Pollinator Pals

While bees and butterflies often take center stage, it’s time to shine a spotlight on the hidden heroes of pollination! Get ready to introduce your students to a vibrant world of diverse pollinators, both globally and right in their very own backyard. From beautiful beetles to secretive nocturnal moths, ‘Pollinator Pals’ will reveal the astonishing tapestry of creatures responsible for keeping our ecosystems and food sources thriving. Don’t miss out on this fascinating journey – sign up now and let your students become pollinator partners!

Curriculum Standards Supported: 

Colorado Science Standards    

• SC.P.2.1 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction. 
  • GLE: 1. Recognize that living things have unique characteristics and basic needs that can be observed and studied.  
• SC.P.2.2 6. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.  
  • GLE: 2. Recognize that living things develop in predictable patterns.  
• SC.K.2.1 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction. 
  • GLE: 1. To live and grow, animals obtain food they need from plants or other animals, and plants need water and light.  
• SC.1.2.1 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction. 
  • GLE: 1. All organisms have external parts that they use to perform daily functions.   
• SC.2.2.1 6. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.  
  • GLE: 1. Plants depend on water and light to grow and on animals for pollination or to move their seeds around.  
• SC.3.2.1 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction. 
  • GLE: 1. Organisms have unique and diverse life cycles. 
• SC.3.2.2 6. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.  
  • GLE: 2. Being part of a group helps animals obtain food, defend themselves and cope with changes.  
• SC.4.2.1 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction. 
  • GLE: 1. Organisms have both internal and external structures that serve various functions.  

Next Generation Science Standards    

• 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.   
• 3-LS2-1 Construct an argument that some animals form groups that help members survive.   
• 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.   
• 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.  
• 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment  
• 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.  
• 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.