Introduction Unit 6 builds upon students understanding of soil and plants by exploring the ways in which creatures work to maintain and manage the health of your garden. The unit focuses on attracting helpful creatures into the garden and using organic practices to control harmful pests. The activities in the four lessons allow students to uncover the biological life of soil, plants and creatures and increase the biodiversity in your garden. Background information and extra resources Before you begin Unit 6, it is recommended that you read the Background information available on the website (Teachers > Your school garden > Unit 6 > Background information). Throughout the unit, you may also require items from the Extra resources section (Teachers > Your school garden > Unit 6 > Extra resources). Curriculum links Learning areas: Science, English, Maths, Geography Cross-curricula priority: Sustainability Broad learning outcomes Participating in Unit 6 Garden Friends and Pests will assist students in achieving the following learning outcomes. Students will: explore the anatomy of a flower and the process of pollination explain the role of pollinators in the garden list creatures found in the garden and categorise them as friendly and helpful or garden enemies create an Organic Action Plan to address pest control in the garden conduct a weed audit and develop a weed control plan. The Garden Journal Students continue to use their Garden Journal in this unit to paste activity sheets, record data, draw designs and reflect on their learning. Page 1 of 11
Lesson 1: Plant Biology and Pollination In this lesson, students will learn about plant biology and pollination by watching videos, reading and dissecting a flower. Resources Activity 1: What is pollination? Pollen: a stop motion science animation clip (available in Extra resources ) (running time 2:41) Pollination in Action clip (available in Extra resources ) (running time 2:19) What is Pollination? sheet (available in Extra resources ) Plant Biology sheet (available in Extra resources ) Activity 3: Pollinators in our garden Brilliant Bees sheet (available in Extra resources ) Activity 4: Attracting pollinators Assessment options Garden Journal entries Activity 2: Flower anatomy Sharp knife or scalpel (one per teacher or adult helper) Per small group: a cut flower in full bloom. Lilies are recommended. cutting board a pair of tweezers magnifying glass Flower Cross Section diagram (available in Extra resources ) Page 2 of 11
Lesson 1: Plant Biology and Pollination Activity 1: What is pollination? Ask students how they think plants reproduce. They can discuss this with a partner and then share some responses with the class. Watch Pollen: a stop motion science animation several times. Ask students to record any terms or ideas that they find interesting or are unfamiliar with. This can be done in the Garden Journals. Then watch the Pollination in Action clip which expands on what happens after the bee has shared the pollen. Discuss the following questions: Why do plants create seed? How do plants create their seed? What is pollination? What happens after the seeds are developed? Answers to these questions are provided on the What is Pollination? sheet and more information is available on the Plant Biology sheet. Activity 2: Flower anatomy Safety note This experiment requires the use of sharp cutting utensils. We strongly suggest that extra adult helpers/supervisors be present if you are getting students to use this equipment. Please discuss safety precautions with your class. In this activity, the students will examine the anatomy of a flower by cutting one open and comparing it to the diagram on the Flower Cross Section diagram. The flowers must be dissected carefully with a sharp knife or scalpel and there are numerous videos online that explain this process. Before you begin the dissections, display the Flower Cross Section diagram on an interactive whiteboard and discuss the different parts of the flower. Which of these parts do students remember from the video clips in Activity 1? Can they remember the role the parts played in the pollination and fertilisation processes? Page 3 of 11
Lesson 1: Plant Biology and Pollination Optional extension activity Students to demonstrate their knowledge of the pollination and fertilisation processes by completing one of the following: devise a role-play create a Power Point presentation use computer software to create an animation design and build a diorama or model use modelling clay to create a clay animation create an ebook using photographs or drawings draw and label a flow chart conduct an imaginary interview with a bee or flower write a narrative version of the process Activity 3: Pollinators in our garden Begin this lesson by asking students to recap the role of the bee in the pollination process. In pairs, students to read the information on the Brilliant Bees sheet. While they read they can record new words, interesting facts, questions or extra knowledge they have about bees in their Garden Journals. As a class, discuss the role of bees in the garden. How important are they to the survival of plants? Why? Can other animals do the same job as the bees? Which ones? Activity 4: Attracting pollinators Now that students have a better understanding of the role of pollinators in the garden, it is time to think about how we can attract more of them. Begin by going for a walk around the school garden. Students to look for signs of pollinators. Do they see any? If so, which ones? Record observations in Garden Journals. As a class, discuss what was observed. Use the following questions to guide the discussion. Why are there many, or no, pollinators in our What does our garden look like? Does it have flowering plants? What colours are the flowers in the Do these colours make a difference? How do we care for our Do we use chemicals? How do you think we could attract more pollinators into our Teacher note Did you know that the odour, colour and pattern of flowers influences the type of pollinators that will visit your Birds have a poor sense of smell, but are attracted to the colour red. Bees like yellow, blue and sweet-smelling flowers. Flowers that have lines in their pattern attract pollinators as the lines guide them to the nectar. Some flowers are specifically designed to only attract one or two types of pollinators. Page 4 of 11
Lesson 2: Garden Friends and Enemies In this lesson, students extend their learning about beneficial creatures for organic gardening as they look for wildlife, identify a range of creatures, and learn which are beneficial or harmful to our garden. Resources Activity 1: What is in our Creatures in the garden video (available in Extra resources ) (running time 5:18) Helpful Creatures sheet (available in Extra resources ) Garden Pests sheet (available in Extra resources ) Colour copies of the Friendly Creatures Checklist activity sheet. You may wish to laminate this so it can be reused. Colour copies of the Garden Enemies Checklist activity sheet. You may wish to laminate this so it can be reused. Laminator (optional) Activity 2: Biodiversity Dictionaries (optional) Assessment options Friendly Creatures Checklist activity sheet Garden Enemies Checklist activity sheet Garden Journal entries Page 5 of 11
Lesson 2: Garden Friends and Enemies Activity 1: What is in our In Lesson 1, students learnt about the importance of attracting pollinators into the garden. However, these are not the only creatures that are beneficial to the garden. Watch the Creatures in the garden video then discuss. Make a list of the creatures that were mentioned and what role they play in the garden. Students to record this in their Garden Journals. Follow this by asking students to read the information on the Helpful Creatures and Garden Pests sheets. You may wish to split the class into two groups and ask one group to read about helpful creatures and one about garden pests. Go for a walk around the school garden or grounds and note which animals you can see. If you have a garden map, students could record where they see it. Again, you may separate students into groups searching for helpful creatures or garden pests. When you return to the classroom, make a T-chart of the helpful creatures and garden pests that were observed in the garden. Activity 2: Biodiversity Teacher note The word biodiversity describes the variety of all living things, including plants, animals and microorganisms, and the places they live and the ecosystems they form. The word can be separated into individual parts: bio meaning life and diversity meaning a variety of all living things. Discuss the word biodiversity. What does this mean to students? Students may use a dictionary to find a definition. Record ideas in Garden Journals. Do students think that the term biodiversity applies to their school Why or why not? Brainstorm some ways that you could encourage, or maintain, biodiversity in your school garden. Teacher note Remind students that they should not disturb animals or habitats as they explore the school garden. Even if they find pests, they should make a note and leave them undisturbed. Page 6 of 11
Lesson 3: Organic pest control In Lesson 3, students continue investigating biodiversity in the garden by exploring the connection between soil and plant health and pests and disease. Students will learn more organic garden methods for improving plant and soil health (building on knowledge from Unit 2 Creating Healthy Soil) and discover ways to deter pests and reduce plant disease. Resources Activity 1: What pests are in our Activity 3: What can we do about pests? Snail and Slug Trap sheet (available in Extra resources ). This sheet has a list of the resources you require for this activity. Assessment options Garden Journal entries Soil and Plant Health Check activity sheet Organic Action Plan T-chart list created in Lesson 2, Activity 1 Organic Pest Solutions sheet (available in Extra resources ) Traditional Remedies sheet (available in Extra resources ) Activity 2: Why are the pests in our Stressed Plants sheet (available in Extra resources ) Soil and Plant Health Check activity sheet Page 7 of 11
Lesson 3: Organic pest control Safety note Home-made organic pest control solutions may become toxic if stored for periods of time. Only make the amount you need, use it immediately and discard any left-over mixture. Activity 1: What pests are in our Teacher note If your garden is healthy and no pests were observed during completion of the activities in Lesson 2, have students select potential pests and research how to control or eradicate them organically. Review the list of garden friends and enemies created in Lesson 2, Activity 1. Which garden pests were found in your Students to make a list of garden pests in their Garden Journal. Brainstorm how gardeners can eliminate pests. Many students will be familiar with spraying chemicals. Ask: What are some of the potential problems with using harmful chemicals in the What do chemicals do to the helpful garden creatures? What do the chemicals do to the plants or the soil? What do the chemicals do to the produce we are growing? Students to use the list of pests they have compiled and research to create an Organic Action Plan for your school garden. They will find simple organic solutions for many pests on the Organic Pest Solutions and Traditional Remedies sheets. They may wish to research further to find more information. The Organic Action Plan can be added to or changed as students work through activities 2, 3 and 4. Page 8 of 11
Activity 2: Why are the pests in our In pairs or small groups, students to read the information on the Stressed Plants sheet. They should make notes and record thoughts in their Garden Journals. After reading, discuss why students think the pests may be attacking the plants in your garden. Students to use the Soil and Plant Health Check activity sheet to see if they can identify the reason a plant is being attacked. Once the sheet is completed students can add to their Organic Action Plan started in Activity 1. Activity 3: What can we do about pests? In this activity, two pest control methods are presented: a snail/slug trap and a plant health tonic. You may wish to complete both with the whole class or separate the class into groups with some making a trap and some the health tonic. Students to follow the instructions on the Snail and Slug Trap sheet to make a trap that can be used in the school garden. To make a health tonic for the plants, mix a Registered Garden Product seaweed plant tonic as directed on the packaging. Fill ten spray bottles with the tonic and have students spray plant leaves with it. Students should wear gloves while spraying. Page 9 of 11
Lesson 4: Organic Weed Control In this lesson, students will learn about weeds and how to use organic methods to control them. They will conduct a weed audit, research to identify problem plants in the school grounds and employ organic methods to control weeds. Resources Activity 1: What are weeds? All About Weeds sheet (available in Extra resources ) School map (if available) Cameras Going on a Weed Hunt activity sheet. Activity 3: Quiz What Have You Discovered? activity sheet Assessment options Going on a Weed Hunt activity sheet Garden Journal entries Weed Action Plan What Have You Discovered activity sheet Activity 2: Which weeds do we have? Photos and observations from Activity 1 Weed identification tool (these may be available from local government or council offices, if not you can use the internet) Gardening expert (optional) Weeds to Avoid sheet (available in Extra resources ) Page 10 of 11
Lesson 4: Organic Weed Control Activity 1: What are weeds? Ask students how they would define a weed. Discuss: What is a weed? Do we want weeds in our Why are weeds a problem? How can we identify weeds? Do weeds create seeds? How can we control weeds? The answers to these questions can be found on the All About Weeds sheet. Put students into small groups. Each group will require a map of the school grounds (if available), a camera, a pencil and something to record on (this could be their Garden Journal). Go for a walk around the school grounds looking for plants that students suspect are weeds. Take photographs of them and mark their location on the school map. You can use the Going on a Weed Hunt activity sheet for this activity. Activity 2: Which weeds do we have? Using the same groups as Activity 1, students to use their photographs to try and identify the weeds they found in the school grounds. Local government or councils often have weed identification charts which may assist with this activity. You may also wish to invite a gardening expert to assist your students. Once students have identified the weeds, they research to create a Weed Action Plan which will outline how the weeds can be controlled or eradicated using organic methods. You will find more information about which weeds to avoid, destroy and remove on the Weeds to Avoid sheet. Teacher note There are several options for weed removal: Weeds without seeds can be pulled out and put in the compost or be left to wilt on the garden then covered with mulch. Soft weeds, even with seeds can be put into a worm farm. Strong weeds with seeds should be put into the bin. Activity 3: Quiz Students to complete the What Have You Discovered? activity sheet. This will assess what has been learned from participating in all the lessons in Unit 6. Page 11 of 11