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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 complete pollinator-related activities. A map and activity resources will be provided for the self-guided part of the excursion.

Learning Activities

  • Students will participate in an interactive presentation on Australian native bees
  • They will observe a fascinating collection of preserved local invertebrate specimens using magnification before exploring the Royal Botanic Gardens to look 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


Rathborne Lodge


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 for a bee hotel. 
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.