Here's the Buzz about Honeybees
     Teacher's Page

WebQuest Agricultural Series
by Missouri Farm Bureau and Missouri State University



This WebQuest is designed to help young learners about the importance of honeybees to our food supply. Cornell University has estimated that honeybee pollination adds 11 to 14 billion dollars each year to the value of crops that they pollinate.

One of the best resources for honeybee teaching materials is "What's the Buzz on Bees." Another excellent resource for information about bees is "The Buzz about Bees."

Teachers may need to read and explain information in these sites . Information regarding the importance of the honeybee in the pollution process and agriculture is described in the brochure of pollination. The Insecta-Inspecta World website includes information on body parts, beeswax, royal jelly etc.

Here is a video, The Honey Flies: A Bee's Life.

Students starting to learn about pollination may also become aware of the honeybee problem called Colony Collapse disorder. This disorder appears to be due to a specific parasite and has caused the loss of significant numbers of honeybees. Students need to be aware of the importance of honeybees in the successful pollination of so many of our horticultural and agricultural crops.

Encourage the students to visit Pictures of Bees, which depicts the bees in their natural habitat. This site may a bit advanced for some young readers, so be prepared to assist them.

Many additional activities are found at the National Honey Board's Website. It even includes information on a video.


A Taste of Honey by Nancy Elizabeth Wallace

Bees by Melvin and Gilda Berger

Busy As a Bee by Melvin Berger

The Bee Man by Laurie Krebs and Valeria Cis

Gran’s Bees by Mary Thompson

Hooray for Beekeeping by Allison Larin, Niki Walker & Bobbie D. Kalman

Life Cycle of the Honeybee by Paula Hogan

Little House in the Big Woods (Pa and the Honey Tree pg. 193-198) by Laura Ingalls Wilder

The Big Honey Hunt by Stan Berenstain

The Honey Makers by Gail Gibbons

The Life and Times of the Honey Bee by Charles Micucci

The Magic School Bus Inside the Beehive by Joanna Cole

Questions and Answers About Bees by Betty Polisar Reigot

Missouri's Grade-Level Expectations (GLEs)


1 Develop and apply skills and strategies to the reading process

E Vocabulary

Develop vocabulary by listening to and discussing unknown words in stories (ST: CA 2, 3 1.5, 1.6) (FR: I 6d, 1e, K-4)

Develop vocabulary through text, using, context clues, glossary and dictionary (ST: CA 2, 3 1.5, 1.6) (FR: I 6d, 1e, K-4)

H Apply post-reading skills to comprehend text, question to clarify, reflect, analyze, draw conclusions, summarize, and paraphrase (ST: CA 2, 3 1.6 & 3.5) (FR: I 1e,3g,4e & f, II 1c,d,f & h, 2d K-4)

Apply post-reading skills to identify the main idea and supporting details, question to clarify, reflect, summarize, paraphrase (ST: CA 2, 3 1.6 & 3.5)

(FR: I 1e,3g,4e & f, II 1c,d,f & h, 2d K-4)

3 Characteristic and Interactions of Living Organisms

1. There is a fundamental unity underlying the diversity of all living organisms

A. Organisms have basic needs for survival

B. Organisms progress through life cycles unique to different types of organisms

a. Recognize plants progress trough life cycles of seed germination, growth and development, reproduction, and death

b. Sequence and describe the stages in the life cycle of a flowering plant

2. Living organisms carry out life processes in order to survive

G Life processes can be disrupted by disease (intrinsic failures of the organ systems or by infection due to other organisms)

National Education Standards

Science: Life Science

  • The characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments


  • Students demonstrate a sound understanding of the nature and operation of technology systems.
  • Students practice responsible use of technology systems, information, and software.
  • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology resources for solving problems and making informed decisions.
  • Students employ technology in the development of strategies for solving problems in the real world.
  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.


  • Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of he cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate know.
  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Science: Strand 7, Sec. 1A
Math: Operations and algebraic thinking Sec. 1

Go back to Here's the Buzz about Honeybees activity page.


This page was developed by Rebecca J. Baker, reviewed by Lyndon and the late Barbara Irwin and is maintained by Missouri Farm Bureau. 
Please address questions to Diane Olson at Missouri Farm Bureau.