PBL Title: Biologists Investigate Honeybee Disappearance

Profile Sheet

PBL Title: Biologists investigate honeybee disappearance.

Teachers: Julie Beesley Mara Mallek Jessica Ellis Trisha Borgen Brittany Meeks

Primary Subject Area: Science

Outside Subject Areas: Mathematics, Reading, Writing, and Technology

Class: Life Science

Class Level: Regular

Grade Level: 5th grade

Class time: Seven to eight 60-minute periods (twice a week).

Description of Students Roles and Problem Situation : Students will act as biologists and agriculturalists to investigate why bees in the United States are disappearing. The problem is that people rely on honeybees for a major part of their diet. The US Department of Agriculture reports that honeybees pollinate 80% of our flowers and crops, which is about one third of everything, we eat. Bees are cross pollinators and many plants rely on bees for their reproduction. If honeybees disappear they could take most of our pollinated plants with them. Disappearing bees not only affect people’s intake of fruits and vegetables but it will also affect our beef and dairy supplies because they pollinate the alfalfa that we feed our cows. The students will report to the EPA (Environmental Protection Agency) with the solutions to the disappearing bees problem.

Adaptations for students from a non-Western culture: Since this problem is happening in many countries and in different continents, teachers will research the students’ cultures to make sure components of their cultures are included in the lesson. Information on the different cultures can be shared with all students in the class. Teachers will take a survey to determine the learner’s prior knowledge of the topic being addressed. Information given to students will include a worldwide view of the problem and suggestions as how the students can help locally.

Adaptations for ESOL students: During the lesson students will be allowed to use dictionaries. Teachers will explain the pollination process and the importance of it. They will use simple vocabulary, cognates, pictures, diagrams and a short video on what is happening with the bee colonies. If a language facilitator is available, teachers will request his (her) presence during the lessons.

Adaptations for ESE students: Students will be paired with a buddy reading, share notes, do the turn-and-talk strategy throughout the modeling lesson, and do a check for understanding. The notes and the researches required would be diminished and chunked to allow them to get the work done.

Resources:

Websites: www.globalresearch.ca/ death -and- extinction -of-the- bees /5375684 http://topics.nytimes.com/top/news/science/topics/bees/ http://science.time.com/2013/08/09/the-trouble-with-beekeeping-in-the-anthropocene/ http://www.pbs.org/wnet/nature/episodes/silence-of-the-bees/introduction/38/

Discovery Learning - www.discoveryeducation.com/ Science: Bee Population Declines Bees in Danger

Elibrary - elibrary.bigchalk.com/elibweb/elib/do/search Disappearing Bees are a cause for concern

Nettrekker - www.nettrekker.com/ Bees disappearing A Supermarket without Bees

Books: Cole, J., & Degen, B. (1999). The magic school bus inside a beehive. S.l.: Sagebrush Bound.

Video: TED talk presentation by Marla Spivak :”Why bees are disappearing?”

T Title, STEM Areas, Standards, and Learning Outcomes

STEM Areas:

Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students will need to work through the scientific investigation to create and design at least two possible solutions for the disappearance of bees. In order to determine two possible solutions, students will need to know and understand the importance of bees and their role in flower pollination.

Technology: Students will utilize computers to conduct research. They will also use technology to generate computer, video, or technology based presentations.

Engineering: Based on group chosen solutions, students will create a model of their possible solution.

Mathematics: Students will collect data on the monetary effect pollination has on crop development and sales. Students will analyze the data they have collected to make graphs to display. Students will also use their knowledge of adding, subtracting, multiplying, and dividing decimals to stay within their given budget.

Learning Outcomes

LO # 1: Working in groups, students will create at least two possible solutions to the disappearance of the bee problem, providing at least two accurate pro and two accurate con statements for each solution.

Supporting Standards:

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations; experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions.

SC.5.N.2.2: Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

LAFS.5.RI.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

LAFS.5.RI.2.6: Analyze multiple accounts of the same event or topic noting important similarities and differences and the point of view they represent.

LO # 2: Working in groups, students will support their observations with testable evidence from their research, providing at least one accurate statement of support for each.

SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.

LAFS.5.RI.3.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeable.

LAFS.5.W.1.1: Write opinion pieces on topics or texts supporting a point of view with reasons and information: a) introduce a topic or text clearly, state an opinion, and create an organization structure in which ideas are logically group to support the writers purpose; b) provide logically ordered reasons that are supported by facts and details; d) provide a concluding statement or section related to the opinion presented.

LO # 3: Working in groups, students will accurately categorize resources found on Earth as renewable or nonrenewable to determine the best resources to use to protect the bees.

SC.4.E.6.3: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

LO # 4: Working in groups, students will accurately identify and describe the role bees play in plant reproduction through their ability to pollinate flowers.

SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

5-LS2-A: Interdependent Relationships in Ecosystems: The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LO # 5: Working in groups, students will create a Venn Diagram to display accurate similarities and differences between plant and animal adaptations by scoring a 3 or above on all rubric criteria.

SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors, and physical characteristics.

LO # 6: After collecting data within groups, students will create accurate data graphs to display the statistics they have found.

MAFS.4.MD.2.4: Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots.

LO # 7: Within the groups, students will analyze the budget to apply correct and accurate mathematical operations (as adding, subtracting, multiplying, and dividing decimals); students will achieve accurate results from these computations.

MAFS.5.NBT.2.7: Add, subtract, multiply, and divide decimals to the hundredths using concrete models or drawings and strategies based on place value properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

LO # 8: Working independently or within a group, students will accurately read and interpret on level text about various topics regarding honey bees; notes on the reading will scored by the teacher and must achieve an “acceptable” level on all criteria

LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension: a). read on level text with a purpose and understanding.

LO # 9: Using the presentation rubric, students will generate accurate presentations of solutions, earning a 3 or above in each criterion.

LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher lead) with diverse partners on grade 5 topics and texts building on others, ideas and expressing their own clearly: a)come to discussions prepared, having read or studied required material; explicitly draw on that preparation of other information known about the topic to explore ideas under discussion; c) pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others; d) review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

LAFS.6.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples: use appropriate eye contact, adequate volume, and clear pronunciation. Student Roles and Problem Situation and Meet the Problem Method

Description of Students Roles and Problem Situation : Students will act as biologists and agriculturalists to investigate why bees in the United States are disappearing. The problem is that people rely on honeybees for a major part of their diet. The US Department of Agriculture reports that honeybees pollinate 80% of our flowers and crops, which is about one third of everything, we eat. Bees are cross pollinators and many plants rely on bees for their reproduction. If honeybees disappear they could take most of our pollinated plants with them. Disappearing bees not only affect people’s intake of fruits and vegetables but it will also affect our beef and dairy supplies because they pollinate the alfalfa that we feed our cows. The students will report to the EPA (Environmental Protection Agency) with the solutions to the disappearing bees’ problem.

Meet the Problem Documents:

Students will receive a memo from the lead biologist (see below), an article, as well as several websites. The article is from the Natural Resources Defense Council. One website is from the EPA, one from the USDA, and one website is from the Huffington Post. They will access the following websites:

http://www2.epa.gov/pollinator-protection

http://www.huffingtonpost.com/news/colony-collapse-disorder/ http://ars.usda.gov/news/docs.htm?docid=15572 http://www.nrdc.org/wildlife/animals/bees.asp (Article) Memorandum

To: Bee Researches

From: EPA Person and Department of Agriculture

Re: Honey Bees Colony Collapse Disorder

Date: April 13, 2015

As you know, Honeybees have been disappearing. The EPA is requesting our recommendations on possible ways to address this problem. They are expecting to hear our oral reports at the next public meeting on May 5, 2015. You will have $50,000 as a budget in order to accomplish this task.

Please assemble a team of biologists and agriculturalists to investigate the disappearance of Honeybees. At the public meeting, which will include the Department of Agriculture secretary and the general public, not everyone will be fully versed on the topic matter. The presenting team should be prepared to educate the members on this subject. Article: http://www.nrdc.org/wildlife/animals/bees.asp

Vanishing Bees

The list of crops that simply won’t grow without honey bees is a long one: Apples, cucumbers, broccoli, onions, pumpkins, carrots, avocados, almonds … and it goes on. Without bees to pollinate many of our favorite fruits and vegetables, the United States could lose $15 billion worth of crops -- not to mention what it would do to your diet.

Honey bees are important pollinators for both flowers and agricultural crops. Beekeepers first sounded the alarm about disappearing bees in 2006. Seemingly healthy bees were simply abandoning their hives in masse, never to return. Researchers call the mass disappearance Colony Collapse Disorder, and they estimate that nearly one-third of all honey bee colonies in the country have vanished. Why are the bees leaving? Scientists studying the disorder believe a combination of factors could be making bees sick, including pesticide exposure, invasive parasitic mites, an inadequate food supply and a new virus that targets bees' immune systems. More research is essential to determine the exact cause of the bees' distress. Although the U.S. Department of Agriculture has allotted $20 million over the next five years for research, that amount pales in comparison with the potential loss of $15 billion worth of crops that bees pollinate every year. And the USDA has so far failed to aggressively seek out a solution. If we don’t act now to save the honey bee, it might be too late. And no honey bees will mean no more of your favorite fruits and vegetables. Here’s a list of what bees pollinate:

Fruits and Nuts Vegetables Field Crops ● Almonds ● Asparagus ● Alfalfa Hay ● Apples ● Broccoli ● Alfalfa Seed ● Apricots ● Carrots ● Cotton Lint ● Avocadoes ● Cauliflower ● Cotton Seed ● Blueberries ● Celery ● Legume Seed ● Boysenberries ● Cucumbers ● Peanuts ● Cherries ● Cantaloupe ● Rapeseed ● Citrus ● Honeydew ● Soybeans ● Cranberries ● Onions ● Sugar Beets ● Grapes ● Pumpkins ● Sunflowers ● Kiwifruit ● Squash ● Loganberries ● Watermelons ● Macadamia nuts ● Nectarines ● Olives ● Peaches ● Pears ● Plums/Prunes ● Raspberries ● Strawberries

Problem Statement, Know/Need to Know Boards Sample Problem Statement:

How can we, as biologists and agriculturists, solve the problem of the vanishing bees in such a way that:

● We explain the solution in such a way that the community understands ● We meet the deadline for the presentation within the budget confinements ● We provide high quality examples of accurate data ● We create only positive environmental effects

Know Board Need to Know Board

1. Possible causes for bees 1. What is scientific evidence vanishing are: that bees are disappearing? ● pesticide exposure 2. What kinds of resources will ● invasive parasitic mites be used to research possible ● inadequate food supply solutions to this problem? ● a new virus that targets the bees 3. How do environmental immune system. adaptations affect plants and 2. Bees are pollinators for both animals? flowers and agricultural crops. 4. What kinds of scientific

3. Crops that will not grow without observations have been bees: performed to indicate that bees ● Fruits and nuts are disappearing? ● Vegetables 5. What roles do bees play in ● Field Crops plant reproduction?

4. $15 billion worth of crop loss is 6. How does the disappearing of possible without a solution. bees affect human resources? 5. It was first noticed in 2006 that 7. Will the budget be sufficient to healthy bees were abandoning research this problem? their hives. 8. What kinds of data graphs will

6. ⅓ of the honey bee colonies in be used to display statistics? the country have vanished. 9. How are organisms

7. Your team will receive interdependent? $50,000 to investigate, and find a 10. What are examples of solution to the problem. renewable and nonrenewable resources?

Capstone Performance

CAPSTONE PERFORMANCE DESCRIPTION For the Capstone Performance, the students will take the roles of biologists and agriculturalists to investigate why bees in the United States are disappearing. They will work in groups to present a solution to the problem of how to protect bees from the colony collapse disorder. This solution will be presented to the EPA in the form of an oral and visual presentation during a community forum. This community forum may include members of the EPA, concerned citizens, beekeepers, and other parties involved. Student groups will use their choice of oral and visual presentation materials (brochures, PowerPoint, videos, etc.) in order have a successful community forum for all parties involved.

Students will be placed into groups of 4. Within those groups, each student will brainstorm, research, and create a written report of their opinion of the best solution for protecting the bees. Taking those 4 suggestions, each group will be responsible for selecting and providing 2 feasible solutions to the problem and will then provide at least 4 justifications for why they are recommending that solution. In order for team members to determine their “best” solution, each student will first share his/her possible solutions and justifications to his/her team members. Students will be allotted 20 minutes per group to present, 5 minutes per student. The team members will analyze each team member’s possible solutions in order to determine the best solution reflects authenticity.

The team of students will analyze each solution to the problem and then pick the overall “best” solution using valid parts of all possible solutions. Once the “best” solution has been decided, the team will create an oral/visual presentation. Each group member will contribute equally to the presentation. The group will discuss and decide on member responsibilities to ensure that the strengths of each team member are showcased. The group will decide on the design and content of their presentation.

After this decision has been made, the student teams will be given time to further research the chosen solution as well as to prepare for the presentation. The time given will be four 60 minute class sessions.

In the oral/visual presentation, a designated team leader will then present the team’s overall choice for the best solution. During the teams’ presentations, each student will share his individual best solution. In addition, each student will share 1 reason or justification for his team’s “best” solution. Presentations will be graded individually based on the rubric, and each team will have 20-30 minutes to share their best solutions.

A group of parents and chosen school support staff will play the role of EPA members. The EPA members will have the ability to ask each member of the team a question related to their presentation and reasoning behind their choices. The room will be arranged where the team of students will be in the front of the room facing a semi-circle style table where the members of the EPA will sit. At the front of the room, there will be a long table, podium, projector, screen, and computer access. An easel will be provided for any visual representations. The team of students can choose to sit or stand as needed. Each student will have a student sharing checklist to evaluate each other based on their presentation. Included in this lesson are the Written Report Rubric and the Public Awareness Campaign Rubric (for the Oral Presentation) to assess students’ learning and mastery of the standards and learning outcomes, demonstrated during the students’ capstone performances.

Rubrics for Capstone Performance

Written Report Rubric: CATEGORY Superior: 5 Adequate: 3 Poor: 1 Content Accuracy All scientific content is All scientific Scientific content 100% accurate. content is accurate is less than 90% 90-99% of the accurate. time. Alignment to the Each solution aligns One solution aligns Neither solution Problem Statement with all of the conditions with all of the aligns with all of in the Problem conditions in the the conditions in Statement. Problem the Problem Statement; the Statement. second solution aligns with all but one of the conditions in the Problem Statement. Required The written report must The written report The written report Components of include: must include: contains less 1. the team’s Problem 1.an explanation of information that written report Statement how organisms are listed in the 2. an explanation of interdependent “adequate” how organisms are 2. a description of category. interdependent the bees’ 3. a description of the importance in bees’ importance in flowering plants flowering plants 3. two different 4. two different solutions solutions 4. Four reasons 5. Four reasons for for choosing one choosing one solution solution over the over the other other Mechanics Report contains no Report contains 1- Report contains grammatical errors 3 grammatical more than 3 (spelling, capitalization, errors. grammatical punctuation, errors. subject/verb agreement, citations of sources)

Scoring Guide: 20 Superior 19-15 Adequate 14-10 Poor

Public Awareness Campaign Rubric (for the Oral Presentation) CATEGORY Superior: 5 Adequate: 3 Poor: 1 Oral Delivery Maintains eye contact Maintains eye Eye contact is less with audience 90% or contact with than 80%; more more of the time; audience over 80% than 2 non- fluctuations in volume of the time but less purposeful and inflection are than 90%; 1-2 non- movements; intended and add to purposeful inaudible in back clarify of presentation; movements; of room more than no non-purposeful volume is loud 20% of the time. movement; volume is enough to be loud enough to be heard heard in the back in back of room 90% or of the room 80- more of the time. 89% of the time. Comprehension and Student answered EPA Student answered Student failed to Accuracy member’s question EPA member’s answer the correctly providing at question correctly question correctly least 2 accurate providing at least 1 or could not scientific facts. accurate scientific provide a scientific fact. fact. Quality of Individual Student’s solution aligns Student’s solution Student’s solution Solution Explanation to all conditions in the aligns to all but one fails to align with 2 group’s Problem of the conditions in or more conditions Statement. the group’s in the group’s Problem Problem Statement. Statement. Quality of Individual Student’s reason for Student’s reason Student fails to Justification advocating the group’s for advocating the advocate the best solution is based group’s best group’s best Explanation on 2 accurate scientific solution is based solution with an facts and is financially on at least 1 accurate scientific feasible. accurate scientific fact, OR the fact and is reason may not be financially feasible. financially feasible.

Scoring Guide: 20 Superior 19-15 Adequate 14-10 Poor

Two Alternative Solutions and Justifications for “Best” Solution Solution One: The biologists and agriculturists do NOT recommend total eradication of Colony Collapse Disorder. They provide accurate data on the number of colonies that are currently at risk to collapse and the projected number for the future due to the use of pesticides. They provide information on the possible causes of the collapse and suggest modifications that would ameliorate these causes. They recommend that pesticides with Neonictinoids not be used, along with the labels on the pesticides be changed to inform the consumer on the proper usage.

Pro Con Bees will still pollinate All the bees will die off and our food supply will suffer We stayed in budget with money left over to We went over budget help monitor the problem Pesticides will be safer, with better labels to People will still use whatever pesticides they inform the public and warn them of the want to, or the cheapest regardless of hazards whatever information is being provided. The produce would be affordable. Food costs will increase due to the high costs of supply and demand, and the high costs of artificial pollination.

Consequences: Colonies will still die, both due to natural causes not due to CCD, but also to CCD as well. Strict federal guidelines could be created and enforced to help protect colonies of bees resulting in financial hardships to farmers and beekeepers.

Solution Two: The biologists and agriculturists do NOT recommend total eradication of Colony Collapse Disorder. They provide accurate data on the number of colonies that are currently at risk to collapse and the projected number for the future due to genetically modified (GM) crops. They provide information on the possible causes of the collapse and suggest modifications that would ameliorate these causes. They recommend farmer to not be allowed to genetically modify their crops.

Pro Con The bees will still pollinate and there will be The bees will continue to die off, resulting in less colonies collapsing less crops being pollinated Our food will be healthier Our food will be a smaller size, and people will consume more Consumers will save money on crops Crops will be more costly Pollination of plants will continue to be done There will be less flora available for personal by the bees and commercial use Justification for Best Solution:

We believe the best solution is solution number one, for farmers to not use neonicotinoids. Neonictinoids painfully kill bees, by enabling neurons to communicate with each other and with muscle tissue. It also presents Alzheimer diseases, and Parkinson’s in humans. Pesticides with neonictinoids are also harmful to the soil, and can stay in the soil for months to even years after only being applied once.

Debriefing Plan and Essential Concepts

All teams of biologists and agriculturists will make campaign/Product presentations to the EPA at the next public meeting. In that way, all students will hear all possible solutions. The teacher will use the written report and oral presentation rubrics with assigned points to tally the student's final grades.

During the teams’ oral presentations, each student will use the “Student Rating Checklist” (below) to rate the solutions. The top two scores will then be examined in a whole class session. Teams will contribute their findings (describing if the solution did/did not address the problem). The teacher will ask the class if there is a way to combine the two solutions to make one “even better” solution that would clearly address all the essential concepts. Through a class discussion, students will reach consensus on portions of the solutions to use.

The teacher will identify the following 5 concepts that must arise during the researching, sharing and debriefing of the student solutions. These concepts will ensure that the learning outcomes and standards/objectives have been met for this project.

1. LAFS.5.RI.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

The teacher will coach students into drawing inferences based on the research the student groups used to develop their “best” solutions. He/she will do this by asking the questions: Where was this fact/detail stated in your research? How did you conclude______?

2. SC.4.E.6.3: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

The teacher will ask questions about the definitions and examples of renewable and nonrenewable resources.

3. LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher lead) with diverse partners on grade 5 topics and texts building on others, ideas and expressing their own clearly: a)come to discussions prepared, having read or studied required material; explicitly draw on that preparation of other information known about the topic to explore ideas under discussion; c) pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others; d) review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

The teacher will observe students informally throughout the process in order to ensure that they are developing meaningful and relevant conversations.

4. LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension: a). read on level text with a purpose and understanding.

The teacher will coach students by assisting them in finding and/or providing research and information that is appropriate to their grade level.

5. SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

The teacher will coach students by reiterating specific facts and relevant details during the students’ research and during their presentations. 6. MAFS.4.MD.2.4: Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots.

The teacher will verbally interact with students to lead them through a systematic process of creating data graphs.

7. MAFS.5.NBT.2.7: Add, subtract, multiply, and divide decimals to the hundredths using concrete models or drawings and strategies based on place value properties of operations and/or the relationships between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

The teacher will observe students throughout their analysis of the budget in order to determine if re- teaching of place value properties of operations and/or the relationships between addition and subtraction is required.

Five essential facts or concepts that the students need to know: 1) The students need to learn that all organisms are interdependent, so that changes to one population may affect another population. 2) That living things need resources, and that recourse can be both renewable and nonrenewable. 3) Sexual reproduction of flowering plants. 4) Plants and animals have adaptations to survive. 5) All living things have a life cycle. 6) Reasoning skills to represent and communicate mathematical relationships

Student Rating Checklist

Teams Solutions “Pro” Rating “Con” Rating Rating Scale Scale (Subtract the “Con” total from the “Pro” total for each team. This number could be a negative number.) 1 2 3 4 5

“Pro” Rating Scale: “Con” Rating Scale: 1 Good basic idea, but would need extensive revision before 1 This would not help the problem but it would be workable. has an easy fix.

3 I am cautiously optimistic how this will still work – I see at 3 This would not help solve the problem 1 area that may be problematic. and would take major revisions.

5 Best idea I ever heard – will definitely achieve the goal/ 5 This is a killer – I see a major flaw that would solve the problem. definitely result in failing to solve the problem if we adopted this plan.