Foundation Skills for
Chemical Handling
in AgriFood Skills Australia Qualifications
© Commonwealth of Australia 2013
This resource was produced by AgriFood Skills Australia and funded by the Commonwealth through the Department of
Education, Employment and Workplace Relations.
© AgriFood Skills Australia Ltd 2013
CC BY-SA
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First published: November 2013
Developed by Precision Consultancy for AgriFood Skills Australia.
The development team gratefully acknowledge:


Sheridan van Asch, Project Manager
Wing-Yin Chan-Lee, TafeSA, Quality Assurance Consultant


Businesses and organisations that accommodated site visits to collect source material, including: Inghams
Enterprises Pty Limited, Tinaberries, Austchilli Pty Ltd, Windhum Farm, SSS Strawberries, Tassal Group Limited,
Racing Victoria, National Centre for Equine Education, Pipeclay Oysters, Tasmanian Seafood Industry Council, Seafood
Training Tasmania
Workshop participants who generously gave time and useful feedback on the resources

Review panel members.
AgriFood Skills Australia
General inquiries:
Phone: 02 6163 7200
Fax: 02 6162 0610
Email: reception@agrifoodskills.net.au
Web: www.agrifoodskills.net.au
Location:
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ACT 2600
Postal address:
PO Box 5450
Kingston
ACT 2604
Contents page
Introduction ............................................................................................................................................ 1
Chemical handling ................................................................................................................................... 1
What’s included in this resource?........................................................................................................... 2
The sample activities............................................................................................................................... 2
Adapting sample activities ...................................................................................................................... 2
Chemicals are hazardous ........................................................................................................................ 4
Sample activity: Recognising hazards, risk assessment, risk control ................................................. 5
The language of Personal Protective Equipment (PPE) .......................................................................... 6
Sample activity: Personal Protective Equipment (PPE) ...................................................................... 7
Numbers in the field ............................................................................................................................... 8
Sample activity: Using numbers in the field ....................................................................................... 9
Measuring liquids .................................................................................................................................. 10
Sample activity: Using measuring jugs .............................................................................................. 11
Sample activity: Finding the right measuring container ................................................................... 12
Sample activity: Calculating multiple litres ....................................................................................... 13
Sample activity: Estimating quantities .............................................................................................. 14
Notes ................................................................................................................................................. 15
Estimating distance and area ................................................................................................................ 16
Sample activity: Estimate and check................................................................................................. 17
Reading signs and symbols ................................................................................................................... 18
Sample activity: Read symbols .......................................................................................................... 19
Calibrating equipment .......................................................................................................................... 20
Sample activity: Calibrate a drench gun ........................................................................................... 21
Finding factual information .................................................................................................................. 22
Sample activity: Weed identification and control chart ................................................................... 23
Giving and receiving instructions .......................................................................................................... 24
Sample activity: Recounting instructions.......................................................................................... 25
Read Safety Data Sheets ....................................................................................................................... 26
Reading labels ....................................................................................................................................... 28
Sample activity: Read a label ............................................................................................................ 29
© AgriFood Skills Australia Ltd 2013
Interpret information from a visual or graphic text ............................................................................. 30
Sample activity: Read a video ........................................................................................................... 31
Mixing ratios ......................................................................................................................................... 32
Scenario: Learning about ratios ........................................................................................................ 32
Sample activity: Ratios ...................................................................................................................... 33
Numbers and text ................................................................................................................................. 34
Sample activity: Planning to spray .................................................................................................... 35
Notes ................................................................................................................................................. 37
Reading information in charts, tables and screens............................................................................... 38
Sample activity: Control options for Mimosa ................................................................................... 39
Interpreting information from a range of texts .................................................................................... 40
Sample activity: Reading information from more than one source ................................................. 41
Foundation Skills for Chemical Handling in AgriFood Skills Australia Qualifications
Introduction
This guide is part of a suite of resources developed for vocational trainers delivering units and
qualifications from AgriFood Skills Australia Training Packages.
The suite includes five resources.
Overview
Workplace
health and
safety
Compliance
Chemical
handling
Machine
operations
The Overview Guide includes background information about foundation skills, the Foundation Skills
Training Package and how units and qualifications from the Foundation Skills Training Package can
be used to support the development of skills for jobs in the agrifood industries.
The four guides that complete the suite focus on four areas identified as crucial to agrifood work –
areas that utilise foundation skills in different ways at different levels. These guides include
information about foundation skills that trainers can incorporate into their delivery through various
topics and typical tasks that are carried out in agrifood industries.
Chemical handling
Chemicals are used in different ways in many agrifood sectors; for example to control pests and
diseases in the horticulture industry, to sanitise work areas in food processing, and to control pests
and diseases that may affect animals. There are many foundation skills tasks that relate to using
chemicals: investigating problems and working out if a chemical treatment is an option; working out
which chemicals can be used to address particular problems; purchasing chemicals; storing
chemicals; reading labels and Safety Data Sheets (SDS); determining and controlling risks and
hazards that relate to using chemicals; using appropriate personal protective equipment (PPE);
reading labels; reading signs; reading symbols; measuring chemicals; mixing ratios; knowing how to
apply chemicals; recognising problems with chemical use; maintaining equipment and equipment
logs; to name just a few!
All these tasks are underpinned by foundation skills. This guide offers tips and sample activities that
you can adapt to suit your learners in the context in which you work.
© AgriFood Skills Australia Ltd 2013
1
What’s included in this resource?
After this general introduction, the resource is divided into topics which are usually introduced on
the left page, followed by a sample activity on a right page. See the following diagram.
Topic area, which in
this example, is
‘Reading labels’
Sample activity,
available in Word
format that can be
changed and
adapted for your
delivery to your
learners
Foundation skill
covered in the
sample activity,
including the
relevant FSK unit
and the ACSF level
Tips for delivering
the sample activity
Reason for
addressing this skill
Suggestions for
adapting the activity
to different contexts
or skills
Some of the topic areas also include scenarios or case studies with ideas about what has worked for
different trainers in different contexts. The scenarios are included as ideas for trainers to draw on for
their own delivery.
Look through the resource to identify which ideas or activities could be used in your vocational delivery.
The sample activities
Each of the sample activities addresses one or more foundation skills that have been identified in the
introduction to the activity. The sample activities also address vocational units of competency. The
activities have not been mapped to the vocational units because there is a lot of overlap with many
units, and the lists would be cumbersome. Vocational trainers will easily be able to identify the
activities relevant to the qualifications they deliver by the topics in each guide.
Adapting sample activities
You should adapt the sample activities to fit into your vocational training program. The activities are
presented in a Word format, so that you can copy and paste them into a new Word document, and
change to suit your needs. For example, you might incorporate a specific piece of machinery from
your workplace into the sample activity about vocational language included in the Compliance guide,
or you might change the label in the Sample activity: Read a label to include a label from a product
used in your delivery environment.
The sample activities are meant to be used as a prompt for you to create your own training materials
that encourage learners to develop foundation skills for the job.
2
Foundation Skills for Chemical Handling in AgriFood Qualifications
This page has been left intentionally blank.
© AgriFood Skills Australia Ltd 2013
3
Chemicals are hazardous
Chemicals can be very useful as a way of controlling pests and diseases on
animals or plants, and for sanitising work areas, but it goes without saying
that chemicals can be hazardous to work with. Encourage your learners to
always think about the risks and hazards of the chemicals they work with,
before actually handling them.
In some workplaces this will occur as a Job Safety Analysis or JSA. See the
guide titled Workplace Health and Safety for an activity to support the
foundation skills related to the hierarchy of controls and completing a JSA.
This activity introduces the terms relating to the risks and hazards involved with handling chemicals,
and will require learners to think about how risks and hazards can be controlled.
Foundation skill
This sample activity addresses ACSF Learning at Level 2, and supports the unit FSKLRG05 Use
strategies to plan simple workplace tasks. It also includes the skills of Reading and Writing at
ACSF Level 2.
Tips for delivery
Start the session by talking about what chemicals are used in the sector in which the learners work,
and why they are used, and then move on to ask learners to think about the hazards and risks of
handling chemicals. Introduce the language of hazards, risks and controls into this discussion.
A hazard is something that can cause harm. A risk is the chance (likely or not likely) that the hazard
will cause harm. Hazards cannot be measured. Risks can be measured or rated in terms of how likely
they are to happen. Risks can also be controlled so that danger or harm can be avoided.
Lead the discussion about handling chemicals to include examples such as; chemicals can be
poisonous and cause harm if absorbed through the skin, if swallowed or inhaled, or if the chemical
somehow got in your eyes. Ask how likely it would be that the hazards cause harm, and then prompt
learners to think about how the risk can be controlled.
Ask learners to complete the activity at the end of the discussion.
Reason for addressing this skill
People, and the environment, can be severely harmed by chemicals. Learners
should always think about what might happen if risks aren’t controlled.
Adapt this activity
This activity could be adapted to address the hazards and risks of any
environment, or workplace environments more generally. You could visit a
workplace and ask learners to look around and identify the particular hazards and then ask them to
identify ways that risks are being controlled.
4
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity:
Recognising hazards, risk assessment, risk control
Think about using chemicals. What are the hazards? What are the risks associated with hazards?
How can the risk be controlled?
Complete the following table by:



Identifying the hazards of working with chemicals and noting them in the left column – the
hazards are all the possible situations in a workplace in which people could be exposed to
injury, illness or disease.
Then assess the risk to work out the likelihood that people may be exposed to injury, illness
or disease, and write very likely, likely, or not likely in the middle column
Work out ways to control the risk – ask yourself, can the risk be eliminated? Can the risk be
reduced in some way? Think of as many ways as you can and write them in the right column.
Identify the hazard
Assess the risk
Control the risk
‘Find it’
‘Assess it’
‘Fix it’
Chemicals can give off harmful
fumes
People using chemicals would
be very likely to breathe fumes
that could make them ill
Wear a respirator mask to
reduce the risk
Skin can absorb chemicals
© AgriFood Skills Australia Ltd 2013
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The language of Personal Protective Equipment (PPE)
PPE is often essential to controlling risks to health and safety in the workplace. Gloves protect hands,
safety glasses protect eyes. Workers need to know the language of PPE to identify and wear the
various protection items.
A useful way to help learners build language skills is to create matching activities, where a graphic
needs to be matched to a word. Learners will develop reading skills by matching the word to the
graphic, linking the two with a line.
Foundation skill
This activity addresses ACSF Reading Level 1, and supports the unit FSKRDG02 Read and respond to
basic workplace signs and symbols.
Tips for delivery
This activity is about developing the vocabulary of PPE. The activity could start being a matching
activity to encourage how to recognise words. It could be extended to include pronunciation of the
words and also an explanation of what each piece of equipment protects, for example, ear muffs are
worn to control noise and protect hearing, safety boots protect feet.
Reason for addressing this skill
It’s important that workers know the language of their vocation and particularly of safety equipment
(whether it’s heard, or read) and sometimes the words need to be spoken or written down. Having a
graphic linked to a word can help with word recognition.
Adapt this activity
The graphics in this activity could be substituted with photos of pieces of equipment and words
relevant to the context of work, which workers need to be able to recognise, for example, signs or
various pieces of equipment used when handling chemicals.
The Overview Guide also includes a small bank of signs that may be useful in adapting this activity.
Matching activities could also be used to encourage learners to link a word with its definition, or an
acronym with the full text that it stands for.
inhale
touch
JSA
Personal protective
equipment
ingest
breathe in
PPE
Standard operating
procedure
contact
swallow
SOP
Job safety analysis
6
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Personal Protective Equipment (PPE)
Draw a line to link the image and the word. The first one is done for you.
Gloves
Dust mask
Respirator mask
Rubber boots
Safety glasses
Apron
Protective suit
© AgriFood Skills Australia Ltd 2013
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Numbers in the field
Practical tasks often require the use of numbers and the four operations of addition, subtraction,
division and multiplication, before decisions can be made about work such as weed control or how
much chemical to spray. Sometimes you need to carry out paper-based activities to get a sense of
learners’ existing skills before moving on to using these skills in the field.
Foundation skill
This activity addresses ACSF Numeracy Level 2, and supports the units FSKNUM08 Identify and use
whole numbers and simple fractions, decimals and percentages for work and FSKNUM09 Identify,
measure and estimate familiar quantities for work.
Tips for delivery
Either read the text to learners, or ask learners to read through the text and discuss the questions
that follow, pointing out the practical application of the skills.
The questions target the following operations.
Question number
Skill
1
Visual numeracy and recognition of number
2-5
Addition
6
Subtraction
7
Multiplication
8
Division
This activity could be followed by a similar activity carried out in the field to reinforce the application
of these skills.
Reason for addressing this skill
The fundamental operations of addition, subtraction, multiplication and division, underpin many
practical activities. It’s important that they are carried out correctly so that the work that follows on
is accurate, for example, so that the correct amount of chemical is mixed to cover an area, and that
the time taken to carry out such a task can be planned.
Adapt this activity
This activity could be contextualised to counting animals.
8
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Using numbers in the field
Imagine the graphic below is a paddock that needs to have weeds removed. The paddock measures
11 metres by 7 metres. It has a number of weeds on it. Two workers are going to remove the weeds
by hand grubbing. One worker will remove the weeds in the top part of the paddock. The other
worker will remove the weeds in the bottom part of the paddock.
1. Underline the group of six weeds growing in a row.
2. How many weeds are there in the top section of the paddock?
_________________________________________________________________________
3. How many weeds are in the bottom section of the paddock?
_________________________________________________________________________
4. How many weeds are there in total?
_________________________________________________________________________
5. If each worker pulled out 6 weeds, how many weeds would be left?
_________________________________________________________________________
6. How many weeds does each worker need to pull out to do an equal amount of work and
ensure that no weeds are left in the paddock?
_________________________________________________________________________
7. What is the area of the paddock?
_________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
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Measuring liquids
It goes without saying that measuring is an important skill required to mix chemicals. It’s not only
important that learners understand units of measurement – in this case millilitres (mL) and litres (L),
but it’s also important that learners can make the links between measurements and fractions.
Knowledge of fractions can assist learners to understand decimal numbers and ultimately to
interpret instructions such as “we’ll only need half the mix we used yesterday”.
Foundation skill
The following four activities address ACSF Numeracy Level 2, and supports the unit FSKNUM08
Identify and use whole numbers and familiar fractions, decimals and percentages for work.
Tips for delivery
The five sample activities that follow focus on measuring liquids. The activities start with paper
based tasks, which would naturally lead on to practical training room activities to reinforce concepts
of volume and estimating volume. The activities are based on measuring containers and it’s
important to note that not all measuring containers are the same.
Reinforce the language of measurement as learners complete these activities, and reinforce that
measuring volume can be applied to many contexts.
Reason for addressing this skill
Measuring accurately is important to get mixes and doses correct. Inaccuracy can result in damage
and product wastage, which can be expensive. It can also have workplace health and safety and
environmental consequences.
Adapt this activity
These activities focus on measuring liquid and volume, but could be contextualised to address
concepts of area (to determine areas to be treated with chemicals) and weight (particularly to work
out average weights of animals to determine drench dosages).
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Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Using measuring jugs
This is a 1 (one) litre (L) measuring jug.
When the jug is full, it holds 1 L or 1,000 mL.
When the jug is half (½) full, it holds 0.5 L or
500 mL.
When the jug is a quarter (¼) full, it holds 0.25 L or
250 mL.
When the jug is three quarters (¾) full it holds
750 mL or 0.75 L.
1.
Put a 1 beside the line that shows the jug is full
2.
Put a 2 where the jug is ¼ full
3.
Put a 3 at 0.25 L
4.
Put a 4 at 750 mL
This measuring jug holds 500 mL when it is full.
5.
How much does it hold when it is half full?
6.
How much does it hold when it is a quarter
full?
7.
If it has 375 mL, how full is it?
8.
Put a mark at the ¾ full line.
© AgriFood Skills Australia Ltd 2013
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Sample activity: Finding the right measuring container
Measure out the following quantities and fill out the information in the table. Describe the ways the
amount could be measured, for example a spoon, a syringe, or a jug or cup. Picture what the
measurement looks like, in case you don’t have an appropriate measuring container. For example,
5 mL of liquid is a teaspoonful.
Measurement
Container
Describe what the amount looks like
5mL of liquid
10mL of liquid
50mL of liquid
250mL of liquid
500mL of liquid
5000mL or 5L of
liquid
12
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Calculating multiple litres
This chemical spray container takes 15 litres.
How many 1 litre jugs would it take to fill the tank?
_______________________________________________________
How many jugs would it take to half fill the tank?
___________________________________________
How did you work that out?
_______________________________________________________
This container holds 120 litres. How many one litre jugs
would it take to half fill it?
______________________________________________
How did you work that out?
_______________________________________________
The volume of this tank has been marked up in litres. How many litres
between each marking?
______________________________________________
How did you work that out?
______________________________________________
© AgriFood Skills Australia Ltd 2013
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Sample activity: Estimating quantities
Estimate the volume of liquid in each container, and then measure it to see how close your
estimations are!
Container
number
Estimated quantity
Actual measurement
1
2
3
4
5
6
7
8
14
Foundation Skills for Chemical Handling in AgriFood Qualifications
Notes
© AgriFood Skills Australia Ltd 2013
15
Estimating distance and area
There are a number of steps involved in working out how much chemical to use in a particular
situation. It could be the area of a paddock to work out how much chemical to spray, or the average
weight of a flock of sheep or a herd of calves, to determine a drench dosage. Sometimes the
measurements need to be an estimate.
This activity is similar to the previous sample activity, but focuses on estimating distance, area and
weight.
Foundation skill
The following activity addresses ACSF Numeracy Level 2, and supports the unit FSKNUM09 Identify,
measure and estimate familiar quantities for work.
Tips for delivery
Begin the activity with a discussion about distance and area, and how often workers need to make
estimates of distances and area, to determine the area of a paddock to spray with fertiliser, for
example.
Talk about ways to estimate distance: in steps or paces, visual estimations (if you know that the
distance from the chair to the door is 2 m, how many ‘2 m’ lengths are there from the chair to the
driveway?, etc). Then talk about ways to measure actual distance, which could include a tape
measure, a click wheel, a laser range finder.
Estimate a couple of distances as a group, then measure to see how accurate estimations are. Ask
learners to complete the first part of the activity, reinforcing the language of measurement. Then
move on to talk about area, explain the applications of area and complete a couple of sample
activities on the whiteboard to show how the formula works, as learners complete the activity, and
reinforce that measuring area can be applied to many contexts.
You may like to extend the activity to cover irregular shapes and hectares as a
unit of measurement for area. One hectare (ha) = 1000 m2.
Reason for addressing this skill
Estimating distance and area underpins many agrifood work tasks, for
example to work out yield of a crop, and amounts of fertiliser to apply.
Adapt this activity
Extend this activity to cover real spaces in the place where you work –
a plot of strawberries, for example, a particular paddock or an
oyster bed.
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Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Estimate and check
Distance
Estimated distance (m)
Actual distance (m)
From where you are to
the nearest window
From where you are to
the closest vehicle
From where you are to
the closest tree
From the front gate to
the back of the property
To calculate the area of a shape, or a paddock, multiply the length x width (Area = L x W).
The unit of measurement used to describe area is metres squared, represented as m2.
Shape
Estimated length
(L)
Estimated width
(W)
Estimated area
(L x W = A) in m2
Actual area
(in m2)
The room
you are in
now
The nearest
car park
The closest
paddock
© AgriFood Skills Australia Ltd 2013
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Reading signs and symbols
Handling chemicals requires users to read labels to understand the dangers related to particular
chemicals. Labels include lots of symbols and this activity aims to encourage learners to read
symbols that represent physical, health and/or environmental hazards and to make a link between
the hazard and appropriate behaviour.
Foundation skill
This sample activity addresses ACSF Reading Level 2, and supports the unit FSKRDG07 Read and
respond to simple workplace information.
Tips for delivery
Encourage learners to identify what the picture on the sign represents, and to then make a link with
the hazard it presents. The degree of hazard can vary, depending on the product.
Pictogram
Description Flame
of picture
FlammHazard
Flame over
circle
May cause
able liquid a fire or
and vapour intensify a
fire
Exploding
bomb
Heating
may cause
an
explosion
Health
hazard
May be
fatal if
swallowed
and enters
airways
Environment Gas
cylinder
EnvironGases
mental
under
hazard
pressure –
may
explode
Corrosion
Skull and
crossbones
Causes
Toxic if
serious eye inhaled
and skin
damage
Exclamation
mark
Harmful if
contact with
skin or if
swallowed
Adapted from Labelling of Workplace Chemicals Code of Practice, viewed at
www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/labelling-hazardous-chemicals-cop
This activity should extend to a discussion about what actions workers should take around chemicals
that have the signs. For example, never use matches, a lighter, welders or grinders near a product
labelled with a flame (flammable liquid and vapour) and keep product away from heat and sparks.
The discussion could then lead on to the appropriate personal protective equipment that must be
worn when using a chemical with this symbol on the label.
Reason for addressing this skill
Understanding signs on labels is important for keeping people, the work site, and
the environment safe.
Adapt this activity
This activity could be contextualised to cover different
groups of signs, such as mandatory action signs (which
are blue on white), caution signs (which are black on
yellow), emergency treatment signs (which are green or
red on white).
The Overview Guide includes a small bank of
signs that may be useful in adapting this activity
18
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Read symbols
Draw a line to link the sign with the hazard.
Causes serious eye and
skin damage
Gases under pressure –
may explode
Heating may cause an
explosion
May be fatal if
swallowed and enters
airways
May cause a fire or
intensify a fire
Harmful if contact with
skin or if swallowed
Environmental hazard
Toxic if inhaled or
swallowed
Flammable liquid and
vapour
© AgriFood Skills Australia Ltd 2013
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Calibrating equipment
Measuring equipment should be calibrated regularly to ensure that measurements are accurate. This
is the case for many types of equipment, including for example, milk tanks (where volume needs to
be checked) and scales (where weights need to be checked). This sample activity looks at calibrating
a drench gun.
Foundation skill
This sample activity addresses ACSF Numeracy Level 1, and supports the unit FSKNUM04 Locate,
compare and use highly familiar measurements for work.
Tips for delivery
Introduce the activity with a discussion about the purpose of calibrating equipment. Hand out the
sample activity and ask learners to work in pairs. Explain the steps for calibrating the drench gun and
model what should be done for each check.
Once the checks have been completed, talk about whether the drench gun needs to be ‘recalibrated’, and how this can be carried out (according to manufacturer specifications).
Reason for addressing this skill
Many agrifood businesses rely on weights or measures as methods of payment, for example, dairy
farmers are paid on the volume of milk sent to a processing plant – the measurements need to be
accurate to ensure fairness in the arrangement.
It’s also important that dosage levels are accurate so that animals do not suffer adverse effects from
incorrect drench amounts.
Adapt this activity
Adapt this activity to utilise measuring equipment used in the context in which you deliver, for
example, a scale used for weighing.
20
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Calibrate a drench gun
To check the measurements on a drench gun are accurate, fill
the gun with 100 mL with water. Release the water into a
measuring container and check how much. Is there exactly
100 mL?
Repeat the same measurement a number of times to check.
Calibration
check
Amount shown on
drench gun (dose)
Actual amount measured
Check 1
Check 2
Check 3
Check 4
Check 5
Check 6
If the measurements do not consistently match, then the drench gun needs to be adjusted to ensure
the dosage amount is correct.
Does your drench gun need to be adjusted?
If so, how?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
21
Finding factual information
Sometimes, information needs to be located in large documents, such as fact sheets or reference
guides. You can assist readers to access information in large documents by pointing out various text
features, such as specific horticultural vocabulary, information in charts and tables, and diagrams.
Knowing who produced a document, and the intended audience, can also help ‘place’ the
information into context.
SAMPLE: INFORMATION TEXT
This sample of information text, produced
through a joint initiative of Australian
Governments, incorporates:
 text broken down into chunks and
placed under clear headings
 photos that illustrate written text
 key points listed in bold as dot points in
a shaded box
 common name and botanical name of a
weed presented together
 the Australian Government logo that
reinforces the status of the text.
Extract from www.weeds.org.au/WoNS/gambagrass.
Foundation skill
This sample activity primarily addresses ACSF Reading Level 3, and supports the unit FSKRDG10 Read
and respond to routine workplace information.
Tips for delivery
The aim of this activity is to summarise the main points in a lengthy text. Choose a text relevant to
the context in which you deliver. It may be a weed management guide from www.weeds.org.au.
Contextualise the headings in the sample activity to match the text you provide. Before asking
learners to complete the activity, assist them to identify the main text features – chunks of
information, vocational vocabulary, graphics, diagrams and charts. Then ask learners to read the
information. Encourage them to use a highlighter as they read to assist with engaging with the text
and to note the location of key information.
Reason for addressing this skill
Workers often need to read complex documents to locate information that impacts on practical
aspects of their work. Being able to read and locate the correct information is important.
Adapt this activity
This activity could be changed to incorporate information about identification of, and control of,
pests or diseases in any area.
22
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Weed identification and control chart
INSERT PHOTO OR GRAPHIC OF WEED
Details
Your notes
Common weed name
Latin name
Problem created by
this weed
Main identification
features
Height of plant
Stems
Flowers
Seed pods
Seeds
Seed dispersal
Biological control
Chemical control
Mechanical control
Physical control
Season to control
Notes
© AgriFood Skills Australia Ltd 2013
23
Giving and receiving instructions
Work instructions are often given verbally. This activity is about listening to instructions to ensure
the correct message is heard.
Foundation skill
This activity addresses ACSF Oral communication Level 2, and supports the unit FSKOCM03
Participate in simple spoken interactions at work.
Tips for delivery
Before printing out the activity for learners, add two or three instructions of your own, typical to the
workplace in which you deliver training.
Divide the group into pairs and ask one person to read out the instructions, while the other listens.
Then the listener should repeat the instructions, while the reader checks their accuracy.
How often can these instructions be accurately conveyed?
Encourage learners to think of their own strategies for checking that the information received is
correct. This will usually be through asking clarifying questions.
Reason for addressing this skill
This skill is important for locating information to guide practical tasks. If the correct information is
not identified and acted on, then practical activities could result in wasted time, money and effort.
Adapt this activity
Contextualise this activity with instructions regularly given in the environment in which you deliver
training.
Scenario: Ways to remember
“I’ve been amazed at how often I give an
instruction, only to have the worker go off and
do something completely different! So now I
check what they’ve heard and ask that they
repeat what I said. It sounds a bit over the top,
but it saves me a lot of angst!
We use the whiteboard a lot. It might seem a
bit old-fashioned in this day and age, but it’s a
good way to give instructions so that everyone
knows what’s going on.
I also encourage workers to keep a little
notebook with them, to jot down key things to
remember, then they’re less reliant on their
memory”, explains Matt, an operation
supervisor.
24
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Recounting instructions
1. Mix up the disinfectant at a rate of 100:1 and give the benches a good wipe over. You
better wipe over the slicer as well.
2. Make sure you have all the right PPE for the job. You’ll need a respirator mask, safety
glasses, hard hat, protective footwear and a high visibility vest.
3.
4. Take the quad bike over to Lot 5 and check the irrigation on the north side of the paddock
- there seems to be a leak about 10 metres in from the gate and we don’t want to be
losing the fertiliser we put through this morning. On your way back can you pick up the
delivery from Andersons?
5. Before you use that new spray, you’ll need to flush out the spray tank. Fill it up with clean
water and add 300 mL of chlorine bleach. Flush through the booms and hoses and let it
stand for 15 minutes with the agitator on. Then drain it out and do the same thing again.
You’d better take off the nozzles and filters then and clean them separately. Then flush
the whole system with clean water. Should be ready to go then.
6. We need to get some Lig-Calcium + B out onto those grapes. Get it out at 5 L/ha and repeat
that every 2 weeks from now up until harvest. Thanks.
© AgriFood Skills Australia Ltd 2013
25
Read Safety Data Sheets
Safety Data Sheets (SDS) can be extremely complex documents to access and understand. Providing
learners with some guidance about how to access a complex document can be helpful.
Foundation skill
This activity addresses ACSF Reading Level 3, and supports the unit FSKRDG10 Read and respond to
complex workplace information.
Tips for delivery
Start by outlining the purpose of an SDS as a document that provides information on the properties
of hazardous chemicals and how they affect health and safety in the workplace. For example an SDS
includes information on:

the identity of the chemical;

health hazards;

safe handling and storage procedures;

first aid and emergency procedures; and

disposal considerations.
Also note that SDSs need to be updated regularly to comply with workplace health and safety
legislation, so they change and need to be revisited over time.
Provide a copy of the activity to each learner and point out some of the conventions of the text, for
example: the title of the document is across the top in a grey band; the main headings are bolded
capitals and reading just those gives a quick summary of what is included in the document; the
tables include information arranged in sub-headings (either issues or items of equipment), which run
down the left column with treatments or details in right column; sub-headings are also included in
bolded, lowercase text.
You could ask learners to use a highlighter to mark up particular
information in the text, such as particular headings or storage
information. Using a highlighter is a strategy to engage a reader
with a text.
Once learners have read the text, ask them to complete the
questions at the end, either in writing or verbally.
Reason for addressing this skill
Very often, texts relevant to the workplace get left unread because
they are difficult to access. But they often need to be read and
understood to carry out work safely and effectively.
Adapt this activity
Contextualise this activity by using an SDS relevant to the context in which you deliver training.
26
Foundation Skills for Chemical Handling in AgriFood Qualifications
SAFETY DATA SHEET for Lo-Kill Insecticide
Last updated 22 August, 2013
Product Name: Lo-Kill Insecticide
Emergency telephone number: 1300 555 5557
HAZARDOUS CLASSIFICATION
Non-Hazardous (National Occupational Health and Safety Commission - NOHSC)
ADG CLASSIFICATION
Not a “Dangerous good” for transport by road or rail according to the Australian Code for the Transport of
Dangerous Goods by Road and Rail.
FIRST AID TREATMENT
Swallowed
If swallowed, do NOT induce vomiting. Transport to nearest medical facility for
additional treatment. If vomiting occurs spontaneously, keep head below hips to
prevent aspiration.
Eye
Immediately irrigate with water or neutral saline solution. Remove contact lenses, if
present, after the first 5 minutes, then continue rinsing eye. Seek medical attention.
Skin
If skin contact occurs, remove contaminated clothing and wash skin thoroughly with
water and follow by washing with soap if available.
Inhaled
Move to fresh air. Seek medical attention if irritation persists.
First aid facilities
Fresh water should be available to rinse eyes or skin. Provide eye baths and safety
showers.
PERSONAL PROTECTIVE EQUIPMENT
Respiratory
protection
Not normally required.
Hand protection
Material: Chemical-resistant gloves.
Eye protection
Wear safety goggles.
Protective clothing
Use chemical resistant glove/gauntlets, boots and apron.
Engineering
controls
Avoid generating and inhaling mists. Keep containers closed when not in use.
Avoid contact with skin, eyes and clothing. Wash hands before breaks and
immediately after handling the product. Remove soiled clothing immediately and
clean thoroughly before using again.
HANDLING AND STORAGE
Handling
Avoid contact with skin, eyes and clothing. Wash hands thoroughly after handling. Do not store or consume
food, drink or tobacco in areas where they may become contaminated with this material.
Storage
Store in a cool, dry place. Store product in original container only in a location inaccessible to children and
pets. Do not store or consume food, drink or tobacco in areas where they may become contaminated with
this material.
Flammability
Not flammable – water based product.




What would you do if someone swallowed this chemical?
What PPE should be worn when using this chemical?
How should this chemical be stored?
What number would you call to get more information about an emergency related to this
product?
© AgriFood Skills Australia Ltd 2013
27
Reading labels
As with SDSs, chemical labels also include a lot of information and can be complex to read and
interpret. Pointing out some of the conventions of labelling will assist learners to access the
information.
Foundation skill
This activity addresses ACSF Reading Level 3, and supports the unit FSKRDG10 Read and respond to
complex workplace information.
Tips for delivery
Introduce this activity with a discussion about insecticides and what they are used for.
Chemical labels usually include the following information:






the product name;
details of the manufacturer, along with batch number and date of manufacture;
proportion of chemical ingredient/s;
hazard pictogram and hazard statement, consistent with the classification of the chemical,
for example, Poison;
information about use;
information about first aid.
Point these conventions out to learners before asking them to read over the label and answer the
questions that follow.
Reason for addressing this skill
Information on labels is not only important for use, but to ensure safety of the user, the
environment, and anyone within the vicinity of the chemical’s use. Information about chemicals and
the use of chemicals should also be recorded to comply with many industry codes of practice, such
as Freshcare.
Adapt this activity
Contextualise this activity with a label from a product used in the context in which you deliver.
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Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Read a label
Read over the information on the label below and answer the questions that follow.
DIRECTIONS FOR USE:
WARNING
KEEP OUT OF REACH OF CHILDREN
Crop
Pest
Rate
Comments
Strawberries
Grey
moth
250mL in
20L water
per 100 m2
or 1:80
Apply after blossom
stage
Apply no more than
five times per season
Apples, Pears,
Stone fruit
Black
fly
300mL in
30L water
per 50 m2
or 1:10
Repeat application
after 10 days if
needed
Apply no more than
five times per season
READ SAFETY INSTRUCTIONS BEFORE OPENING OR
USING
Lo-Kill Insecticide
PROTECTION OF LIVE STOCK:
DO NOT USE TREATED PRODUCE FOR STOCK FOOD WITHIN 7 DAYS
OF TREATMENT
PROTECTION OF CROPS:
Do not apply under meteorological conditions or from spraying
equipment which could cause spray drift onto nearby crops and
plants.
WITHHOLDING PERIODS:
ACTIVE CONSTITUENT: 100g/L Dimase

Contents: 20 litres

Strawberries: DO NOT HARVEST FOR 1 DAY AFTER
APPLICATION
Apples, Pears, Stone Fruit: DO NOT HARVEST FOR 7 DAYS
AFTER APPLICATION
STORAGE AND DISPOSAL:
Lo-Calum Industries
Industrial Estate
Bullan SA 5023
Tel: 131 555
Batch number:
Z555-1799-28
Date of manufacture:
20 August 2013
Store product only in the closed original container in a cool, dry area
out of direct sunlight. Bury containers below 500 mm in a disposal
pit specifically set up for this purpose and clear of waterways.
SAFETY DATA SHEET:
Additional information is listed on the Safety Data Sheet available
from Lo-Callum Industries or from our website at
www.lo_callum.com.au
Who produced this chemical? ______________________________________________________
What is this chemical used for? _____________________________________________________
______________________________________________________________________________
When should the chemical be applied to strawberries? __________________________________
______________________________________________________________________________
If you wanted to spray a plot that measured 15 m x 20 m, how much chemical would you need?
How much water?
______________________________________________________________________________
Why would you not apply this chemical on a windy day?
______________________________________________________________________________
Where would you go to find out further information about first aid related to the product?
_______________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
29
Interpret information from a visual or graphic text
Texts can be written, spoken, graphic or digital.
Foundation skill
This activity addresses ACSF Reading Level 3, and supports the unit FSKRDG08 Read and respond to
routine visual and graphic texts.
Tips for delivery
Ask learners to read through the text and discuss the questions that follow, jotting down notes as
required. Explain to readers how the information in the chart and the paragraph, work together. The
chart is a visual summary of what is written in the paragraph. Highlight which parts of the chart
relate to various parts of the paragraph.
Reason for addressing this skill
A lot of information is gleaned from the internet. Readers need to be discerning about whether the
information is credible, whether it should be treated as fact or whether it intends to persuade the
reader in some way.
Adapt this activity
This activity is intended to suit those working to control weeds. The information could be customised
with information about other weeds that cause problems in different locations – go to the Weeds of
National Significance website at www.weeds.org.au.
The activity could also be contextualised with information about feed charts.
30
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Read a video
Go to
www.youtube.com/user/RoundupAust
ralia?feature=watch and select the
video titled ‘How to use Roundup Gel’.
Watch the video and discuss your
answers to the questions below.
1. Who produced the video?
_________________________________________________________________________
2. What is the purpose of the video?
_________________________________________________________________________
3. Who is the intended audience?
_________________________________________________________________________
4. The company that made the video highlight several benefits of the new product.
Name four:
1 ________________________________________________________________________
2 ________________________________________________________________________
3 ________________________________________________________________________
4 ________________________________________________________________________
5. Where would you go to find out further information about the product and its
effects?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
31
Mixing ratios
Mixing chemicals to prescribed ratios is essential for using chemicals.
Foundation skill
This activity addresses ACSF Numeracy Level 4, and supports the unit FSKNUM22 Use and apply
ratios, rates and proportions for work.
Tips for delivery
Again, this activity could begin as a paper-based activity and lead in to practical training room
activities, where learners mix different ratios so they can see the difference. See the scenario below.
Reason for addressing this skill
Mixing the correct solutions of chemical is very important to ensure their effectiveness – applying
solutions that are too weak would be a waste of time and chemical, and too strong could kill plants
and harm the environment. Many growers have had to wash off chemical solutions that have been
too strong.
Adapt this activity
Ratios are not always about liquids – this activity could be contextualised to cover the ratios of feed
or of solid chemicals.
Scenario: Learning about ratios
‘Yeah – mixing chemicals and working out ratios can be a bit difficult for
some people to grasp. I used to just mark up a container with a big
black line with ‘Round-up’ on one side and water on the other for a 1:10
mix. But people are not always going to have that container with them,
so I’ve put a fair bit of effort into thinking about how to teach the
concept of ratios’, says Davo.
‘What I do now is have a session that’s about mixing liquids in different
ratios. I constantly talk throughout the session about what a ratio is,
using the language of ratios – you know, one part of one thing mixed
with several parts of another. I get the groups to mix up either red
cordial or food dye because you can see it change colour as the strength
changes. They usually mix 50:1, 25:1, 10:1, 5:1, 2:1 and we have all sorts of discussions about
stronger and weaker solutions and how they look.
Then we talk about mixing volumes of chemicals in ratio – multiplying both sides of the ratio by the
same number... millilitres and litres – all that. That leads onto looking at the chemical mixes that are
used for various weeds, and about the consequences of getting the mixes wrong.
I finish up with a few paper based exercises where they mark up measuring containers. I keep
reinforcing all the time that we’re talking about ratios, and how important it is to get the right ratio
mix for the right purpose. They usually persist with the written activities because they can see a
purpose for it.’
32
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Ratios
Mark the measuring containers with appropriate measurements and then mark up the ratio mix.
Mark up for a ratio for 10:1.
Mark up for a ratio for 5:1.
Mark up for a ratio for 20:1.
Mark up for a ratio for 25:1.
© AgriFood Skills Australia Ltd 2013
33
Numbers and text
As foundation skills become more complex, learners needs to combine the skills of reading,
interpreting and problem solving to make informed decisions. The following sample activity requires
learners to analyse four sources of written information to make a decision about whether or not the
conditions are right for chemical spraying. The numeracy that underpins the task is not complicated
– the difficulty lies in interpreting the relevant numbers and units of measurement to make a critical
decision.
Foundation skill
This activity addresses ACSF Reading Level 4, and supports the unit FSKRDG11 Read and respond to
complex workplace information.
Tips for delivery
Ask learners to read through the activity and discuss the decision about whether to spray. They may
jot down some notes as required. One of the texts is located in a separate activity in this resource.
You may present it on a screen or on a separate handout. The point is that it is common to refer to
texts in different places to get the information needed to inform a decision. Explain that information
from the different sources needs to be considered to make a decision.
The question about spray drift is about getting learners to use the internet and access relevant
information.
Reason for addressing this skill
Analysing information from different sources to make decisions is common in real work tasks.
Adapt this activity
This activity is intended to suit those working to control pests. It could be contextualised to suit the
control of weeds or diseases affecting plants. Learners could be introduced to the Bureau of
Meteorology (BOM) website, to find and interpret weather forecast information. Alternatively,
encourage learners to listen to weather reports on radio or television, to make a
decision about whether to spray tomorrow or within the next few days.
34
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Planning to spray
The Queensland Government advises that spraying should only be carried out in weather conditions
that are suitable. You should always check the weather conditions before spraying.







Measure and record the weather conditions before and after the applications. If you think they
have changed, stop and measure them during the application as well.
Spray only in favourable weather conditions. Ideal wind speeds are between 3-15 knots per
hour.
During spraying, wind should be blowing steadily. Light and variable or gusty winds make it
difficult to predict where spray will go.
Spraying should not be carried out under calm or still conditions. Under calm conditions,
droplets are more likely to remain suspended in the air.
Ideally, wind should be blowing away from susceptible crops. If not, try leaving a buffer zone.
Avoid spraying in temperatures near or above 30°C and when humidity is low as spray droplet
size may be reduced, increasing the risk of spray drift.
Do not spray when inversion conditions exist. Visual indicators include no wind, fog, dew, frost
and smoke or dust hanging in the air or forming distinct layers. Inversion conditions are very
prevalent in Australia.
The Beaufort Wind Scale, included below, is a scale used to categorise wind speed and effects. Use
this scale in the activity that follows.
Beaufort Wind Scale
No.
Description
Speed k/ph
Effects
0
1
2
3
Calm
Light air
Light breeze
Gentle breeze
0
1.6 to 4.8
6.4 to 11.2
12.8 to 19.3
4
Moderate wind
20 to 29
5
Fresh wind
30 to 39
6
Strong wind
40 to 50
7
High wind, near gale
51 to 62
8
Gale, fresh gale
63 to 75
9
Strong gale
76 to 87
10
Storm, whole gale
88 to 102
11
Severe storm
103 to 117
12
Hurricane force
118 or more
Smoke rises vertically.
Smoke drifts in the wind.
Wind felt on face and skin. Leaves rustle.
Leaves and smaller twigs in constant motion. Light flags
extended.
Dust, leaves and loose paper raised. Small branches
move.
Branches of a moderate size move. Small trees begin to
sway.
Large branches move. Whistling heard in overhead wires.
Difficult to use umbrellas.
Whole trees in motion. Effort needed to walk against the
wind. Swaying of skyscrapers may be felt, especially by
people on upper floors.
Some twigs broken from trees. Cars veer on road.
Difficult to walk.
Some branches break off trees, and some small trees
blow over. Construction/temporary signs and barricades
blow over. Damage to circus tents and canopies.
Trees are broken off or uprooted, saplings bent and
deformed. Poorly attached asphalt shingles and shingles
in poor conditions peel off roofs.
Widespread damage to vegetation. Many roofing
surfaces are damaged; asphalt tiles that have curled up
and/or fractured due to age may break away completely.
Widespread damage. Very rarely experienced on land.
© AgriFood Skills Australia Ltd 2013
35
You need to spray an orchard or pears and the weather forecast for tomorrow is as follows.
Weather report
TEMPERATURE
88°F / 31°C
HUMIDITY
37% RH
DEW POINT
65°F / 19°C
WIND
14 k/ph from East
WIND GUST
–
PRESSURE
29.96 in / 1014hPa (falling)
Refer to the chemical label for Lo-Kill on page 27 and decide whether tomorrow is a good day to
spray.
Make sure that you know about spray drift before you spray. Go to
www.business.qld.gov.au/industry/agriculture and search for information about spray drift.
What should you do if spray drift occurs?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
36
Foundation Skills for Chemical Handling in AgriFood Qualifications
Notes
© AgriFood Skills Australia Ltd 2013
37
Reading information in charts, tables and screens
Reading information in a chart or table is quite different to reading information presented in a
paragraph. With charts and tables, the reader needs to work out how the information is arranged –
sometimes headings run across the top, sometimes down the side, and sometimes the intersection
of rows and columns is important.
Foundation skill
This sample activity addresses ACSF Reading Level 3, and supports the unit FSKRDG08 Read and
respond to routine visual and graphic texts.
The questions are intended to form the basis of a group discussion, so the activity could also be used
to address the development of ACSF Oral communication Level 2, and support the unit FSKOCM03
Participate in simple spoken interactions at work.
Tips for delivery
Point out to learners that tables and charts can be read in different ways. This table has types of
weed infestation down the side, with the type of control across the top. The information found in
the intersecting row and column explains how the infestation should be controlled.
Reason for addressing this skill
Charts and tables are included in lots of workplace documents and they often include information
vital for practical tasks in the workplace. Being able to interpret how a chart is designed, accessing
the required information and responding to it, is a skill that underpins many practical job tasks.
Adapt this activity
This activity is intended to suit those working to control weeds. The information could be customised
with information about other weeds that cause problems in different locations – go to the Weeds of
National Significance website at www.weeds.org.au.
The activity could also be contextualised with information about feed charts, for example type or
weight of animal and type of food the animal should be fed, or about cleaning products and
processes.
The activity could also be contextualised to incorporate reading a digital screen.
Scenario: Reading a digital screen
“Yeah – you can’t just expect that someone will know how to read some of these
digital screens we use in our workplace. You have to explain what each different
reading is, what it’s measuring and why it’s important to know about it. For the
weather station we have, there’s a heap of different readings. Usually I go over the
basics of what’s being measured by each – you know – the time reading uses a 24
hour clock, the date format (date, month, year), the temperature (degrees Celsius)
and the humidity. It’s not straight-forward, and it takes a bit of time to explain it all,
but it’s a really important gadget to use to work out what jobs we should and
shouldn’t be doing around the place.” says Ming, leading hand at a strawberry farm.
38
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Control options for Mimosa
Read the information in the table and discuss the questions that follow.
1.
Which physical controls would you use for a few plants in a small area?
_______________________________________________________________________________
2.
What is an example of a small weed infestation in the region where you work?
_______________________________________________________________________________
3.
Which controls should you use for a medium number of plants?
_______________________________________________________________________________
_______________________________________________________________________________
4.
When would you use a physical control for a large number of plants?
_______________________________________________________________________________
_______________________________________________________________________________
5.
When would aerial spraying be appropriate?
_______________________________________________________________________________
_______________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
39
Interpreting information from a range of texts
At higher levels of reading the content is often less familiar and information can be presented in
various formats, for example in charts and paragraphs, where a chart complements or summarises
information written in sentences.
Foundation skill
This activity addresses ACSF Reading Level 4, and supports the unit FSKRDG11 Read and respond to
complex workplace information.
Tips for delivery
Ask learners to read through the text and discuss the questions that follow, jotting down notes as
required. Explain to readers how the information in the chart and the paragraph, work together. The
chart is a visual summary of what is written in the paragraph. Highlight which parts of the chart
relate to various parts of the paragraph.
Reason for addressing this skill
This skill is important for locating information to guide practical tasks. If the correct information is
not identified and acted on, then practical activities could result in wasted time, money and effort.
Adapt this activity
This activity is intended to suit those working to control weeds. The information could be customised
with information about other weeds that cause problems in different locations – go to the Weeds of
National Significance website at www.weeds.org.au.
The activity could also be contextualised with information about feed charts.
40
Foundation Skills for Chemical Handling in AgriFood Qualifications
Sample activity: Reading information from more than one
source
How to identify gamba grass
Gamba grass can be distinguished from native grasses on the basis of its growth habit – tall, dense
and erect tussocks. Plants may be up to 4 to 5 metres tall including the flowering stems which may
extend 2.2 metres above the height of the foliage. The leaves have a distinctive white mid-rib and
are covered with soft hairs (noticeable when holding rain water and dew). Late curing (remaining
green) into the dry season also distinguishes it from native grasses.
Gamba grass flowers mostly in April although it may continue through to August if conditions are
suitable. Seeds are generally formed from May to June and most seeds have been dropped by the
end of August. Germination of
seeds occurs whenever sufficient
soil moisture is available, from
early wet season storms in
October through the typical
commencement of the wet
season in December. Plants that
have been burnt or slashed
earlier in the year can also flower and form seed from October to December.
Extract from www.weeds.org.au/WoNS/gambagrass
1. In what months does gamba grass flower?
_____________________________________________________________________________
2. When are the seeds formed?
_____________________________________________________________________________
3. When are seeds dropped?
_____________________________________________________________________________
4. What do the two different colours on the chart represent?
_____________________________________________________________________________
5. When would be the most effective time to spray chemicals to control gamba grass?
_____________________________________________________________________________
_____________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
41