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- Staying Alive
Staying Alive 
Level : 2
Author: Mike Tapp. Staying alive. The Buzz of Bees, Connected, Level 2, 2012, pages 24–27
This resource illustrates how a Connected article could provide a model for students to engage with science in the context of a real life issue.
Curriculum Aims and AOs
The Nature of Science strand
| Aim | Achievement objectives relevant to this resource |
|---|---|
| Participating and contributing Bring a scientific perspective to decisions and actions as appropriate. | L1 & 2: Explore and act on issues and questions that link their science learning to their daily living. |
Living World
| Aim | Achievement objectives relevant to this resource |
|---|---|
| Life processes Understand the processes of life and appreciate the diversity of living things. | L1 & 2: Recognise that all living things have certain requirements so they can stay alive. |
Learning focus
Students gather information to make decisions about taking action.
Learning activity
The article provides information about reasons for the decline in bee numbers, and some steps that are being taken to improve their survival chances.
Adapting the resource
This article could be used to encourage students to recognise that, before taking action, they need to gather existing information that informs their question.
Start with the question on page 27; What can you do to save the bees?
Read the article to find out:
- what is known about the causes of the problems bees are facing.
- what are some things that people are already doing.
Ask students to brainstorm ideas for actions they could practically take.
What’s important here?
Supporting students to become scientifically literate, i.e., to participate as critical, informed, and responsible citizens in a society in which science plays a significant role is the purpose of science in NZC.
Being involved in environmental projects that are of personal interest to students gives them the opportunity to practise playing the "game of science". Scientifically literate citizens need to be able to access information already available that informs their decision-making.
What are we looking for?
Can students sort relevant and irrelevant information?
Can they use this information to inform suggestions for action?
Opportunities to learn at different curriculum levels
For suggestions about adapting tasks in ways that allow students to show progress in engaging with science see Progressions .
Exploring further
This idea could be used with any environmental project that students are involved with.
Other resources for this capability
Yucky bugs (L1, 2, 3 & 4) Video from DOC website
Hukanui Enviroschool (L2, 3 & 4) Connected 3, 2002
The Shell Collector (L2, 3 & 4)Connected 1, 2005
Rocky shore food web (L3 & 4) Assessment Resource Banks
Rapid response to the Rena (L3 & 4) Science Learning Hub
Tidal Communities: Interdependence and the Effects of Change (L3 & 4) Building Science Concepts, Book 22
Science Fairs (L3 & 4) No specific resource
Solving the dog death mystery (L5) Science Learning Hub
The Gene Seekers (L5) Applications, 2001
What’s my carbon footprint? (L5) Genesis Energy resource
Biomagnets (L5 & 6) NCEA Level 1 assessment exemplars
Key Words
Connected, environment