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When Weeds Attack!
How Seeds Spread
Ye Bunyipe
English
SOSE
Science
The Arts

When Weeds ATTACK

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This activity is linked to the National Profiles, Level 4, Science and Mathematics.

Materials:

• Half milk cartons with drainage holes cut in the bottom or small pots
• Potting mix (native if possible)
• Small stones or gravel
• Seeds collected from the local area
• Book identifying local plants
• Waterproof texta

Method

Working on from the previous worksheet, How Seeds Spread, look at the different speeds various plants grow.

  • Take class on a seed collecting walk. Impress on class the necessity for safety: nothing to be put in mouth, no sticking fingers in holes, no turning over bark with fingers, look before you touch, etc.
  • Collect a number of native seeds from the local area. You may want to take a plant identification book with you on the walk to correctly identify plants
  • In a different container, collect seeds from non-native weeds. Clearly label the two containers so the weeds and the natives do not get mixed up
  • Clearly label milk containers or pots with the name of the seeds to be planted
  • Place containers in a protected, sunny spot, and water regularly
  • Have students measure growth rate of plants at weekly intervals
  • Brainstorm with class the different ways of showing this graphically
  • Have students graph growth rates of native plants compared to weeds
  • Using results gathered from growth rate graphs, brainstorm what might happen to native forests if weeds start to multiply unchecked

After this experiment is completed, discuss with class why the weeds they have grown have to be destroyed. Discuss effective methods of weed control.

Options for disposal of native plants:
  • Students can take the plants home and plant them in their gardens
  • Keep plants (clearly labelled) and sell them at the next school fete
  • Discuss with your local Landcare group options for a tree planting activity in your area

 

National Profiles, Level 4, Science
Life and Living

A student
  • Identifies events that affect the balance of life in an ecosystem
  • Explains the major systems of living things and the way that they function

Natural and Processed Materials

A student
  • Recognises and describes conditions that influence reactions and changes in materials

Working Scientifically

A student
  • Identifies the factors and controls that need to be considered in investigations and ways of achieving control
  • Collects and records information as accurately as the equipment permits and according to the purpose of the investigation
  • Draws conclusions based on the information gathered and the reasons for carrying out the investigation
  • Reviews findings to see if the conclusions are reasonable answers to the questions asked
This project also applies to the Mathematics curriculum.

National Profiles, Level 4, Mathematics
Chance and Data

A student
  • Uses numerical and other information to place things in order of least likely to most likely to happen
  • Collaborates in deciding what data is to be collected and assists in its collection
  • Experiments with organising and showing data in forms that help to answer questions
  • Summarises data using simple fractions, highest and lowest and middle scores and means
  • Reads and describes information from tables, diagrams, line and bar graphs

Number

A student
  • Counts, places in order, estimates and describes with common and decimal fractions
  • Identifies, continues and invents number patterns involving multiplication and division
  • Uses an understanding of numbers and number relationships to make and complete equations
  • Makes suitable choices about when and which of the four number operations to use
  • Uses a variety of ways to mentally calculate involving both exact and approximate answers
  • Adds and subtracts numbers having the same number of decimal places, multiplies and divides whole numbers and decimals by single digit numbers when working with numbers, money and measurement
  • Uses a calculator to carry out tasks using decimals and when more than one operation is needed

Measurement

A student
  • Selects appropriate attribute and units to describe and compare objects
  • Measures and makes things using conventional units and measuring equipment paying attention to measuring length, mass, capacity and angle
  • Reads scales to the nearest measurement mark
  • Uses the known size of familiar things to estimate
  • Estimates and measures time and the duration of time and prepares possible timetables
  • Understands and uses relationships between measurements of some common shapes

 

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