Game: Pesticides and pollinators

In this activity, students play a game that illustrates how pesticides can affect the health of bees and their colony. They play the role of bees gathering resources from flowers, some of which are contaminated with pesticides.

Bees that are contaminated with pesticides have their forgaging behaviour affected, impacting the health of the colony.

Key Stage: KS2, KS3
Time required: Game - 10 minutes

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About this resource

Resource type: outdoor game
Theme: Pollution

Learning outcomes

understand that pesticides can affect more than just the target species
understand that toxic materials can pass through the food chain

Curriculum links
- England
  
  Biology: Interactions and interdependencies
  
  Relationships in an ecosystem
  
  the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
  
  the importance of plant reproduction through insect pollination in human food security
  
  how organisms affect, and are affected by, their environment, including the accumulation of toxic materials
  
  Working Scientifically Skills
  
  Experimental skills and investigations
  
  ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
  
  make predictions using scientific knowledge and understanding
  
  Scientific attitudes
  
  understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
- Scotland
  
  Teacher notes
  
  Extension activity: habitat creation is a natural follow-on activity for students to complete after this session, for example planting a wildflower meadow to support bees. SCN 2-02a
  
  Planet Earth
  
  Biodiversity and Interdependence
  
  I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a
  
  Describes how plants and animals depend on each other for food, shelter and pollination, using scientific vocabulary such as ‘population’, ‘community’ and ‘species’.
  
  Explains the possible effects of removal or addition of species on food webs and biodiversity.
  
  Summarises research findings to provide examples of structural, physiological and behavioural adaptations which lead to species survival.
  
  Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production. SCN 3-03a
  
  Interprets data and information to establish a link between the use of fertilisers and plant yield and nutrient levels in the soil.
  
  Researches an agricultural method, for example, chemical fertilisers, herbicides, pesticides, organic methods, genetic modification (GM) and biological control and evaluates their impact on food production.
  
  I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a
  
  Describes how energy flows between plants and animals in more complex food chains and webs and ecosystems, using vocabulary such as ‘producers’, ‘consumers’ and ‘herbivore’.
  
  Third Level Scientific Skills
  
  Inquiry and Investigative Skills:
  
  Presents scientific findings:
  
  Communicates effectively in a range of ways, for example, orally and through scientific report writing
  
  Scientific Analytical Thinking Skills:
  
  Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
  
  Applies understanding of an increasing range of science concepts to solve problems and provide solutions.
  
  Skills and Attributes of Scientifically Literate Citizens:
  
  Demonstrates understanding of the impact of science on society and debates and discusses the moral and ethical implications of some scientific developments, demonstrating respect for the views of others.
- Wales
  
  Science AOLE
  
  Living things KS2
  
  I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival.
  
  Humanities AOLE
  
  Natural World KS2
  
  I can describe and give simple explanations about the impact of human actions on the natural world.
  
  Active Citizens KS2
  
  I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues.
- Northern Ireland
  
  Curriculum Subject Links
  
  The environment and human influences
  
  Interdependence of plants and animals
  
  Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity
  
  Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
  
  Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.
  
  Curriculum Skill Links
  
  Listen to and take part in discussions, explanations, role-plays and presentations
  
  Develop creative and critical thinking in their approach to solving scientific problems
  
  Demonstrate creativity and initiative when developing ideas and following them through
  
  Work effectively with others