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Photo by Jenna Lee via Unsplash

Author

National Wildlife Federation

Grades

K, 1st, 2nd, 3rd, 4th, 5th, 6th

Subjects

Science, Biology

Resource Types

  • Activity - Classroom
  • Activity - Outdoors
  • Worksheet

Regional Focus

Global

Format

PDF

Growing a Pollinator Garden

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Synopsis
  • This engaging activity guides students through the process of growing a pollinator garden.
  • The guide thoroughly explains how to set up a pollinator garden, monitor it, and collect data on its success.
Teaching Tips

Positives

  • Students will benefit from having an understanding of the importance of pollinators.
  • This engaging, easy-to-follow activity is suitable to be used as a classroom activity or at-home project.
  • The activity incorporates opportunities to embed science, civics, and mathematics skills and understanding easily over the course of the school year. 

Additional Prerequisites

  • If students are completing the activity at home, measurement and data collection skills will be necessary.
  • Coir pellets, seeds, and appropriate growing containers are necessary for this activity. 

Differentiation

  • Elementary science classes could use this activity alongside the picture books Bee and Me and Old Enough to Save the Planet.
  • This activity could be used as part of the action plan after completing StC's Green Spaces Unit
  • Mathematics and science classes could use this activity to thoroughly embed data collection and measurement skills throughout the year. 
  • Older elementary mathematics classes could use the collected data to create line and plot graphs. 
  • Schools or classes wishing to further engage in school gardening could use the resource Resources for Building a School Garden.
Scientist Notes
The resource is a pollinator guide. It contains step-by-step activities to enable students to know the benefits of pollinators in plant reproduction and growth. This is recommended for teaching.
Standards
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
      • K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
      • 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
      • 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
      • 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
      • 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
      • D4.7.K-2 Identify ways to take action to help address local, regional, and global problems.
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
  • Common Core Math Standards (CCSS.MATH)
    • Measurement & Data (K-5)
      • CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
      • CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
      • CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
      • CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
      • CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
      • CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
      • CCSS.MATH.CONTENT.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
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