The Arizona STEM Acceleration Project

Extinction: What if there were no more bees?

Extinction: What if there were no more bees?

A 3rd grade STEM lesson

Irene Jones

January 30, 2024

Notes for teachers

• In this unit, students will explore the interdependencies in a system and uncovers circular causal connections.
• Students will use a stock-flow game, specifically the “Mammoth Game” to simulate how mammoths and other species became extinct.
• Students will analyze the graphs from each team to look for patterns.
• Finally, students will discuss the importance of bees in the ecosystem.

List of Materials

Article:

• Top 10 Extinct Species

YouTube Videos

• What If All BEES Disappear?
• What If There Were No Bees? Read Aloud
• What Happens If All The Bees Die?
• A World Without Bees | History

Books:

• The Magnificent Book of Extinct Animals: (Extinct Animal Books for Kids, Natural History Books for Kids) by Barbara Taylor

Materials for “Mammoth Game” and “The Bee Game

• 20 dice per team
• cardboard box for rolling dice
• markers
• One copy of “Mammoth Game” Rules
• Science Journals
• Worksheets:
• Keeping Track of Your Herd
• Graph of Your Mammoth Population
• Use the same materials for “The Bee Game” Rules

Standards

3rd Grade Science Standard:

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• 3.L2U1.7: I can develop and use system models to describe the flow of energy from the Sun to and among living organisms.
• 3.L1U1.6: Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.
• 3.L2U1.8: Construct an argument from evidence that organisms are interdependent.

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Science and Engineering Practices:

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Analyzing and Interpreting Data

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• Display data in tables and graphs, using digital tools when feasible, to reveal
• patterns that indicate relationships.
• Use data to evaluate claims about cause and effect.
• Compare data collected by different groups in order to discuss similarities and
• differences in their findings.
• Use data to evaluate and refine design solutions.

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Standards

3.R.RI.08: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

3.W.02: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Objectives:

1. Today students will define what it means when a species becomes extinct.
2. Students will analyze why species goes extinct.
3. Students will apply knowledge of extinction and discuss the cause and effect of what it would be like if bee became extinct.
4. Students will use a simulation game to explore theories of extinction and speculate about which factors contribute to a species extinction.
5. Students will use their knowledge of extinction to speculate about the cause and effect of the possible extinction of bees and other pollinators.

Agenda (5 Days - 60 minutes/ Day)

Day 1:

1. Define Extinction (KWL Chart)
2. JIGSAW:
1. Print Top 10 Extinct Species
2. Cut the article apart
3. assign a student to read about an extinct animal.
4. what caused their extinction?
5. How did their extinction affect the environment?
6. Put information on Concept Chart, then report.
3. Exit Ticket: Name one thing they learned.

Day 1:

1. Define Extinction (KWL Chart)
2. Notice and Wonder - A Wooly Mammoth (What do you see?, What do you thing is going on?, What does it make you wonder?)
3. “Mammoth Game” Game 1 and game 2 (See attached rules)
4. Graph the results - Compare and Contrast the results for Game 1 and Game 2.
5. Discuss in groups what they noticed.
6. Exit Ticket: Name one thing they learned today.

Agenda (5 Days - 60 minutes/ Day)

Day 3:

1. KWL chart: Students will discuss what will happen if all the bees disappeared from the environment?
2. Watch YouTube Videos:
1. What If All BEES Disappear?
2. What If There Were No Bees? Read Aloud
3. “The Bee Game” Game 1 and 2 (See attached rules)
4. Graph the results - notice and wonder about the data.
5. Then compare and contrast the graph from Game 1 with Game 2.
6. Exit Ticket: Name one thing they learned today.

Day 4:

1. KWL chart: Students will discuss what they learned from yesterday's lesson.
2. Watch YouTube Videos:
1. What Happens If All The Bees Die?
2. A World Without Bees | History
3. “The Bee Game” Game 1 and 2 (See attached rules)
4. Graph the results - notice and wonder about the data.
5. Then compare and contrast the graph from Game 3 with Game 4.
6. Exit Ticket: Name one thing they learned today.

Day 5:

Write an informational text by comparing and contrasting a healthy bee colony, an endangered colony, and recovering colony using the data they collected.

What would happen if bees went extinct?

Intro/Driving Question/Opening

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1. What important elements have changed in the system that causes mass extinction?
2. How have the elements changed over time?
3. What changing elements in the activity represent amounts and how quickly/ slowly are they increasing or decreasing?
4. What patterns or trends have emerged over time when you study the graphs and tables?
5. How do parts affect one another?
6. Where does the circular causality emerge?

Hands-on Activity Instructions

• Both The Mammoth Game and The Bee Game require students to work in pairs.
• After the game, it’s time to bring the lesson home. Ask the students the following questions:
• At what point was the herd of mammoth or the hive its original population?
• Do you think the animals will still become extinct even if you start with a bigger population?
• When you played the second game, when did the mammoth or bees go extinct? Is this what you predicted?
• What difference did the hunter make to the mammoth population? What about the pesticide to the bee population?

“The Bee Game” Link

“Mammoth Game” Link

Assessment

Students will be assessed using the following information:

• completed information and data collection in data journals.
• Completion of the games:
• The Bee Game
• The Mammoth
• student analysis of data collected.
• completed compare and contrast concept chart.
• Completed writing assignment.

Differentiation

Accommodations will be provided for EL students and students who are nonreaders:

• read aloud from YouTube
• visual aids: project the lesson on Interactive TV.
• Graphing Paper will be provided.
• teacher modeling
• vocabulary Cards in bold print.

Remediation

Extension/Enrichment

Extension

• Write an opinion report on whether or not students believe that humans will survive without bees. Give reasons and support of evidence from the lesson.

Enrichment on the game:

• Create Rules for the games:
• Is there a way to prevent extinction?
• Can a population stay the same?