Hosted by OSOS , contributed by campanario on 25 September 2019
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Do you like bees? Do you think they are important? What would happen if bees disappeared?
Well, fellow explorer, today you are going to become a scientist researching on one of the most important contemporary science research problems. Although we are used to seeing people run away from bees or associate them with the sweet tasting wonderful food we call honey, bees are so much more than that. Do you know why? Embark on this journey, play a fun game, enrol in an interactive research platform, collaborate with your community and with colleagues from different countries and you will become an expert and a very important change maker in the world. Bees will thank you … and humanity as well!
Let's start the adventure?
Information for the teacher:
This accelerator was created in the framework of the project - IDiverSE (Islands Diversity for Science Education - 2017-1-PT01-KA201-035919), co-financed by the Erasmus+ agency of the European Union).
The texts are writen direcly for the students and in a language that students will understand. Teachers are invited to explore it, copy it and edit whatever they feel necessary before they share it with their students. Specific guidelines were added to the four phases, where teachers can read the full content of the accelerator.
Supporting documents and translations to other languages can be found through the following link: http://idiverse.eu/bees-for-the-future/
For any aditional info on this accelerator, please contact info@idiverse.eu.
Learning objectives
Students will contact the scientific method in an Inquiry-Based activity that will lead them to learn important concepts such as sustainability, ecosystems, Biodiversity and protection of the web-of-life. From there, they will dive deep into the contemporary problem around bees, discovering the causes of the problem as well as solutions that can be implemented in their communities.
While going through this project, students will develop fundamental skills such as problem solving, critical thinking, communication, creativity and collaboration. They will also develop other important skills such as tolerance and respect since they will be collaborating with students from different cultures and different environments.
Furthermore, students will be called into gaining awareness for very important environmental issues of this century.
Opportunities to collaborate with stakeholders
Students will be challenged to interview, discuss and collaborate with different experts on the field such as beekeepers, farmers, scientists, environmental experts, etc. Teachers should allow students to invite experts to their school, to collaborate in their creations as well as family members and any other important stakeholders.
More specificaly:
1 - In the Feel phase, students will use a collaborative platform to collect data from their community and compare it with data from other communities. For this, they will go out in their towns and interview community members but also choose some important experts on the field to interview them as well about the problem at hands.
2 - In the Imagine phase, students will be advised into bringing the problem to their families and have important discussions about the causes and solutions to the problem at hands. Teachers will be advised to allow students to choose a field trip to an expert (stakeholder) of their choice such as a University working on the field, a beekepeer facility or any other important stakeholder of their choice. In this same phase, students will be encouraged to invite important stakeholders to their schools, to discuss about solutions for the problem.
3- In the Create phase, students will be encouraged to collaborate with their families, community members and important stakeholders in their creations, making them more effective and a co-creation product.
4 - In the Share phase, students will reach out to the whole community to share their work, including important stakeholder entities who can reinforce the change-making progress.
Responsible Research and Innovation
One of the key aspects of OSOS is the inclusion of RRI - Responsible Research and Innovation - principles (RRI-Tools.eu). This is how this accelerator fits in the RRI model:
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Governance |
This accelerator is based on a fundamental key point which is to teach students what science is and how to make a valid and respectful science research. It highlights the fact that science needs to be shared in order to be valid, it needs to be transparent and collaborative so as to contribute to the development of our society. In this project, students reflect with the community on the problem and will co-create possible solutions sharing, in the end, all their work, including their research process. Furthermore, students will share their results and conclusions with other communities in islands worldwide, through a platform called globallab and through the collaboration between their teachers. |
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Public engagement |
Students will interview their communities as well as important stakeholders, i.e., experts in the problem they are working on. After collecting their data, students will discuss with their parents, other family members, friends, community, etc, about possible effective and applicable solutions to the problem in their islands. The whole activity will focus on the engagement of students with their community so as to take into account their real needs when solving a problem. |
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Gender Equality
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The problematic involved in this project is transversal for all humans in the world, regardless of their gender. At no moment, the gender of the students will be asked or relevant. On the resources created for the teachers advise is given in order to provide equal opportunities, not only for both genders but also among all the different personalities. In the guidelines given to the students an effort is made to use both male and female role models as inspiration, as well as male and female icons and individuals in pictures. Teacher are also advised to find experts of all genders and invite them to work with their students. |
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Science Education |
Students will be engaged in Inquiry-Based activities that will lead them through the scientific method and reasoning. It is expected that after creating their projects, students will have understood what science is and how scientific knowledge can be obtained and communicated. In addition, this project focuses on one important contemporary science topic which is the protection of bees and the maintenance of ecosystems and biodiversity. By working with the community and sharing their work in the end, students will bring science education to their community as well as awareness for important scientific questions. |
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Ethics |
In this project it is emphasized that we are responsible for our actions and for the world that surrounds us. The concept of ecosystem is not only important in a Biology class but as well as in any other class. We are an integrating part of any ecosystem, including our family, community, country (or in this case, island). As such, during the project students will understand that cooperating and collaborating is a much more valuable effort than competing, and that knowledge and good ideas should be used in an ethical way and shared with others. When in collaboration, Scientists can overcome nearly any obstacle and provide what is necessary for a safe, developing and growing society |
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Open Access |
After finishing their research, students will share all their work with the community, providing a fully open access to their data and conclusions. |
Αισθάνομαι
Φαντάζομαι
Mapa de Ideias 1
Mapa de Ideias 2
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ações a propor à comunidade de como proteger as abelhas;
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benefícios em pôr em prática as ações
limpar o matagal depois dos incêndios mas podemos primeiramente
se os solo estiver nu, fica exposto ao sol, a água evapora-se com mais facilidade
Questionário
O nosso grupo elaborou um questionário com 3 perguntas. As mesmas foram:
1- Na sua opinião, acha que as abelhas estão a desaparecer?
2- Quais são as atividades, na sua opinião, que ameaçam as abelhas?
3- Quais são as atividades, na sua opinião, que ajudam as abelhas?
Nível de consciência das pessoas da comunidade:
Feito o questionário e fazendo um balanço de todas as respostas recebidas, podemos concluir que a comunidade está até informada acerca do desaparecimento das abelhas. Do mesmo modo sabem as atividades que as ameaçam (falta de espaços verdes) como também as que ajudam (existência de espaços verdes e a apicultura). Concluindo o nível de consciência da comunidade é positivo pois de 4, apenas 1 não sabia que as abelhas estavam a desaparecer.
Resta então passar à ação e
A turma planeja recuperar mais espaços verdes na escola, plantando espécies melíferas.
Plantar espécies melíferas
Hipótese 1
Com o aumento do declínio das abelhas tem se verificado a falta de informação por parte das pessoas e a sua sub consciencialização sobre este problema, a nível local.
Hipótese 2
Devido à desflorestação houve um declínio das abelhas e isso tem como consequência a falta de polinização das várias flores, contribuindo para a sua extinção.
Hipótese 3
O declínio das abelhas não traz consequências para o meio ambiente.
Hipótese 4
O impacto nos ecossistemas por parte dos humanos contribui para o declínio das abelhas (os campos de cultivo tendem a ter produção de monocultura, destruição de florestas para construção de infraestruturas e vias de comunicação)
Hipótese 5
as alterações climáticas levam ao declínio das abelhas.
Conclusão gráficos abelhas e flores:
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Com 5 flores e 50 abelhas
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Com 30 abelhas e 30
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Com 40 flores e 2 abelhas
Conclusão das 3 simulações
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Para concluir, ao termos mais abelhas do que flores as abelhas não teriam alimento suficiente logo acabariam por morrer. Por outro lado, se tivermos mais flores do que abelhas vamos ter um balanço positivo mas a produção de mel seria lenta. Por fim ao termos um número igual de abelhas e flores chegaríamos a ter um equilíbrio em que haveria alimento suficiente para as abelhas mas com uma produção constante.
Fotos das visitas de estudo:
Fomos visitar uma associação, em que a mesma produz abelhas, abelhas rainhas, mel e etc. Esta associação incentiva a proteção das mesmas.
O doutor António Pimenta foi convidado a dar uma palestra na nossa escola sobre as abelhas, ficamos a saber um pouco mais sobre as mesmas.
Δημιουργώ
1º Projeto- A nossa turma decidiu intervir no Jardim das Plantas Indígenas da escola, na medida em que foram retiradas as plantas já existentes na nossas floreiras. Para mais tarde introduzirmos novas espécies com flor, para atrair as abelhas.
Aqui está o antes e depois da nossa intervenção.
Antes:
Depois:
2º Projeto- O nosso grupo decidiu fazer um abrigo para abelhas.
O material utilizado foi o ilustrado na figura1.
Abrigos para abelhas em fase de construção:
Depois de concluído, o trabalho, na sala de aula, fomos colocar os abrigos para as abelhas nas árvores do Jardim das Plantas Aromáticas e Medicinais da escola.
