World Bee Day

Use this lesson plan with your primary learners to help make them aware of the importance of bees as pollinators.

Author

Jo Blackmore

Introduction

This lesson plan helps raise awareness of the importance of bees as pollinators. It is based on the United Nations' World Bee Day, which takes place on 20 May annually https://www.un.org/en/observances/bee-day/background, but it can be used at any time of year. World Bee Day aims to show how important bees are as pollinators for ensuring the survival of wild plants and farm crops. It draws attention to the environmental problems that threaten bees.

The first part of this lesson is based on a video which provides facts about bees, outlines the dangers they face and suggests what we can do to help. The second part focuses on the logo for World Bee Day. Learners think of new slogans and design a new logo to promote this special day.

Learning outcome:

Identify environmental issues connected with bees
Practise vocabulary for bees, pollination and environmental issues
Develop listening comprehension skills
Use creativity and design skills

Age and level:

Aged 9–12 years (CEFR level A2+)

Time:

Face-to-face - 85-95 minutes. This can be done over two lessons
Online - 100 minutes. This can be done over two lessons

Materials:

lesson plan for face-to-face teaching
lesson plan for remote teaching
worksheet for face-to-face teaching

You will also need:

example new logo for face-to-face teaching
YouTube video https://www.youtube.com/watch?v=cQr1NPwBTFQ – transcript available from https://www.abc.net.au/btn/classroom/world-bee-day/13343076
original World Bee Day logo from https://www.worldbeeday.org/en/toolkit.html#logo
coloured pens/pencils and paper, or access to a design tool like Canva https://www.canva.com/
Learners will need notebooks

Face-to face lesson one (40-50 minutes)

Before the lesson

Check the transcript and highlight any vocabulary your learners will find difficult that you should pre-teach. E.g. pesticide; pollinate; hive, continent, perk, nectar.

Introducing the topic (10 minutes)

Draw a simple picture of a bee on the board and ask learners what it is.
Elicit one word that learners associate with bees. Then put them into small groups.
Inform groups they have five minutes to think of as many words as they can that are connected with bees, e.g. yellow, black, insect, honey, fly, flowers, hive, pollen, nectar, queen, etc.
Groups share their words with the class. Ask the group with the fewest words to start. Check meaning and pronunciation of the words.

Pre-teaching vocabulary (10 minutes)

Elicit or pre-teach the learners important vocabulary, especially:

pollen (a usually yellow powder you find on flowers)
to pollinate (to take pollen from one flower to another flower, so that the new flower makes a fruit)
pollinator (something like an insect that carries pollen from one flower to another flower).

Note: the focus is on the pollination of flowering plants, between different flowers, although there are other ways for it to occur.

You could draw a simple diagram on the board to illustrate:
1.    A bee on a flower with bits of powder sticking to its body.
2.    The bee flying to another flower with the pollen stuck to it.
3.    The bee on the new flower and the pollen sticking to the inside of it.
4.    A fruit (e.g. an apple) growing from the new flower.

Listening comprehension (20–30 minutes)

• Watch the video https://www.youtube.com/watch?v=cQr1NPwBTFQ once, all the way through. If you can’t show the video in class:

ask learners to watch it before the lesson and make notes.
ask them to watch it in the lesson on their phones.
read aloud the relevant parts of the transcript: https://www.abc.net.au/btn/classroom/world-bee-day/13343076

Give out the worksheet and read the questions in Task 1 as a class. Check any problems learners may have understanding the questions and ask the learners if they already know any of the answers.
They can work with a partner to share the information they remember and circle the answers on the worksheet.
Watch the video again up to 1:48 and ask them to check their answers and fill in any answers which are missing. Go through the correct answers as a class.

Answers
a) 20,000; b) Antarctica; c) do a dance; d) a hive; e) pollinate; f) honey; g) fruit; h) important

Read the headings and examples in Task 2. Tell learners that they are going to add more ideas under each heading. They can use ideas from the video or their own ideas. Play the video from 1:48 to the end.
Give them five to ten minutes to think of their answers, first individually, then ask them to share with a partner. While you monitor, make notes of any language questions and clarify once back as a whole class.
Alternatively, you could provide the relevant section of the transcript and ask the learners to read and underline in different colours the reasons why bees are in danger and what we can do to help.
Talk through their ideas as a class and accept all possible answers.

Possible answers
Bees are in danger due to:

environment loss
fewer trees
bees must find other places to live, like in houses, and then people destroy their hives
diseases and parasites, such as a mite that kills bees
chemicals (pesticides, insecticides) used in farming hurt bees

Note: not mentioned in the video: air pollution, climate change, intensive farming

Things we can do to help bees (in video):

Have lots of (native) plants in your garden.
Don’t destroy a hive – move (relocate) it instead.
Have a bee hotel.
Don’t use chemicals (pesticides, insecticides).
Get a hive.

Other ideas: Don’t cut all the grass in your garden, leave some long and ‘wild’. Make a bee bath for thirsty bees. Buy local honey to support local beekeepers.

Face-to face lesson two (45 minutes)

Review (10 minutes)

Elicit from learners what they remember about bees. Why do they need help? What can we do?

Designing a logo (30 minutes)

Show the original logo from https://www.worldbeeday.org/en/toolkit.html#logo and elicit from learners what they can see:
1.    a slogan (a short phrase that’s easy to remember) – Save the Bees
2.    the name and date of the day – World Bee Day, 20 May
3.    pictures – a bee; a symbol of the world; leaves or petals going round the world symbol to look like a flower
4.    colours – brown, green, blue (colours from nature)
5.    shapes – circles and petal/leaf shapes.
Tell learners they are going to design a new logo for World Bee Day. Show them the example new logo and ask them to suggest reasons why the logo designer made the choices they did, e.g.
1.    They used this slogan because they don’t want a world without bees – bees are very important.
2.    They put ‘World Bee Day’ and ‘20 May’ so that people know what and when the special day is.
3.    They chose a picture of a bee on its own so that the topic is very clear.
4.    They used yellow and black because they are the colours of bees.
5.    They chose a hexagon shape as it’s the shape you see in a hive.
Now brainstorm some ideas as a class for each aspect of their logo, particularly the slogan. Remind them that the slogan needs to be short and easy to remember. Encourage them to think back to the vocabulary from the beginning of the class. Possible ideas for each aspect:

slogan: Be kind to bees! Happy bees, happy world! etc. [If you think it appropriate for your learners, you could give them an example of a slogan that’s a bee pun, such as Bee kind to bees or Save our bee-utiful bees, checking they understand the substitution that’s taken place.]
name and date of the day: World Bee Day, 20 May
pictures: bees, flowers, fruit, honey, a hive, etc.
colours: green, brown, yellow, black, etc.
shapes: circles, hexagons, a hive shape, etc.

In pairs or small groups, learners discuss what to use for their own logo in terms of the different aspects and make a list of what they decide in their notebooks.
When they are ready, learners design their logo by hand or by using an online tool such as Canva: https://www.canva.com/
At the end of the lesson, learners show their logo to the class and explain why they chose what they did for the different aspects.

Setting homework (5 minutes)

For homework you could ask learners to look out for bees and other insects during the next week and to write down where they saw the insects, how many they saw, etc. in their notebooks. If possible, they could take some photos. They could tell the class about it in the next lesson.
Alternatively, learners can ask their family members what they know about bees. Can they remember some of the bee facts and explain why they are so important?

Follow up ideas and resources

• Make a ‘pollination wheel’. This works best if using card or thick paper.
Draw two circles by drawing round a small plate or similar object.
Fold the circles into quarters, then unfold them again.
Attach the two circles together using a paper fastener in the centre, to allow the top circle to be rotated while you hold the bottom circle in place.
Cut a quarter section out of the top circle.
On the bottom circle, write text in each quarter (going in order, clockwise) and draw a picture to illustrate it:
1.    The bee lands on a flower. Some pollen sticks to its body.
2.    The bee flies to another flower. Some of the pollen sticks to it.
3.    A fruit grows from the flower.
4.    Seeds from the fruit make new plants, which grow flowers.

Useful links

•    Info about International bee day: https://www.un.org/en/observances/bee-day
•    Short videos showing bees pollinating, etc: https://www.worldbeeday.org/en/toolkit.html. Site includes logo.
•    Video about bees on LearnEnglish Kids: https://learnenglishkids.britishcouncil.org/video-zone/facts-about-bumblebees
•    Find more World Bee Day videos and resources from Behind The News: https://www.abc.net.au/btn/classroom/world-bee-day/13343076

Online lesson one (50 minutes)

Before the lesson

Before you start the lesson:

Test your microphone and camera to make sure they work.
Make sure that you have the accompanying PowerPoint open and shared.

At the start of the lesson

Welcome the learners as they arrive:

Check that you can all hear and see each other.
Check that they can see the first slide.
If they can’t, ask them (or ideally an adult they have present) to check their settings or troubleshoot in the way you have shown them previously. You may need to write this in the chat facility if they cannot hear you.

Tips:

Consider having a short task for the learners to do until they have all arrived. For example, you could have a poll set up or a simple activity where they write in the chat, such as to say what they’ve done that week.
Consider muting learners’ microphones after greeting them to avoid having too much background noise when you get started. Tell them if you do this and explain why. You could also suggest that, if possible, they use a headset with a mic rather than their device’s in-built speakers and mic.

Introducing the topic (10 minutes)

Display slide 2 with the picture of a bee and ask learners what it is.
Tell the learners they have three minutes to think of as many words as they can that are connected with bees, e.g. yellow, black, insect, honey, fly, flowers, hive, pollen, nectar, queen. They should write the words in their notebooks.
Learners share their words with the class. Ask the learners with the fewest words to start. You could annotate the slide with the words or type in the chat. Clarify any language questions and check meaning and pronunciation of the words.

Pre-teaching vocabulary (10 minutes)

Using slide 3, explain pollen (a usually yellow powder you find on flowers), to pollinate (to take pollen from one flower to another flower, so that the new flower makes a fruit) and a pollinator (something like an insect that carries pollen from one flower to another flower). Note the focus is on the pollination of flowering plants, between different flowers, although there are other ways for it to occur.
Make sure learners understand the stages of pollination:
1.    A bee lands on a flower and pollen sticks to its body.
2.    The bee flies to another flower with the pollen stuck to it.
3.    The pollen sticks to the new flower.
4.    A fruit (e.g. an apple) grows from the new flower.

Listening comprehension (15 minutes)

Display slide 4. Tell learners to watch the video without writing anything. Tell them they will find out some interesting facts.
Watch the video https://www.youtube.com/watch?v=cQr1NPwBTFQ once, all the way through.
Show slide 5. Read sentence a). Make a beep noise when you get to the missing word.
Tell learners to look at the numbers on the right-hand side. Ask them if they remember the number from the video to write it in the chat
Write the correct number using annotate if possible (20,000)
Ask learners to write sentence a) in their notebooks. Nominate a few learners to hold their notebooks up to the camera. Comment on their accuracy/ writing, so the learners are aware that you’re monitoring them.
Tell learners to write sentences b) to h) in their notebooks leaving gaps. Tell them not to write anything in the gaps.
Watch the video again up to 1:48 and ask them to check the gaps as they watch but not to write.
After watching the video ask learners to fill in any answers they know.
Nominate learners to give you answers or ask them to write answers in the chat.
Annotate each answer and allow time for learners to check their sentences and write in any missing information.
Ask a few learners to share their notebooks and give feedback on their accuracy and writing.

Answers

a) 20,000; b) Antarctica; c) do a dance; d) a hive; e) pollinate; f) honey; g) fruit; h) important

Critical thinking (15 minutes)

This task can be done using break out rooms or the main space.
Display slide 6. Ask learners to copy the table into their notebooks.
Again, ask a few learners to hold their notebooks up to the camera to show you.
Try to elicit on idea for each column from learners and annotate it on to the table. Tell them they can use ideas from the video or their own ideas.

Using breakout rooms

Tell learners they are going to share ideas in groups. Remind learners of the rules for breakout rooms. E.g. Only use English, give everyone a chance to speak, etc.
Divide learners into 2 or more groups
Tell learners they have five to ten minutes to think of and write as many ideas as they can. While you monitor, make notes of any language questions and clarify once back as a whole class.

As a whole group

If working as a whole class, invite learners to use the ‘raise hand’ button if they have an idea to share. Give support with any language questions.
Talk through their ideas as a class and accept all possible answers. You could annotate slide 5 with their answers or type in the chat. Learners should copy the ideas into their notebooks. Some possible answers:

Reasons why bees are in danger:

environment loss
fewer trees
bees must find other places to live, like in houses, and then people destroy their hives
diseases and parasites, such as a mite that kills bees
chemicals (pesticides, insecticides) used in farming hurt bees

Not mentioned in the video – air pollution, global warming, changes to the weather, intensive farming practices.

Things we can do to help bees:

Have lots of (native) plants in your garden.
Don’t destroy a hive – move (relocate) it instead.
Have a bee hotel.
Don’t use chemicals (pesticides, insecticides).
Get a hive.

Not mentioned in the video – Don’t cut all the grass in your garden, leave some long and ‘wild’. Make a bee bath for thirsty bees. Buy local honey to support local beekeepers.

Note: You could play the video from 1:48 to the end if learners need more support

Online lesson two (50 minutes)

Review (10 minutes)

Elicit from learners what they remember about bees.
Check with them why there is an international bee day.

Analysing a logo (10 minutes)

If possible, show learners something you have around the house with a logo. Eg. A sports shoe with the Nike tick logo. Explain that a logo should be simple and easy to remember. Try to elicit other logos they know.
Tell learners they’re going to look at a logo designed to help save bees. Display slide 7.
Elicit from learners what they can see:
1.    a slogan (a short phrase that’s easy to remember) – Save the Bees
2.    the date– 20 May
3.    pictures – a bee; a symbol of the world; leaves or petals going round the world symbol to look like a flower
4.    The name of the day- World Bee Day

Plus: colours – brown, green, blue (colours from nature); shapes – circles and petal/leaf shapes.

Note: Gloss and drill the word ‘slogan’.

Designing a logo (25 minutes)

Tell learners they are going to design a new logo for World Bee Day. Show them the example new logo on slide 8 and ask them to suggest reasons why the logo designer made the choices they did, e.g.
1.    They used this slogan because they don’t want a world without bees – bees are very important.
2.    They put ‘World Bee Day’ and ‘20 May’ so that people know what and when the special day is.
3.    They chose a picture of a bee on its own so that the topic is very clear.
4.    They used yellow and black because they are the colours of bees.
5.    They chose a hexagon shape as it’s the shape you see in a hive.
Check if they like the logo and ask ‘Why?’ or ‘Why not’
Now show slide 9 and brainstorm some ideas as a class for each aspect of their logo, particularly the slogan. Remind them that the slogan needs to be short and easy to remember.
Encourage them to think back to the vocabulary from the beginning of the class. Possible ideas for each aspect:
1.    slogan: Be kind to bees! Happy bees, happy world! etc. [If you think it appropriate for your learners, you could give them an example of a slogan that’s a bee pun, such as Bee kind to bees or Save our bee-utiful bees, checking they understand the substitution that’s taken place.]
2.    name and date of the day: World Bee Day, 20 May
3.    pictures: bees, flowers, fruit, honey, a hive, etc.
4.    colours: green, brown, yellow, black, etc.
5.    shapes: circles, hexagons, a hive shape, etc.
The next activity works best in pairs or small groups in breakout rooms, but it can also be done as an individual activity. Tell learners to think about what to use for their own logo in terms of the different aspects.

If working in breakout rooms, ask learners to decide each aspect together.
If working individually, ask them to write their ideas in their notebooks.

When they are ready, learners design their logo.

If working in breakout rooms, learners could use an online tool such as Canva https://www.canva.com/. One learner can have the tool open and share their screen with their partner(s). They then discuss what to do together.
If working individually, learners can either use an online tool or design their logo by hand.

At the end of the lesson, show slide 10. Ask learners to show their logo to the class and explain why they chose what they did for the different aspects.

Note: If feasible, you could ask the learners to send you a link to or a photo of their logos after the lesson and make an online display of them. If possible, this could be shared with the school or the learners’ families and friends to raise awareness of World Bee Day.

Setting homework (5 minutes)

For homework you could ask learners to look out for bees and other insects during the next week and to write down where they saw the insects, how many they saw, etc. in their notebooks. If possible, they could take some photos. They could tell the class about it in the next lesson.
Alternatively, learners can ask their family members what they know about bees. Can they remember some of the bee facts and explain why they are so important?

At the end of the lesson

Praise the learners for their participation and work and tell them you’re looking forward to seeing them again in the next lesson.
Make sure they know how to exit the platform, and wait until they all leave before leaving yourself.

Further ideas and resources