Plants Education Module - envirostories.com.au€¦ · on screens (tablets, computers, SmartBoards) to help primary school students be aware of what plants are, their specialised

EDUCATION MODULE

Plants

Enviro-Stories Education Module - Plantsii

Resource intentThis resource has been developed to support teachers in talking about plants in the classroom when delivering the Enviro-Stories education program. Included are a range of fact sheets and activity sheets that can be printed or displayed on screens (tablets, computers, SmartBoards) to help primary school students be aware of what plants are, their specialised features that helps them survive, their life cycle and how we use plants in our daily lives.

This Plants Education Module can be used to support understanding the fundamental concepts of biodiversity, plant health, agriculture and what it means when we talk about ‘paddock to plate’.

About Enviro-StoriesEnviro-Stories helps connect students with their local region by inspiring them to research and create their own storybooks.

Students learn about and connect with their local environment, write a story about their experiences or what they have learnt, and then have the opportunity to get their story published. The published books can then be used with other classes as well as a resource for the community.

It is a great achievement to see school books that have been written about local issues, by local kids, for local kids.

https://www.envirostories.com.au

Enviro-Stories Education Module - Plants 1

Resource intent . . . . . . . . . . . . . . . . . . . . . . . . . . . iiBasic plant facts . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

ACTIVITY: Find the plant facts . . . . . . . . . . . . . . . . . . 3Wonders of plants . . . . . . . . . . . . . . . . . . . . . . . . . . 4Healthy plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Plants need... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Unique adaptations . . . . . . . . . . . . . . . . . . . . . . . . . 7

ACTIVITY: Adaptation crossword . . . . . . . . . . . . . . . . . 8Parts of a flower . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Energy from the sun . . . . . . . . . . . . . . . . . . . . . . . . . 10ACTIVITY: Photosynthesis diagram . . . . . . . . . . . . . . . . 11Plant life cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

ACTIVITY: Complete the cycle . . . . . . . . . . . . . . . . . . 13Pollination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

ACTIVITY: Pollination relay . . . . . . . . . . . . . . . . . . . . 15ACTIVITY: Build a bee hotel . . . . . . . . . . . . . . . . . . . 16

Bush tucker plants . . . . . . . . . . . . . . . . . . . . . . . . . . 18ACTIVITY: What bush tucker is that? . . . . . . . . . . . . . . . 19

Full of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21ACTIVITY: Plants play an important role . . . . . . . . . . . . 22ACTIVITY: My food’s origin . . . . . . . . . . . . . . . . . . . .23ACTIVITY: Plant parts we eat . . . . . . . . . . . . . . . . . . .24ACTIVITY: From farm to plate . . . . . . . . . . . . . . . . . . 25

Keeping it in the community . . . . . . . . . . . . . . . . . . . 28ACTIVITY: Reasons to buy local . . . . . . . . . . . . . . . . 29

Get gardening . . . . . . . . . . . . . . . . . . . . . . . . . . . 30ACTIVITY: School gardening . . . . . . . . . . . . . . . . . . . 31

Weeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32ACTIVITY: Create a super weed . . . . . . . . . . . . . . . . .33

Technology in agriculture . . . . . . . . . . . . . . . . . . . . . .34ACTIVITY: Drone-on . . . . . . . . . . . . . . . . . . . . . . . .35

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Contents

Enviro-Stories Education Module - Plants2

FACT SHEET

Basic plant factsPlants are one of five big groups (kingdoms) of living things. They are special because they use sunlight to make their own food and turn carbon dioxide (what animals breathe out) into oxygen (what animals breathe in). Without plants, we could not survive.

Plants come in many shapes, sizes and colours and include trees, shrubs, grasses, herbs, vines, ferns, mosses and green algae. Non-green algae and fungi are not classified as plants as they don’t contain the necessary ‘chlorophyll’ (klor-o-fill) that makes a plant, a plant. This chlorophyll (green parts within plant cells) is what helps plants turn sunlight and carbon dioxide into oxygen and sugar (the food that helps plants grow).

FungiAnimals

PlantsProtists

Bacteria

Most plants have roots, stems and leaves and they either produce flowers or cones for reproduction. Plants can live in water and on land, usually with their roots firmly secured in soil. However, some live off other host plants and don’t need soil - these are ‘air plants’ and ‘epiphytes’ (e-pee-fites).

Scientists who study plants are called Botanists. They study the details between different plants and help categorise them into small groups of individual species. Scientists who study how plants live with one another and other animals are called Ecologists and they often work closely with Botanists. Scientists have identified about 391,000 living species of plants across the world.

Kingdoms of Living Things

Inside a plant cellPlants have cell walls to make them rigid. The cells contain green chlorophyll that helps turn sunlight into energy. These help plants grow.

https://www.vecteezy.com/free-vector/endoplasmic-reticulum


ACTIVITY

L S T W I S C V X M A T T C U

S E O S T Z A Z V J H D S E N

V R A E I W R T O G W D I L E

G E M V E G B P I C U C T L G

S S Y S E Z O L W Q H D N W Y

S L A F Z S N L E L B N E A X

H T L L B U D Q O U F A I L O

C U N E S W I R U C H L C L U

Q O A A C Q O C H Q E K S S H

V B P K L P X G S E I C E P S

S E T Y H P I P E N E R G Y R

S H P Y Z U D O G R K R O F O

R P L S W O E D U Z Y W J B O

J L V B F M O B O T A N I S T

C U Z Q K M R E T A W P L R S

Botanist

Carbon Dioxide

Cells

Cell Wall

Chlorophyll

Ecologist

Energy

Epiphytes

Grow

Kingdom

Land

Leaves

Oxygen

Plants

Roots

Scientist

Species

Stems

Sunlight

Water

Find the plant facts


FACT SHEET

Wonders of plants

Plants provide food for animals.

Plants provide food for us and the animals we eat (crops,

pastures and foraging).

Plants keep the soil together preventing

erosion.

Plants maintain the soil quality as when they die and decompose, they fertilise the soil, enabling other plants to

grow and thrive.

Plants provide habitat for other animals and

plants to live in.

Plants provide oxygen for us and all the other animals.

Through photosynthesis they absorb carbon dioxide and

release oxygen which gives us the air that allows all animals

on the planet to breathe.

Plants are an essential part of the water cycle. They absorb water

from the soil and release it into the atmosphere through their leaves (transpiration). This atmospheric water vapour builds up and then

comes down as rain (precipitation).

Plants provide us with building materials that

humans use.

Plants provide us with many of the materials we

use for clothes.

Plants make our landscapes beautiful as without them the world would be a barren roc.

Plants provide us with many of the ingredients we need

to make our medicines.

Plants help keep our climate stable as they fight against

global warming by removing carbon from the atmosphere

and releasing oxygen.

Plants provide us with fuel.

Native plants on farms (native bush areas/wildlife corridors)

helps encourage native animals that are great

pollinators meaning more successful crops and pastures.

Native plants on farms help with pest control as many

native birds and insects eat pests on the crops and pastures. This means less

money spent on pesticides and less harmful chemicals entering the environment.


FACT SHEET

Healthy plants Like any other living thing, plants have certain requirements they need to be healthy. If a plant is healthy it has the best chance of surviving and being able to reproduce.

Healthy plants are stronger and less susceptible to disease and pests. If plants are healthy and flourishing in an area, then all the other species they support, such as animals, will generally be healthier too. This is because there are more plants for the animals to eat and a better habitat to live in (shelter). Healthy plants are also more likely to recover from disasters like bushfire, flood and wind events.

Healthy plants on farms have an enormous range of benefits. If the pastures and crops are healthy then the farmer can expect a greater harvest or have more food for stock to eat. This means a better quantity and quality of produce, which leads to more money for the farmer. If crops and pastures are healthy, then farmers can spend less on fertilisers and pesticides.


FACT SHEET

Water and NutrientsLike humans and animals, plants need both water and nutrients (food) to survive. Plants use water to carry moisture and nutrients back and forth between the roots and leaves. The nutrients are what feed the plant and make it grow.

Light and TemperatureSunlight – plants also need sunlight to grow. Light provides energy for making food during a process called photosynthesis. Too little light can make plants weak and unhealthy. Temperature/climate – plants have adaptations that have evolved to suit different conditions. If a plant is too hot they may burn, too cold and they will freeze.

Air and Soil Fresh, clean air – dirty air caused by smoke, gases, and other pollutants can be harmful to plants. It can also block out sunlight, which is also necessary for healthy plant growth.

Healthy soil – a source of essential nutrients (from organic matter and micro-organisms). Soil also provides an anchor for plant roots and helps support the plants.

Space and Time Space – both the roots and foliage (leaves) need room to grow. Without enough room, plants can become stunted or too small. Overcrowded plants are also more likely to suffer from diseases since airflow may be limited.

Time – plants do not grow overnight. It takes time and patience to grow plants, some more so than others. Most plants require a particular number of days, months, or even years to produce flowers and fruit.

Plants need...


Unique adaptationsPlants, like all organisms, have been able to adapt to living in a range of environments, from frozen tundra to rainforests to desserts. They have also adapted to be able to ward off predators or to reproduce in unique ways. Here are some plant adaptations that show how diverse plants can be.

FAT AND JUICYSucculents store water in their leaves so they can survive hot and dry conditions.

SEEING DOUBLESome orchid flowers mimic female insects to lure males, which pollinate the flowers while pretend mating.

THORNY DEVILSThorns and spines protect the plant from being eaten. They also protect small, helpful pollinators.

BRIGHT AND CHEERYThe colour and shape of flowers can tell predators to stay away, or pollinators to come closer for a feed.

TOO TOXICLeaves, flowers and fruit can be toxic to prevent them being eaten by predators.

BARK BLANKETEucalypt trees have a thick bark to protect them in bushfires. New growth can push through after fire.

COLD DROPDeciduous trees drop their leaves when the weather gets cold in Autumn. This protects the plant from freezing.

CARNIVOROUSPitcher, flytrap and sundews attract insects with their scent, trap and digest the insects to absorb the nutrients.

LEAFYThe texture, shape, colour and size of leaves can help in drought or attract more light in dark rainforests.

SALTY TASTEHigh salt tolerant plants store excess salt in their outer leaves, which turn pink and then drop off.

HANG ONEpiphytes hang on to trees and absorb water and nutrients from that tree. These are common in rainforests.

SEED EXPLOSIONSeeds of some legumes will ‘explode’ distributing their seeds metres away from the parent plant.


ACTIVITY

1 2

3 4 5

6

7 8

9 10

11

Adaptation crossword

Across1. This type of carnivorous plant has sticky

drops to capture insects3. Predators won’t eat these leaves, flowers

or fruit because they are …...4. Some plants with cast forth this part of

themselves so new plants can grow6. Some flowers do this to look like pollinators

ready to mate9. These parts of a plant photosyntesise and

convert carbon dioxide into oxygen10. Spiky and can protect plants from being

eaten11. Fleshy plants that grow in coastal areas can

tolerate this substance

Down1. These leaves store water to survive hot, dry

conditions2. Trees that change their leaf colour before

dropping them are called this5. Plants that live in the canopy and live off of

other trees7. Pretty and colourful to attract pollinators8. The outer covering of tree trunks and limbs

can help some survive bushfires


FACT SHEET

Parts of a flower

SEPALOVARY

OVULE (becomes the seed)

STIGMA

STAMENANTHER

PETAL

FILAMENT PISTILSTYLE

Flowers are pretty, comes in many colours and can smell nice. But they also play an important role in how plants reproduce.

Both the male and the female reproductive parts of a plant are in the center of the flower. Most flowers have both parts in the same flower and they are described in the diagram.

Male

The male, pollen-producing part is called the anther, held aloft by a stalk called a filament. The entire male apparatus is called a stamen. Each pollen grain is unique to its species.

Female

The female reproductive part of a plant, the stigma, sits on top of a style, or stalk, which leads to an ovary at the base. The entire female plant mechanism is called a pistil.

Go for a walk around the school grounds and look for plants that are flowering.

Q: What do the flowers smell like? Do they smell at all?

Q: Can you see or hear and animals around the flowers? What are they?

Q: Why would some animals be attracted to the flowers?


FACT SHEET

Energy from the sunPHOTOSYNTHESIS is the process that plants use to create their own food. It happens in every plant and some bacteria and algae too.

It comes from two Greek words: 'photo' meaning 'light'; and 'synthesis' meaning 'putting together'.

Photosynthesis uses energy from sunlight to start a reaction that puts together carbon dioxide and water to make sugars that feed the plant.

All animals rely on plants for energy as they either eat the plants directly, eat animals that eat plants, or animals that eat animals that eat plants (the Food Chain). Animals also rely on the oxygen released into the air during photosynthesis to breathe.

1. Green CHLOROPHYLL in plant leaves absorbs and traps sunlight.

2. WATER (H20) is absorbed through the roots and leaves.

3. CARBON DIOXIDE (CO2) is absorbed by the leaves through microscopic holes.

4. During photosynthesis, SUNLIGHT provides the energy that makes the water and carbon dioxide react together. This produces GLUCOSE (sugars) that the plant uses for food.

5. A by-product of photosynthesis is the production of OXYGEN (O2) – a gas that all life on Earth relies on.

Sunlight+

Carbon Dioxide (CO2)+

Water (H20)

Glucose (Sugar)+

Oxygen (O2)Photosynthesis


ACTIVITY

Photosynthesis diagram1. Use the Energy from the sun fact sheet to complete the photosynthesis word equation.

2. Use the equation to label the diagram below.

SUNLIGHT


FACT SHEET

Plant life cycleMost plants start their life as a seed.

Seeds are produced mostly by flowering plants (called Angiosperms including gum trees, fruit trees and garden vegetables) and some non-flowering plants (called Gymnosperms including pine trees, ferns, mosses and cycads). Seed producing plants make up about 80% of all plants.

Where do seeds come from?Most flowering plants have both male and female components in their flowers. The male parts are called stamens and contain pollen. The female part is called the carpel and this contains the ovary. Connecting the stamen to the carpel is what we call pollination and the seed forms inside the ovary.

Some plants form a single seed for every flower, fruit or vegetable growing on the plant. Other plants, however, have hundreds – even thousands – of seeds in every flower. Once the seeds are formed, they are ready to become new plants.

From one seed a new plant growsOnce a seed is planted in the ground it uses the moisture and nutrients in the soil to germinate. The seed coat cracks open and roots grow down, while the new stem and leaves grow up, towards the sunlight.

When a plant is big enough and conditions are right, it will create its own flowers. Some flowers will turn into fruits that can be eaten, such as apples and tomatoes, and some seeds get large enough that they are eaten too, such as wheat and barley.

Plants that die after they have flowered are called annuals as they are only around for one full growing cycle. Plants that keep living year after year producing flowers and fruits are called perennials.

Stamen

Pollen

Carpel

Ovary


ACTIVITY

Complete the cycleUse the following words to complete the apple tree’s life cycle.

SEED GERMINATES

PLANT GROWS

ADULT PLANT

FLOWERS

FRUIT

SEEDS RELEASED

Looking in your lunch boxTake a look in your lunch box and see what foods originally came from a seed. Do you know how it grew? Was it from a tree, bush or a grass? Using this life cycle diagram as a template, see if you can draw something similar for your food item/s.


FACT SHEET

All plants need to reproduce and spread their seeds. They do this via pollination. Pollination is helped by animals, wind and sometimes water.

What is pollination?All life on Earth depends on plants to provide food, shelter and oxygen for other living things. This makes plant reproduction crucial to all other life.

Pollination occurs when pollen grains (male) reach the stigma (female) of the same species of plant.

Most flowering plants (90 percent) depend on animals to make the vital pollen delivery. The remaining flowering plants rely on wind and sometimes water to transport pollen. Pollinating animals do the job for a reward: food, usually in the form of nectar.

Pollination by animals A pollinator (such as a bee, bird, flying fox or butterfly) visits a plant in search of food. While crawling around the blossom looking for nectar, the pollinator rubs against the pollen, which becomes attached to different parts of the pollinator’s body. When the pollinator visits another blossom, it transfers the pollen grains from its body onto the stigma. After it reaches the stigma, the pollen grain grows a tiny pollen tube down the style and into an egg-filled ovary. Eventually, the pollen and the egg form a seed.

Importance of pollinatorsOn a worldwide scale, animals pollinate more than three-quarters of the staple crop plants that people eat. Scientists estimate that one out of every three bites of food we take is the result of a successful animal-plant pollination system.

For instance, consider a hamburger with “the works” (including tomato, lettuce, beetroot, tomato sauce, mustard and onions). Several different animals pollinated the flowers of the plants that produce the tomatoes, lettuce, beetroot, mustard seed and onions. And for dessert, an endless variety of ice cream flavors, such as strawberry, chocolate and vanilla, is also the result of successful plant-animal partnerships.

Without flowers and pollinators, we would have a hard time getting enough food to survive.

Pollination


ACTIVITY

This fun, quick relay demonstrates that flowering plants rely on pollinators to pollinate flowers from various sources.

What you need• Open space – oval, court or gym

• Two baskets to act as flowering plants (use a local crop or orchard as an example) and to hold the pollen

• Tennis balls, or similar, to represent pollen (enough for one ball per student)

Set up1. Go to the playground and set up the plants

(baskets) with their pollen. Baskets should be about 10-20 m from the team’s base.

2. All the pollen should be placed in the first baskets of the circuit.

3. Split your class into 2-4 relay teams. Each team is a type of pollinator – birds, bees, butterflies or flying-foxes.

You can modify this activity by setting up more plants and pollen baskets and, using a stopwatch, see how many flowers can get pollinated in 60 seconds.

Relay rules

ROUND 1A pollinator from each team goes to the first plant and collects one grain of pollen. They run to the next plant and deposit that grain of pollen into the basket. The pollinator runs back to base and tags the next in their team.

This represents the successful pollination of a plant. The first team to have everyone pollinate their flowers wins. Q: Was that easy?

ROUND 2Nominate one student to act as a roaming threat to our pollinators. They could be a natural predator (something that eats the pollinators), or they could represent an unnatural threat, like pesticides (for the insects).

Their task is to tag pollinators as they are doing their job. The roaming threats need to be given set boundaries so they can’t run too far.

Once a pollinator is tagged, they have to sit out of the relay and the next person in the team goes for their run. The team with the most pollinators at the end is the winner.

Q: How many plants were pollinated compared to the first round? How can we change this?

Pollination relay

BASE

POLLEN PLANT 1

POLLEN PLANT 2


ACTIVITY

Build a bee hotelUnlike birds, bees don't need you to get out your hammer and saw and spend an afternoon in the shed. Bee hotels are much easier to make than bird houses. Native Australian bees are mostly solitary and build their nests in existing environments like hollow logs, holes in trees, burrows in the ground and hollows in dead plants. They will even set up house in cracks in building walls.

Bee-autiful locationBefore you construct your bee hotel, you should consider the best location. Protection from the elements is important – bees are unlikely to spend the whole day in searing sun or being pelted by wind and rain. They will naturally seek a sheltered position so find a suitable spot in your garden before you get started. Although bees naturally nest in low areas, it's a good idea to elevate your hotel at least one metre off the ground but not too high – between knee and eye level is a good guide.

The best hotels are close to bars, restaurants and natural attractions and bee hotels are no exception. They will need a food source within reasonable flying distance, so planting a variety of pollen-rich plants that flower at different times of the year is a good start. A water source and a wild area that resembles natural bush, with leaf litter, twigs and rotting material will also make the bees feel right at home

For all native wildlife, a pesticide free environment means their food sources are healthy and they can give their young the best chance for survival. Bees will instinctively avoid gardens with chemicals in the soil and on plants, so your hotel may not be so popular if you haven't tried organic methods instead.

Needpix.com - Antranias


ACTIVITY

Air Bee ‘n’ BeeSo what sort of hotels do bees like to stay in? Nesting habitats made from natural materials will be the most popular. Bees range in size so creating different diameter holes will cater for everyone.

• If you have tree stumps or logs, drilling holes in them is all you need to do. No logs? Any offcuts of timber will do, but make sure they have not been chemically treated. Drill the holes so the entrance faces sideways, not straight up.

• Small nests on the ground can be easily constructed with twigs, bark and wire to hold them together. Locate them out of the way so they are not destroyed by birds or people or your dog trampling all over them.

• Lengths of bamboo are an excellent choice, as the entrance is just the right size for bees. Seal one end so they feel safe enough to lay eggs. Around 15 to 20cm long is perfect.

• Holes poked into lumps of builders clay then left to dry out

• Cement breezeblocks and bricks with holes in them are very simple hotels as long as one side is sealed – use a natural material like clay, mud or even mulch or dead leaves. Not superglue.

Don't be tempted to use cardboard or chipboard as they won't last through wet weather and bees will not be happy when their homes fall apart.

Solitary native bees are not completely anti-social. They will live alongside other bees as long as they have their own rooms so creating a larger hotel is a great idea. A wooden box can be filled with a variety of materials like bamboo stems, twigs and leaves. The box should be placed on its side, in a sheltered area and you might want to add a small ledge for the bees to land on - they enjoy having a verandah. Tilting the box down slightly will help drain away any rain that finds its way in and keep the bees nice and dry.

Once your hotel is up and running, it shouldn't take long before your first guests arrive.

SOURCE: www.backyardbuddies.org.au/habitats/build-a-bee-hotel

Needpix.com - manfredrichter Flickr.com - gailhampshire

https://www.backyardbuddies.org.au/habitats/build-a-bee-hotel


FACT SHEET

Bush tucker plantsAustralia’s First People are the masters of living off the land. They harvest their Country to find everything that is required for survival. The land provides food, water, medicine, tools, clothing, shelter and spirituality for the people who live there. Bush tucker refers to the food, water and medicines that can be collected, prepared and used.

Certain plants and animals can provide everything you need for good nutrition. Fish, land animals, birds, eggs and insects (like witchetty grubs and moths) are a great source of protein. Different plant parts such as leaves, roots, fruits and seeds are a good source of vitamins, medicines and energy.

Food preparationBush tucker can be prepared in a variety of different ways. Seeds and nuts are ground up using a grinding stone (see grinding stones activity in tools section) or if necessary the seeds are soaked or leached in water for days in order to make them edible. Water is added to the dry, ground flour-like powder and the mixture can be kneaded into dough before being eaten cooked or raw.

Source: First People’s Culture within the Murray Region of New South Wales, 2018


ACTIVITY

What bush tucker is that?Photocopy and cut out these playing cards. Mix them up and lay them face-up on the table. Try and match the picture to their traditional use. Try this again with the cards face-down – similar to the game of memory. You can also create your own cards by researching local bush tucker plants.

Gra

ss tr

eeTh

ick

trunk

Lo

ng n

eedl

e-lik

e le

aves

Lo

ng fl

ower

spi

ke

Use

sU

nder

grou

nd tu

ber

hold

s w

ater

N

ecta

r fro

m fl

ower

s Yo

ung

leav

es a

nd

root

s ea

ten

Glu

e-lik

e re

sin

Spea

r sha

fts

War

rigal

gre

ens

Spre

adin

g le

afy

vege

tabl

eSm

all y

ello

w fl

ower

sLe

aves

tria

ngul

ar

Look

s lik

e sp

inac

h

Use

sEa

ten

as a

spi

nach

Wat

tleBu

shy

shru

b or

tree

Br

ight

yel

low

bl

osso

ms

Blac

k se

eds

in

pea-

like

pods

Use

sSe

eds

wer

e of

ten

grou

nd u

p an

d co

oked

Woo

d us

ed to

mak

e di

ggin

g st

icks

Nat

ive

onio

nSm

all fl

ower

ing

herb

Long

stra

ppy

leav

esYe

llow

flow

ers

with

si

x pe

tals

Use

sLa

rge

unde

rgro

und

bulb

is ro

aste

d an

d th

en e

aten


ACTIVITY

Lilly

pill

y Sm

all t

o la

rge

tree

Brig

ht p

ink

fruit

Bush

che

rryG

loss

y gr

een

leav

es

Use

sFr

uit c

an b

e ea

ten

fresh

or m

ade

into

ja

ms,

jellie

s an

d w

ine

Ruby

sal

tbus

hLo

w g

row

ing,

gr

ey-b

lue

shru

b Re

d be

rry-li

ke fr

uits

Gro

ws

in a

rid

cond

ition

s

Use

sLe

aves

use

d as

a

vege

tabl

e or

her

b Fr

uits

eat

en w

hen

da

rk re

d

Qua

ndon

g N

ativ

e pe

ach

Smal

l tre

e Lo

ng le

aves

Sh

iny

red

fruit

Use

sFr

uit i

s ea

ten

Nut

s us

ed a

s je

wel

lery

Leav

es u

sed

in b

ush

med

icin

e

Bank

sia

Smal

l bus

h to

larg

e tre

eLa

rge

cone

-like

flo

wer

s

Use

sN

ecta

r-fille

d flo

wer

co

nes

dipp

ed in

w

ater

mak

es a

sw

eet

drin

kD

ried

flow

er c

ombs

us

ed a

s ha

ir br

ush

Source: First People’s Culture within the Murray Region of New South Wales, 2018


FACT SHEET

Everywhere on our planet there is life. From the polar-ice caps and deepest oceans to the highest mountain peaks, life has found a way to exist. In fact, on Earth, there are so many different living things that we are yet to discover and identify them all.

Habitat for biodiversityHABITAT describes where an organism lives and includes shelter, food, water and space to grow (plants) or explore (animals).

Plants provide the basis for most animal habitats, for without plants animals could not survive. Plants provide animals with oxygen, food, shelter and in some instances they even provide water.

A plant’s habitat must have adequate food, water and space for them to spread their roots below ground, and space to spread with branches and leaves above ground. Plants also rely on sunlight for energy.

Not all plants can live in the same habitat. For example a tree fern is suited to damp areas such as rainforests but they wouldn’t survive in a dessert.

There are many types of plant habitats, but forests, woodlands, grasslands and deserts are common throughout the world.

BIODIVERSITY (biological diversity) describes the variety of living things on Earth. The biodiversity of our planet includes all life from the smallest micro-organism to the largest mammal.

There are considered to be three basic levels of biodiversity:

• The number and kinds of species.

• The Earth’s ecosystems (habitats) – its savannas, rainforests, oceans, forests, plains, marshes, deserts and all the other environments.

• The genetic diversity – all the different genetic variations between species.

Full of life


ACTIVITY

Plants play an important roleAll living organisms rely on one another for food, whether it be directly by eating that organism, or by absorbing nutrients produced by another organism. This relationship is called a food chain. There can be many food chains for different organisms and there are common names we use to describe every link in the chain.

PRODUCERS Plants play an important role in every food chain. They are the first link, every time! This is because they produce their own food (energy).

PRIMARY CONSUMERS

These are the animals that eat the plants. They are the vegetarians of the animal kingdom.

SECONDARY CONSUMERS

These are the carnivores. They eat the Primary Consumers and other organisms. There can be many levels of secondary consumers in a food chain.

TERTIARY CONSUMERS

These are often called the ‘Top Level’ consumers. They have very few predators themselves.

Food Chain Think about each organism in this wetland food chain. Write down their role in the boxes.

Algae → Tadpole → Fish → Egret → Fox → Eagle

Using the list of organisms below, see how many food chains you can create. Some may be short, others long. Arrows are used in a food chain to tell us the direction of flow of energy from one organism to another.

ALGAE

APPLE

CAT

DINGO

EAGLE

FISH

FROG

FROG

GRASS

GUM TREE

HERON

HUMAN

KANGAROO

MOSQUITO

MOUSE

POSSUM

SNAIL

SNAKE

WATER REEDS

WOMBAT


ACTIVITY

Australian farmers grow a diverse range of produce. We can easily purchase these items at a supermarket but do we actually know where they come from?

An introduction to farmingHave a look through this online presentation to see what different plants and animals are farmed for.

Use the “What am I farmed for?” slides to fill in the following table.

Farm Food Fibre Other Describe the Use

e.g. Beef Cattle P P PMeat – steak, vealHair – brushes, feltSkin – leather

Dairy Cattle

Cotton

Grain

Wheat

Sheep (meat)

Sheep (Wool)

Fruit & Vegetable

Poultry

Viticulture

Goat

Pig

What parts do we use?How many different plants can you think of that provide us with food? For example, we use the leaves of lettuce or spinach and the fruit of apples and tomatoes.

Using the list of foods on the ‘Plant parts we eat ‘ activity sheet, try and work out which part of the plants they come from. You can use the Internet to look them up if you’re unsure.

My food’s origin

https://bit.ly/intro2farm

https://bit.ly/intro2farm

http://bit.ly/intro2farm


ACTIVITY

Put the different foods below into lists under the part of the plant you think they come from.

Flower

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Sap

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Stem

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Seed

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Leaf

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Root

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Fruit

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Bark

. . . . . . . . . . . . . . . . . . .

Lettuce BeetrootCauliflowerChocolateCeleryHoney

CinnamonCucumberSpinachCornSugarPeas

CarrotBroccoliTeaCanola OilPumpkinBanana

Maple syrupBread (wheat)Black pepper RhubarbRadishApple

TomatoRiceSpring onionsPotatoCabbageChewing gum

Plant parts we eat


ACTIVITY

From farm to plateHave you ever wondered how the food you buy at the supermarket gets from the farm to you? It might sound simple but there are many people involved and a long way for it to travel.

The food journeyGrowers are the farmers who grow the raw produce for the food.

Processors take the raw produce and convert it into the form for the product requires.

Wholesaler/ Wholesale markets often buy food in bulk. They then on-sell it to retail grocers.

The transport industry is involved in many steps along the way. They transport the food from growers to processors to packagers. Transport can occur in many ways: trucks, ships, planes and train.

Packagers take the product and package and grade them into retail form.

Warehouse operators/distribution centres store the food for future use and organise it into orders for clients.

Retail grocers are responsible for displaying, marketing and selling the food.

Customer buys and consumes the finished product.

ActivityRead through the “Happy Apple Farm” story.

To help you answer the questions, the diagram that is located at the bottom of the activity sheet can be drawn on a chalk/whiteboard.

Go through the story again and mark in the distances travelled between each stop on the journey.

Have students answer the questions in their workbooks.

Discussion questions

Do you know where the fruit in your lunch box came from? Lets take a look and see if there are any stickers that tell us.

How far do you think they have travelled?

Do you go to the local growers markets with your parents?

Do you know if your parents go to a local fruit grocer to get fresh fruit and vegetables rather than at a supermarket?

Grower

Processor

Transport

Packager

Consumer

Wholesale, Distribution & Retail


ACTIVITY

From farm to plate

Happy Apple Farm is located 10 km outside Tenterfield. The apples are picked each morning and put into fruit bins. The fruit is driven 5 km from the orchard to the local wholesaler’s farm shed where it waits to be picked up.

The wholesaler buys apples from all over the Tenterfield area. A truck picks up the apples and they are driven 650 km to his processing shed in Sydney. The apples are washed, graded and boxed for sale at the market. They are delivered 10 km down the road to the wholesale fruit and vegetable market.

A supermarket representative is at the wholesale markets. Boxes of apples are sold to the supermarket and shipped 40 km from the wholesale fruit and vegetable market to the supermarket distribution centre.

The apples are stored at the distribution centre until needed. They are organised into orders and sent out to all the retail stores.

Mindy’s apple is then transported 650 km back to the Tenterfield retail supermarket store. Eventually the apple is taken out and put on display. Mindy buys the apple from her local supermarket and takes it home, 5 km away.

Read this story about the journey of an apple from the farm to the customer and then answers the questions on the following page.

Happy Apple FarmMindy is from Tenterfield in northern NSW. She walks into her local supermarket to buy an apple and notices a sticker on the apple that said, “Happy Apple Farm.” She smiles to herself as she knows this farm is located only 10 km from Tenterfield. She’s buying local produce!

While it is great to make sure we buy local produce we sometimes do not realise how far it has travelled and how many hands it has passed through along the way. Help Mindy piece together this apples journey and see if it is as simple as going from farm to supermarket.

Happy AppleFarm

BUYING LOCAL

Minimise the distance your food has travelled and get the freshest possible produce. Buy from food markets, local grocers or straight from the farm.


ACTIVITY

2. How many different times has the apple been transported around the countryside?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Using the distances in the story, calculate the total distance that the apple travelled to get to Mindy. Show your calculations.

Answer: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. How far would the apple travel if Mindy bought it straight from the farmer and took it home?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. If Mindy bought the apple direct from the farmer, would it be fresher than buying it from the supermarket? Explain your answer.

. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . .

Happy AppleFarm

How far has Mindy’s apple travelled?1. There are multiple steps in the apples journey - from the farmer, to Mindy the customer. Write

the steps in order, including the transport distance (indicated with the lines on the diagram).


FACT SHEET

One of the best ways to make our farming communities sustainable is to support our local business. If we spend money locally then that money cycles through other local business creating employment and wealth within the local economy.

Locally grown food tastes better. Crops are picked at their peak, products are hand crafted, livestock are processed nearby and are chemical free, farmers deal direct with processors and take pride in their produce, storage times are much shorter

Local food is better for you. The short time between local food leaving the farm and getting to your plate means that it has the maximum amount of nutrients. Food that is older because it is stored for long periods, canned, dried or frozen often looses nutrients and is not at its peak when it reaches you.

Local food is safe. Knowing where your food comes from means that local farmers take enormous pride in their produce. The farmers are not anonymous in their responsibility to the customer.

Local food supports local families. Farmers often get paid very little when they sell their produce wholesale to enormous companies. By selling their produce direct to customers they effectively cut out the middleman and get a much better price. This helps local farming families stay on the land and support the local economy.

Local food creates local wealth. Buying local means more money is spent in the local community leading to more employment and people coming to the area. This in turn leads to more money being spent locally and more local produce being bought. This cycle leads to a prosperous healthy community.

Local food protects the farmland. If farmers earn a better living by selling locally they are less likely to sell their farms for development or to huge mega-farming organisations. Local farmers spend money in the local community unlike organisations who just run the land but take the produce elsewhere. By keeping local farms we also preserve our open space.

Local food keeps taxes down. Farms contribute more in taxes than they require in services unlike urban areas that contribute less in taxes than they require in services.

Local food benefits the environment and our native wildlife. Farms that have been well managed conserve fertile soil, protect water sources and take carbon from the atmosphere. Well-managed farms that protect natural bushland can also provide important corridors for our native wildlife to cross through the landscape.

Local food is an investment in our future. Lots of our rural areas directly rely on farming to survive. By buying locally we support the farmers and ensure our communities will survive for generations to come.

Local food boosts our well being. In rural areas if our farms are prospering more wealth is shared through the communities. This means families who live in the area are under less financial pressure and reflects through all aspects of community health.

Keeping it in the community


ACTIVITY

Reasons to buy local

1 6

2

4

3

5I like local food because...

8

10

7

9

Read through the “Keeping it in the community” information sheet.

Complete this poster, or create your own, by filling in the boxes with the key 10 reasons for buying local produce.

Why do you like local food?


FACT SHEET

Get gardening

The classroom garden1. First you will need some seedling pots.

Try and recycle old containers, like cans, poppers or yogurt tubs. Make sure they are clean. Any container is fine as long as it is about at least 7 cm deep. Even old toilet rolls can be used.

Seedling pots can also be purchased from your local nursery.

2. Your containers must have good drainage to make sure you grow strong healthy seedlings. Carefully, with the guidance of your teacher, use scissors or wire to poke holes in the bottom of the containers.

3. Prepare your soil by making sure it slightly damp. For best results use a good quality potting mix with lots of organic material. You can also use seed raising mix.

4. Fill your containers up to 2 cm below the top with the soil/potting mix and press down slightly.

5. Sprinkle seeds into your pots and cover with twice the width of the seed of soil. This may vary depending on the type of seed, check the seed packet for instructions. Press down on the soil to make sure there is good contact between seed and soil.

6. Place the pots on a drainage tray and place in near a window or where the pots will get sunshine.

7. You will need to lightly water them over the coming weeks. Too much water will cause the seeds to become mouldy. It is a good idea to use a hand-held water sprayer to mist the top of the containers everyday.

8. Once your seeds start growing you will be able to monitor how much water they are getting (i.e. a dry seedling needs more water).

9. When your seedling are the same height (or more) above the soil as the depth of the soil then it is time to plant them in your garden. If you don’t have a garden bed prepared, upgrade you seedlings to a larger pot.

10. When you classroom garden is established enough you will be able to pick and eat your produce. Try this at home!

We can better understand where our food comes from if we grow it ourselves. It can be fun, and tasty! We can all take measures around our own homes to be more sustainable and grow our own food - it saves money and you get fresh produce you can eat. A two or three dollar packet of seeds can grow a large number of plants for your vegetable garden.


ACTIVITY

School gardeningRead the Enviro-Stories book “Euchareena School Gardening” and answer the following questions.

www.envirostories.com.au/2012005-euchareena-school-gardening/

Euchareena Public School tells the journey they took to create a school kitchen garden.

1. Do you have a kitchen garden at your school or at home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Euchareena’s garden beds are made out of old rainwater tanks. What materials are your garden beds made out of?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. What do the students put into the garden beds before they plant their vegetables?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Write down as many vegetables, herbs or fruit you can think of that is grown in your garden?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. What do you do with the produce?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. Do you have animals to look after? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7. Euchareena also has chickens to help their garden. What are the benefits of having chickens as part of your kitchen garden?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

https://www.envirostories.com.au/2012005-euchareena-school-gardening/


FACT SHEET

A weed is any plant that is growing where it is not wanted.

Weeds often out-competing native local species. Weeds are also known as invasive plants. Many plants introduced into Australia in the last 200 years are now weeds.

Weeds typically produce large numbers of seeds, assisting their spread. They are often excellent at surviving and reproducing in disturbed environments and are commonly the first species to colonise and dominate in these conditions.

A weed can be an exotic species or a native species that colonises and persists in an ecosystem in which it did not previously exist. Weeds can inhabit all environments; from our towns and cities through to our farming and bushland areas.

Some weeds are of particular concern and, as a result, have been listed for priority management or in legislation. Throughout Australia, weeds are spreading faster than they can be controlled and management of them is consuming an enormous amount of resources. Climate change poses an additional challenge to our ability to manage weeds.

Weeds

LANTANA – pretty flowers attract pollinators and the messy shrub growth provides a good habitat for pest animals

PRICKLY PEAR – spines on this cactus prevents animals eating it and fleshy nature allows it to live in dry climates

ASPARAGUS FERN – red berries are attractive to fruit eating animals, helping it spread

DANDELION – has lots of seeds that are easily spread by wind that allows it to colonise new areas

NAGOOROO BURR – seed pods are very prickly and attach to any passing animal, helping it spread

BRIDAL CREEPER – this climber covers other plants and the large underground tuber helps it survive droughts and fires


ACTIVITY

Create a super weedA weed is any plant that is growing where it is not wanted, often out-competing native species. Weeds are also known as invasive plants or pest plants. Many plants introduced into Australia in the last 200 years are now weeds.

Weeds typically grow fast and produce large numbers of fruit and seeds that are carried by water, wind or animals. They are often excellent at surviving in disturbed environments and are commonly the first species to establish in a cleared or disturbed area.

Find out what makes other weeds successful and create your own ‘Super Weed’. Draw your weed in the box below, name it and label its features that make it a ‘Super Weed’.

My Super Weed is called: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Its invasive powers include: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


FACT SHEET

Technology in agricultureAdvances in technology continue to have an enormous impact in the agricultural industry. They can help make tasks easier, generate more profit, create healthier crops/pasture/stock and assist in making our farms more sustainable for future generations.

Business and financeComputers and good internet access help improve the management side of running a farming business. Software programs and Apps can simplify and streamline book work, budgeting and reporting capabilities. They allow good communication with other organisations and industry partners. Social media, farm websites and marketing has also become very important to gain additional interest in the farm and its produce.

Pasture and crop management Technology that streamlines the management of pastures and crops provide producers with many advantages, such as identifying what is needed to maintain healthy plants on the property. They also allow direct application of water, fertilisers, insecticides and other nutrients in the exact amounts needed on different parts of the farm.

GPS technology The advancement of GPS (Global Positioning System) technology via satellites gives farmers a range of ways to help manage their properties. They can help track vehicle movements and fuel consumption, program automated vehicle movements, and monitor yield, crop quality and livestock movements.

Remote monitoring Many properties cover a vast number of hectares. Remote monitoring technology allows farms to access information from their computers and phones, so they know what is going on all over their property. Alerts can inform them of any problems so they can be solved as quick as possible.

DronesDrones have a unique advantage in being able to provide live information and allow farmers to see their properties from the air. This can assist in monitoring crop health, site/paddock surveying, stock feed monitoring, water point checking and identifying problems with weeds, pest insects and other feral animals. Drones are now also being used to distribute fertilisers, insecticides and nutrients in exact amounts to the correct spot needed which can save lots of money and control problems more effectively. Drones are also be used in some areas to plant trees.


ACTIVITY

Drones are a technology that has advanced dramatically over the last 10 years. A lot of people even have personal drones in their households for their own amusement. However, they can also be a very important tool in agriculture for managing the plants on farms.

Use the Internet, conduct your own investigation into how farmers are using drones to help make sure they have healthy pastures and crops. Write a short report about your findings. Draw a picture to show how your drone in used.

Drone-on

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


AnswersFind the plant facts

L S T W I S C V X M A T T C U

S E O S T Z A Z V J H D S E N

V R A E I W R T O G W D I L E

G E M V E G B P I C U C T L G

S S Y S E Z O L W Q H D N W Y

S L A F Z S N L E L B N E A X

H T L L B U D Q O U F A I L O

C U N E S W I R U C H L C L U

Q O A A C Q O C H Q E K S S H

V B P K L P X G S E I C E P S

S E T Y H P I P E N E R G Y R

S H P Y Z U D O G R K R O F O

R P L S W O E D U Z Y W J B O

J L V B F M O B O T A N I S T

C U Z Q K M R E T A W P L R S

Photosynthesis diagramCarbon Dioxide + Water → Oxygen + Glucose

Adaptation crosswordAcross1. This type of carnivorous plant has sticky

drops to capture insects SUNDEW3. Predators won’t eat these leaves, flowers

or fruit because they are TOXIC4. Some plants with cast forth this part of

themselves so new plants can grow SEED6. Some flowers do this to look like pollinators

ready to mate MIMIC9. These parts of a plant photosyntesise

and convert carbon dioxide into oxygen LEAVES

10. Spiky and can protect plants from being eaten THORNS

11. Fleshy plants that grow in coastal areas can tolerate this substance SALT

Down1. These leaves store water to survive hot, dry

conditions SUCCULENT2. Trees that change their leaf colour before

dropping them are called this DECIDUOUS5. Plants that live in the canopy and live off of

other trees EPIPHYTE7. Pretty and colourful to attract pollinators

FLOWERS8. The outer covering of tree trunks and limbs

can help some survive bushfires BARK

oxygen

sunlight

glucosecarbon dioxide

water


Plants play an important roleAlgae: ProducerTadpole: Primary ConsumerFish: Secondary ConsumerEgret: Secondary ConsumerFox: Tertiary ConsumerEagle: Top Level Consumer

Plant parts we eatLeaf: Cabbage, Lettuce, Spinach, TeaFlower: Broccoli, Cauliflower, HoneyFruit: Apple, Banana, Black Pepper, Cucumber, Pumpkin, TomatoSeed: Bread, Chocolate, Peas, Rice, Canola Oil, CornRoot: Beetroot, Carrot, Raddish, PotatoSap: Sugar, Maple Syrup, Chewing GumStem: Celery, Rhubarb, Spring OnionsBark: Cinnamon

From farm to plate1. Grower > Transport - 5 km >

Wholesaler > Transport - 650 km > Processing Shed > Transport - 10 km > Market > Transport - 40 km > Distribution Centre > Transport - 650 km > Retail Store > Transport - 5 km > Customer

2. 6 times

3. 1360 km

4. 10 km

© PeeKdesigns 2020

This publication has been prepared as a resource for schools. Provided acknowledgement is made of the source, government and non-government schools staff are permitted to copy the material freely for the purpose of teaching students in schools. All other organisations who wish to use this publication for any purpose, or reproduce part or all of this publication should submit requests in writing to PeeKdesigns. Any arrangements or conditions of use will be at PeeKdesigns’ discretion and may involve remuneration for use of their intellectual property. All photos remain the copyright of PeeKdesigns unless otherwise indicated.

ISBN: 978-0-6484061-3-6

Enviro-Stories is a PeeKdesigns initiative.

PeeKdesignsPO Box 143, Bruthen VIC [email protected]

Documents

Plants Education Module - envirostories.com.au€¦ · on screens (tablets, computers, SmartBoards) to help primary school students be aware of what plants are, their specialised