Flowers and Pollinators In groups of two fill in the table below: which animals pollinate?? Which animals are pollinators? Which plants are they attracted to?When are these animals active? What senses do they use to find the flowers Bee Improve your table Add different types of pollinators Sweet smelling yellow, blue, purple & white flowers Compare t he shapes,colours and scents flowers have developed to attract specific pollinators Active during the day fill in information columns Sight and smell Watch Pollinators video: Research & develop a list of food crops that need pollinators. Label each crop with the different types of animals that pollinate it. How can I make my school ‘bee friendly’? Pollination.htm Explore & Play Go to... 3 GO TO THIS LINK & READ THE ‘BEE FACT’ SHEET Ask Questions What Are The Relationships Between Plants And Pollinators? Do the pollinators need the plants more OR do the plants need the pollinators more?? THINK DEEP!! PREDICT WHAT WOULD HAPPEN IF THE BEES VANISHED? IMAGINE-INVESTIGATE Discover as many pollinators as you can. Discuss-elaborate-evaluate-find evidence-present-design-reflect-share.

Experiment suggestions: Make a mixture to attract a bee. A. Which ingredients would make the best mixture? B. Consider using other attractants such as colour or scent. C. Develop a fair test to prove that colour attracts a bee. Teacher Information: Australian Curriculum: Year4 Science Understanding: Biological sciences: Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) Elaborations: *predicting the effects when living things in feeding relationships are removed or die out in an area. *recognising that interactions between living things may be competitive or mutually beneficial. Prior to this lesson it is suggested that students: investigate how bees collect pollen and recognise why bees turn nectar into honey. develop understandings of the structure of a flower. This digital task card can be printed out or used on computers individually or on interactive boards. The investigations are expected to cover 4x 30 minutes lessons. (although this time frame could be extended with by providing deeper questions such as: Which LOCAL crops need pollination? (this could also include asking a local farmer to visit and talk to the class about what he/she would do if this crop was not pollinated. Class could ask questions about if this has ever happened in past seasons? The school could grow zucchini plants in a garden. This would enable students to investigate how plants can be self pollinated. Students could be directed to consider if self pollination could be an alterative to natural methods. i.e. bees. Students could find scientific research on plants and pollination. (What are scientists doing/developing?) Students could be encouraged to write a letter to their local MP asking them to make informed decisions concerning the welfare of the pollinators. (What pesticides should be banned?) Declarative knowledge At the completion of this task card Procedural knowledge Students will know: Flowers are pollinated by a variety of living things. Living things may be negatively affected when another living thing is removed or dies out. Pesticides and environmental pollutants may damage the life cycle of bees. Students will: Understand that flowers rely on more than just bees as pollinators and be able to identify a large variety of pollinators. Explore and evaluate the relationships between crops and pollinators. Imagine a world without bees and design ways to stop this happening in their immediate environment. (school/home)