Introductory activities

Students need some understanding of the world of bees to identify the parallels in the narrative How to Bee. They will use the information gained from this introductory activity to understand the development of the plot, characters, setting and themes in the novel.

Activity 1

Before introducing the theme of bees (and the novel itself), play the audio of this animated clip without showing students the video or identifying the title. To enable everyone to hear the piece before revealing its name, ask students to listen for a minute and display a thumbs up if they think they know it. Talk about what the music sounds like and its associations. Now, introduce ‘Flight of the Bumblebee’ and the topic of bees.

Divide students into groups of three or four and allocate a specific area to research:

  1. A bee’s body
  2. Different jobs in a hive
  3. Pollinating plants
  4. How do bees make honey?
  5. Significance of bees in different cultures
  6. Beekeeping

Working as a team, students are to research information associated with their allocated topic, keeping a record of the key points on the world of bees graphic organiser (PDF, 89KB). Before students begin working on this task, discuss how they can keep their summaries brief, economising on word use and including diagrams. After students have researched their topics, allocate each group a maximum of five minutes to share key information with their peers. Students are to update and complete their own graphic organisers as they listen to information from the other groups’ presentations. To support students in finding information from a range of sources, liaise with the school library to provide a box of non-fiction texts related to bees (if available).

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Activity 2

How to Bee directs its audience to ask the question, ‘What are the consequences of having no bees?’ The novel delves into the theme of sustainability and excessive demand on our limited resources, and the many different people impacted as a consequence.

As a class, read and discuss ‘What are native bees?’ and ‘Why bees are so important to the environment’ so students understand the difference between native and introduced bees. Students should summarise the importance of native bees.

What is the consequence of having no bees? Encourage students to think about ecosystems and food chains as studied in their science classes. Using the World Bee Day website, students are to write three sentences that identify the causes for declining bee numbers and the effects of this situation. Use this as an opportunity to develop students’ use of cause and effect connectives.

(ACELA1782)   (ACELA1763)   (ACELA1764)   (ACELA1537)   (ACELY1719)   (ACELY1721)

Activity 3 (optional extension)

In this activity, students explore the devastating consequences of disrupting ecosystems through the 1958 Four Pests campaign to eradicate flies, mosquitoes, rats and sparrows. When reading the novel, students will be able to relate the events of this campaign to the description of what will happen if the farm’s ‘overlapping circles’ are interrupted (page 14).

  1. Introduce this activity by displaying the 1960 propaganda poster (‘Eradicate pests and diseases and build happiness for ten thousand generations’). Based on its visual clues, students are to predict what they believe the Four Pests campaign was about. Discuss the layout of the poster and the information that can be gathered, linking it to knowledge of persuasive language.
  2. Tell students about the Four Pests campaign.
  3. Discuss the consequence of the Four Pests campaign in relation to the disruption of an ecosystem, and link the discussion back to what would happen in a world with no bees.
  4. Students are to imagine that they run a history page on a social media platform, and create a post about the Four Pests campaign. They can use a maximum of 50 words and include a relevant image and/or emoticons.
  5. As a class, research case studies relevant to your state/community. This is also an opportunity to arrange a guest speaker (e.g. from Parks and Wildlife) to talk about conservation. Constantly remind students to link the discussion back to the concept of balanced ecosystems and the threats of adding/removing animals, insects, etc. Some Australian examples could include:

(ACELA1531)   (ACELA1763)   (ACELA1764)   (ACELY1721)   (ACELY1722)   (ACELY1723)   (ACELY1724)

Personal response on reading the text

The check for understanding questions (PDF, 146KB) are intended to support students in following plot and character development, and should be completed as students read the text.

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Synthesising task

Using the synthesising task (PDF, 123KB) provided, students are to inform and/or persuade a chosen audience of the importance of bees. They have a maximum of 200 words to achieve their purposes and can select images, colours and symbols to create meaning (making sure they observe appropriate copyright restrictions by selecting Creative Commons licensed materials).

(ACELA1537)   (ACELY1721)   (ACELY1722)   (ACELY1725)   (ACELY1726)