YEAR LEVEL 5

BEE-UTIFUL BEE GARDENS – teacher design brief

INTRODUCTION

Look outside. Chances are you can see plants; you might be able to see flowers too. How did those
plants grow, is there anything that helps them to grow? You might not be able to see them, but bees
are working extremely hard to help those plants to grow. They are so important, not just to our
school gardens, but to all gardens and plants all over the world. But the number of bees in the world
is getting smaller and smaller. Because of the way that humans are farming, including monoculture
(planting the same plants in one area rather than having different plants), using pesticides (to get rid
of bugs on the crops), destroying habitats bees have become an endangered species. We need to do
as much as we can to help them.

BRIEF

As a class we are going to be designing and then planting our very own bee garden somewhere in the
school. This garden will have lots of native plants in it that attract native bees and we will also put
things in the garden which make the garden more accessible to bees. You will need to search the
school for an appropriate place to put the garden, design the layout of the garden, including where
you might put a path, logs, rocks etc. You will need to consider the sunlight the garden will need and
what plants you will put in the garden. The plants you choose will need to be native Australian
plants.

GENERATING IDEAS

Students use the template provided to create the layout of their bee garden design. Once the area
has been selected, they will need to consider what is already there, what will be changed and where
they will place certain plants, rocks, logs etc. Students will also need to plan where student art will be
included and how the garden will be cared for.

PROJECT SPECIFICATIONS

You will work in a group of 4 to complete the research portion and come up with your garden
designs. Native plants must be used. The garden will be 3 meters by 3 meters. You may include in
your design logs, rocks or other features, like a place for student artwork to go (a mural which will be
designed at a later point as a whole school project). At least 5 different native plants will need to be
used in their design.

PROJECT MANAGEMENT

Students will begin with the research phase, gathering relevant information about their plants, the
bees that are in Australia, why bees are so important. After they have gathered enough information
they begin considering where their garden should be located. They will need to consider where their
plants will grow best, what bees need to thrive ect. After selecting the location of the garden
students can begin generating designs, considering the measurements of their space and how they
will be able to care for their garden.

EVALUATION

Initial reflection and evaluation at the completion of the garden:

What worked? What didn’t work? What did you find the most challenging and why? What did you
enjoy the most and why? How does is the garden sustainable?

Reflection/evaluation to be completed at the end of each of the garden construction lessons:

What did you do in todays lesson? How did you work with others? What would you do differently?
List the equipment you used today.

On-going reflection/evaluation:

As a part of on-going reflection which can be completed as the garden grows students can examine
the plants, how they grow, whether they can see any bees in the garden and whether there is
anything that needs to be added to the garden to increase the bees.

PRESENTATION

Student groups will present their designs to the teacher and the designs will be given to the
principal. There should be around 6 designs to hand in from the whole class.

TIME

Research phase (1 lesson) – look at bees, the plants they’re

Searching for the location (1 lesson – go out into the school, measuring locations, writing down why
it is a good location)

Designing their gardens (2 lessons – students designs will need to have a key to show which plants
they’re including, what each symbol means and an explanation showing why their garden would
attract bees to the area)

Choosing garden design (design is chosen by the school, students are able to vote for their favourite
garden design from 3 designs which the principal has selected, the vote will be announced in the
school assembly and students will begin their preparations for the construction of the garden). This
section is one lesson, once the design has been chosen students will begin planning, breaking into
groups to plan out various steps for creating the garden. (clear the area, plant, put down a path,
water etc.)

Garden design process – determine steps for the creation of the garden – (1 lesson)

Construction of the garden (4 lessons) – help from parents and others – will need to clear the area,
plant the trees, mark out where the path will be, place the needed elements and follow the steps
designed by the class in the first construction lesson

Evaluation lesson – (1 lesson) students reflect on the creation of their garden – how did the planting
process go? Was it successful? What would they do differently next time? Etc.

SAFETY CONSIDERATION

As bee allergy can be quite common it is important to inform students and make sure they consider
where their garden design will be placed in relation to students. The school will have an area ideal
for the bee garden which is located towards the edge of the oval, away from classrooms and younger
students. Students will also need to consider whether they would like to include a beehive in their
garden. They can discuss with the principal and any other relevant people their thoughts on the
inclusion of a beehive in their garden. The school will be reminded of the safety precautions and
reminded to “let the bees bee”