Lesson 1: Planting Project - Exploration and Research

Time: approx. 75 minutes

Objective/s: In this lesson children learn that Australian local Resources: 1x young Australian native plant in pot, 1x non native plants have distinctive features unique to the Australian continent, by comparing a native and non-native plant. Children plant in pot, plant seeds, water will then learn about the indigenous use of native Australian Magnifying Glasses plants and how local indigenous plants support local animals in Ipads with connection to the internet and Explain the area by exploring online resources about different native Everything App (1 for each group of 3) plants. Subsequently each group will choose one native plant Glog with links to other resources that will later be planted in the school grounds and create a short (http://allyclare.edu.glogster.com/australian-nativeExplain Everything Video on this plant. plants) Appendix A home task Appendix B matching emblems sheet Appendix C - list of plants for project Appendix D project guidelines A4 blank paper. Key Scientific Knowledge: Plants: Plants are organisms that grow and procreate. The root is the part of the plant that absorbs water and minerals; the root hairs help with this absorption process. The stem has vessels that transport sap and water through the entire plant; sap has lots of nutrients and contains a lot of sugar. Photosynthesis: when leaf cells containing chlorophyll take in CO2 (Carbon Dioxide) and water and use sunlight to make sugar and oxygen. Transpiration: the loss of water from the leaf, this process helps the plant draw up water from the roots. Factors that affect transpiration are temperature, access to light, wind speed and humidity. Flower: The male part of the flower is the stamen (anther and thin filament), the female is the pistil (stigma, the thin style and the ovary), Pollination occurs when the pollen is transferred by insects or wind from the anther to the stigma. Fertilisation occurs when the pollen merges with the egg. Then a seed forms inside a fruit. Germination is where a seed grows into a seedling (See QLD Science Teachers, 2013). There are an estimated 27,700 plant species in Australia, including wildflowers such as the waratah, banksia and kangaroo paws. Approximately 80 percent of Australian plant species are endemic to the Australian continent. There are three key reasons why Australias flora is unique and diverse. First, as the temperature has remained constant for a long period of time plants have been able to evolve and adapt to particular environmental conditions. Second, Australia is very isolated that is very difficult for external species to arrive allowing them to develop without interruption. Third, there are areas of high fertility, some species have remained the same for almost 100 million years (Skwirk, 2013). Soils: There are two soil types in the Sydney area, Sandy soils (originating from Hawkesbury sandstone) and clay soils (originating from shales or volcanic rocks). Some soils are composed of both sand and clay. Many plants are particular to one type of soil and while others will grow in either (Royal Botanic Gardens & Domain Trust, 2013). Indigenous Plants: The growth and survival of organisms depends on the material conditions of an area, however is important to choose native plant species as they have adapted to the local environment and suit the soil, rainfall and geography of the local area. They require less upkeep, attract indigenous fauna to the local area supporting local wildlife, they can also withstand drought and can be used easily in school grounds (VINC, 2013). The interdependence of living things: Every living thing is connected in an ecosystem. There is an interrelationship between organisms and their environment, which affects the organisms survival and abundance. Organisms of the same type and of different types interact with one other in different ways to aids their survival, for example there is a dependence of plants on animals and the dependence on animals on plants for food, shelter, oxygen. People depend on plants for food, oxygen, shelter, energy, medicines, rubber, cotton and so on, there are also environment benefits of landscape plants including cooling, noise and erosion (Department of Education and Early Childhood Development, 2013). Indigenous use of native plants: Aboriginal people in NSW have developed a deep connection and knowledge of the land. Australian native plants and animals are part of their Country are they are very knowledgeable about their different uses. Indigenous people have continued to use native plants for food, medicine, shelter and utensils passing on this cultural knowledge and Aboriginal heritage (NSW Government Environment & Heritage, 2013). Landscape requirements for developments: New plantings in residential, commercial and industrial developments must be indigenous species (tree, shrubs and plants occurring naturally in the area) in all areas visible to the public. Indigenous trees and shrubs are preferable to large areas of lawn (Lane Cove Local Environmental Plan, 2009). Outcomes: Science: ACSIS071 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports; ACSSU072 Living things have life cycles; ACSHE061 Science involves making predictions and describing patterns and relationships

English: ACELY1697 Use a range of software including word processing programs to construct, edit and publish written text and select, edit and place visual, print and audio elements; ACELY 1694 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structure and language features; ACELY1692 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analyzing and evaluating texts; ACEYLY 1689 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences; Interacting with others ACELY1688 Use interaction skills such as acknowledging anothers point of view and linking students responses to the topic, using familiar and new vocabulary and a range of vocal effects such as tone to speak coherently. Experience Introduction: 1. Each child will have brought in a photos/images/drawings of local flora and fauna in their local community along with written notes of how these plants and animals are unique. In small groups of four children will take turns to share their photos/images/drawings and notes. Children are also encouraged to share their prior experiences with the plants and animals discussed (See Appendix A for a description of the task in more detail). 2.The teacher will have brought in two different plants (one native Australian e.g. Waratah, and one non native) in pots, children will gather around with magnifying glasses to investigate. Allow children to think, pair and share the similarities and differences between the plants (have them consider beauty, size, colour, leaves- position on stem and shape and so on). Talk about what makes native Australian fauna unique to Australia. Show the class different plant seeds of the two different types and talk about germination. Talk about the different species of the plant (plant families). Show the children what happens when the plants are watered and talk about transpiration. Lesson Body: Part 1: - Break the class into small groups of three (these will be the groups that children will be working with over 6 lessons) consider putting children in groups of mixed ability and using buddies within groups. - Given an Ipad with links to a ready-made glog (Glogster EDU), each group will explore information and videos about different Australian native plants. While exploring the Glog children will complete one of the following background activities individually in their groups (activity1 can be completed as a group): Activity 1 Materials: Matching Emblems sheet (Appendix B). Task: Use the clues on the glog to match the Australian floral emblems to the different locations in Australia, check your answers by following the link on the glog. Activity 2 Materials: A4 paper Task: Watch the video on Indigenous uses of native plants and click on the blue link to learn more then record as many uses as possible, put the uses under the different headings i.e. food, shelter, medicine OR write a short piece of creative writing from the perspective of an indigenous person using native plants in different ways. Activity 3- Materials: blank A4 paper. Task: Using the information on the glog, create a poster OR write a letter to the school principal that explains why it is better to plant local native plants in the school grounds, rather than other native plants indigenous to other areas in Australia.
Part 2: After completing one of the activities, each group will: 1. 2. Choose one native plant that will planted in the school grounds from a list provided by the teacher (See Appendix C), the teacher may suggest a plant for some groups Research their local native plant (using links on the glog) and use this information to create their own creative Explain Everything video. Children can choose how they want to present their information, however particular information must be included (see Appendix D). Note: over the next two weeks, prior to the second lesson, children will need more time to finish their research and the video.

Reflection: (15 mins): Reflect (informal discussion) as a class why a project like this is important to an Australian school community e.g. invite children to think about: regulation (when you build a building indigenous plants are preferred), history and culture (Draw on knowledge

gained from Activity 2 in this lesson), knowledge (e.g. for the class, school and wider community), supporting local animals (Draw on knowledge gained from Activity 3 in this lesson).

Lesson 2: Recording scientific information

Time: Due to the extent of experiences in this lesson, it may need to take place over two consecutive lessons.

Objectives: In this lesson children learn that Australian Resources: local plants adapt to local environmental conditions over Appendix E - Recording sheet time. Children also learn about different methods for PH indicators to share between children, plastic cups and tracking a plants growth, children will work in small water groups to prepare for an experiment where their plants Science writing journals growth and the growth of another plant not native to the Ipads (1 for each group of 3) with access to the internet. area will be compared. Children will setup a blog where IWB their plants growth and the growth of the non-native plant Measuring Plant Growth Web Page can be recorded over the remainder of the unit. (http://www.sciencebuddies.org/science-fairprojects/project_ideas/PlantBio_measuring_growth.shtml) Access to Weebly (www.weebly.com) Access to Wiggio (http://wiggio.com/events.html) Key Scientific Knowledge: Plant Growth: Plants need air, soil, water, light and space to grow. The soil provides water and minerals (from decaying plants and animals) for the plant essential for plant growth. The soil also anchors the plant in place. Access to light is also importance for plants as they use light energy to make food, this process is called photosynthesis (see KSK from first lesson). Plants also need clean air. They use the CO2 from the air to make food during the process of photosynthesis. Plants need water to carry nutrients from the roots throughout the plant and food from the leaves down to the roots. Finally plants need space to grow so their roots can branch out under the earth (DNR, 2013). Maintenance and care: Most native plants require care to grow and thrive. Regular pruning, watering, fertilization and pest control may need to be done to maintain a plants health. Some plants will need more maintenance then others. Plants not native to the area will need for maintenance. (Wade & Sparks, 2012). Newly planted plants required watering, approx. 5-7 gallons per week. Sandy soils will need more water as they drain water more easily than clay. Short regular watering should be prevented as this fosters a shallow root system that is vulnerable to environmental strain. Adding mulch around the plant provides a healthy environment for the plants roots. Mulch allows better infiltration of water and limits weeds. Pruning trees and shrubs helps plant growth. Different plants will require different amounts of pruning at different periods (Gillman & Johnson, 2013). Experiment on plant growth, methods and measures: To measure plant growth you can measure the fresh weight of the plant. This can be done without harming the plant but is a difficult process and can cause trauma to the plant. It involves removing the plant from the soil and weighing the plant immediately. Measuring dry weight involves drying the plant completely at a high temperature and then weighing the plant. Root mass involves different techniques such as counting the grid pattern on the root, tracing the root, counting roots and measuring the roots. Root mass is recommended as a final measurement as this will cause trauma to the roots of the plant. Observation is a non-invasive method to determine plant growth/health. Measures such as measuring plant height, the surface area of leaves and plant colour for the most part need to be conducted frequently (ScienceBuddies, 2013; Wood & Roper, 2000) Outcomes: Science: ACSSU072 Living things have life cycles; ACSHE061; Science involves making predictions and describing patterns and relationships; ACSIS064 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge; ACSIS065 Suggest ways to plan and conduct investigations to find answers to questions; Safely use appropriate materials, tools or equipment to make and record formal measurements and digital technologies as appropriate; ACSIS068 Use a range of methods including tables and simple column graphs to represent data and trends; ACSIS216 Compare results with predictions, suggest possible reason for findings; ACSIS071 Represent and

communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. English: ACELY 1694 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structure and language features; ACELY1697 Use a range of software including word processing programs to construct, edit and publish written text and select, edit and place visual, print and audio elements; ACELY1688 Use interaction skills such as acknowledging anothers point of view and linking students responses to the topic, using familiar and new vocabulary and a range of vocal effects such as ton e to speak clearly and coherently; Language and interaction ACELA1488 Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarizing their own views and reporting them to a larger group.
Experience Prior to lesson: At home children will find out the local climate of the area and see how this compares with other areas in Australia and other countries (https://www.google.com.au/?gfe_rd=ctrl&ei=ADpwUrjNPMuN8QfUjIDoCw&gws_rd=cr#q=weatherzone+world) . Children will investigate whether bush fires are common in the local area and why. Children will discuss with a parent how they think plant species survive in the local environment. (Children can take a look at this website: http://www.skwirk.com.au/p-c_s-4_u-200_t-559_c2083/vic/science/ecology/australia's-ecosystems/bushfire ). Introduction (10 mins) Whole class: Take a walk around the school with the school gardener as a class and record (individually) the different things local plants in the school need to survive and be healthy (See Appendix E - recording sheet). Return to the class and discuss the trends between the different plants as well as differences. Lesson Body Part 1: In small groups of three as per the previous lesson, children will use the Glog from the last lesson to investigate the conditions their chosen plant needs to grow and how it is looked after over time, their answers can be recorded in a science writing journal (children will try to answer the following questions: what kind of soil does the plant prefer? How much water does it need? When should it be fertilized? How should it be pruned? Does it prefer sun or shade? What are its most common pest problems?). Compare answers to the local plants in the school grounds. Lesson Body Part 2: Whole Class: Using the link to science buddies website http://www.sciencebuddies.org/science-fairprojects/project_ideas/PlantBio_measuring_growth.shtml explore the different methods for recording plant growth by reading about Weighing plants: Fresh vs. Dry Weight, Root Mass and Root Shoot Ratio and Observation. Small groups: Children will break into small groups of three as per the previous lesson and will examine further (Ipads and link to the science buddies website) the different measures that they can make to record their plants growth and the non-native plants growth over time through observation. Note: children should be looking at the section when starting with a young plant. Children may choose to record plant growth using additional measures not included on the website. 1. Using Weebly (www.weebly.com), children need to setup a group blog, where their plants observation results can be frequently uploaded over time. Children need to label their blog e.g. Our plant experiment, a short description of the experiment and their pre dictions (i.e. which plant will grow better in local conditions?), and a section to record their results, children can also choose to upload a photo story showing the comparable plant growth over the remainder of the 6 lessons. 2. Using Wiggio (http://wiggio.com/events.html) children will set up their own virtual shared calendar. On the calendar children will record the date when each of the measures will need to be recorded and which member of the group (taking turns) will be responsible recording this information and uploading it to the groups own Our Plant experiment blog (see Weebly), some children can work in pairs to record and upload information. Note: the first recording date will begin on the planting day (3 rd lesson) and all children in the group will gather the information together. Reflection: Sharing with class (15 mins): Using the IWB, a member of each group will share their blog with the class and show their calendar. Discuss. Note: After the completion of the unit children will present their findings from the experiment by presenting their blog to the class and/or showing their photostory. It is encouraged that children also create a simple column graph of their findings.

Lesson: Planting Day

Time: Approx 2-2.5 hours

Objectives: This is the third of three lessons in which children Resources: will be involved in a class native planting project. In this lesson Ipads (1 for each group of 3) with access to the children will learn how to plant local Australian plants and internet maintain them to ensure they thrive in local conditions. Children Science writing journals (access to growing will have the opportunity to work with, interact and learn from conditions from previous lesson) local members of the community including local indigenous Plants (native) and one non-native to compare members. Hose or watering cans with access to water Planting tools (including but not limited to: fertilizer, spades, mulch). Recording sheets (See Appendix F) Access to website image maps (http://www.imagemaps.com) and childrens Explain Everything videos, Access to website (http://plantworld.com.au/planting-guide.html) Graph paper for each group Metre ruler for each group Access to groups Weebly Blogs. Key Scientific Knowledge: Environmental Conditions: There are different environmental conditions that affect plant growth. These are light, temperature, water (humidity) and nutrition. The characteristics of soil play a part in the plants growth as it affects its ability to extract water and nutrients. Different plants are also suited to different soils (Clay/Sandy) (DPI, 2013) Planting: Digging the hole is an important first step, a larger hole will allow for better root growth. Make the hole wider at the bottom than the top. Planting depth is important, as it will improve oxygen availability to the roots, different plants require different depths. Watering during and after filling the hole will prevent air pockets from forming in the soil. Poor quality soils can be improved by adding topsoil or mulch (Gillman & Johnson, 2013). Outcomes: Science: ACSSU072 Living things have life cycles; ACSHE061 Science involves making predictions and describing patterns and relationships; ACSIS065 Suggest ways to plan and conduct investigations to find answers to questions; Safely use appropriate materials, tools or equipment to make and record formal measurements and digital technologies as appropriate. English: ACELY1688 Use interaction skills such as acknowledging anothers point of view and linking students responses to the topic, using familiar and new vocabulary and a range of vocal effects such as tone to speak clearly and coherently; ACELY1687 Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Mathematics: ACMMG084 Use scaled instruments to measure and compare lengths, masses, capacities and temperature; ACMSPO96 Construct suitable data display, with and without the use of digital technologies, from given or collated data. Includes tables, column graphs and picture graphs where one picture can represent many data values. Experience Invite members from the local community (preferably those with gardening knowledge and knowledge of Indigenous plants) including Indigenous Australians to assist the children in planting their plants in the school grounds. Introduction: Talk children through the process of what will be occurring in this session i.e. who will be coming into the school, the morning tea, answer any questions or queries children might have about the planting process or anything else. Introduce community members to children and then assign them to different groups of children (the volunteers may have preferences according to their expertise on particular native plants).

Lesson Body: Planting Process: 1. Each group of three will be given an Ipad. 2. Each group, assisted by a community member, will tour the school grounds looking for a spot to plant their plant. They will need to take into consideration growing conditions and maintenance from the second lesson (this may need to be predetermined in many cases due to where plants and soil are located in school grounds and the conditions of the school leaders and external bodies). Once a spot at been decided upon, children will mark this on an online map of the school on the group Ipad (use http://www.image-maps.com). Upon regrouping as a class at a determined meeting spot, children will then mark other groups spots on their map. With step by step assistance from the teacher, each group will now need to link their explain everything video created in the first lesson to the spot marked on the school map (use http://www.image-maps.com) so other groups can access the video when touring the school grounds. 3. Assisted by a teacher at the school and an adult from the community each group will plant their plant at the decided spot in the school grounds. (See http://plantworld.com.au/planting-guide.html). One group will plant the non-native plant also 4. Children will record their first plant growth results. Using a metre ruler children will measure the height of the plants, will count the leaves, trace leaves on graph paper and count squares covered (get average) surface area, record any observations on plant colour, take a photo (use Ipad) of the young plants and include any other information. This information needs to be posted on the groups weebly blog they created in the last lesson. 5. Using the interactive map on the ipad each small group will take a physical tour of the school visiting 3 different groups plants. While at each of the three plant sites individually members of the touring group can choose to either: 1. On the recording sheet record (Appendix F) a short written observation of the plant and drawing. 2. Record two interesting facts they learnt about the plant from watching the explain everything video (the group will need to watch the video together by clicking on the link on the interactive map). Reflection: After each group has finished the tour. Morning tea will be provided for visitors and children in the hall. Children can informally ask questions. An indigenous member of the community may give a short talk about local plants of NSW and their historical indigenous significance.

Appendix A Home task looking for local Flora and Fauna in your community. Look in your own backyard or take a walk around your neighbourhood with a responsible adult and see what local Flora (plants/trees) and Fauna (animals) you can find. Make sure you have an adult to assist you on your tour. Then complete the following tasks: 1. Take a photo of one flora and one fauna in your local area or find images on the internet if you dont have a camera at home, you might even like to draw them. 2. Find out what is different/unique about this plant and this animal (talk to an adult, look in books or browse the internet) and write this down on a piece of paper. 3. How do local animals and plants live in harmony together? (Use these questions to help you: can see you insects or birds using your plant for food or shelter? Are there any insects around or on your plant? How does your native animal use local plants?). Write your notes and observations down on paper. 4. Bring your photos/images/drawings and notes on paper into class.

Appendix B Floral Emblems Matching Task (See Activity 1 Lesson 1) Note: cut out and match up using the clues

Commonwealth of Australia

Sturt's Desert Pea Swainsona formosa

Australian Capital Territory

Golden Wattle Acacia pycnantha

New South Wales

Cooktown Orchid Dendrobium phalaenopsis

Tasmania

Sturt's Desert Rose Gossypium sturtianum

Queensland

Tasmanian Blue Gum Eucalyptus globulus

Northern Territory

Red and Green Kangaroo Paw Anigozanthos manglesii

Western Australia

Common Heath Epacris impressa

South Australia

Royal Bluebell Wahlenbergia gloriosa

Victoria

Waratah Telopea speciosissima

Appendix C Teachers will need to devise their own list of local native flora for the project considering the following: The plants are local to the area in which the school resides - see Atlas of living Australia as a guide (http://www.ala.org.au). The plants are suitable for the growing conditions in the school grounds i.e. clay or sand. The ability to purchase the young plants locally -i.e. at a local nursery. The cost of the plants perhaps completing a fundraising venture with the class or having children put forward a written proposal for the school funding body. The plants rate of growth - fast growing plants are preferable for this project.

Below is a suggested list sourced from Fairley & Moore (1989) Sydney Indigenous plants for sandy soils Scientific Name Acacia myrtifolia Angophora costata Banksia ericifolia Boronia ledifolia Ceratopetalum gummiferum Correa reflexa Doryanthes excelsa Eriostemon australasius Eucalyptus eximia Eucalyptus pilularis Eucalyptus saligna Grevillea sericea Telopea speciosissima Sydney Indigenous plants for clay soils Acacia decurrens Bursaria spinosa Callistemon citrinus Black Wattle Blackthorn Crimson Bottlebrush Common Name Red-stemmed Wattle Sydney Red Gum Heath-leaved Banksia Sydney Boronia Christmas Bush Native Fuchsia Gymea Lily a pink waxflower Yellow Bloodwood Blackbutt Sydney Blue Gum a pink grevillea Waratah

Casuarina glauca Dianella longifolia Eucalyptus moluccana Eucalyptus paniculata Eucalyptus tereticornis Grevillea juniperina Hardenbergia violacea Melaleuca thymifolia Pimelea linifolia Themeda australis

Swamp Oak Blue Flax-lily Grey Box Grey Ironbark Forest Red Gum a yellow grevillea False Sarsaparilla a white melaleuca a white riceflower Kangaroo Grass

Appendix D Plant information video guidelines What children need to include in their Explain Everything Video.

1. Names of children in your group 2. Name of the plant (both common and scientific) and if possible its indigenous name. Include its classification. 3. A description of the native plant and why you chose it. 4. Describe the benefits of bringing this native plant (a living thing) into the school environment (a nonliving environment). 5. The origins and history of the plant: Where is it found in Australia? (include a small marked map), record the locations of the sightings of your plant in the local area, suggest how native Australian animals in this location might use this plants (e.g. for shelter, for food), How have Aboriginal people used this plant? (e.g. for medicine, for food etc.) 6. Any other information you would like to include that you feel people would be interested to know.

Note: this information in the form of an explain everything video will be viewed by students in their class and members of the school and local community. Children need to present their information professionally and creatively.

Appendix E Tour of School Grounds Guidelines Purpose: Children will learn what is unique to Australian plants and the conditions they need to survive. They will learn that many local plants can survive without much care due to having adapted to the local environment. Name of plant Location in the school (e.g. next to library) Description of the plant or drawing e.g. colour/s, flowers, seeds, shape and number of leaves, position on stem etc. Access to sunlight e.g. full sun/part sun/shade Do you know what photosynthesis is? Ask you teacher or gardener and discuss. Mulch? Why? Space (is there space for the roots?) Pest control? Quality of the soil (use the PH indicator mix soil with water in a cup)

Appendix F Recording Sheet (See lesson 3) Your name Record two interesting facts from the explain everything video or write a short observation of the plant (you can include a drawing)

Plant Name:

Group Members:

Plant Name:

Group Members:

Plant Name:

Group Members:

References Department of Environment and Primary Industries (dpi) (2013). Agriculture. Retrieved from http://www.dpi.vic.gov.au/agriculture/dairy/pastures-management/fertilising-dairypastures/chapter-3 Department of Natural Resources (DNR) (2013). Plant needs. Retrieved from http://www.dnr.state.md.us/forests/education/needs.html Fairley, A. & Moore, P. (1989). Native Plants of the Sydney District. Kenthurst: Kangaroo Press in association with the Society for Growing Australian Plants NSW Ltd. Gillman, J.H. & Johnson, G.R. (1999). Planting and transplanting trees and shrubs. Retrieved from http://www.extension.umn.edu/distribution/horticulture/dg3825.html Regents of the University of Minnesota. Lane cove council (2009). Landscape requirements for developments. Retrieved from http://www.lanecove.nsw.gov.au/Council%20Services/Development%20Control/Development% 20Application%20Approval%20Processes/Landscape%20Requirements%20and%20Plans/LandS capeRequirement.htm NSW Culture & Heritage (2013). Natural Environment. Retrieved from http://www.environment.nsw.gov.au/nswcultureheritage/Biodiversity.htm Plant World (2005). Planting guide. Retrieved from http://plantworld.com.au/planting-guide.html QLD Science Teachers (2013). Functions of plant parts. Retrieved from http://www.qldscienceteachers.com/junior-science/biology/functions-of-plant-parts Royal Botanic Gardens Melbourne (2013). Growing Indigenous Plants. http://www.rbg.vic.gov.au/learn/teacher-resources Science Buddies (2013). Measuring plant growth. Retrieved from http://www.sciencebuddies.org/sciencefair-projects/project_ideas/PlantBio_measuring_growth.shtml Skwirk (2013). Flora and Fauna. Retrieved from www.skwirk.com.au The Royal Botanic Gardens & Domain Trust (2013). Growing Native Plants in Sydney. Retrieved from http://www.rbgsyd.nsw.gov.au/plant_info/Plants_for_gardens/growing_native_plants_in_sydney Science Kids (2013) How Plants Grow. Retrieved from http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html

Wade, G.L. & Sparks, B. (2012). Care of Ornamental Plants in the Landscape. Retrieved from http://www.caes.uga.edu/publications/pubDetail.cfm?pk_id=6180 Wood, A.J. & Roper, J. (2000). A simple and nondestructive technique for measuring plant growth and development. American Biology Teacher, 62(3), 215-217.