ULEVEL: K-3

SUBJECTS: math, (sequencing),geometry, art, language arts, science

AZ ACADEMI C STANDARDS : R-FS4, LS-FS5,4MR1, 4MR2, 4MF1, 4MF2, SC01-S4C1, SC01-S4C2,SC01-S4C3, SC02-S4C1, SC02-S4C2, SC03-S4C1, SC03-S4C2, SC03-S4C3

Those Busy,Buzz’nWorkerBees

BRIEF DESCRIPTIONStudents pretend tobe bees smellingflowers and sensingthe sun while learninghow bees work hard toproduce honey andwax.

OBJECTIVESThe student will:Review the body partsof insects.Become aware of howbees detect flowers.Become aware of howcompound eyes andsimple eyes work forbees.Distinguish relatedwords.Alphabetize some ofthe vocabulary.Reconstruct the lifecycle of a worker bee.

ESTIMATED TEACHING TIMESession 1 takes aboutone hour. Session 2 islooking at books anddiscussing them. Timecould vary. Session 3cou ld be 20 -30minutes. Session 4takes 30-40 minutes.Session 5 needs 45minutes to an hour.

Arizona Grown Specialty Crop Lesson Plan

MATERIALSSession 1:flower pattern, 2 sheetsconstruction paper incolors flowers would be,scent or flavorings, cottonballs, eyepiece that hasfacets on it resemblingcompound eyes, flashlightthat has a strong beamand exudes some heat,light scarf to cover eyes.Session 2 (and 3 or 4):Books about bees.Session 3:make a transparency andcopies for each student ofvocabulary words(vocabulary sheet), smallenvelopes for students tokeep word strips Session 4:Crayons, ½ sheethoneycomb design foreach student, transparencyof Honeycomb Design 1and overhead markers,transparency and copiesfor each student ofHoneycomb categories,vocabulary word stripsSession 5:copies of 4 booklet pages,enough for each student,construction paper forbooklet covers (folded inhalf, hamburger style) glueor tapeSession 6+:Depends on activitieschosen for honey-makingproducts.

VOCABULARY

VOCABULARYbody parts: head, thorax,abdomen, proboscis, antennae,compound eyes, simple eyes,large wings (fore wings), smallwings (hind wings), mandible,stingerlife cycle: egg, larva, cocoon,pupa, metamorphosis, adult,worker bee (house bee, nursebee, wax-making bee, guard bee,forager bee), drone, queen,worker beebeehive: colony(ies), honeycomb,cells, wax, brood cells, hexagon,beekeeperflowers: stamen, pistil, nectar,pollenscientific processes:metamorphosis, pollination,evaporation, extraction,regurgitation

RELATED LESSONSTo Bee or Not to BeeBuzzing Bee’s WardrobeHow Busy are Bees?Do The Honeybee Dance?

SUPPORTING INFORMATIONBees are fascinating! They have ashort but unique life. Each beethroughout its short life, has manydifferent tasks. There is only onequeen, a hundred drones, and lotsand lots of worker bees, in fact,there may be 50,000 bees in acolony. These busy workersmake honey, produce wax, andpollinate plants. While a queenand the drones are very importantin the study of bees, the focus forthis series of activities will be onthe worker bees.A prerequisite for starting this unitis for the students to already know

SUPPORTINGINFORMATION (cont’d)the body parts of insects soadditional feats of bees canbe added.Bees detect smells orfragrances with theirantennae which are alsoused for touch. The twocompound eyes are readilyseen. Each eye is made upof many eye lenses joinedtogether. Bees also havethree simple eyes on the topof their heads that aresensitive to light to helpregister where the sun is inthe sky. They have fourwings; two larger ones (forewings) and two smaller ones(hind wings). They sucknectar with their hollowtongues, called the proboscis. Nectar collected from theflowers is stored in a honeysac inside the bee near itsstomach. The back legs havepockets or a basket for pollento collect as they visit theflowers. The other legs havecombs that are used to packthe pollen grains onto thehind legs. The stinger at thebase of the abdomen is usedfor protection. Once a workerbee stings something, thestinger comes out of her bodyand she dies.Liquid wax oozes out of smallholes on the underside of theabdomen. This wax driesinto little flakes. The flakesare pulled off with the legsand taken to the mandibles tochew. The softened andchewed wax is used to buildand repair the honeycombs. It is also used to seal broodcells and honey storage cells.Bees are social insects andare very structured living in acolony. There are manyspecial jobs that need to bedone for them to survive. Thequeen is the largest and livesthe longest – from three tofive years. She isresponsible for keepingenough bees in the hive. Shecan lay up to 2,000 eggs

each and every day. Shedoesn’t even take time to eat. Nurse bees have to feed her. Drones are the only males inthe hive. Their only job is tomate with the queen and thenthey die. Worker bees arethe smallest and all arefemales. They live for aboutsix weeks to two months inthe summertime. Some willlive a few months longer overthe winter. In the short timeworker bees are alive, theyhave lots to do.It takes about 21 days for abee to develop or go throughits metamorphosis. Most ofthe cells in a beehive are forstoring honey and pollen. Brood cells are needed forthe queen to lay eggs and forthe bees to grow anddevelop. The eggs the queenlays are about the size of aperiod at the end of asentence or the dot of theletter ”i”. After three days, alarva hatches. The larva isfed bee milk for three days. Bee milk, or royal jelly, is ayellow, milky syrup that theyoung worker bees secrete tofeed the larva. For anotherthree days, the larva of theworker bee is fed beebreadwhich is a combination ofpollen and honey. (The queenis always fed royal jelly). Thelarva grows quickly and thenspins a cocoon around itself. A house/nurse bee seals thecell with wax. In the cocoonthe bee is called a pupa. Thisis when it changes the mostand begins to look more likean adult insect. At abouttwenty-one days the adultbee chews its way out of thebrood cell.As an adult the worker beewill be very busy becausethere are so many jobs forher to do. Here again thesociety has structure so allthe work gets done. At firstthe bee works inside the hiveand is called a house bee. She cleans and polishes thecells. In about three days she

becomes a nurse bee. At thistime she can produce the beemilk to give to the larva. Afterabout ten days as a nursebee, she becomes a wax-making bee. Flakes of waxooze out of her abdomen. The wax quickly dries andshe uses her legs to get theflakes up to her mandibles soshe can soften it and mold itto make new cells or repairold ones. At this time shealso helps store the nectarand pollen that is broughtback to the hive.After about three weeks as ahouse bee, she is ready to gooutside the hive. At first sheguards the hive. Herantennae stay alert for anyscent that will warn her ofdanger. If she smells danger,she will spread a specialscent to warn the others. Ifshe stings something, she willdie. If it is hot she will alsohelp fan the hive to keep itcool.Her last job is as a foragerbee. This is when we see thebees zipping from flower toflower. As she visits eachflower, she sucks nectar andstores it in her honey sac, aseparate stomach just for thatpurpose. Pollen sticks to the“baskets” which are specialhairs on her hind legs. Shevisits between fifty and ahundred flowers on one trip. This helps pollinate the plantsso fruit and seeds willdevelop. When her sac andbaskets are full, she makes abeeline back to the hive.Back in the hive the foragerbee regurgitates the nectar. The nectar is transferred bytongue to a house bee (wax-making bee). She swallows itand enzymes from herstomach are added to thenectar. When sheregurgitates the nectar, it ispassed by tongue from bee tobee until the moisture isgone. When it is ready, thewax-making bee places thenectar in a honey cell where it

continues to dry. Beescontinue to add moreprocessed nectar to thehoney cell. The wax-makingbees might cluster over thecell and fan with their wingsto evaporate more moisturefrom the cell. Finally, whenthe cell is full, a wax-makingbee caps or seals the cellwith wax. The nectar insidethe cell will become thickerand thicker until it becomeshoney. The honey stays in the cellsuntil it is needed to make beebread or until the beekeeperharvests it. The pollen fromthe baskets on her legs isstored in separate cells.As a forager bee she mayvisit up to 10,000 flowers aday. She tells the other beeswhere she finds flowers full ofnectar by dancing. A circledance tells the other foragerbees that the flowers arewithin about 300 feet of thehive. To make the dance, shecircles one way, turns around,and circles back the otherway. If the flowers are morethan 300 feet from the hive,she needs to tell them whichdirection to go. She does thiswith a wagtail dance whichlooks like a figure eight. Theline she makes between thecircles is the direction to theflowers in relation to the sun. The number of times shewags her tail in fifteenseconds tells the other beeshow far away it is to theflowers.Beekeepers set up boxes forthe bees to use as hives. Thismakes it easier to transportthe bees when they are “hiredout” to help pollinate crops. In Arizona, bees are used topollinate citrus, cantaloupe,honeydew, watermelon and seed crops of vegetables likebroccoli and onions. Whenthey take out the honeycomb,they only scrape off the toplayer of wax. After the honeyis extracted and the leftoverhoneycomb replaced, the

bees don’t have to work ashard making new cells. Theyjust repair the cells and startcollecting nectar sooner. Different kinds of honey comefrom different kinds of flowersand of course the taste willvary. Clover honey is themost common. Honey isadded to food and drinks tomake them sweet (and isbetter for our bodies thansugar). Some exampleswould be candies, breads,cookies, jams, salads andsalad dressings, and granola. Beeswax is used for candles,waterproofing, floor wax,lipsticks, lotions, and crayons. Waxing tools will stop rustfrom forming and will makethe tools easier to use.

GETTING STARTEDGather pictures and booksabout bees, honey, crayons,and wax. Collect crayons,lipstick, paraffin (sold inboxes at most grocerystores), and candles(especiallybirthday candles!) for adisplay. Have a scent or twoavailable for smelling.(Essential oils or candlescents are expensive butstrong; flavorings likestrawberry, mint, and lemonfrom grocery stores arecheaper and effective.) Purchase a compoundeyepiece for students to lookthrough. Jars of differentflavors of honey, honey in ahoneycomb, and other beeproducts can be addedthroughout the unit.Cut out flower pattern andseveral flowers of differentcolored construction paper.Make transparencies andstudent copies of worksheetsand life cycle pages. Chosehoney and wax activities andarrange for volunteers orwrite them up in theclassroom newsletter.

PROCEDURES:Session 1: A Flower Garden

1. Tell students they aregoing to be bees and detectflowers to make honey. Encourage children to puttheir antennas up and wavethem (both arms in the airwaving). Humans don’t haveantennas so we have to smellthe “flowers” with our nosesusing our hands and arms asantennas to bring the fragrance to our noses.2. Take one cotton ball forthe first scent and place adrop or two on the cotton balland place the ball in thecenter of a paper flower. Take the flower around soeach child can get a whiff. Waving a hand over thecotton ball toward the nose isusually sufficient. Studentsshould not put their nosesinto scent as some smellscan be strong and irritating. Students can pretend thehand is an antenna bringingthe fragrance to them withouttouching the cotton ball. Orwave the flower in front ofeach child’s face and ask:Can you tell what that smellis?Usually someone canrecognize the scent. If notgive the class some hints withone being the correct answer. Continue with other scents ifdesired.3. Tell the students that theyare now going to use theirbee eyes. Ask if theyremember seeing the BIGeyes on a bee. They arecalled compound eyes. Letstudents look individuallythrough the compoundeyepiece. As they look, letstudents know that beescannot see red or white. Encourage students to ignorethe red and white colors andsee if the other colorsbecome more evident.4. Bees have three othereyes that are called simpleeyes. Ask: When do you seebees? That’s right, in thedaytime. Bees need the sunto help them. When they fly

out and find nectar in flowers,they come back to tell theother bees where to find thesame flowers. They create adance based on where thesun is. We don’t have thesesimple eyes but maybe wecan tell where the sun is.It helps if the room issomewhat darkened for thisactivity. Have a student sit ina chair. Gently snug the scarfover his eyes. Have four tosix more students gather in acircle facing the one in thechair. Quietly walk aroundthe outside of the circle andhand the lighted flashlight toone of the students in thecircle. Take her hand toshow her how to shine thelight on the person’s head(NOT face). Continuewalking further around thecircle. Ask the student in thechair: Can you tell where thesun is coming from? Can youshow us with your hand?After the student showswhere he thinks the sun is,loosen the scarf so he cansee how accurate he was. Let other students sit in thechair to see how well theycan sense the sun.Some students will be closeand others won’t. It maydepend on how close theflashlight is. Just be sure noone touches the student’shead who is sitting in thechair. Others can try this ontheir own in a small groupactivity center. Our sunobviously isn’t as close as ourflashlight. Aren’t we gladbees have simple eyes sothey can tell accurately wherethe sun is.Ask – If a bee goes to thesame flower bed later in theday, will her dance be thesame as the one she dancesright now? Why not? That’sright! The sun will be in adifferent position.

Session 2: (and 3 or 4)Students need time toassimilate information. Read

books about bees to thestudents. Let them look atthe books and displays. Have vocabulary on thebulletin board or around theclassroom. Discuss whatthey are learning. Bring upvocabulary words anddiscuss what they mean. Letstudents ask questions andfind out (or review) what thebooks say. Use thevocabulary every chancepossible. Review basic lifecycle of bees:Queen lays eggsDrones mate with queen anddie.Workers are females and gothrough many stages in theirlives: egg, larva, cocoon, andpupa are typical stages ofinsects. House bee (house,nurse, and wax-making bees)Outdoor bee (guard andforager bees)

Session 3: Continue session 2. Thenshow the transparency ofvocabulary words. Point towords and have students saythem. Review meanings. Distribute vocabulary sheetsto students. Let students cutout their own words strips andput in an envelope for later.

Session 4:1. Introduction Activity:Grandmother’s FlowerGardenBees put eggs, pollen, andnectar into different cells ofthe honeycomb. Havechildren pick 3 colors ofcrayons. One color willrepresent brood cells whereeggs are placed. Anothercolor will represent the cellswhere pollen is stored. Andthe third color will representwhere nectar is stored forcreating honey. Sincecrayons are made with waxand dye, it is appropriate touse crayons for this activity.Distribute honeycomb designsheets.

Instruct students to find themiddle hexagon and color itwith one color.The six hexagons around thatshould be colored with thenext crayon. Color the next surroundingcells (12) the third color.Have students estimate howmany cells will be in the nextround. (18)Honeycomb Designs 2 isavailable to let studentscreate other designs, ifdesired, in a center or at theirdesks.2. Honeycomb CategoriesToday we are going to put ourvocabulary in special cells bydividing the words intocategories.Show Honeycomb categorieson overhead. Discuss thecategories and have studentsgive examples of words thatcould go in each. Place a word outside thehexagons. Have a studentsay the word and state whichcategory it belongs in. Ifwrong, have class membershelp determine what the wordis and where it belongs.Continue with the rest of thevocabulary. Feel free toadjust words as some couldbe in two categories. Forexample: metamorphosiscould belong in life cycle aswell as scientific processes.Distribute honeycomb pagesto students. Have them pullout their word strips andcategorize them. Give themsome time to do this.Let students pick three to fivewords from one category.Have them put the rest of thewords in the envelope. Letstudents put 3 to 5 words leftout in alphabetical order andglue to the correct hexagon.

Session 5: Life Cycle of aWorker Have a sample booklet cutout and show the process(not the finished project) tothe students. Have studentsdecide which pictures go with

which page. Tape pictureson. Have students help youput your copy together in theright order. Then let studentsmake their own booklets.Distribute booklet pages andbee pictures. Have studentscut pages out on the solidlines and fold pages on thedotted lines. Have studentscut bee pictures out. Let themmatch the bee pictures to thesentence strips on pages andglue. Then students laypages out in the proper orderand glue pages together withthe tabs underneath theprinted pages. Havestudents glue the first page oflife cycle inside of the coveron the bottom half. Whenglue has dried, let studentsfold the pages into the book. The cover could be decoratedwith title “Life Cycle of theWorker Bee” and picturebefore or after gluing pagesin.Call attention to the fact thatthe pages don’t close tomake a circle. Students needto be aware that the femalebees do not lay eggs as partof their cycle. That is only thejob of the queen. Whathappens to a bee as itforages for nectar and pollen?Some day it dies. Most beesdie outside the hive. Deadbees found inside the hiveare pushed out by housebees.

Session 6+:Pick activities for honey andfor wax. Have parents orvolunteers help with activitiesin the classroom or sendrecipes home in a classroomnewsletter for families to try athome. Encourage studentsto share their family’s reactionwith their classmates.

EVALUATION OPTIONSFollowing directionsReading vocabulary andusing it correctlyCategorizing vocabulary

Correctly matching pictures toeach segmentPutting pages of life cycle inorder

EXTENSIONS ANDVARIATIONSScienceCompare and contrast beeswith other insects studied.Pollination Product Party -Have students bring in fruitand vegetables that beeshelp pollinate. These areproducts the bees help toproduce for us to eat.Bee Predators:Unscramble this list to findout what enemies bees have:dbri tsan cemi adotrspdie imskk erabfnordgaly

Communication:Bees communicate to eachother by dancing. Havestudents make a list of wayswe “talk” to each other withour bodies.

Math/ShapesLook at Color Farm and ColorZoo by Lois Ehlert. ShareTana Hoban’s books onshapes. Encourage studentsto find shapes around them,especially hexagons.Use shapes to draw a bee.First draw an oval for theabdomen.Add a circle for the thorax.Add another smaller circle forthe head. Add heart-shaped wings.Add wavy lines for legs.Add dot for eye.Erase lines where shapesoverlap.Add stinger to back of oval.Add some stripes on theabdomen.Tangrams – see attachedpage of bee and flower

Social skills - Use bees for a“Bee Kind” unit. “Ima HoneyBee” could also share withother students.

Language Arts:Make a word search usingthe vocabulary words.Create a crossword puzzle forthe vocabulary and themeanings.Discuss sayings:“Busy as a bee”“A beehive of activity”“Making a beeline home”

Music: Play Berliotz’ “Flight ofthe Bumblebee” and readBerliotz the Bear by Jan Brett.

RESOURCESCole, Joanne. The MagicSchool Bus: Inside aBeehive.Fowler, Allan. Busy, BuzzyBees. Chicago: Children’sPress, 1995. (from RookieRead-About Science series)Furgang, Kathy. Let’s Take aField Trip to a Beehive. NewYork: PowerKids Press,2000. (from Neighborhoods inNature series)Gibbons, Gail. The HoneyMakers. New York: Morrow,1997. The Honey Files: ABee’s Life. National HoneyBoard, 2001 video andteacher’s guide atwww.nhb.orgHoney Bees: Tales from theHive. Nova video andwebsite.Hyder, Stewart D’Arcy. GreatCandles. New York: Sterling,2000.Kalman, Bobbie. Hooray forBeekeeping! New York:Crabtree, 1998.Keller, Casey. The GoodEarth Bath, Beauty & HealthBook. Iola, WI: Krause, 2001McNeill, Suzanne. BeeswaxCandles. Design Originals:Fort Worth, TX, 1995The New Starting Right withBees. Medina, Ohio: Root,1997.Neye, Emily. Honeybees.New York: Golden Book,2002.Polacco, Patricia. The BeeTree. New York: PhilomelBooks, 1993.

Sanchez, Isidro. WaxCrayons: The Materials,Techniques, and Exercises toTeach Yourself to Draw withWax Crayons. Hauppauge,NY: Barron’s 1991.

Woods, Samuel G. CrayonsFrom Start to Finish.Woodbridge, Connecticut:Blackbirch Press, 1999.www.honey.comwww.pbs.org/wgbh/nova/bees/http://tcrconnections.net(Username: ra-17827; Password: ra-17827: go to Connections for kids)

CREDITSBland, Julia E. The HoneyBee Dance. Lima Ohio: CSSPublishing, 2000. Books andweb sites listed above.

EDUCATORS’ NOTES

CURRICULUM DESIGNPatti Hulet, LibrarianPlaya del ReyElementaryGilbert, Arizona

This Arizona Grown Specialty CropLesson Plan was paid for by agrant from the Arizona Departmentof Agriculture’s Office ofMarketing and Outreach.

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Honey .Products

Honey ButterBeat '/2 cup butter with electric mixer tillfluffy.Gradually add ¼ cup honey.Beat until smooth.If desired, add 2 teaspoons grated orange peel.Delicious on waffles, pancakes, or toast.

Glazed AlmondsCombine 2 cups whole almonds, '/cup honey, and 2 tablespoons butter in

heavy skillet. Cook over medium-low heat, stirring constantly, till almonds arecoated and honey has boiled down, about 15 minutes. Stir in %2 teaspoon vanilla.Spread nuts on aluminum foil. Cool. Break into 2- or 3-nut clusters. Sprinklelightly with salt.

Peanut Butter-Honey DipBlend '/2cup crunchy peanut butter with '/4 cup honey. If necessary,

add more peanut butter or honey until consistency is suitable.Cut apples into wedges.

Dip wedge and enjoy.

Honey Mints1 cup warm honey4 drops oil of peppermintgreen food coloring.2 3/4 cups powdered milk (non-instant)Mix ingredients and knead until all milk is absorbed. Roll into balls and

set on foil or parchment. (A quick squirt of cooking spray on both hands helpsso the mixture does not stick to the hands.)

Lemonade (for 4 people) (from honey.com)6 tablespoons honey ice cubes1 cup lemon juice 1 quart carbonated water1 lemon, thinly slicedDissolve honey in lemon juice. Add lemon slices and refrigerate until

ready to use. Fill 12-ounce glass with ice cubes add '/4cup lemon juice mixtureand fill glass with carbonated water.

Kaleidoscope Honey Pops (from honey.com)2 I/4 cups water3/4 cup honey3 cups assorted fruit, cut into small pieces12 3-oz. paper cups12 popsicle sticksIn a pitcher, whisk together water and honey until well blended. Place '/4

cup fruit in each mold. Divide the honey-water mixture between cups. Freeze untilpartially frozen, about 1 hour. Insert popsicle stick; freeze until firm and ready toserve.

Honey Glaze for barbequed meatsCombine and mix well:

1 cup apricot, cherry or peach preserves '/2cup clover honey

2 tablespoons orange juiceBrush on chicken while barbequing.

Beauty Aides with Honey (from honey.com)Mix 1 tablespoon of honey with 2 tablespoons finely ground almonds and

'/2 teaspoon lemon juice. Rub gently on face. Rinse off with water.

In blender, puree 1 tablespoon honey with a peeled, cored apple.Smooth over face: leave on 15 minutes. Rinse with cool water.

Mix 1 teaspoon honey with 1 teaspoon vegetable oil and '/. teaspoonlemon"juice. Rub into hands, elbows, heels and anywhere that feels dry.Leave on 10 minutes. Rinse off with water.

Wax Products

Basic Lip Gloss Formula (from The Good Earth Bath, Beauty & Health Book,page 92)

1 teaspoon beeswax1 teaspoon petroleum jelly'/2 teaspoon aloe vera gel'/2 teaspoon apricot kernel oilMelt the beeswax, then remove from heat and add the petroleum jelly and

aloe vera gel right away. Stir for 1 to 2 minutes until completely

dissolved. Add the apricot kernel oil and stir for another minute. Pour into pots anduse over lipstick or alone for a "movie star" shine Store in a cool, dry place.Optional add-ins: small chunk of lipstick for color and glitter for extra sparkle.

Wax Crayon PrintsMaterials:

Warming tray, set on low or medium/lowFoilPeeled crayonsPaper (many types)Roll of paper towelsCloth rags

Instructions:Cover tray with foil.Draw directly on foil with crayons. (The crayons will melt as it

warms while student draws.)Lay paper on completed design. Rub lightly with a rag.Remove paper.Wipe off foil with a paper towel for the next student to work.

Variations:Tape paper to foil and draw directly onto paper.Use fabric(unbleached muslin) as you would the paper.Use fabric crayons. Follow directions on box.

Beeswax Candles I

Materials:Colored sheets of beeswax (8 '/2" x 16 3/4") in various colorsWick cord (size '/2" or smallest diameter available)Metal ruler or straight edgeCraft knifeHair dryer (must use when weather is cooler and sheets

aren't as pliable)

Straight Candle Instructions:Use a straight edge and craft knife to cut each sheet into

approximately 2" strips.Separate.Cut wicks 2%" long (3/4" longer than short side)Lay wick along a short edge and gently press onto the beeswax.Starting with the wick edge, roll up the candle. Watch to keepthe top and base edges fairly even. Press the free edge into theside of the candle to secure it. Smooth the edge in place withyour fingers.

Tapered Candle Instructions:Use a straight edge and craft knife to cut sheet into two equal

but not rectangular pieces Separate.Cut wick %" longer than tallest of the

short sidesLay wick along that edge and gently

press onto the beeswax.

Starting with the wick edge, roll up the candle. Watch to keepthe base edges even.

Press the short edge into the side of the candle to secure it.Smooth the edge in place with your fingers.

Note: The tighter the roll, the longer the candle will burn.

Beeswax Candles II

'Materials:5" x 1" or 1 '/z" utility candles, enough for eachstudent beeswax sheets, different colorssequin shapes and sequin pinscookie cutters like of stars and hearts or dinosaursglitterglitter glue tubes

Instructions:Cut chosen color of beeswax sheet just big enough to go around

the candle. Wrap candle. Using a cookie cutter, cut shapes in othercolors. Press onto candle.

Or pin sequin shapes to covered candle. Roll candles in glitter toadd sparkle or shake glitter on using a salt shaker.

Or press small scraps of wax sheets on candle with edgestouching. Cover the entire candle. Outline each piece and around thebottom with colored glitter glue. Black, silver, or gold would be basiccolors to use, but having additional colors will give students moreoptions.