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Plan Bee - Stage 1, 2 or 3

The Sydney area hosts over 200 amazing native bee species, vital for pollination and ecosystem function. Stimulate curiosity about these amazing pollinators in this dynamic hands-on workshop and engaging presentation aligned to meet NSW Science & Technology and Geography syllabuses for Stage 1, 2 or 3.

Please note: this is a special new program run by Kids Connecting Nature and has a different format to other Royal Botanic Garden excursion programs. For each 2-hour booking you will receive approximately 1.5 hours of face-to-face presentation and workshop, and are given approximately 30 minutes for a self-guided walk of the nearby gardens to look for bees and do pollinator-related activities. A map and activity resources will be provided for this part of the excursion.

Learning Activities

  • Students will explore The Calyx inBLOOM exhibition to see the spectacular vertical green wall and participate in an interactive presentation about Australian native bees
  • They will observe a fascinating collection of preserved local invertebrate specimens using magnification and explore the Royal Botanic Gardens whilst looking for living pollinators 
  • Students then work collaboratively to build mini bee hotels to take back to school 


Stage 1, 2 or 3
Science and Geography


The Calyx


2 hours


Minimum charge of 35 students or $472.50 applies to Plan Bee bookings. Click here for full pricing details.

More information

Key Content
  • Understand what makes bees unique via their diversity, needs, behaviour and life cycles
  • Describe links between sustainability and biodiversity and the role that bees play in both 
  • Understand the reasons why habitat for pollinators is under threat 
  • Reinforce essential environmental themes appropriate for each stage 
  • Select appropriate materials to meet design criteria
Syllabus Outcomes
Focus Syllabus Outcomes

  • Describes external features, changes in and growth of living things ST1-10LW
  • Describes ways that different places in the environment provide for the needs of living things ST1-11LW
  • Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants ST1-5WT
  • Describes features of places and the connection people have with places GE1-1
  • Identifies ways in which people interact with and care for places GE1-2 
  • Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features ST2-10LW
  • Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things ST2-11LW
  • Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT
  • Examines features and characteristics of places and environments GE2-1
  • Describes the ways people, places and environments interact GE2-2
  • Examines differing perceptions about the management of places and environments GE2-3
  • Describes how structural features and other adaptations of living things help them to survive in their environment ST3-10LW
  • Describes some physical conditions of the environment and how these affect the growth and survival of living things ST3-11LW
  • Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints ST3-5WT
  • Describes the diverse features and characteristics of places and environments GE3-1
  • Explains interactions and connections between people, places and environment GE3-2
  • Compares and contrasts influences on the management of places and environments GE3-3 
Plan Your Excursion
Got a question? For all the information you need to plan your excursion with us please click here

Sustainable Development Goals

Through our education programs we aim to 
•    ensure inclusive and quality education for all and promote lifelong learning (SDG 4)
•    demonstrate actions that work towards making cities inclusive, safe, resilient and sustainable (SDG 11)
•    inform and empower students to preserve our forests and halt biodiversity loss (SDG 15)

Through the United Nations Sustainable Development Goals we promote prosperity for the whole community, while protecting our planet for future generations.


We would like to acknowledge the Cadigal people of the Eora Nation within Sydney and pay our respect to Elders past, present and future.