

HIVES www.honeyshop.co.uk/hives.html

Marykay Marks


Page 32 http://www.michiganbees.org/august06_files/image020.jpg

4/12/2020

IX. HABITAT (HIVE/NEST) OF THE HONEY BEE – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: A Visit to the Hive

CONCEPTS: lab safety; conducting scientific investigations

ALIGNMENT:


B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).

B1.1D Identify patterns in data and relate them to theoretical models.




MATERIALS:

Access to an active honey bee hive/apiary

Bee Keeper tools: hive tool, bee brush, gloves, bee veil & suit, and smoker

HIVE INSPECTION CHECKLIST (students created collaboratively in previous lesson)

Cameras (encourage students to bring their own to document their experience)

Clipboards, hand lenses

Student Beekeeping Comfort Survey (attached)


Review: The purpose of hive inspections is to assess the conditions of the hive while not getting stung – SAFETY FIRST! Review the HIVE INSPECTION CHECKLIST (created collaboratively in previous lesson).

Activity: Working in small groups students visit the apiary with teacher/beekeeper as guide.

(Coordination of this activity will vary with the available apiary conditions and class size;

Teacher should prepare additional appropriate activity for students when not actively engaged in the hive inspection.)

Assignment: Students complete Student Beekeeping Comfort Survey.

Debrief and Chart Day ONE:

Students: Share impressions, surprises, and learnings at the hive.

Teacher: Guides discussion. (variable)

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Debrief and Chart Day TWO:

Students: Collaboratively analyze the results of their hive observations.

Teacher:

What is the condition of the hive?

What evidence do they have to support this assessment?

Estimate population size: Drones, Workers, Queen(s)

What are the implications of these numbers for honey production?

Predict the hive success wintering over.

Recommend beekeeper interventions to ensure this success.

Guides discussion. (variable)


(Using the HIVE INSPECTION CHECKLIST developed by the students as criteria):

RUBRIC

5

POINTS POSSIBLE

4 3 0


Completed



Precision/


All

Always

Most

Most of the time

Some

Some

None

None

Most of the time

Sometimes None


References



Marykay Marks


Page 34 4/12/2020

Student Beekeeping Comfort Survey*

*This survey has been adapted, with permission, from:

(Beekeeping Survey Copyright 2004 Dyanne M. Tracy, Oakland University)

Your Name (OPTIONAL) ____________________________

Please check: Male _____ Female ______ Please circle: Grade 9 10 11 12

DIRECTIONS: For each of the following circle the term that BEST describes your personal comfort level during these beekeeping activities. Thank you in advance for including written comments – these are most helpful.

Coming to school knowing that you were going to a beehive during science class today:

Calm mildly anxious moderately anxious severely anxious

Arriving in the classroom and seeing beekeeping equipment:

Calm mildly anxious moderately anxious

Listening and discussing visiting the hive with classmates:


Practicing getting dressed for beekeeping in the classroom: severely anxious severely anxious

Coveralls and Veil:


Gloves:


Practicing using beekeeping tools in the classroom:

Disassembling the Hive Components:


Assembling the Hive Components:

Calm mildly anxious

Bee Brush: moderately anxious severely anxious severely anxious severely anxious severely anxious

Calm

Hive Tool:

Calm mildly anxious

Calm mildly anxious

Frame Gripper: mildly anxious moderately anxious moderately anxious moderately anxious severely anxious severely anxious severely anxious

Completing the internet assignment on Best Beekeeping Practices:


Actually going to the apiary:

Walking out to the apiary:


Marykay Marks


Page 35 4/12/2020

Lighting the smoker:


Standing more than 3 meters away from a bee hive:

Calm mildly anxious moderately anxious severely anxious severely anxious

Standing less than one from meter from a bee hive:


Calm severely anxious

Standing next to an open beehive and puffing smoke to calm the bees: mildly anxious moderately anxious severely anxious

Examining a frame for brood pattern:


Extinguishing the smoker fire:

Calm mildly anxious moderately anxious severely anxious severely anxious

Walking back to the school building:


Of your total experience with beekeeping on this visit, what surprised you the most?

What new facts about honeybees did you learn on this visit?

What new facts about beekeeping did you learn on this visit?

Would you recommend this experience to other teachers? students? Why? Why not?

If you had a beehive at your school, could it help you learn your school subjects? How?

Other general comments you wish to share:

Marykay Marks


Page 36 4/12/2020

X. HUMAN INTERACTIONS WITH HONEY BEES – HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Honey Bees role/niche as pollinators

CONCEPTS: Field research, colony collapse disorder, critical analysis, pollination, scientific method, fertilization.

ALIGNMENT:







L3.p2D Explain how two organisms can be mutually beneficial and how that can lead to interdependency.

(prerequisite)

B3.4C Examine the negative impact of human activities.

B3.4x Human Impact

Humans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometimes it is detrimental.

B3.5d Describe different reproductive strategies employed by various organisms and explain their advantages and disadvantages.

MATERIALS:

 Chart Paper, markers, tape

 Assorted fresh flowers (including orchids if available)

 Dissecting Microscopes

 Scalpels

 Flower Fertilization – Tomato Flower (diagram to guide dissection) (attached)

 Optional: Contact: pollinator.org to obtain FREE pollinator posters.

 Foundation for Critical Thinking @ www.criticalthinking.org

– How to Analyze the Logic of a Scientific Article, Essay, or Chapter (previously attached)


Preview: Students gallery-walk the classroom to review unit class charts and accumulated honey bee literature, equipment, and materials. (5 minutes)

Chart: Whole class discussion led by teacher: What is the role/niche of the honey bee in nature? How do humans interact with honey bees? NOTE: Discussion should return to the role of honey bees as pollinators for over 1/3 of agricultural crops in the United States. (10 minutes)

Marykay Marks


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Activity: Go To: http://www.pollinator.org/

View video: Pollinators at Risk – Assignment Earth (5 minutes)

After watching this quick clip students should be able to answer:

How do pollinators help humans (besides food)?

What can you do help the pollinators?

Activity: Students proceed to laboratory experience dissecting flowers to learn first hand how bees and other pollinators interact with flowering plants.

Go To: Flower Dissection Lab: http://www.fairchildgarden.org/uploads/docs/Education/teacher%20training/flower%20power/

Flower%20Dissection%20LabII.pdf

Flower Fertilization – Tomato Flower handout is a guide for students to use during this activity.

Assignment: Analyze article: Not-So-Elementary Bee Mystery by Susan Milius. Science News,

July 28, 2007 Vol.172, pages 56-58, using the eight question framework:

How to Analyze the Logic of a Scientific Article, Essay, or Chapter adapted from the

Foundation for Critical Thinking @ www.criticalthinking.org

(attached)


(For use with group tasks and/or written assignments. May be administered as self/peer/teacher assessment.)

RUBRIC

5

POINTS POSSIBLE

4 3 0


Completed


All


Most Some None

None

Always

Most of the time

Most of the time

Some

Precision/



Sometimes None

References



Marykay Marks


Page 38 4/12/2020

FLOWER FERTILIZATION – TOMATO FLOWER http://www.uq.edu.au/_School_Science_Lessons/5.4FlowerFruit.GIF

http://www.foodmuseum.com/images/tomato3.jpg

Marykay Marks


Page 39 4/12/2020

XI. CAPSTONE EXPERIENCE– HONEY BEE BIOLOGY AND ECOLOGY

LESSON: Stewardship

CONCEPTS: Application of Learning

ALIGNMENT:




B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).


Preview : Teacher shares a short literary passage that emphasizes environmental stewardship.

Recommended: “Killing the Wolf” by Leopold, Aldo (1948).

University Press.

A Sand County Almanac. New York: Oxford

Assignment: Student(s) choose one of the following authentic stewardship projects to complete.

1.

Create a compelling presentation to be presented to the school board advocating for the development of an educational apiary on their school campus.

Or

2.

Design/Plan a Controlled Experiment or Field Study that examines some important aspect of honey bee ecology. (What are you still wondering about honey bees?)

Or

3.

Plan and then teach a hands-on lesson/unit for younger students in the district using their new learnings about Honey Bees. This unit should support the Michigan State

Science Standards Elementary Grades 1-3:

L.OL.04.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different

organisms.

L.OL.01.21 Describe the life cycle of animals including the following stages: egg young, adult, egg, larva, pupa, adult.

L.OL.02.21 Describe the life cycle of flowering plants including the following stages: seed, plant, flower, and fruit.

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L.EV.04.1 Environmental Adaptation- Different kinds of organisms have characteristics that help them to live in different environments.

L.EV.03.11 Distinguish characteristics and functions of observable parts (For example: leaf shape. Thorns, odor, color, taste) in a variety of plants that allow them to live in their environment.

L.EV.03.12 Relate characteristics and functions of observable body parts to animals’ ability to live in their environment. (For example: sharp teeth, claws, color, body covers)

ASSESSMENT - The teacher establishes a timeline for completion of student projects with due dates for:

Project Proposal (including final assessment rubric specific to the project)*

Rough Draft Project (what obstacles do they fore see? how will they overcome?)

Final Project Plan (with materials assembled ready for presentation)

Project Sharing/Practice (allows for peer critique and adjustments to plans)

Project Delivery/Execution (varies with project)

* As students develop their unique projects the teacher and student will need to work with students to negotiate a reasonable plan for assessment that would be documented in a rubric.

Marykay Marks


Page 41 4/12/2020

Marks – Honey Bee Ecology POST-TEST

1)

2)

A.

Arthropoda Insecta

“barf” or bee “vomit”.

What’s the Buzz about Honey Bees?

Scientists classify honey bees as:

Animalia Arthropoda Insecta Hymenoptera Clistogastra Apoidea Apidae

What part(s) of this classification denote the scientific name of the honey bee?

B.

Insecta

C.

mellifera

D.

E.

Apidae

Apis mellifera

Apis mellifera

3) When a honey bee stings a human this interaction is described as:

A.

Aggressive

B.

Parasitism

C.

Commensalism

D.

E.

Defensive

Predator-Prey

4)

The ecological niche of the honey bee is best described as a:

A.

Hive/nest

B.

Pollinator

C.

Swarm

D.

E.

Honey Producer

Colony

Which of the following is an accurate food chain for the worker honey bee?

F.

solar energy--> flowering plant (pollen)--> honey--> honey bee

G.

solar energy<-- flowering plant (pollen)<-- honey<-- honey bee

H.

solar energy--> flowering plant (nectar)--> honey--> honey bee

I.

solar energy<-- flowering plant (nectar)<-- honey<-- honey bee

J.

solar energy--> flowering plant (nectar + pollen)--> honey--> honey bee

L.

5) Honey bees are best described as what type of species?

A.

Specialist

B.

K-strategist

C.

Scavenger

D.

E.

Decomposer

Generalist

True or False (On the answer sheet, mark “A” if the statement is True; “B” if the statement is False).

6) Researchers are studying autopsy results from dead honey bees to learn more about colony collapse disorder.

7) Honey can be described at bee

8) The honey bee circulatory system consists of a heart and blood vessels similar to the human circulatory system.

9) Honey bees that are managed in hives, by experienced beekeepers, are considered domesticated.

10) Humans should show extra care around honey bee swarms as this a time when the bees have been shown to be most aggressive.

11) If honey bees went extinct, 1/3 of the agricultural food supply would cease to exist.

12) Honey bees are the only animals besides humans known to have a representational language.

13) Drones (male honey bees) present the greatest threat of stinging attacks to humans.

14) Fortunately, there are wild pollinators that can fill the niche left by declining honey bees.

15) Honey has been shown to have antibacterial properties.

Marykay Marks


Page 42 4/12/2020

External Features & Functions of the Honey Bee Body

LABELING DIAGRAM

Apis mellifera

INTERNAL ANATOMY – Apis mellifera

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LABELING DIAGRAM

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