Insects in general, but more specifically bees, wasps, bumblebees, hoverflies and of course butterflies, are useful creatures. Not only do they ensure the survival of many plants, but also and especially bees are an important link in our food supply. However, things are not going well for the bee. Research shows that worldwide bee populations are declining. The causes are diverse and currently still subject to discussion: fragmentation of nature, the use of herbicides, monocultures in agriculture and horticulture, parasites, the climate...
Did you know that…
there were 1400 species of indigenous plants growing in Belgium? Almost 800 of them are vulnerable, threatened with extinction, or even already extinct.
Pupils investigate what insects need to live. They examine the different biotopes, what the insects eat, how they live... They look for solutions to protect the insects.
The questions below may be exciting to explore.
About me
- Who has a garden (with flowers and plants) at home? Flower boxes?
- Where did you get those plants?
- Who is often going for a walk/play in the park? Nature reserve? ...
- Who likes/dislikes that? Why?
- Do you know (some) flower species from your garden/flower box/park/nature reserve by name?
- Do you notice any difference between the plants from your garden/flower box/park and those from nature reserves?
- Have you heard about native and non-native plants? What is the significance of them?
- ...
About nature
- Can all plants survive in our climate?
- Which ones do / which ones don't? Some plants freeze or get sick....
- Why do native plants survive here?
- Why do flowers get seeds?
- Who do the plants need to make seeds? How exactly is that story told?
- What do insects eat?
- Do all plants contain enough food for insects?
- What are insects?
- What is the difference between a bee / wasp / bumblebee / hoverfly / butterfly?
- Why are bees in particular so important?
- How can we protect the bees / insects?
- How can we attract insects to our school?
- …
STEM (Science – Technology – Engineering – Mathematics)
- Could all plant species grow in our school? Why (not)?
- Can all plant species grow in our school? Why (not)?
- What do plants need to grow?
- Is every type of soil suitable for every plant? Why (not)?
- What type of soil do we have in our garden? How can we research this?
- What plants / shrubs grow best in this soil type?
- If we choose an insect garden, where should it be located? In the sun, half shade or in the shadow?
- What materials do we need to create a garden?
- …
Students collaboratively design and construct a plant and flower garden. The garden meets the following conditions:
- The garden consists mainly of native flowers and plants.
- The types of plants are chosen according to the appropriate soil type and location.
- A wide variety of plants is planted to attract different insects.
- The edible and non-edible species are clearly separated.
- Look for "experts" who can help complete the challenge.
- Each class can bring in its own sub-expertise according to its level (drawing a plan, looking up plant species, determining the type of soil and location, planting...)
- The local garden centre (e.g. interview, search for indigenous plants, herbs ...)
- A garden architect/garden constructor from the neighbourhood
- The local division of Natuurpunt and/or Velt
- And of course handy moms, dads, grandmothers and grandfathers!
- A (class) puppet and/or play is always useful to introduce the theme in a fun way. It is best to have these come back regularly so that the theme continues to live on in the school.
- There are quite a few misunderstandings about bees, wasps, bumblebees and hoverflies. They are often confused with each other and regarded as annoying and stinging. If only to avoid prejudice and negative reactions, organise an information moment for (grand)parents. Have the pupils present their research work to them.
- Draw the garden plan life-size and display it at the entrance of the school. Or create a scale model together with the pupils. Show in a creative way what plants and animals we can expect.
- Make the plans known within the school group (and/or other schools you are in contact with). Exchange experiences.
- Inaugurate the insect garden with much fanfare. Invite (grand)parents, dignitaries, and the press. Turn it into a MOS party!
- An information board placed near the garden, nicely designed (by the pupils), with cool drawings and/or photos of the plants and the residents, invites reading. Through various channels, you can even obtain subsidies for this under certain conditions!
Red lists are lists that indicate, for each country, the animal and plant species whose survival is threatened. In addition to the endangered species, the Red Lists also include protective measures in order to allow these species to increase in number again.
Watch out!
It is important for children to learn that some plants/flowers/berries are edible, and others not at all. For this, however, it is necessary that they come into contact with both edible and non-edible plants. Avoid (especially with smaller children) confusion by planting edible and nonedible plants together: define zones so they clearly know where to find the edible and the non-edible plants.
- natuurpunt.be: Support the bees
- plantvanhier.be: Find out which trees and bushes are typical for your environment
- alternatieve planten: Limit the introduction of invasive plants
- plantenzoeker: Compile plant lists for your garden
- Velt, ecological gardening
- springzaad.be: Stimulates and supports the development of natural play and learning places
- weekvandebij.be/aan de slag
- De Beestige Brug: Suske and Wiske experience first-hand what it is like to be an animal
- Grants