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Authors:
Sally Bidstrup, Teacher & Cotton grower
Dianne Fullelove South Region Coordinator
Mobile: 0413 101 646
Phone: 07 3374 0453
Email: diannefullelove@optusnet.com.au
PO Box 913
Kenmore QLD 4069
Permissions:
Permission is given to teachers to make copies by photocopying or other duplicating processes for use within their own schools. This permission does not extend to the resale of this material to third parties, the making of copies for use outside the immediate school environment for which they are made, and the use of the materials for hire.
Outside these guidelines, all material is subject to copyright under the Copyright Act. 1968
(Commonwealth) and permission must be obtained in writing from the copyright holder.
Disclaimer
The views expressed in this work do not necessarily represent the views of Skills Queensland and the
Department of Agriculture, Fisheries & forestry, Queensland. These organisations do not give warranty nor accept any liability in relation to the content of this work.
Acknowledgement
This work has been produced initially with the assistance of funding provided by the Cotton
Catchment Communities Cooperative Research Centre Ltd.
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1 Background ..................................................................................................................................... 4
2 Watch It Grow- Year 2 ..................................................................................................................... 6
3 Lesson 1- How Do They Grow? ....................................................................................................... 8
4 Lesson 2- Monitoring Cotton bollworm ........................................................................................ 15
5 Lesson 3- Now and Then ............................................................................................................... 20
6 Lesson 4- Egg Detectives ............................................................................................................... 23
7 Lesson 5- Life Stage Stories ........................................................................................................... 26
8 Lesson 6- How Many Days? .......................................................................................................... 29
9 Lesson 7- Life Stage Models .......................................................................................................... 33
10 Appendix 1 Lifecycle of Helicoverpa ......................................................................................... 36
11 Appendix 2 From Young to Old ................................................................................................. 41
12 Appendix 3 Cotton Bollworm Calendar .................................................................................... 42
13 Appendix 4 Farm Visit ............................................................................................................... 43
14 Appendix 5 Cotton information websites ................................................................................. 47
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The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives.
These lesson plans were developed to provide this opportunity through contextualisation to an agricultural industry i.e. Cotton. The lesson plans are based on five sequential steps that build on a topic in a logical manner. These are Engage; Explore; Explain; Elaborate; and Evaluate: the 5Es 1
This is an inquiry-orientated teaching and learning model where students use their prior knowledge and literacies to develop explanations for their hands-on experiences of scientific phenomena.
Students have opportunities to represent and re-represent their developing understanding. They are engaged actively in the learning process.
Table 1 The 5 Es
Engage
Explore
Explain
Elaborate
Evaluate
A lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.
Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.
Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.
This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.
The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.
2
1 An elaboration of the Primary Connections 5Es teaching and learning model Adapted from Bybee (1989) The
Australian Academy of Science Primary Connections
4

The 5 E’s have been further developed by the Australian Academy of Science into ‘Primary
Connections: Linking science with literacy’ that focuses on developing students’ knowledge, skills, understanding and capacities in both science and literacy. It is an approach to teaching which aims to enhance primary school teachers’ confidence and competence for teaching science. Refer http://www.science.org.au/primaryconnections/
The cotton curriculum in these lessons has been aligned to Primary Connections as many Australian primary schools are currently using this science program. The Year 2 unit has adapted the study of a common cotton pest, Helicoverpa rather than the standard use of mealworms in “Watch it grow”.
Permission from the Australian Academy of Science has been obtained to refer teachers to appropriate resources in the Primary Connections teaching guides. Schools need to purchase the correct year level teaching guide to use in conjunction with these lesson plans.
“Watch it grow” is available from http://www.science.org.au/primaryconnections/curriculumresources/watch-it-grow.html
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This sequence of lessons meets the requirements of the Australian Curriculum in Science Year 2. This is:
Living things grow, change and have offspring similar to themselves with elaborations of:
1.
Representing personal growth and changes from birth
2.
Recognising that living things have predictable characteristics at different stages of development
3.
Exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
4.
Observing that all animals have offspring, usually with two parents
The lessons illustrate the lifecycle of the cotton pest, Helicoverpa (cotton bollworm) as a rural industry example to teach students about growing and changing.
The lesson sequence is based on Australian Academy of Science Year 2 Biological sciences Watch it grow!
The lesson sequence is best delivered in Term 1 of a school year to utilise the life cycle of
Helicoverpa and the cotton plant to best advantage.
Schools need to purchase “Watch it grow!” to present these lessons as material from this resource is referred to in the lesson sequence.
Cotton Australia will support teachers in organising visits to cotton farms. Contact Cotton Australia
Telephone 02 9669 5222 http://cottonaustralia.com.au
An activity sheet for a farm visit is available in Appendix 4.
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2.1
Lesson sequence
PHASE LESSON
ENGAGE LESSON 1
How do they grow?
Session 1
EXPLORE
Young and Old
Session 2
Agree to Disagree?
LESSON 2
Monitoring cotton bollworm
SUMMARY
To capture students’ interest and find out what they think they know about the way things grow, change and have offspring similar to them.
To elicit students’ questions about the life stages of living things.
To provide hands- on, shared experiences of the life stages of an invertebrate animal through investigating the growth of a cotton bollworm under different temperature conditions.
To provide shared experiences of similarities and differences between features of babies and children.
EXPLAIN
Lesson 3
Now and Then
Lesson 4
Egg Detectives
Lesson 5
One Step At a Time
ELABORATE Lesson 6
How Many Days?
EVALUATE Lesson 7
Life stages
To provide shared experiences of matching eggs with parents, using evidence.
To support students to represent & explain their understanding about the way living things grow, change and have offspring similar to themselves, and to introduce current scientific views.
To support students to represent & discuss their investigations of the growth of a Cotton bollworm under different temperature conditions.
To provide opportunities for students to represent what they know about the way living things grow, change and have offspring similar to themselves, and to reflect on their learning during the unit.
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To capture students’ interest and find out what they think they know about the way things grow, change and have offspring similar to them.
To elicit students’ questions about the life stages of living things.
Session 1 Young and Old
Students

Predict how living things will grow and change

Create drawings of living things when they were younger and older.
Session 2 Agree to Disagree?
Students

Record their ideas about how living things grow, change and have offspring similar to themselves.
3.1
Key Lesson Outcomes
Science
Students will be able to explain & draw their ideas of the way living things grow & change identify questions about how Helicoverpa & humans grow & change
Literacy
Students will be able to contribute to discussions about living things & how they grow & change identify the purpose & features of a Science journal, annotated drawing & word wall
3.2
Teacher Background Information
Some types of living things go through many different life stages. For example, a Cotton bollworm changes from egg to larva to pupa to adult moth. Other living things do not experience the same changes. For humans, the body change but the basic form remains the same. By analyzing the lifecycles of a Cotton bollworm and a human, students will not only gain a greater appreciation for the diversity of growth cycles but also make comparisons between these life cycles.
There are two different species of Cotton bollworm including Helicoverpa armigera and Helicoverpa
punctigera. Each species is quite different to the other but difficult to tell apart by an untrained eye.
Obtaining Cotton Bollworms
You can find Cotton bollworms on many different crops such as cotton (of course) but also lettuce, tomato, mug beans, green beans and sweet corn. If you ask a farmer or agronomist to source the
Cotton bollworm for you, they can be fed on the crop on which they were found. If you are feeding the larvae on cotton leaves, ensure it is conventional cotton as genetically modified BT Cotton will kill the Cotton bollworm larva.
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The optimal temperature range for growing Cotton bollworm is 25 o C. They can be kept in many different types of container. However, they will chew through paper or cardboard enclosures. It is recommended that the container contain air holes. Each grub should be kept in an individual container as they are they are cannibalistic and a container of 10 larvae can quickly turn into a container of 1-2 big larvae. Not so much of a problem when they are little, but as soon as they are bigger than about 10 mm, they will start eating each other.
If you find ‘wild’ bollworms, they can be kept in a container as described below.
Gauze/ Cheese cloth/
Rubber Band
Moths
Container
Helicoverpa can be sourced from a business, Agbitech which grows the caterpillar for commercial purposes. Contact 1800 242 519 www.agbitech.com.au
. They will send the Cotton bollworm free of charge in a specially created school’s kit that includes information on raising the worms.
The Cotton bollworm will come as eggs in a container with specially made trays full of food to raise the worms on. The larva can remain in this tray until it pupates. At this moment the pupa can be removed and placed in larger container together where they will hatch into moths.
As the pupa develops into moths, they will be able to mate to produce eggs. An old honey or yoghurt container that is clean will be an ideal place for the moths. Cover the container with either gauze or cheese cloth and secure it with a rubber band. This will allow the moths something to lay their eggs on.
On top of the gauze or cheese cloth place a sponge that contains sugar water to feed the moths (this needs to be added everyday).
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The moths will lay eggs every day. In order for the eggs to hatch safely, attempt to gently brush the eggs back into the containers (containing the same fresh food the larva had) with a soft paintbrush.
To do this roughly may damage the egg resulting in no larva. The larva will then hatch and feed on the food provide, continuing the life cycle.
3.3
Session 1 Young and Old
Equipment
For The Class For Each Student
Class Science Journal
See “How to use a Science Journal “ Watch It
Grow, pp 63,64
Individual Science Journal
Word Wall
See “How to use a word wall” Watch it grow pp 65,66
Enlarged copy of ‘From young to old’
Container with Cotton bollworm
1 copy of ‘From young to old’
3.4
Preparation

Read ‘How to use a science journal’ Watch It Grow pp 63,64

Read ‘How to use a word wall’ Watch It Grow pp 65,66

Prepare headings on separate pages in the class science journal:
-
What we think we know about Cotton bollworm.
Our questions about Cotton bollworm
What we think we know about how we grow.
Our questions about how we grow.

Prepare an enlarged copy of ‘From young to old’.

Source Cotton bollworm larva and supplies (see ‘Teacher background information’).
3.5
Lesson Steps
1.
Invite students to sit in small groups and carefully observe a container with a Cotton bollworm larva. Ask students to talk with their group about what they can see, what they think and what they are wondering about.
2.
Ask students to share their observations and thoughts with the class.
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Discuss with students that these animals are called Cotton bollworm. Ask students what they think they know about Cotton bollworm. The answers can be recorded in the Class Science
Journal to be used in Lesson 3, Session 2. Ask questions such as:

What do you think the Cotton bollworm will turn into?

What do you think they will look like?

How do you think the Cotton bollworm began life?

What will they need to help them to grow?

What changes do you think they will go through before they become adult?

How long do you think they will take to grow into an adult?
3.
Introduce the class science journal and discuss its purpose and features.
Literacy Focus (Source: Watch It Grow, pp 15)
Why do we use a science journal?
What does a science journal include?
Record students’ thoughts about Cotton bollworm under the heading ‘What we think we know about Cotton bollworm’ in the class science journal (see ‘Preparation’). Students can also share their thoughts about how humans grow.
4.
Explain that students will be observing the Cotton bollworm over the next few weeks. Ask students what questions they might have about the Cotton bollworm. Record the questions under the heading ‘Our questions about Cotton bollworm’ in the class science journal.
5.
Explain that while the Cotton bollworm grows over the next weeks, students will also explore how other animals grown including them. Discuss with students about what they think they know about how they started life and what they will look like as they grow up.
Record students’ ideas under the heading ‘What we think we know about how we grow’ in the class science journal.
6.
Introduce the enlarged copy of ‘From young to old’. Explain to students that they will draw one or more pictures with words on either side of the Cotton bollworm or picture of themselves to show how they started life and what they might look like when they grow older. Discuss the purpose of an annotated drawing.
Literacy Focus (Source: Watch It Grow, pp 15)
Why do we use an annotated drawing?
What does an annotated drawing include?
Allow students time to complete the activity individually.
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Optional: Cut and paste the image of the Cotton bollworm, cotton plant and person into their science journal if they need more room for their annotated drawings.
7.
As a whole class, discuss with students the pictures they have drawn and how they are alike and different. Record students’ responses in the class science journal.
8.
Introduce the word wall and its title ‘Watch It Grow!’ Discuss the purpose and features of a word wall.
Literacy Focus (Source: Watch It Grow, pp 16)
Why do we use a word wall?
What does a word wall include?
9.
Ask students what words they would like to place on the word wall from today’s lesson.
10.
Introduce the enlarged copy of ‘From young to old’. Read through and discuss with students.
Explain that students are asked to bring to school a photo of them when they were a baby so they can think about themselves and how they have grown. Tell students that if they don’t have one they can discuss with their parents what they looked like and do a drawing. Hand out the ‘Information note for families for students to take home (Watch it grow, pp 20).
3.6
Session 2 Agree to Disagree?
For The Class
Class Science Journal
Word Wall
A4 cards (see ‘Preparation’)
2 Agree/ Disagree charts (see ‘Preparation’)
For Each Student
Science Journal
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Preparation

Read Agree/ Disagree claims (Watch it grow, pp 13).

Make three A4 cards with on heading on each (Agree, Disagree, Not sure). Place the three cards around the classroom in areas where there is enough space for a group of students to stand near each.

Make a large chart with the headings:
Claim 1: All animals stay the same shape as they get older, and they get bigger.
Agree Disagree Not Sure
Claim 2: All baby animals will look a lot like their parents when they grow up.
Agree Disagree Not Sure
3.7
Lesson Steps
1.
Review the previous session using the class science journal and word wall. Discuss students’ ideas about how Cotton bollworm and people grow and the comparisons of how they are alike and different.
2.
Ask students to stand and explain that you will read a statement to them. If they agree with the statement they will move towards the A4 card labeled ‘Agree’. If they disagree they will move to the opposite side of the space, which is labeled ‘Disagree’. If they are not sure they will move to the space labeled ‘Not sure’.
3.
Begin with an easy claim, such as one about themselves or the weather, so that they know what is expected of them when you commence the task about growing.
4.
Introduce the first chart (see ‘Preparation’) and read the claim ‘All animals stay the same shape as they get older, and they get bigger’. Allow time for students to think about the statement and stand under the heading of their choice.
5.
Ask students to discuss the reasons for their choices with other students who have chosen the same choice.
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6.
Record students’ names or ask students to write their name in the appropriate column according to whether they agree, disagree or are unsure about the claim.
7.
Repeat lesson steps 4, 5 and 6 for chart 2 (see ‘Preparation’).
8.
Discuss with students that scientists’ ideas change as they find evidence about their ideas.
Explain that in this unit they will be working like scientists and will be able to change their ideas as they explore the unit. Display the Agree/ Disagree charts in the classroom so that they are visible to students throughout the unit.
9.
Update the class word wall with words and images.
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To provide hands- on, shared experiences of the life stages of an invertebrate animal through investigating the growth of a Cotton bollworm under different temperature conditions.
Students

Discuss variables that might affect growth of Cotton bollworm

Work in collaborative learning teams to plan & conduct the investigation.
4.1
Key Lesson Outcomes
Science
Students will be able to observe & describe the way a living thing changes as it grows. respond to & pose questions about how a Cotton bollworm develops. predict how temperature might affect the growth of an animal. participate in guided investigation to test predictions.
Literacy
Students will be able to give verbal responses to predictions. record observations.
4.2
Teacher Background Information
Lifecycles of H. armigera and H. punctigera take 4-6 weeks from egg to adult in summer, and 8-12 weeks in spring or autumn.
Moths feed on nectar. For this experiment sugar water soaked into a sponge will feed the moths.
They live for around 10 days during which time females lay 1000 eggs. Moths tend to lay eggs on the top third of healthy plants but for this experiment you will be placing gauze or cheese cloth on top of the container so that eggs can be laid.
Fertile eggs hatch in about three days during warm weather (25 °C average) and 6-10 days in cooler conditions. As they develop, eggs change from white to brown to a black-head stage before producing a hatchling. Not all eggs are fertile. Physical factors can dramatically affect egg survival and larval establishment. Heavy rainfall and wind can force eggs off leaves. High temperatures can dehydrate and kill eggs and very small larvae.
The hatching larva (neonate) eats through the eggshell to make an exit hole and emerges. Neonate larvae are 1-1.5 mm long, with a brown-black head and white or yellowish-white, dark-spotted body.
Larvae graze on tender young foliage for 1-2 days, and then move to feed on buds, flowers or young pods, bolls or fruits. Remember for the experiment to feed the larva on the crop from which they came to ensure they are eating the right food or try chickpea, pigeon pea or mung bean plants depending on what is available. If Agbitech supply the Cotton bollworm, they will arrive with food
15

but once the moths produce eggs, they will need to be placed on fresh food i.e. chickpea, pigeon pea or mung bean plants.
Larvae develop through six growth stages (instars) and become fully grown in 2-3 weeks in summer or 4-6 weeks in spring or autumn. Development is more rapid at higher temperatures, up to 38 °C, after which development slows. Larval activity and feeding stops when temperatures fall below 12 C.
Life Stages of a Cotton bollworm
Stage
How Long?
25 o C Summer
Egg
3 days
Larva
2-3 wks
Pupa
2 wks
Moth
10 days
Cooler Weather
Spring/ Autumn 6-10 days
Group work is an important part of this unit. Depending on the availability of Cotton bollworm, you might like to organize students into teams of two. Alternatively, a team of four will also work as students can rotate jobs within the group. It would also be possible to work as a whole class and the jobs can be completed using a roster system. The equipment that is listed is for teams of 2 students.
4-6 wks 6 wks 10 days
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Equipment
For The Class
Class Science Journal
For Each Team
Individual Science Journal
See “How to use a Science Journal “ Watch It
Grow, pp 63,64
Word Wall
See “How to use a word wall” Watch it grow pp 65,66
Role wristbands or badges for Manager &
Speaker
Team skills chart
Team roles chart
Enlarged copies of ‘Cotton bollworm calendar’ (2)
Enlarged copy of ‘Cotton bollworm calendar’
(1)
Equipment & materials to house & feed the
Cotton bollworm.
Marker pen for labeling containers
Digital camera
2 clear plastic ‘Chinese’ takeaway containers
2 large Cotton bollworm
Food for Cotton bollworm
Magnifying glass
4.3
Preparation

Read ‘How to organize collaborative learning teams’ (Watch It Grow, pp 59-62, 69).

Display an enlarged copy of the team skills chart and the team roles chart in the classroom.

Prepare role wristbands or badges and the equipment table.

Prepare plastic containers with food for Cotton bollworm. Prepare labels for the containers with students’ name.

Draw an investigation planner in the class science journal (Watch It Grow pp 24).

Find a dark place in the classroom where the temperature is around a constant 25 o C, for example, a cupboard or windowsill.

Prepare an enlarged copy of ‘Cotton bollworm calendar’ and write the days of the month on it. Copy for each student.
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4.4
Lesson Steps
1.
Review the previous lesson using the class science journal and word wall, focusing on students’ ideas and questions about Cotton bollworm.
2.
Discuss the difference between a classroom environment and a refrigerator. Ask students to classify them as cold, warm or hot and discuss how those terms are related to the temperature of the room.
3.
Students predict how the temperature of the room might affect how quickly Cotton bollworm grows up to be adults. Record students’ predictions in the class science journal, and discuss how they could investigate their ideas.
4.
Brainstorm things that might affect the growth of Cotton bollworm and record answers in
Science journal. For example, amount of food, type of food, temperature of environment, access to water, how crowded they are.
5.
Explain that students will work in collaborative learning teams to observe the growth of two
Cotton bollworms at different temperatures. Explain that one team member will be responsible for observing and recording information about a Cotton bollworm that will be kept in the refrigerator and the other team member will look after a Cotton bollworm kept in the classroom.
6.
Introduce the investigation planner in the class journal read the question: ‘What happens to the growth of Cotton bollworm when we change the temperature?’ Discuss and record on the investigation planner things teams will:

Change: the temperature

Observe: the growth of the Cotton bollworm over time

Keep the same: the amount of food, the type of food, the place the container is kept so that it has the same temperature, light and humidity conditions), the size of
Cotton bollworm at the beginning.
7.
Ask why is it important to change only one thing at a time (so we know what caused the changes). Discuss why it is necessary to keep everything else the same in order for a test to be fair:

Would it be fair to feed the Cotton bollworm in the classroom twice a day and the
Cotton bollworm in the refrigerator once a day?
Ask students why they think that to keep the test fair the Cotton bollworm that won’t be in the refrigerator will be kept in a dark place?
8.
Ask students for ideas about how they can collect and record information about the growth of Cotton bollworm. Record students’ suggestions in the class science journal. Discuss ideas with students such as:

Drawing pictures
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
Taking photos

Measuring the larvae size as it grows

Observing and recording regularly.
9.
Form teams and allocate roles.
10.
Ask managers to collect team equipment. Allow time for teams to set up their investigation.
11.
Introduce the enlarged copy of the ‘Cotton bollworm calendar’ and discuss it with students.
Explain to the students that they will be using the calendar to record their observations of their Cotton bollworm each day.
12.
Model circling ‘refrigerator’ or ‘classroom’ on the enlarged copy of ‘Cotton bollworm calendar’ in order to indicate environmental conditions under which each Cotton bollworm container will be kept.
13.
Explain that students will create a line drawing of the Cotton bollworm each day. Discuss the purpose and features of a line drawing.
Literacy Focus (Source: Watch It Grow, pp 26).
Why do we use a line drawing?
What does a line drawing include?
14.
Ask teams to complete their line drawings for the first day on their copies of ‘Cotton bollworm Calendar’. Note: Allow students time to complete their line drawings each day or at other regular intervals and supply students with a new calendar sheet when a new month begins.
15.
Ask team members to record the date, observations and an annotated drawing in their science journals when any significant changes are observed with their Cotton bollworm e.g. life stage change.
16.
Update the word wall with words and images.
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To provide shared experiences of similarities and differences between features of babies and children.
Students

Compare similarities and differences of their features from when they were a baby to now.
5.1
Key Lesson Outcomes
Science
Students will be able to identify & describe personal features of babies and children discuss and compare personal features with others. represent personal growth and changes from birth through labeled diagrams
Literacy
Students will be able to identify, discuss, describe & compare personal features.
5.2
Teacher Background Information
Refer Watch it grow, pp 30 for information on common features and inheritance of characteristics
Equipment
For The Class
Class Science Journal
Word Wall
Photos of students and teachers when they were younger
Photos of animals as babies and adults.
For Each Student
Science journal
Students’ baby photo and birth information
(see ‘Information note for families’)
1 plastic mirror
Optional: tape measure to measure student height, class set of scales to measure mass.
20

5.3
Preparation

Read ‘How to facilitate evidence- based discussions’ (Watch it grow, pp 67).

Collate files, photocopy and/ or scan the baby photos or drawings of students and staff members and print a copy of each or display on an interactive white board or on a computer connected to a projector. For students who do not have a photo or drawing of when they were a baby, provide them with an extra copy of a class member’s baby photo and ask them to draw that class member for the activity in lesson step 6.

Prepare two pages in the class science journal entitled ‘My face now’ and ‘My baby face’.
5.4
Lesson Steps
1.
Review students’ thoughts about people from Lesson 1 in the class science journal.
2.
Display students’ baby photos. Choose one photo at a time and ask students to identify who they think it is. Discuss with students how they think they can identify each person. Ask questions such as:

In what ways do you think that each person is the same as when they were young?

In what ways do you think that each person is different now?
3.
Show students the photos of other staff members and ask them to try to identify the people in the photos. Discuss the fact that the photos were taken several years ago. Ask students how they think they can tell who the staff members are. Discuss how the staff members have changed and how they are the same in the photos.
4.
Explain that students will be looking closely at their own face and that of their baby photo.
Students will be comparing their features from when they were a baby to their features now to look for what is the same and what is different. Ask students what they think ‘features’ means and add to the class word wall.
5.
Ask students for their ideas about why there would be similarities and differences from the time they were babies and now and record responses in the class science journal.
6.
Explain that students will draw their features and label them. Discuss the purpose and features of a labeled diagram.
Literacy Focus (Watch it grow, pp 31)
Why do we use a labeled diagram?
What does a labeled diagram include?
7.
Model in the class science journal show students will draw their own features on one page of their science journal using a mirror. Discuss with students which features they might focus on, such as:

Hair colour

Eye colour
21


Nose shape

Other features e.g. freckles.
Explain that students will then draw their features from their baby photo on the next page of their science journal.
8.
Provide students with a mirror and allow time to complete the activity.
9.
Ask students to record their birth information below their baby drawings.
Optional: Ask students to measure their height and mass and add to their drawings of themselves today.
10.
Invite students to share corresponding descriptions of one of their features and that of their baby photo or height and weight information. For example, ‘I have lots of freckles on my nose but when I was a baby I had none’. ‘I was only 43cm when I was a baby and I am now
120cm tall.’
11.
Ask students questions such as:

Which features were similar between your baby photo and your face now?

Which features were different?

Why do you think you have different features?

What features will change when you get older?

Do you think you will ever stop growing? When? Why?

Why was your birth length recorded and not height?
Encourage students in the audience to use ‘Science Question Starters’ (Watch it grow, pp 68) to ask students about their conclusions. Record students’ answers in the class science journal.
12.
Update the word wall with words and images.

What changes do you think the plant goes through before it is fully grown?

How long do you think it will take until it is fully grown?
13.
Review the complete sheet with the class. Ask students to fill in the Similar/ Different column. Discuss the students’ answers.
14.
The enlarged copy can be displayed in the classroom or added to the Class Science Journal.
The students’ copy can be placed in their own science journal.
15.
If there are still some questions to complete, allow time for the students to record their answers.
22

To provide shared experiences of matching eggs with parents, using evidence.
Students

Work in collaborative learning teams to match eggs with their parents

Discuss evidence for which eggs match with which parents.
6.1
Key Lesson Outcomes
Science
Students will be able to sort images of animal parents & their eggs
Literacy
Students will be able to describe & discuss similarities & differences between animals & parents & early life stages of different animals describe similarities & differences between animals & their parents work in collaborative learning teams to discuss which parents laid which eggs, using clues from the environment. discuss similarities & differences between the early life stages of different animals.
6.2
Teacher Background Information
Eggs
All animals begin life as eggs, sometimes this egg develops and changes inside the mother, and sometimes the egg is laid by the mother and continues development in the outside environment.
Most animals require the egg to be fertilized by a male of the same species before the egg can develop into an individual. Some animals such as chickens will lay eggs without a male present, but these eggs are not fertilized and therefore do not contain a developing chick.
Scientists sometimes discover eggs and need to use clues such as the nest site, size of the egg and the animal that comes to protect them work out which animal the eggs belong to. Some animals, such as the cuckoo are sneaky and lay their eggs in other birds’ nests for them to raise, so observing the adult that nurtures the egg is not always a sure way to know what animal will hatch from the egg. In order to determine what animal the egg comes from they need to wait and see the individual that emerges from the egg and track its development all the way through to an adult.
Cotton bollworm eggs
Fertile eggs hatch in about three days during warm weather (25 °C average) and 6-10 days in cooler conditions. As they develop, eggs change from white to brown to a black-head stage before producing a hatchling. Not all eggs are fertile. Physical factors can dramatically affect egg survival
23

and larval establishment. Heavy rainfall and wind can force eggs off leaves. High temperatures can dehydrate and kill eggs and very small larvae.
The four stages of cotton bollworm egg development. Freshly laid Cotton bollworm eggs are white, turning a light brown colour over the next 1-2 days. Close to hatching, the black head capsule of the developing larva is visible through the eggshell. http://www2.dpi.qld.gov.au/fieldcrops/17696.html#5
Equipment
For The Class
Class Science Journal
Word Wall
Team skills chart
Team roles chart
Enlarged copy of ‘Whose Egg?’ (Watch it grow, pp 37,38)
For Each Team
Individual science journals
Role wristbands or badges for Manager &
Speaker
Copy of ‘Whose egg?’
6.3
Preparation

Enlarge a copy of ‘Whose egg?’

Optional: Source animal eggs from a farm or unfertilized eggs from the supermarket, for example, chicken eggs, fish eggs (roe), duck eggs, or quail eggs.
6.4
Lesson Steps
1.
Review the previous lesson using the class science journal and word wall, focusing students’ attention on discussions about whether they look similar to when they were babies. Ask questions such as:

Do all animals have babies? Why do you think that?

Where do babies of different animals come from? (from eggs or from their mothers).
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Record students’ answers in the class science journal.
2.
Introduce the first page of the enlarged copy of ‘Whose egg?’ and ask students questions about the eggs, such as:

What animal do you think laid this egg?

What do you think it looks like inside the egg?

Does an egg grow? (The outer shell of an egg remains the same size, but the animal within grows until it becomes too large for the shell to contain)

Where did the egg(s) come from?
Optional: Display some real eggs (see ‘Preparation’)
3.
Introduce the second page of the enlarged copy of ‘Whose egg?’ and ask students questions about the animals, such as:

Which animals do you think produced the eggs?

Why do you think that?
Explain that each egg card has a matching animal card but that there are more animal cards than egg cards.
4.
Explain that students are going to work in collaborative learning teams to discuss which eggs came from which parents by looking for clues in the pictures. Ask students to cut out the cards and group the eggs with their parents.
5.
Form teams and allocate roles. Ask Managers to collect team equipment. Allow time for teams to complete the activity.
6.
Invite teams to share their evidence for why they matched each egg and parents. Ask team questions such as:

What evidence helped you decide which animal the egg came from?

Are there any animals you think don’t lay eggs? Why do you think that?

If you found an egg, how could you find out what its parents looked like? (By waiting to see what it grows into)

What other animals lay eggs or don’t lay eggs?
Encourage students in the audience to use ‘Science questions starters’ to ask students about their conclusions. Record students’ answers in the science journal.
7.
Update the word wall with words and images.
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To support students to represent & explain their understanding about the way living things grow, change and have offspring similar to themselves, and to introduce current scientific views.
Students

Produce a visual representation of the life stages of Cotton bollworm and humans

Arrange the life stages of different animals in order and present to the class

Discuss how some animals change a lot as they grow and others don’t.
7.1
Key Lesson Outcomes
Science
Students will be able to sort life stages of living things into linear sequences observe & compare the similarities & differences among the life stages of different animals, including those that metamorphose identify the pattern of birth, growth & development, reproduction & death of animals. describe life stages using formal terms such as egg, larva, pupa & adult or baby, child, adult
Literacy
Students will be able to discuss & explain reasoning use formal terms for life stages
7.2
Teacher Background Information
Different types of living things experience different stages in their life cycles. Some animals, such as humans, have simple life stages. When they are born they have a very similar body structure to when they are fully grown. Similarly, animals such as snakes and birds maintain their structure after hatching from their eggs.
Other animals undergo a more dramatic change during their lives. This is called metamorphosis.
Examples of animals that undergo metamorphosis are Cotton bollworm, frogs, butterflies and cicadas.
Many insects undergo incomplete metamorphosis because the young are relatively similar to the adults. However, they shed their skins or moult as they grow and change slightly with each moult.
The changes might be as simple as a change in the number of segments in the body. Grasshoppers, cockroaches and dragonflies all experience incomplete metamorphosis.
Some insects, such as silkworms, experience complete metamorphosis. After hatching from eggs they spend some time as larvae, which are often like caterpillars. During this time, the insects are active; they often eat large amounts of food and grow rapidly. They then experience an inactive
26

period where they form pupae. In this phase the insects change from the larval forms to adults.
Some species, including silkworms, spin a protective covering for the pupa, called a cocoon. The adult insect emerges from the pupa after a period of duration between two weeks and several months.
Equipment
For The Class For Each Team
Class Science Journal
Word Wall
Enlarged copy of ‘Mixed up lives’ (Watch it grow, pp 43).
Enlarged copy of ‘Different life stages’
(Watch it grow, pp 44,45)
Individual science journal
Role wristbands or badges for Manager &
Speaker
Copy of ‘Different life stages’
A3 sheet of paper per team member
7.3
Preparation

Prepare an enlarged copy of ‘Mixed up lives’ and cut the pictures into cards that can be sorted.

Prepare an enlarged copy of Different Life Stages’.
7.4
Lesson Steps
1.
Review the previous lessons using the class science journal and word wall, focusing students’ attention on the observations they have made of the Cotton bollworm and themselves since
Lesson 2. Ask students what is similar and different about the life stages of the Cotton bollworm and themselves. Record students’ ideas in the class science journal.
2.
Introduce the cut up pictures from the enlarged copy of ‘Mixed Up Lives’. Ask students which pictures they think show life stages of a Cotton bollworm and which show life stages of a human.
3.
Ask students which picture they think shows the first stage of the life of a Cotton bollworm.
Ask students to discuss why they think that. Paste it in the class science journal.
4.
Ask students which picture they think shows the next stage of the Cotton bollworm’ life and why they think that. Paste it next to the first picture. Ask students if they know what these are called (larvae). Draw a connecting arrow from the picture of the eggs to the picture of the larvae.
5.
Continue until all four pictures have been added to the science journal. Ask students questions such as:

Why are there arrows between the stages?
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
What eventually happens to the adult Cotton bollworm?

Where do the eggs come from?
6.
Repeat Lesson steps 4-6 for the pictures of human life stages.
7.
Introduce the enlarged copy of ‘Different Life Stages’. Explain that each strip of pictures shows stages in the life cycle of an animal but they are mixed up. Explain that students will be working in collaborative learning teams to put the pictures in the correct order to show the life stages of the animal. Each team member will use blue tack to stick their pictures onto an A3 sheet of paper.
8.
Model the way to complete one animal’s life story in the class science journal. Discuss words students might use to label their life stories and write them on the word wall. For example, egg, larva, pupa and adult; or newborn, young and adult.
9.
Form teams and allocate roles. Allow teams time to complete the activity.
10.
Allow time for each team to present one of the life stories. Encourage students in the audience to use ‘Science Question Starters’ to ask students about their conclusions, and to explain if they agree or disagree.
11.
As a class, compare the life stories of different animals by asking questions such as:

Which life story is similar to this one? Why do you think that?

Which animals have very different life stories? What is different about them?
Discuss with students how some adults look very different from when they are young, for example, Cotton bollworm. Explain that their bodies change to adult form while they are inside a casing during the pupa stage. Explain that scientists call this change
‘metamorphosis’. Ask students which animals that they have looked at go through metamorphosis. Add the term ‘metamorphosis’ to the class word wall.
12.
Record what students have learned in the class science journal.
13.
Update the word wall with words and images.
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To support students to represent & discuss their investigations of the growth of a Cotton bollworm under different temperature conditions.
Students

Share their observations of the growth of Cotton bollworm.

Create class timelines to present patterns of Cotton bollworm growth.

Discuss and interpret their observations.
8.1
Key Lesson Outcomes
Science
Students will be able to use a range of methods to represent & sort information, including drawings, calendars & timelines through discussion, compare observations with predictions compare observations with those of others identify how temperature affects the growth of a Cotton bollworm discuss future questions for investigation
Literacy
Students will be able to use oral, written and visual language to report observations and reflect on experiences contribute to discussion to develop timelines & compare observations
8.2
Teacher Background Information
Temperature is one factor that can affect the growth of living things. Lesson 6 reviews the results of the effect temperature has on the growth of Cotton bollworm to help student’s gain an understanding of this effect.
Equipment
For The Class
Class Science Journal
Word Wall
Team skills chart
Team roles chart
For Each Team
Individual science journal
Role wristbands or badges for Manager and
Speaker
Completed ‘Cotton bollworm calendar’
Cotton bollworm stages cards
Digital camera
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8.3
Preparation

Draw a table in the class science journal with the following headings:
Stage
Larva
Classroom Refrigerator
Pupa
Moth (Adult)

Prepare Cotton bollworm stages cards by photocopying enough copies of ‘Cotton bollworm cards’ to represent two timelines. Depending on how quickly the Cotton bollworm have progressed in your classroom you will need between 2 and 4 copies of the sheet per timeline.
Cut out the cards and place in sorted piles ready to create timelines. Prepare headings for the timelines, for example, ‘Timeline of a Cotton bollworm in the classroom’ and ‘Timeline of a Cotton bollworm in the refrigerator’.
8.4
Lesson Steps
1.
Review previous lessons using the class science journal and word wall, focusing students’ attention on the investigation that they have been conducting since Lesson 2. Ask questions such as:

Why did we start our investigation?

What is our question for investigation?

What did we change, measure and keep the same?
2.
Review the Cotton bollworm life stages in the class science journal and the names for the different stages. Ask teams to review their observations recorded in their ‘Cotton bollworm calendar’ and identify which drawings correspond to which stages of the Cotton bollworm’ life story. Ask students to circle the different stages in different colours, for example, to circle the larva in red, the pupa in blue and the adult in green.
3.
Explain that students will need to think about what the larvae looked like on the days they did not observe them, for example, weekends, and put a circle. Discuss how to decide what the stage of the Cotton bollworm, for example, if it was a larva on Friday and on Monday then it was a larva over the weekend. If students have a Cotton bollworm that changed stage between Friday and Monday, ask them to imagine it changed overnight on the
Saturday.
4.
Allow time for teams to complete the activity.
5.
Introduce the table in the class science journal and discuss the purpose and features of a table.
30

Literacy Focus (Source: Watch It Grow, pp 50).
Why do we use a table?
What does a table include?
6.
Indicate the cell of the table beneath ‘classroom’ and next to ‘larva’ and ask teams who have examined a Cotton bollworm at classroom temperature to count how many days their
Cotton bollworm was a larva, for example, by counting the number of red circles. Record teams’ answers in the table in the class science journal.
7.
Repeat Lesson step 6 for each cell in the table.
8.
As a class, review the table and discuss which number in each cell was the most popular/ common. Highlight that number and explain that the class will use those numbers in order to represent the timelines of a Cotton bollworm in the classroom and a Cotton bollworm in the refrigerator.
9.
Introduce the Cotton bollworm cards. Explain that the class will be creating a timeline.
Discuss the purpose and features of a timeline.
Literacy focus (Watch It Grow, pp 51).
Why do we use a timeline?
What does a timeline include?
10.
Create a timeline of a Cotton bollworm in the classroom on the floor (Watch It Grow, pp 51).
Ask students to collect the same number of Cotton bollworm larva cards as the number of days highlighted in the relevant cell of the class table. Repeat for each stage.
11.
Create a timeline of a Cotton bollworm in the refrigerator underneath the first timeline. As a class, compare the two timelines and ask questions such as:

What is similar about the two timelines? (The number of stages, what the Cotton bollworm looks like at each stage.)

What is different about the two timelines? (the time spent in each stage.)

What might explain the differences between the two timelines? (one Cotton bollworm was kept at a colder temperature than the other).
12.
Take a photo of the class timeline and any individual team timelines as evidence of the students’ learning.
13.
Review the question for investigation ‘What happens to the growth of Cotton bollworm when we change the temperature?’ and discuss possible claims to answer the question, for example, ‘When the temperature gets colder, Cotton bollworm take longer to grow’. Ask questions such as:
31


If you want your Cotton bollworm to grow and change quickly, where would you keep them?

What season would be best to grow Cotton bollworm? Why do you think that?

What does this mean for farmers?
14.
Review the investigation, asking questions such as:

What went well with our investigation?

What didn’t go well? How could we have done it better?

What ideas do you have for another investigation about variables that affect the growth of animals?
Record students’ ideas in the class science journal.
15.
Update the word wall with words and images.
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To provide opportunities for students to represent what they know about the way living things grow, change and have offspring similar to themselves, and to reflect on their learning during the unit.
Students

Produce a visual representation of the life stages of an animal.

Present their information to the class.
9.1
Key Lesson Outcomes
Science
Students will be able to create & label 3D models to show their understanding of life stages
Literacy
Students will be able to present their models to others contribute to discussions & express their thoughts about their learning journey
Equipment
For The Class
Class Science Journal
Word Wall
Team skills chart
Team roles chart
Enlarged copy of ‘Lots of Labels’ (Watch it grow, pp 58)
Plasticine or play dough of different colours
For Each Student
Individual science journal
Copy of ‘Lots of Labels’
A4 sheet of card
Digital camera
9.2
Preparation

Prepare an area for each team to set up their 3D model display.

Photocopy ‘Lots of Labels’
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9.3
Lesson Steps
1.
Review previous lessons using the class science journal and word wall. Review the Agree/
Disagree charts from Lesson 1 and ask students if they agree with their original ideas or if they would like to change their mind. Discuss with students why they changed their mind and that learning is about developing new ideas.
2.
Explain that students will be working in collaborative learning teams to show what they have learnt by creating a 3D model of the life stages of an animal. Explain that it can be either a
Cotton bollworm or one of the animals they have looked at previously.
3.
Ask students to create a model of each of the life stages of the living thing they choose.
Discuss the importance of accuracy when creating models, for example, if the living thing has grown bigger than the model also needs to bigger than the previous stage.
Explain that a model can be larger than a real life specimen so that its features can be shown easily (in the case of a Cotton bollworm, not possible for larger animals.)
4.
Introduce the enlarged copy of ‘Lots of Labels’ and explain that students will choose the label that fits each life stage that they have modeled. Ask students to place their 3D models on their label and then arrange them in order on their A4 sheet of card. Advise students that not all labels will be used. Ask students to draw arrows to show how the living thing passes from one stage to another.
5.
Remind students that they can use pictures, photos and information from the whole unit to refer to when constructing their models.
6.
Form teams and allocate roles. Ask managers to collect team equipment.
7.
Allow students time to plan, prepare and create their representations. See an example from
Watch It Grow, pp 56.
8.
Invite teams to share their labeled models with the class. Encourage other students to ask questions and agree or disagree with the information given by the teams. Ask questions such as:

What can you tell us about how your animal grows and changes?

Does your living thing undergo metamorphosis? Why do you think that?

What would the baby/ offspring of your living thing look like?

What would the adult of your living thing look like?
Encourage students to use Science question starters (Watch it grow, pp 68). Ask students about their conclusions.
9.
Take photos of models and record students presentations as evidence of their learning.
10.
Discuss the unit with the class, asking questions such as:
34


What were the most interesting things you have learned about how things grow and change?

What helped you to learn?

What are you still wondering about?
35

Understanding Helicoverpa & biology in Southern QLD: Know the enemy to manage it better. Department of Agriculture,
Fisheries & Forestry, Queensland. http://www2.dpi.qld.gov.au/fieldcrops/17696.html
Lifecycles of H. armigera and H. punctigera take 4-6 weeks from egg to adult in summer, and 8-12 weeks in spring or autumn. The Helicoverpa lifecycle stages are egg, larva, pupa and adult (moth).
Lifecycle of Helicoverpa
The moth
Adult moth wingspan is 30-45 mm; the forewings are brownish or reddish-brown (females) or dull greenish to yellow or light brown (males); hind wings are pale with a broad, dark outer margin.
Helicoverpa armigera moths have a pale patch near the centre of this dark region.
Moths feed on nectar. They live for around 10 days during which time females lay 1000 eggs. Eggs are laid singly, or in clusters, on leaves, flower buds, flowers and developing fruits, and sometimes on stems and growing points. Moths tend to lay eggs on the top third of healthy plants and on vigorously growing terminals.
Moths of H. punctigera (left) and H. armigera (right) showing the characteristic differences in the markings on the hind wings. Helicoverpa armigera moths have a pale patch in the dark marking on the hind wings. There is no pale patch on the hind wings of H. punctigera.
Eggs
Fertile eggs hatch in about three days during warm weather (25 C average) and 6-10 days in cooler conditions. As they develop, eggs change from white to brown to a black-head stage before producing a hatchling. Not all eggs are fertile. Physical factors can dramatically affect egg survival
36

and larval establishment. Heavy rainfall and wind can force eggs off leaves. High temperatures can dehydrate and kill eggs and very small larvae.
The four stages of Helicoverpa egg development. Freshly laid
Helicoverpa eggs are white, turning a light brown colour over the next 1-2 days. Close to hatching, the black head capsule of the developing larva is visible through the eggshell.
Larvae
The hatching larva (neonate) eats through the eggshell to make an exit hole and emerges. Neonate larvae are 1-1.5 mm long, with a brown-black head and white or yellowish-white, dark-spotted body.
Larvae graze on tender young foliage for 1-2 days, and then move to feed on buds, flowers or young pods, bolls or fruits.
Note: The term neonate comes from the Latin 'neo' (new) and 'nato' (to give birth), that is
'newborn'.
Larvae develop through six growth stages (instars) and become fully grown in 2-3 weeks in summer or 4-6 weeks in spring or autumn. Development is more rapid at higher temperatures, up to 38 °C, after which development slows. Larval activity and feeding stops when temperatures fall below
12°C.
37

Guide to Helicoverpa Larval instars/size categories
*Age of larvae shown is for larvae reared at a constant 25 C only. The development rate of larvae at
25 °C is similar to the maximum growth rate of larvae in the field during summer.
Ninety per cent of all feeding (and therefore damage) by helicoverpa is done by larva from the third instar (small medium larva that are 8-13 mm long) onwards. Large Helicoverpa larvae (longer than
24 mm) are the most damaging stage, since larvae consume about 50% of their overall diet in the fifth and sixth instars. This highlights the importance of controlling helicoverpa larvae while they are still very small to small (less than 7 mm).
Full-grown sixth instar larvae are 40-50 mm long with considerable variation in colours and markings.
Late instar Helicoverpa larvae can vary greatly in colour and markings
What do larvae eat?
Helicoverpa larvae feed on leaves, flower buds and flowers, developing pods, fruits and seeds. In most crops, young larvae will graze on leaves alone, moving on to feeding on developing pods, bolls, cobs and grain once they are third instar or older (8 mm or longer). In some crops, such as mungbeans and cotton, hatchling larvae infest reproductive structures (flowers, squares) as soon as they hatch. Once established in these concealed feeding locations, larvae are much more difficult to control with insecticides.
The two Helicoverpa species prefer different hosts. Helicoverpa punctigera prefers to feed on broadleaf species (e.g. cotton, chickpea, native herbs); H. armigera eats these crops and grassrelated species (e.g. corn, sorghum and wheat). Crop and pasture weeds such as noogoora burr, common sowthistle, fat hen and marshmallow are also attacked. This broad diet demonstrates why helicoverpa is a pest of the broad farming system and not just a few specific crops.
38

A large Helicoverpa larva feeding inside a chickpea pod
Pupae
Once larvae are fully grown, they crawl to the base of the plant, tunnel up to 10 cm into the soil and form a chamber in which they pupate. Pupae will normally develop to produce a moth in 10-16 days.
The moth emerges, feeds, mates and is then ready to begin the cycle of egg laying and larval development. As with all insect development, the duration of pupation is determined by temperature, taking around two weeks in summer and up to six weeks in spring and autumn.
However, diapausing pupae take much longer to emerge.
Helicoverpa armigera pupa in pupal chamber
(partially opened soil clod)
Helicoverpa pupa in pupal chamber showing the entry and exit tunnels formed before the larva pupated
39

Page | 40

From Young to Old
Name: _______________________________________ Date: _________________________
Younger Now Older
Cotton Bollworm larva
Human
Page | 41

Name:_______________________________Month:_______________________
Cotton Bollworm kept in: refrigerator/ classroom (circle one)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Page | 42

13.1
Activity 1 A Farm Map
Welcome to the farm. One of the first things you will see is how different everywhere looks to school! As with any visit to a new place, it’s important to know where you are and where you are going. The first thing you need to do is decide where you are going to begin!
The easiest place to begin is the farm entrance and this should be placed near the bottom of your map. As you are taken around the farm, draw all the buildings, roads, paddocks and anything else you can see!
43

13.2
Activity 2 Cotton plants
The cotton plants on the farm are growing in soil and the farmer gives them water and fertiliser o grow.
Write the names of parts of the cotton plant on the diagram below. They are FLOWER, LEAF, STEM,
ROOTS.
44

13.3
Activity 3 What happens on a farm?
There are many different activities to grow cotton on the farm. The farmer will talk to you about some of these. Put a number next to each step in growing cotton. Start with number 1, the first activity to grow cotton.
45

46

http://www.cottoncrc.org.au/catchments/Publications/Groundwater http://www.cottoncrc.org.au/catchments/Publications/Rivers http://www.cottoncrc.org.au/catchments/My_Catchments http://home.exetel.com.au/gharris/index.html
http://www.cottonaustralia.com.au/environment/water/facts/ http://www.cottonaustralia.com.au/environment/water/research/ http://www.crdc.com.au/ http://www.cottonaustralia.com.au/environment/water/links/ http://www.anra.gov.au/topics/agriculture/cotton/index.html
http://www.cottonaustralia.com.au/students/ - education kit available for download https://www.mybmp.com.au/home.aspx
http://www.cottonaustralia.com.au/library/publications/Cotton%20&%20the%20Environment%20-
%20positive%20steps.pdf
http://lwa.gov.au/files/products/national-land-and-water-resources-audit/pn21910/pn21916.pdf
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