• Our Research
    • Research Strategy
    • Research Sites
    • Current Research Projects
    • Research Results
    • Research Collaborations
    • Research Resources
    • Seed Industry Research Centre
    Current Research
    Current Research
    Research Results
    Research Results
  • Resources
    • Biosecurity
    • Crop Action
    • Nutrient Management
    • Maize
    • Templates and Calculators
    • Cereals
    • Weeds
    • Pests
    • Seeds
    • Diseases
    • News
    • Environment
    • Soil
    • Schools
    Podcast
    Podcast
    Environment and Compliance
    Environment and Compliance
  • Levies & Returns
    • Arable Crops Levy
    • Maize Levy
    • Cereal Silage Levy
    • Farmer Annual Return Form
    • Wholesaler Annual Return Form
    Levies
    Levies
    Annual Returns
    Annual Returns
  • Events
  • News
  • About Us
    • Governance and growers
    • Business Strategy
    • Our People
    • Careers
    • Growers Leading Change
    • Women in Arable
    • Arable Ys
    • Arable Kids
    • Arable Research Groups (ARGs)
    Our People
    Our People
    Growers Leading Change
    Growers Leading Change
  • Ask FAR AI
  • Weather
  • Log In
Ask FAR AI
Weather
Log In
  • Homepage
  • Schools
  • Flowers For Bees Teacher Support

Flowers for Bees (Teacher Support)

  • Estimated Time 2 hours
  • Location Outdoors
  • Time of Year Summer & Spring
  • Curriculum L3 & L4
  • Subject

Teacher's support for Flowers for bees Experiment, including answers.

Learning Intentions

Students will be able to:

  • grow and care for flowers that attract bees
  • assess which flower types are most favoured by bees
  • assess which bee types might be the best pollinators.

Introduction

In this experiment flowers are grown for bees and assessed to see which are most favoured. Similarly we assess which types of bees do the most work visiting flowers.

Flowers for Bees Experiment Sheet

Relates to: student Flowers for Bees Experiment Sheet

Answers and guidance

  1. Answers will vary. Students don't need to know the names of the flowers. A description, photo or drawing will suffice.
    Evidence could be gathered by the following method: On a sunny warm morning when bees are working, choose five fresh flowers that are close together on a plant. Tie some wool thread around the stalk of each so you can keep track of them. Count how many honey bees land on these five flowers over a two minute period. Now choose five flowers from a different nearby species of plant and repeat the counting process. The number of flowers chosen and the timing period will likely need adjusting to achieve informative comparisons. The data collected can be used as evidence to support claims such as, "Honey bees visit poppies more often than dandelions."
    Repeat the method, but this time compare bumble bee preferences.
  2. Answers will vary. Methods might include: 1) Have one person time a minute. Another person counts how many flowers a given honey bee visits in that minute. They will need to keep a sharp eye on the bee, and if they lose track of it they should start over. Find the average number of flowers a honey bee visits over (say) five trials. Repeat the same method with bumble bees. Make sure you use the same plant. Does a honey bee or a bumble bee make more flower visits in a minute? 2) Choose a small plant that is being worked by both honey bees and bumble bees. Take a photo of one side of the plant and count how many honey bees and bumble bees you can see in the picture. Repeat for the other side of the plant.
  3. If a bee is collecting nectar it will be probing deep into the flower with its tongue (proboscis). You even see them pushing their whole body into the flower, and their tongue may hang out for a few moments as they prepare to leave. Bees collecting pollen rub their legs and body over the flower's anthers and use their legs to comb the pollen into 'baskets' on their hind legs. There you will see a little blob of pollen accumulating as they forage.
  4. Growing flowers for bees will give them a varied, healthy diet so their colonies remain strong. In turn they will be able to pollinate a myriad of other important flower-bearing plants — native trees and plants, vegetables, orchard trees and crops.

Applying your ideas

  1. Answers will vary, but a beekeeper might want to place their hives near the flowers that students found to be most visited by honey bees.
  2. Grow a range of plants preferred by honey bees for their pollen and nectar. The combination of species should be selected to supply these foods over the whole year, but especially during their main foraging seasons of spring, summer and autumn.
  3. Grow flowering plants preferred by a range of pollinating insects, near to the crop, e.g. in a mixed species hedge. This way they will be ready to migrate into the crop when its flowers need pollinating.

Related Resources

04 July 2025

Saving our bees — Unit/Topic

Read more
04 July 2025

Ladybird Life Cycle (Teacher Support)

Read more
04 July 2025

Bee, Wasp, Drone Fly (Teacher Support)

Read more
04 July 2025

Pollinators in New Zealand (Teacher Support)

Read more
04 July 2025

Pollinator Pulling Power (Teacher Support)

Read more
04 July 2025

Pollen collecting (Teacher Support)

Read more
04 July 2025

Native 'trees for bees' Spotter Guide (Teacher Support)

Read more
04 July 2025

Introduced 'trees for bees' Spotter Guide (Teacher Support)

Read more
04 July 2025

Selecting 'trees for bees' (Teacher Support)

Read more
04 July 2025

'How do seeds travel?' (Teacher Support)

Read more

Ask FAR AI

Discover the power of AI with Ask FAR. Our new intelligent tool provides instant, accurate answers to your questions by searching the vast resources on the FAR website and linking you to the original document for further information. It’s fast, easy and reliable.

Start Chatting
  • Research
  • Levies and Returns
  • Resources
  • Events
  • News
  • Contact Us
  • Schools
  • About Us
  • Privacy Policy
  • Terms of use

©2022 Foundation for Arable Research