Weeds attack!

Primary KLA:
Science and Technology
Secondary KLA:
Science
Educational levels:
Year 5, Year 6, Year 7, Year 8, Year 11, Year 12

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Weeds attack! is a web-based, multimedia resource with interactive learning activities aimed at preparing students to investigate a local weed of national significance. This is a hands-on project based on the Weed Warriors program. The resource models the activity of growing a bio control for bitou bush, using a games-based approach and extensive use of video. The students make their way through 16 activities gaining code words along the way. At the end of the adventure they use the code words to gain access to a certificate of success. The activities are suitable for individual or group learning, homework, whole class discussions, demonstrations or investigations. Many of the activities work well on interactive whiteboards.

NSW syllabus outcomes

(SC4-5WS) collaboratively and individually produces a plan to investigate questions and problems

(SC4-6WS) follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

(SC4-7WS) processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

(SC4-8WS) selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

(SC4-9WS) presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

(SC4-14LW) relates the structure and function of living things to their classification, survival and reproduction

(SC5-5WS) produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively

(SC5-6WS) undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

(SC5-7WS) processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

(SC5-8WS) applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

(SC5-9WS) presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

(SC5-14LW) analyses interactions between components and processes within biological systems

(SC5-15LW) explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society

Australian curriculum content descriptions

(ACSSU043) Living things have structural features and adaptations that help them to survive in their environment

(ACSHE081) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

(ACSHE083) Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives

(ACSHE217) Scientific knowledge is used to inform personal and community decisions

(ACSIS086) With guidance, plan appropriate investigation methods to answer questions or solve problems

(ACSIS087) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate

(ACSIS088) Use equipment and materials safely, identifying potential risks

(ACSIS090) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS093) Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts

(ACSIS218) Compare data with predictions and use as evidence in developing explanations

(ACSSU094) The growth and survival of living things are affected by the physical conditions of their environment

(ACSHE098) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

(ACSHE100) Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives

(ACSHE220) Scientific knowledge is used to inform personal and community decisions

(ACSIS232) With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

(ACSIS103) With guidance, plan appropriate investigation methods to answer questions or solve problems

(ACSIS104) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate

(ACSIS105) Use equipment and materials safely, identifying potential risks

(ACSIS107) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS110) Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts

(ACSSU112) Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions

(ACSHE223) Science knowledge can develop through collaboration and connecting ideas across the disciplines of science

(ACSHE120) Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

(ACSHE121) Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

(ACSHE224) People use understanding and skills from across the disciplines of science in their occupations

(ACSIS124) Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

(ACSIS125) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

(ACSIS126) In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task

(ACSIS129) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate

(ACSIS130) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions

(ACSIS133) Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate

(ACSSU176) Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

(ACSHE161) Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities

(ACSHE228) The values and needs of contemporary society can influence the focus of scientific research

(ACSIS165) Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods

(ACSIS166) Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data

(ACSIS169) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

(ACSIS170) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

(ACSIS174) Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

More information

Resource type:
Text
ScOT topics:
Introduced species
File type:
text/html
Language/s:
en-AU
Author:
Centre for Learning Innovation
Publisher:
State of NSW, Department of Education
Date created:
Monday, 16 June 2008

Resource ID: a0c3c8ad-004c-43c1-bdaf-d1aef420fe91