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Instructional Strategies:

         Set up (5-10 minutes)
           Put out table cloths and supplies on appropriate tables.
           Explain to teacher and volunteers what you need them to do at their activity stations, cut out guides in Appen-
             dix 2 for them to use.
           Have students sit on floor, in one group, to begin the program.

         Introduction: (5 minutes)
           Introduce yourself!  Ask the students if they know why you are visiting them today?  To discuss honeybees and

             the importance they play in our everyday lives.
           Share the activities the students will get to do after learning about honeybees.
           Table 1:  Bees and beekeeping
           Table 2:  Honey tasting
           Table 3:  Beeswax candle making
           Table 4:  Bees, food, and you
                  Let students know they will each have time to go to every table.

         Read a story: (5-8 minutes)
           Younger students: In the Trees, Honey Bees By: Lori Mortensen
           Older students: Flight of the Honey Bee By: Raymond Huber

         Pollination and Honey Activity: (15 minutes)
           Ask the students, “Why should people care about bees?  They pollinate our food, they make honey, they polli-
             nate cotton, they pollinate flowers that produce fruits and seeds for other animals to eat, they make bees wax,
             etc.

           Ask the students, “I heard someone mention pollination.  Who can tell me what pollen is?  Who can tell me
             what pollination is?”   Pollen is a colored dust in the middle of the flower.  When a bee visits a flower, her body
             becomes covered in pollen.  When she moves pollen from that flower to another flower, which is the same species,

             the next flower is pollinated.  Once a flower is pollinated, it can grow seeds, and then a “fruit.”  Model this with a
             large plush bee and a vase full of large (fake) sunflowers.


           Show students the shopping basket of food –
                  If you were at the grocery store and we lived in a world without bees what would be left in our bas-
                    ket?
                  Take each item out one by one and ask students what it is pollinated by, if they say bees remove the
                    item.
                  You will be left with rice and oats.  Show this to the students.
                  Ask them if they would only like to eat rice and oats from now on?  Ask them if bees are important to
                    them now?

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