Values

Community and participation - An awareness and understanding of the need for individual and collective action for our natural environment (for the common good).

Ecological sustainability - Caring for the use of natural resources and living things and developing an understanding of how we can act to make changes.

Diversity – exploring and showing respect for different cultures and heritages so as to understand the reasons weeds have become an issue and then work with different groups to find solutions.

Innovation, inquiry and curiosity by thinking critically, creatively and reflectively.

Key Competencies

Thinking about the information that we have available, what we might need to find out, what alternatives there are and what we can do to help.

Using language, symbols and text to express ourselves and to pass on information to others.

Participating and contributing in measuring, observing, discussing, problem-solving and taking action and working towards a common vision.

Relating to others by working with groups

Managing self

Nature of Science
Investigating in science

• Students can carry out investigations using a variety of approaches: observation, classifying and identifying, pattern seeking and exploring, data collection and analysis to learn about the weeds around them.



• Students can build on prior experiences of natural areas and the threats to natural ecosystems that weeds pose, working together to share, examine and question.

Communicating in science

• Students can build an awareness and understanding of how different cultures view a local ecosystem.



• Students can integrate their experiences in a natural fragment with texts and discussion to show an understanding of concepts such as biodiversity, interdependence and carrying capacity. They can follow this through with the development of a short film clip, brochure or presentation to share their knowledge, attitudes and values with others.

Participating and contributing

• Students can use their growing science knowledge when considering issues of natural ecosystem degradation, fragmentation and ecological restoration.



• They can explore various aspects of the issues that weeds and weed control, consider possible alternatives and then develop strategies, make decisions, design, plan and take action to promote awareness through digital film.



• They can consider socio-scientific dimensions of pest control such as safe and healthy control methods, ethics and sustainability.

Living World
Life processes, Ecology

• Students can learn how some plants brought to New Zealand for economic or aesthetic purposes have become weeds and now threaten the health of our native ecosystems).



• Students can experience and learn about a local natural fragment where native plants and animals live and where weeds threaten this habitat.



• Students can understand the life cycle of plants and how the production of large levels of seeds or vegetative growth (rhizomes, cuttings, bulbs etc) means a plant becomes a successful weed.



• Students can investigate and observe how living things are suited/ adapted to their particular habitat and how they respond to environmental changes, both natural and human induced (e.g. Explain reasons for the special characteristics of New Zealand's flora and fauna. Explain why weeds are successful in different habitats and how human intervention in natural systems can create a niche for weeds. Describe different seed dispersal methods and how this influences success of the weed to spread. Relate seed spread to seed shape and size).



• Students can observe how ecosystems can be affected by human actions (e.g. research, experience and explore the impact of an introduced species on New Zealand’s native flora and fauna).



• Students can learn about, through hands-on experiences and research, different methods used to manage/ control the impact of a weed species. They can consider the advantages and disadvantages of each method in terms of effectiveness, health issues, sustainability and other.

Technological Knowledge

• Students can learn about, observe and discuss current weed control technologies.



• Students can develop an understanding about monitoring techniques.

Nature of Technology

• Students can understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function (e.g. explore this in the context of developing and or using successful monitoring techniques, explore this in relation to different management measures (weed control) taken to conserve or protect an ecosystem/ species.



• Students can understand that technological outcomes are recognised as fit for purpose by the relation between their physical and functional natures. (e.g explore this through researching, designing and testing of control or monitoring equipment).



• Students can consider ethics, protocols, codes of practice and the needs of and potential impacts on stakeholders and the environment of weed control.

Students can gain knowledge, skills and experience to

• Understand how people make choices to meet their needs and wants (e.g. exploring the reasons for introduction of plants that have become weeds). Through this develop an awareness and understanding that weeds can have economic, cultural, ecological and health impacts.



• Understand how places influence people and people influence places (e.g. in relation to changing attitudes and values towards natural ecosystems and how these changes can influence the effort put into weed removal, restoration and management of natural ecosystems).



• Understand how people view and use places differently (e.g. different ways that nature and land was viewed in the past and now, and how this relates to weed invasions and control and managing for the future).



• Understand how people participate individually and collectively in response to community challenges.( e.g. Learning about the different approaches that individuals and groups take to help the health of a local natural area (including weed control) and how we can collectively and individually contribute to manage these area so that they will be there for future generations).

Listening, Reading and Viewing

• Students can read newspaper articles, school journal articles, fact sheets, website information and other relevant materials to help develop their knowledge and understanding of weeds.



• Students can develop their ability to use written texts when learning about weeds.



• While exploring information about weeds, students can listen to others in small groups and class discussions. Students will participate in discussions, asking relevant questions and interacting, sharing experiences to help answer others' questions about weeds.

Speaking, Writing and presenting

• Students can use a range of resources, processes and strategies to discuss, debate and express their ideas and understandings around weeds and weed control. Through this they can show their developing understanding of language features and how these can be used.



• Students can construct presentations (video, power point, brochures, booklets, stories) for a particular purpose and audience (sharing knowledge and ideas and raising awareness of the weed issues with the wider community). Through this they can develop their ability to organise and sequence ideas and information and present these in an appropriate way.



• Students can develop their ability to write instructions, creative stories or express their personal viewpoint using weed resources as purpose for writing.



• Students can speak clearly and in an informed manner about the nature of weeds, the impact they have on our environment, health and economics and the need to manage weeds.

• Students can use a range of music, drama and visual art to communicate their knowledge and understanding of weed issues.

Ideas for developing students’ knowledge and awareness, attitudes and values using the context of weeds in your local environment.

• Identify a weedy area in your local environment (This could be a reserve, stream, lake, river, mountain, garden, railway line). Work alongside an expert or educator (local council, regional council, DoC, care group) to explore the area and identify what are weeds and what are wanted plants.



• Learn about what weeds are most significant in your area and why (what are they threatening, what does this cost).



• Learn how to identify particular weeds, know why they are so successful as a weed, and what measures are being taken to reduce them.



• Use websites such as weedbusters and landcare research to find out more about weeds.



• Explore the ideas around biological control and consider using a PMI.



• Find out who in your local area is involved in weed prevention and removal and if there is an opportunity for your class to be involved. Consider the different methods that could be used (behaviour change, manual removal, chemical, mulching, biological) and how the methods could influence your ability to help.



• Create a class weed identification booklet by pressing leaves, flowers and seedheads of weed species in your area. Arrange them on cards with specific information about their grow, distinguishing features and how people can reduce the problem.

Learning outcomes:

• Students can give reasons why weeds can be a problem for economics, our environment and our health.



• Students can discuss the different views people have about weeds.



• Student can identify locally important weed species.



• Students know about different weed control methods.



• Students can give reasons about how and why weeds were, and still are being, introduced into New Zealand.



• Students can describe the different ways weeds are spread and suggest methods of how we can help reduce weed dispersal.