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Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
Pollinators Lab | Outdoor Ecosystem Lab Activity
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Description

This lab investigates the connection between bees and Aster, a common flowering plant. Students will go outside to a patch of aster with bees and actively collect data to solve the question "How have bees and aster coevolved"? I use this for AP Environmental Science, but it would work well in any science classroom grades 6-12.

This purchase includes a 5 page student handout which includes a pre-lab reading and questions, procedure, data entry sheet, data analysis, and post-lab questions. There is also a teacher guide/answer key provided.

This lab is a great way to get students outside and active in their learning! You will witness kids running around chasing bees and working as a team with their partner. The lesson covers a multitude of topics such as symbiotic relationships, ecosystem services, coevolution, and adaptations.

Materials needed: Outdoor space with aster and bees, clipboards.

Note: Make sure that there is a species of aster available and that you go at a time when bees will be active. There are many species of Aster. This lab works with any species of aster with some red central discs and some yellow central discs, including Calico Aster, New England Aster, White Wood Aster, New York Aster, etc. Aster blooms in late summer into fall. Bees are active from mid morning to afternoon in non-rainy conditions.

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Pollinators Lab | Outdoor Ecosystem Lab Activity

Rated 5 out of 5, based on 1 reviews
5.0 (1 rating)
$3.00

Highlights

Digital downloads
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Grades
6th - 12th, Adult Education, Higher Education
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Standards
Answer Key
Included
Teaching Duration
90 minutes

Description

This lab investigates the connection between bees and Aster, a common flowering plant. Students will go outside to a patch of aster with bees and actively collect data to solve the question "How have bees and aster coevolved"? I use this for AP Environmental Science, but it would work well in any science classroom grades 6-12.

This purchase includes a 5 page student handout which includes a pre-lab reading and questions, procedure, data entry sheet, data analysis, and post-lab questions. There is also a teacher guide/answer key provided.

This lab is a great way to get students outside and active in their learning! You will witness kids running around chasing bees and working as a team with their partner. The lesson covers a multitude of topics such as symbiotic relationships, ecosystem services, coevolution, and adaptations.

Materials needed: Outdoor space with aster and bees, clipboards.

Note: Make sure that there is a species of aster available and that you go at a time when bees will be active. There are many species of Aster. This lab works with any species of aster with some red central discs and some yellow central discs, including Calico Aster, New England Aster, White Wood Aster, New York Aster, etc. Aster blooms in late summer into fall. Bees are active from mid morning to afternoon in non-rainy conditions.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Reviews

5.0
Rated 5 out of 5, based on 1 reviews
1
rating
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Wonderful Resources
Rated 5 out of 5
May 14, 2026
Students enjoyed these activities. Great for all learning levels.
Kailyn T.
307 reviews • New York
Grades taught: PreK, PreK, K, K, 1st, 1st, 2nd, 2nd
Student populations: Mild to severe disabilities

Questions & Answers

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Standards

to see state-specific standards (only available in the US).
NGSSHS-LS2-5
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Examples of models could include simulations and mathematical models. Assessment does not include the specific chemical steps of photosynthesis and respiration.
NGSSHS-ESS3-3
Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning. Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.
NGSSHS-LS4-2
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning. Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.
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