Page 52 - Kids and Bees Resource Booklet_SP_Neat

Beeswax
Objectives:
 Understand where beeswax comes from,
 Discuss the multiple uses of beeswax,
 Observe and discuss hexagons in the beehive.

Materials:
Beeswax, wicks, beeswax candles and bars, foundation, small bags, crayons, stamps, stamp pads.

Activity and Discussion:
 Each student will roll a beeswax candle,
Cada estudiante lanzara una vela de cera de abejas,
 Tell them how beeswax is made,
Diles co mo se hace la cera de abejas,
 Ask them to tell you the uses of beeswax (candles, lotion, lip balm, car and furniture polish, musical instru-
ment wax, etc.)
Pí dales que le cuenten los usos de la cera de abeja (velas, locio n, ba lsamo para los labios, pulimento para
muebles y carros, cera para instrumentos musicales, etc.)
 They will also decorate a bag with honey comb pattern, ask them why they think bees use hexagons (it’s the
strongest shape, they can pack in LOTS of honey, pollen, and brood)
Tambie n decorara n una bolsa con patro n de panal de miel, pregu nteles por que creen que las abejas usan
hexa gonos (es la forma ma s fuerte, pueden empaquetar MUCHA miel, polen y crí as)
 Tell them how honey comb is made (sound and heat)
Diles co mo se hace el panal (sonido y calor)

Bee Habitat
Objectives:
 Learn what is essential to bee survival,
 Learn how to plan a bee habitat.

Materials:
Garden and farm models

Activity and Discussion:
 Students will have two “landscapes” to “manage” - a farm and a garden.
Los estudiantes tendra n dos “paisajes” para “administrar”: una granja y un jardí n.
 In both situations they will be presented with problems, then be asked to develop potential solutions, and
then take action!
En ambas situaciones se les presentara n problemas, luego se les pedira que desarrollen soluciones potencial-
es y luego ¡actu en!
 There will be a model “farm” and a “garden” - the farm only has the crops planted, but no additional food wa-
ter and shelter (i.e. “habitat”) for the bees and beneficial insects. The garden has veggie plots, but no addition-
al food, water, and shelter (i.e. “habitat”) for the bees and beneficial insects
Habra un modelo de una “granja” y un “jardí n”: la granja solo tiene los cultivos sembrados, pero no hay agua
adicional para alimentos ni refugio (es decir, “ha bitat”) para las abejas y los insectos beneficiosos. El jardí n
tiene parcelas para verduras, pero no hay agua adicional para los alimentos ni refugio (es decir, "ha bitat") pa-
ra las abejas y los insectos beneficiosos. 52