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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
Working on from the previous worksheet, How Seeds Spread, look at the different speeds various plants grow.
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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.
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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
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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
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Clearly label milk containers or pots with the name of the seeds to be planted
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Place containers in a protected, sunny spot, and water regularly
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Have students measure growth rate of plants at weekly intervals
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Brainstorm with class the different ways of showing this graphically
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Have students graph growth rates of native plants compared to weeds
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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:
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Students can take the plants home and plant them in their gardens
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Keep plants (clearly labelled) and sell them at the next school fete
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Discuss with your local Landcare group options for a tree planting activity in your area
National Profiles, Science, Level 3
Earth and Beyond
A student
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Describes how peoples use of the Earths resources changes the landscape
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Describes the effects of wind, rain and ocean waves on the landscape
Energy and Change
A student
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Designs and describes ways to effect the rate of the transfer of energy
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Designs and describes ways to impede or enable the transfer of energy
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Identifies the link between energy sources and receivers in systems
Life and Living
A student
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Describes the types of relationships between living things
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Identifies external features of animals and plants and how they work together
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Explains why some living things have become extinct and identifies current endangered species
Working Scientifically
A student
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Suggests ways of doing investigations considering the fairness and effectiveness of plans and tests
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Organises and uses equipment to gather and present information
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Presents arguments based on collected data and personal experience to support conclusions
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Evaluates factors that may have influenced results and suggests ways to improve plans, techniques or choices of equipment
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Compares different ways of solving problems and finding explanations
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Identifies ways that the community uses science responsibly
This project also applies to the Mathematics curriculum:
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