Page 40 - Kids and Bees Resource Booklet_SP_Neat

2. Sketch
a. As you explore, show that there is more than one species of bumble bee.
Mientras explora, muestre que hay ma s de una especie de abejorro.
b. Have students list and sketch three of the most common species in your area.
i. Note identifying markings by using the provided outline on page 43 so students can focus on
physical traits (eg color patterns, size, facial features, etc.).
3. As a class visit at least 2 different habitats
(EX) a green grassy field and a flower bed in a school garden
Visiten al menos 2 hábitats diferentes
(ejemplo) un campo de hierba verde y un macizo de flores en un jardí n escolar
a. At each habitat:
i. Have students look for bumble bees and try to draw any they find, again using the templates
on page 43 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-
er?)
*If materials permit* have students take pictures of the bumble bees to submit to bumblebee-
watch.org.

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
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?”
Mira la abundancia en cada ha bitat. “¿Fue lo mismo o diferente? ¿Parecí a que una especie preferí a un
tipo de ha bitat a otro? ¿Por que podrí a ser esa abeja? ¿Que pasarí a si una especie se mudara a un ha bi-
tat diferente? ¿Que pasarí a si un ha bitat cambia? ¿Se volvio ma s caliente o ma s frí o?”

Extension activities:

Math:
1. Collect data as a class (either from website or from personal observations) and list the number of each species
of bumble bee observed on the board
a. For simplicity select the 3 most common species between the two sites. This will make comparisons
easier.
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-
tions for each species.

Objectives:
 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.
 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
for each species were found.

Standards:
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
two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

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