Department of Agriculture, Fisheries and Forestry

Weedbuster
activity book
with teachers resource

Great state. Great opportunity.

CS271808/13

Acknowledgement Illustrations: Paul Lennon Note: Mention of a trade company name in this publication does not constitute a guarantee or endorsement by the Department of Agriculture, Fisheries and Forestry. For copies of this activity book contact: Biosecurity Queensland Department of Agriculture, Fisheries and Forestry GPO Box 46 Brisbane Qld 4001 Phone: 13 25 23 www.biosecurity.qld.gov.au This document has been compiled by the Department of Agriculture, Fisheries and Forestry. State of Queensland, 2013. The Queensland Government supports and encourages the dissemination and exchange of its information. The copyright in this publication is licensed under a Creative Commons Attribution 3.0 Australia (CC BY) licence.

Under this licence you are free, without having to seek our permission, to use this publication in accordance with the licence terms. You must keep intact the copyright notice and attribute the State of Queensland as the source of the publication. For more information on this licence, visit http://creativecommons.org/licenses/by/3.0/au/deed.en. The information contained herein is subject to change without notice. The Queensland Government shall not be liable for technical or other errors or omissions contained herein. The reader/user accepts all risks and responsibility for losses, damages, costs and other consequences resulting directly or indirectly from using this information.

Contents
What is a weed? Weed herbariums Map the location of weeds Develop a crime file Biological control Wheres Woody? 2 3 9 11 14 15

A day in the life of Woody the Weedbuster 16 Weedbusting in your own backyard 18

There once was a plant ... 19 Weedbuster quiz Spot the differences Help the biocontrol beetle get to the lantana weed Woody word puzzles Spot the odd one out Woody drawathon Get to Woodys research station Answers to puzzles Teachers resource 20 21 22 23 24 25 26 28 29

What is a weed?
A weed is any plant growing where it is not wanted. Most people think of weeds that hurt themplants with spines or prickles or plants that have odd smells or look tangled in their growthbut weeds come in all shapes and sizes. Identifying them is the first step in effectively controlling them. In fact, some plants that people grow in their gardens can become serious weeds. Weeds can be found among crops and pasture, on roadsides, in forests and national parks, and even in rivers and lakes. A weed can: adapt easily to new soils grow in relative extremes of temperature and rainfall reproduce readily. Weeds are a problem because they: reduce land available to Australian animals and can be poisonous if eaten lead to allergies and skin rashes in people reduce enjoyment of canoeing, hiking, fishing and camping poison food sources for cattle and sheep reduce water quality and prevent recreational activities outgrow native plants and take over bushland increase the risk of fire in dry seasons.

What weeds do you know?

a) As a class, brainstorm the number of weeds you already know. b) Together with your parents, make a list of the weeds you know. c) Compile the two listshow many weeds did you come up with? Did you know there are almost 100 declared plants in Queensland? A full list can be found at www.biosecurity.qld.gov.au

Weed herbariums
A herbarium is a collection of plants. Scientists make herbariums to help them identify various species and their characteristics. A herbarium card is used to record each plants features, such as: the size of its leaves how it spreads seeds the type of plant. Weeds come in many shapes and sizes. Some are grasses, shrubs, trees, creepers, climbers, bulbs, tubers and aquatic plants. To help build a picture of the weeds in your town, district, school, property or backyard you could make your own weed herbarium. The activities on the following pages will show you how.

Information on how to identify weeds can be found on the Weeds Australia website at www.weeds.org.au and at www.biosecurity.qld.gov.au For more information, search for Queensland Herbarium on the Department of Environment and Heritage Protection www.ehp.qld.gov.au

Water lettuce

Creating a weed herbarium

Collect three different weed samples. You will need: plastic bagsone for each weed sample collected labels and pens to mark the bags a notebook garden tools safety geargloves, hat, sunscreen and shoes a weed guide or field book to help identify species.

Step 1: Find a weed Look for the following signs: a creeper or climbing plant that has smothered all other plants or trees in an area a plant that forms densely and is very prickly a plant that has taken over bushland or is choking a creek bank. Step 2: Collect information about your weed Take time to look at the weed before you collect it and record details: Record what you notice around the weed:  What are the characteristics of the soil (i.e. colour, texture, moisture)? Are there other plants growing around it? How is the weed getting water? Try sketching the weed and writing down some observations, including the: flower colour shape of seeds size of the flower and shape of the plant.

Step 3: Collect your sample Include all parts of the weednot just the leaves: Include flowers, fruit (even if they are woody and hard) and leaves. Also include seeds and roots of the weed. For weeds that are trees or shrubs, also include a small branch and some bark. For a small plant or grass, include the whole plant (if possible). If the weed has underground runners, include them also.

Step 4: Store your sample Place the sample in a plastic bag and label it for later reference. Store the bags in a cool, dry placedont leave them in the sun or your samples will wilt. Remember not to spread plant fragments or seeds on your way back home or to the classroom. How can you tell whether a plant is a weed? Ask a farmer or gardener. Research plants on the Weeds Australia website at www.weeds.org.au Research plants on the Biosecurity Queensland website at www.biosecurity.qld.gov.au Compare the plants you have found to a picture in a weed guide or reference book.

Record information about your samples. You will need: newspaper to spread out over the ground some bricks to hold the paper in place pencils and ruler clear glue and scissors herbarium cards (photocopy the card opposite).

Step 5: Fill in a herbarium card for each sample Give it an identification number. Write down your name. Fill in the rest of the card. Once youve identified your sample, record the common name and scientific name (youll need to use a weed guide or reference book).

Step 6: Trim your weed sample Lay your sample on half a sheet of newspaper. Trim the weed if necessary to show important details such as flowers or fruits. Remove crumpled leaves, but keep each plant separate from others. Drying samples is important to prevent mould and damage and to make sure the weeds features are clearly visible.

Herbarium card
Card number Collectors name Weed common name Weed botanical name Date of collection Season of the year

Location found Locality Description of the weed

tree shrub vine grass water creeper bulbs/tubers 0ther

Describe leaves and flowers (hairy, colour, spines, pods) Describe fruit (berries, colour, hardness, attractiveness) Typical habitat (shade/sun, amongst trees, grass, footpaths, creek)

Card number Collectors name Weed common name Weed botanical name Date of collection Season of the year

Location found Locality Description of the weed

tree shrub vine grass water creeper bulbs/tubers 0ther

Describe leaves and flowers (hairy, colour, spines, pods) Describe fruit (berries, colour, hardness, attractiveness) Typical habitat (shade/sun, amongst trees, grass, footpaths, creek)

Step 7: Press your weed sample Fold the second half of the newspaper over to cover the weed sample. Heavy books or house bricks are ideal to place on top of them. Step 8: Change the newspaper Change the newspaper every second day until the weeds become dry (this may take up to 34 weeks). During the first week, change the paper every second day, then two or three times over the next few weeks.
Note: Some weeds (such as mother of millions) that have thick, fleshy leaves and stems will require the paper to be changed every day for the first week, then every second day. This will help speed up the drying process.

Step 9: Mount your weed sample Mount your pressed weeds by gluing them to a piece of card. Store the herbarium card with the sample. Neatly write the notes you made about the weed. Identify your plant by its characteristics. Use a weed guide or reference book, the fact sheets at www.biosecurity.qld.gov.au or visit the Weeds Australia website at www.weeds.org.au
This activity was adapted from the School Link information sheets (Greening Australia, Queensland).

Map the location of weeds

Step 1: Photocopy the map grid Photocopy the map grid on page 10 in this book to use as your personal map to show the location of weeds in your area. Step 2: Mark locations of features on the map grid Ask your teacher to mark on the location of visible features such as buildings, creeks, ovals and bushland. You need to understand where these features are to accurately mark on the map the location of the weed species you have found.

Step 3: Mark locations of weeds Mark in the locations of the weeds you found. Use a different symbol or colour for different species. Advanced exercise: While you are walking around the area, have a look for further infestations. You might be surprised how many weeds of the same type are in the area. Mark major concentrations of the weed by shading or colouring affected areas on the map grid.

Map grid Use this grid to mark the locations of various weed species. Mark in major features like buildings and ovals to help give you the grid-scale before marking weed locations (ask your teacher for help). You might choose a small dot to mark the places where you found your weed specimens. Use a different colour or symbol shape to show different species. Colour or shade areas that are infested with the same weed around your area.

10

Develop a crime file

Step 1: Create a crime file card Have a look at the crime file cards on the next page for some of the real nasties, then make up your own crime file. To find information about local weeds, use the fact sheets at www.biosecurity.qld.gov.au or weed guides from your local council. Record important facts about the weed youve chosen on the card. Step 2: Arrange information under headings Use some of the following headings to describe the weed or make up some of your own: What is the crime (i.e. why it is a problem)? What does it look like? Where did it come from? How does it spread? What can you do? Step 3: Create a wanted poster Design a wanted poster to go with the crime file card (see page 13).

Have you heard of Woody the Weedbuster? Woody helps combat weeds that invade our natural bushland. Weeds like parthenium, alligator weed, camphor laurel and rubber vine are spreading across the state and causing destruction wherever they go. They are destroying native bushland, clogging up creeks, destroying bushland friends homes and making people sick. You might think theyre harmless at first, but theyre sneaky enough to fool you if youre not aware of what theyre up to. This is where we need your help.

Cats claw creeper

11

Crime file cards

WA

Parthenium D E T N
Crime What does it look like? Where does it come from? How does it spread? What can you do?

Overruns farmers pastures and spoils their crops. Can create severe allergies and skin rashes in people.

Grows up to 2 m high. Has pale-green leaves that are covered in fine hairs. Has creamy white flowers. Each flower has four or five seeds about 2 mm long. South Americabrought to Australia in 1955 Seeds are spread mostly by birds, cars and farm machinery. Make sure you wash your vehicle at local wash-down facilities around Queensland to stop this weed spreading.

WA

Camphor laurel D E T N
Crime What does it look like?

Outcompetes and destroys our blue-gum trees that koalas need for food. Takes over pasture. Roots block drains and crack concrete.

Grows to 20 m highone of the biggest weeds youll see! Leaves are glossy and smell like camphor. Has lush, bright-green leaves and lots of small white flowers in spring.

Where does it come from? How does it spread?

Taiwan, Japan and parts of Chinabrought to Australia in 1822. Produces over 100 000 seeds each year that can be spread by birds. Plant native trees instead, making sure smaller plants have room to grow and that camphor laurel isnt blocking their sunlight.

What can you do?

12

Create your own wanted poster

T N ED A W
Weedbusters by the

Name:
Crime:

13

Biological control
Biological control is using insects to control weeds. Fungi and viruses are also used as biocontrol agents to control insects and plants. Weed biocontrol works when an insect, such as a moth, lays its eggs into a weed. When the caterpillars hatch, they begin to feed. The caterpillars may directly kill the plant, reduce the number of seeds that the plant produces or slow down the growth rate of the plant. Biocontrol is one of the friendliest control methods to the environment, because it does not involve the use of chemicals and is not dangerous to people or animals.

Biological control in Queensland

Use the fact sheet, The prickly pear story, at www.biosecurity.qld.gov.au to answer the following: i. Why was prickly pear brought to Australia? ii. What problem did it cause? iii.  What type of biological control agent was released to control the plant?

14

Wheres Woody?
Woody the Weedbuster is hiding in 12 different places. Can you find them all?

15

A day in the life of Woody the Weedbuster

16

Write a story about Woody and one of his achievementsperhaps a story about how some weed seeds got to Australia in the first place. Stuck for further ideas? How about: 1. when Woody stopped a new weed entering Australia 2. how Woody and his friends, the biocontrol bugs, helped save some native animals in the bush from invading weeds.

17

Weedbusting in your own backyard

Colour in the picture below and describe what you think is happening.

18

There once was a plant ...

There once was a plant, really a weed That developed from merely a seed The weed now fled Over the countryside it spread So call out for Woody, were in need. Watch out for the big camphor laurel tree Hes the biggest weed youll ever see Big and tall in the street Dropping seeds at his feet And destroying our bushland is he.
Mother-in-laws tongue Asparagus fern

This activity is about writing something fun. How about a limerick about Woody, or just a short poem? See the limerick above to get you started.

Prickly acacia

Lantana

19

Weedbuster quiz
Test your knowledge
Answers on page 28.

True or false (please circle answer)

1. A weed always has prickles on it. 2. Any plant that is not native is a weed. 3. All of Australias weeds were introduced accidentally. 4. Some aquarium plants are weeds. 5. Weed seeds can be spread by birds. 6. Some weeds can give you nasty skin rashes. 7. Weeds often outgrow Australian plants. 8. Some weeds are poisonous to animals and birds. 9. Farmers grow weeds to make hay. 10. All weeds should be pulled up by the roots. 11. There are only a few different species of weeds. 12. All plants brought into Australia must be declared to customs officials. True True True True True True True True True True True True False False False False False False False False False False False False

Circle the correct answer

13. How much do weeds cost Australia each year? a. $2 billion c. $4 billion b. $1.7 billion d. $9.5 billion 14. From which continent havent we obtained weeds? a. Africa c. America b. Antarctica d. Asia 15. All of the following are weeds, but which is the odd one out? a. Parthenium c. Lantana b. Water hyacinth d. Prickly acacia Why? ________________________________________________________

16. How should you get rid of garden clippings? a. Dump them in the bush. c. Cart them in an open trailer to the local waste tip. b.  Tip them over the fence onto d. Compost them to use as fertiliser. someone elses property. 17. How can we control weeds? a. Encourage them to grow. b. Pull out plants but leave the seed on the ground. c. Plant native plants and pull out weeds. d. Encourage weeds to grow in bare areas.

20

Spot the differences

What happens to your neighbourhood if you dont stop the spread of weeds? Picture A shows a neighbourhood that is free of weeds. In Picture B the weeds have grown out of control. Circle the differences (answers on page 28).

Picture A

Picture B

21

Help the biocontrol beetle get to the lantana weed

22

Lantana

Woody word puzzles

Answers on page 28. Can you make up the sentence using the code?
8 z8 x v f h x x h i e 8 f t [6 d 8 v v 8 v8 v ] 6 x

P W

R S t

E 8 B d

V z H ]

N x C i

T v U e

I f L [

O h A6

All the words listed below appear in the puzzle horizontally, vertically and even backwards. Circle each word as you find it.

Clues
Alligator weed Honey locust tree Morning glory Cabomba Parthenium Siam weed Water hyacinth Rubber vine Chinee apple Lantana Asparagus fern Camphor laurel Senegal tea plant Singapore daisy Prickly acacia Salvinia

23

Spot the odd one out

One of the weeds in each line is different to the other three. Circle the odd one out and colour in.

24
Answers: 1a, 2c, 3d, 4b

Woody drawathon
Complete the pictures of Woody the Weedbuster below.

25

Get to Woodys research station

How did feral animals get here?
text
Uh ohyou spread some weed seeds go back two spaces

Start

Woody says move forward three spaces

Woody says move forward three spaces

Uh ohyou spread some weed seeds go back two spaces

Woody says move forward two spaces

Uh ohyou spread some weed seeds go back two spaces

Rules
1. T  he object of the game is to be the first Weedbuster to reach Woodys research station. Woody needs your help with his research to control weeds, so youll need to get there as quickly as you can. 2.  Up to four players can play the game. You will need dice and a marker (could be a 5c coin or a button, or you can trace over and cut out the markers on the top of the opposite page). 3.  When it is your turn, roll the dice and move the number of spaces shown. 4.  You can go in any direction, but you cannot step on the same space twice in one turn. 5.  If you land on a weed, you get chased back to the start. If you land on Woody, move forward two spaces. 6. To win the game you must roll the exact number to land on Finish.

26 2

Playe

r1

Playe

r2

Playe

r3

Playe

r4

Weeds

Woody the Weedbuster

am

phor laure

Lantana

Wa

ter lettuce

Ca

ts claw creep

eedy w o o d

Sm

art woody

a pp

y y wo o d

C on

fused woo

If you land on a weed, go back to the start.

If you land on Woody, move forward two spaces.

Woody says move forward three spaces

Uh ohyou spread some weed seeds go back two spaces

Woody says move forward two spaces

Uh ohyou spread some weed seeds go back two spaces

Finish
Woody says move forward one spaces

27 3

Answers to puzzles
Weedbuster quiz (page 20)
1. False 2. False 3. False 4. True 5. True 6. True 7. True 8. True 9. False 10. False 11. False 12. True 13. c. $4 billion 14. b. Antarctica 15. b. Water hyacinthits a water weed 16. d. Composting to use as fertiliser 17. c. Plant native plants and pull out weeds

Woody weed puzzles (page 23)

Prevention now is better than cure later.

Spot the differences (page 21)

Weeds cause allergies. Weeds make animals sick. Weeds affect native animals. The wind spreads weed seeds. Wash down cars that have been through vegetated areas. 6. Weeds take over native bushland. 7. Watch environmental weeds spread seedlings. 8. Weeds choke our waterways. 9. Dont put aquarium weeds into waterways. 10. Pets can get sick from eating weeds. 11. Dont dump your garden clippings over the fence. 1. 2. 3. 4. 5.

28

Teachers resource
Thank you for your interest in weed management education. As a teacher you have a key role in helping students understand the unique Australian environment and the impacts weeds have on the environment, economy and society. Those of us working in weed and pest animal education appreciate your efforts. Weeds, like invasive animals, have social, economic and environmental impacts. They degrade our natural resources and our community bears this cost. Weeds can impact on recreational activities, for example, when a lake becomes overrun by a water weed it can no longer be used for fishing or swimming. Weeds can overpower native plants, changing our landscape, and can ruin valuable farming land, which is costly to industry and the community. Weeds can be expensive to control and degrade our quality of life. Unfortunately, weed and invasive animal problems in Australia are growing and are considered one of our biggest environmental threats. Our children will inherit the problems caused by weeds and invasive animals. It is vital to educate students about these problems and what actions can be taken at the individual, community, local, regional, state and national levels to address weed and invasive animal issues. We can help students understand the issues and help gain the relevant knowledge and skills for sustainable land managementa respectable goal in this, the United Nations Decade of Education for Sustainable Development (20052014). Studying invasive species such as weeds and pest animals fits within school curriculum. See the table below for curriculum links to this activity book.

Core learning outcomes for key learning areas of Study of Society and Environment (SOSE) and Science SOSE
Strand
Time, continuity and change Place and space Systems, resources and power

Core learning outcomes

Foundation level; Level 3: 3.13.5; Level 4: 4.1, 4.4, 4.5; Level 5: 5.2, 5.3 Foundation level; Level 3: 3.13.5; Level 4: 4.24.5; Level 5: 5.25.5 Foundation level; Level 3: 3.1, 3.2; Level 4: 4.3; Level 5: 5.1, 5.2

Science
Strand
Science and society Life and living

Core learning outcomes

Foundation level; Level 3: 3.2, 3.3; Level 4: 4.2, 4.3; Level 5: 5.15.3 Foundation level; Level 3: 3.13.3; Level 4: 4.14.3; Level 5: 5.15.3

29

The following materials are useful for both Studies of Society and Environment (SOSE) and Science.

National resources and programs

Feral focus
Feral focus is a curriculum-based resource for secondary school students up to Year 10. It addresses the complexities of effective pest animal management and links directly to levels 5 and 6 outcomes for SOSE and Science. Download from www.feral.org.au

Weeds and pest animal educational resources

Pest patrol
The Pest patrol activity book teaches students about the dangers invasive animals pose to our native wildlife, domestic pets and farming communities. Pest patrol is aimed at students aged 710 and links to Queenslands SOSE and Science curriculum. For more information, visit www.biosecurity.qld.gov.au or call 13 25 23.

Weed wipeout
An interactive game where the player manages a farm with weed problems. For more information, visit www.une.edu.au

Backyard Explorer
Queensland Museums learning resource for Wild Backyards (Years 69). In this ecological study, find out what native animals and habitats are found in your schoolyard and make a digital story about them. Download from www.qm.qld.gov.au

Aquatic invaders
This educational module teaches students about pest fish such as carp and tilapia and their impacts on the aquatic environment. It links to levels 35 outcomes for Science. For more information, visit www.biosecurity.qld.gov.au

Backyard biodiversity
CSIRO has designed this activity as part of its do-it-yourself science. Read about the problems caused by invasive species and try some classroom activities. For more information, visit www.csiro.au

Easter bilby teacher kit

This kit comprises two storybooks (Easter bilby and Easter bilbys secret) and the Easter bilby action pack. The action pack is 22 pages of classroom activities and ideas. For more information, visit www.environment.gov.au

30

Wild forest adventureferals!

Find out about the status, numbers, distribution, original purpose, capabilities, associated problems and the control of feral animals. Try the activity online or download the book. For more information, visit www.dpi.nsw.gov.au

Natural resource management

Educational resources are available at www.dnrm.qld.gov.au

Catchment management
The Catchment management resource (level 5 SOSE and Science) provides opportunities for students to learn about and investigate various aspects of water catchments. For more information, visit www.dnrm.qld.gov.au

National Weedbusters book

A quality resource to support any weeds education program. Obtain a copy of the Gould League Weedbustersactivities, information and curriculum links for $9.95. Visit www.gould.edu.au

Land management resource

The Land management resource (level 6 Science) provides opportunities for students to learn about and investigate the consequences of agricultural practice on a number of different environmental aspects, including soil health, biodiversity and the water quality within catchments. For more information, visit www.dnrm.qld.gov.au

Sustainability education
This website is the Australian Governments gateway to a range of resources to support the implementation of sustainability in schools. Topics include water, energy, waste, biodiversity, climate change, transport and coastal and marine environments. Visit www.environment.gov.au

Water resources
The Water: learn it for life! (preparatory to Year 7) curriculum resource provides early and middle years teachers with a series of lesson plans and activities addressing the water cycle, water conservation, water sources and storage, water efficiency, water recycling and alternative water sources. For more information, visit www.dnrm.qld.gov.au

Weedbuster
Weedbuster is a national program of weed awareness and action. Weedbuster gives schools the opportunity to learn about weed issues in their local area, by participating in an event during Weedbuster Week (held in September each year). For more information, or to obtain resources to support your Weedbuster event, contact the Weedbuster coordinator on 13 25 23 or visit www.biosecurity.qld.gov.au

Dungbusters
The Dungbusters resource (SOSE and Science) introduces students to the important functions that dung beetles perform by rapidly returning animal manure to the soil, including recycling nutrients, promoting pasture growth, improving the quality of run-off from pastures and reducing fly breeding habitat. For more information, visit www.dnrm.qld.gov.au

Weedbusters New Zealand

For educational resources for schools, visit www.weedbusters.co.nz

31

River journeys (Science, Arts, English and SOSE) is designed to stimulate upper primary and lower secondary classroom discussion about waterways, rivers and whole-ofcatchment health through art, dance, history, culture and science investigations. For more information, visit www.dnrm.qld.gov.au

River journeys

Local government
Most local governments have an officer responsible for environmental issues or weed control. Your local government representative should be able to provide a list of weeds in your area or make recommendations for field sites to visit. Visit your local government website or www.lgaq.asn.au

Waterwatch Queensland
The Waterbug and riparian vegetation snapshot is a series of resources to help teachers and students do a water bug (macro-invertebrate) snapshot assessment, which will give a rough indication of the health of a waterway. For more information, visit www.dnrm.qld.gov.au

The Weed Society of Queensland

GPO Box 1607 Brisbane Qld 4001 www.wsq.org.au

Community organisations
You may wish to become involved in your local Landcare, Bushcare or Coastcare group. Many of these groups and other community groups are actively involved in bush regeneration projects and weed control. To find a group in your region visit www.landcare.org.au

Ollies world
Ollies world is a child-friendly, comprehensive resource centre presenting information on all sorts of issues relating to sustainability principles. Characters and activities from the Ollie CD ROM programs are incorporated into a fun and stimulating website. Visit www.olliesworld.com

Regional natural resource management groups

The Regional Groups Collective represents the statewide interests of the 14 regional natural resource management bodies in Queensland. For more information, visit www.rgc.org.au

Contacts
Biosecurity Queensland
Biosecurity Queensland (part of the Department of Employment, Economic Development and Innovation) is the lead agency for invasive plants and animals. The department produces a range of printed materials and biosecurity officers are located throughout Queensland. Phone: 13 25 23 www.biosecurity.qld.gov.au

Landcare Queensland
PO Box 3758 South Brisbane Queensland 4101 www.landcare.org.au

32

 Australian National Botanic Gardens (environmental weeds)www.anbg.gov.au Department of Environment and Landcare Australia Resource Management www.landcareonline.com www.dnrm.qld.gov.au United Nations UNESCO Decade for Education for Sustainable Development Other specialist organisations www.unesco.org Greening AustraliaQueensland Inc. CSIRO for information on pest management 333 Bennetts Road research, biocontrol and quarantine Norman Park www.csiro.au Queensland 4170 Queensland Herbarium for information on plants including weeds and identification Society for Growing Australian Plants www.dnrm.qld.gov.au Queensland Region, Inc. Invasive Animals CRC for information on PO Box 586 vertebrate pest animal species in Australia Fortitude Valley and New Zealand Queensland 4006 www.invasiveanimals.com www.sgapqld.org.au WWF Australia for information on biodiversity, conservation and Useful websites environmental information and issues including weeds and feral animals Information on weeds and pest animals is wwf.org.au available at www.biosecurity.qld.gov.au Regional NRM bodies are responsible this site includes up-to-date information for protecting and managing Australias from legislation that underpins weed and natural resources. To access your local pest animal management in Queensland, natural resource management group and for through to strategies for individual weed information, funding and support, and pest species and links to education visit www.regionalnrm.qld.gov.au resources and careers. Department of the Environment, Water, The Global Compendium of Weeds collates weed lists from around the world. For more Heritage and the Arts (environmental information, visit www.hear.org education issues and information including invasive species) encourages The GRIN (Germplasm Resources Information Network) Database lets users schools to take a whole-system determine current names and obtain and whole-school approach to some information on species. For more sustainability, and provides resources information, visit www.ars-grin.gov to support the implementation of The PIER (Pacific Island Ecosystems at sustainability in your school Risk) web page is useful for tropical and www.environment.gov.au subtropical species, and often gives a great deal of information on species covered. Weeds Australia (including Weeds of For more information, visit www.hear.org National Significance)www.weeds.org.au

Queensland Parks and Wildlife Service

33 9

Playe

r1

Playe

r2

1. Cut out the mask along the dotted lines. 2. Cut out two small holes for the eyes. 3.  Cut out the holes on the sides. Thread a piece of string or rubber band through the holes. 4.  Tie the string around your head to become Woody the Weed.