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Notes for teachers

*After covering DNA, RNA and genetic mutations, explore a real-life application of how we can be seriously affected by mutations in the environment around us.

Discuss our role as humans in the creation of this problem and what it can mean for our future.

Phenomenon:

Bee Colony Collapse Disorder

This problem first caught the public’s attention around 2005.

Since then there have been numerous speculations as to what was causing the bees to disappear.

Scientists have investigated causes like pesticides, Varroa mite infestations, and malnutrition.

The latest evidence points to a far more complicated problem that may be a result of the combination of all the above causes starting at the level of the bees genes.

Scientists have discovered a large amount of abnormal ribosomal RNA (rRNA) in the guts of honey bees in CCD (colony collapse disorder) colonies.

List of Materials

Research materials on:

(articles, videos, websites)

Bee Colony Collapse Disorder
RNA and the reproductive cycle
Genetic mutations

Computers with Internet access
Art Supplies for presentations

(poster paper, markers, index cards, science notebooks, etc.)

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Standards

Science:

8.L3U1.9 Construct an explanation of how genetic variations occur in offspring through the inheritance of traits or through mutations.

8.E1U3.8 Construct and support an argument about how human consumption of limited resources impacts the biosphere

Standards

Language Arts:

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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Objective(s):

Students will understand:

the role of RNA in the reproductive cycle.
the significance of RNA in the continuity of life.
the concepts of genetic mutations and their impact on organisms.
the factors contributing to bee colony collapse disorder (CCD) and its impact on ecosystems.
how mankind can affect his environment.

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Agenda: Four class periods

Day 1:

Review the differences between RNA and DNA in terms of function and their roles in heredity.
Discuss how RNA plays a crucial role in the production of proteins that are essential for growth and reproduction.
Review the term “genetic mutations” and how they can be caused by mutagenic agents such as pesticides.
Discuss and review CCD.

Day 2:

Watch https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.colonycoll/colony-collapse-disorder-nature/?student=true

Provide groups with research articles and websites.
Explore and research the known causes of CCD.
Discuss how these causes can all be related to the mutations in the RNA of bees.
Address the crosscutting concept of cause and effect.

Day 3:

Groups will create a flowchart using poster paper on how these causes can all be related to the mutations in the RNA of bees.
Groups will present flow charts and have a discussion of their research into the problems.
Brainstorm in groups possible solutions to the problems,

Day 4:

Complete “Bee Worried” Cause/Effect Organizer as summative assessment.

Bee Worried Organizer

Classroom discussion/debate on how we are affecting our environment.
Research how to set up home bee hives.

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“Bee” Worried

"If the bee disappeared off the surface of the globe, then man would have only four years of life left. No more bees, no more pollination, no more plants, no more animals, no more man."

― Maurice Maeterlinck, The Life of the Bee

Bee Colony Collapse Disorder was first discovered around 2005. Since then, 60-80 percent of honey bee hives have been affected. Scientists thought they were making progress into identifying the problem and trying to solve it.

The latest evidence, however, points to a far more complicated problem - genetic mutations in the structure of the bees’ RNA.

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Hands-on Activity Instructions

In your assigned groups of four:

Carefully watch video and take Cornell notes.
Discuss and compare information you got from the video.
Research and gather information using the CER format.
Take Cornell notes and create index card scripts of

your presentation.

Create your flow chart on the poster paper including at least two pictures/drawings.
Feel free to download pics (send them to me and I will

send them to the printer).

Remember: make it neat and colorful!

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Assessment

“Bee Worried” Cause/Effect Organizer

https://docs.google.com/document/d/1gMRyupGSi4PiEU3hqTr13G7T-MXTjN-fJ1aOqOPafVs/edit

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Differentiation

Review the CER (Claim, Evidence, Reasoning) learning format.

Help students organize information from research sources using Cornell notes and index cards.

Remind students of how to cite evidence.

Provide science sentence stems for at-risk students.

Remediation

Extension/Enrichment

Invite a beekeeper (perhaps on Zoom) to discuss the importance of this problem and possibly how the students could set up small bee hives to produce healthy bees.

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