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3. As a class visit at least 2 different habitats 3. As a class visit at least 2 different habitats
EX) a green grassy field and a flower bed in a school garden EX) a green grassy field and a flower bed in a school garden
a. At each habitat: a. At each habitat:
i. Have students look for bumble bees and try to draw any they find, again using the templates i. Have students look for bumble bees and try to draw any they find, again using the templates
on page 35 so they can focus on banding. This will help with identification. on page 35 so they can focus on banding. This will help with identification.
ii. Have students note where they found the bees (On grass, a flower, flying? What kind of flow- ii. Have students note where they found the bees (On grass, a flower, flying? What kind of flow-
er?) er?)
*If materials permit* have students take pictures of the bumble bees to submit to bumblebee- *If materials permit* have students take pictures of the bumble bees to submit to bumblebee-
watch.org. watch.org.

4. Back in the classroom catalogue the bumble bees you found. 4. Back in the classroom catalogue the bumble bees you found.
a. Look at abundance in each habitat. “Was it the same or different? Did one species seem to prefer one a. Look at abundance in each habitat. “Was it the same or different? Did one species seem to prefer one
type of habitat over another? Why might that bee? What would happen if a species moved to a differ- type of habitat over another? Why might that bee? What would happen if a species moved to a differ-
ent habitat? What would happen if a habitat changed? Became hotter or colder?” ent habitat? What would happen if a habitat changed? Became hotter or colder?”

Extension activities: Extension activities:

Math: Math:
1. Collect data as a class (either from website or from personal observations) and list the number of each specie 1. Collect data as a class (either from website or from personal observations) and list the number of each species s
of bumble bee observed on the board of bumble bee observed on the board
a. For simplicity select the 3 most common species between the two sites. This will make comparisons a. For simplicity select the 3 most common species between the two sites. This will make comparisons
easier. easier.
b. Have students create 2 bar graphs (one for each location) showing the abundance of each species. b. Have students create 2 bar graphs (one for each location) showing the abundance of each species.
Students will then compare each location by answering “how many more” or “how many less” ques- Students will then compare each location by answering “how many more” or “how many less” ques-
tions for each species. tions for each species.

Objectives: Objectives:
 Students will create a bar graph displaying the abundance of each species either data from bumblebee-  Students will create a bar graph displaying the abundance of each species either data from bumblebee-
watch.org or from data collected as a class. watch.org or from data collected as a class.
 Students will compare different geographic locations (if data from bumble bee watch is used) or habitats (if  Students will compare different geographic locations (if data from bumble bee watch is used) or habitats (if
class data is used) by looking at their bar graphs and stating “how many more” or “how many less” individuals class data is used) by looking at their bar graphs and stating “how many more” or “how many less” individuals
for each species were found. for each species were found.

Standards: Standards:
CCSS.MATH.CONTENT.3.MD.B.3 CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and
two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

English English

Objectives: Objectives:
 Students will write an argument defending why a species of bumble bee is best suited for its habitat.  Students will write an argument defending why a species of bumble bee is best suited for its habitat.

Standards: Standards:
CCSS.ELA-LITERACY.W.3.1 CCSS.ELA-LITERACY.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons. Write opinion pieces on topics or texts, supporting a point of view with reasons.

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