GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 1

GRDC GRAINS INDUSTRY EDUCATION RESOURCES

GROW GREAT GRAINSTIPS, TRICKS AND TACTICS FOR GROWING WHEAT IN YOUR SCHOOL VEGGIE GARDEN

A RESOURCE FOR PRIMARY SCHOOL TEACHERS

GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 3

About the GRDC

The GRDC The Grains Research and Development Corporation is a statutory authority established to plan and invest in research, development and extension (RD&E) for the Australian grains industry.

Its primary objective is to drive the discovery, development and delivery of world-class innovation to enhance the productivity, profitability and sustainability of Australian grain growers and benefit the industry and the wider community.

Its primary business activity is the allocation and management of investment in grains RD&E.

GRDC Vision A profitable and sustainable Australian grains industry, valued by the wider community.

GRDC Mission Create value by driving the discovery, development and delivery of world-class innovation in the Australian grains industry.

GRDC Values • We are committed and passionate about the Australian

grains industry.

• We value creativity and innovation.

• We build strong relationships and partnerships based on mutual trust and respect.

• We act ethically and with integrity.

• We are transparent and accountable to our stakeholders.

Contact TELEPHONE: 02 6166 4500

FACSIMILE: 02 6166 4599

EMAIL: grdc@grdc.com.au

INTERNET: www.grdc.com.au

Title: GRDC Grains Industry Education Resources – Grain Facts for Schools: Grow Great Grains Project Code: ACO00004Authors: AgCommunicators2016

Acknowledgments: We would like to acknowledge Harriet Marshman for taking many of the wheat images used in this resource. Harriet is in year 6 at Owen Primary School.

©Grains Research and Development Corporation 2016All Rights ReservedThis publication is copyright. Except as permitted under the Australian Copyright Act 1968 (Commonwealth) and subsequent amendments, no part of this publication may be reproduced, stored or transmitted in any form or by any means, electronic or otherwise, without the specific permission of the copyright owner.

Front Cover Photo: Harriet Marshman, Owen Primary School

Disclaimer Any recommendations, suggestions or opinions contained in this publication do not necessarily represent the policy or views of the Grains Research and Development Corporation. No person should act on the basis of the contents of this publication without first obtaining specific, independent, professional advice. The Corporation and contributors to this publication may identify products by proprietary or trade names to help readers identify particular types of products. We do not endorse or recommend the products of any manufacturer referred to. Other products may perform as well as or better than those specifically referred to. The GRDC will not be liable for any loss, damage, cost or expense incurred or arising by reason of any person using or relying on the information in this publication.

Contents

2 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS

GRDC Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

GRDC Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

GRDC Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.0 Introduction: Growing Great Grains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2.0 Ideas for incorporating wheat in the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

3.0 Wheat production in Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

4.0 The Wheat Industry Snapshot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

5.0 About the Wheat Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

6.0 Anatomy of a Wheat Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

7.0 Wheat Growth and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

8.0 Experiment: Growing Grains in Your School Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

8.1 Selecting Your Variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

8.2 When to Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

8.3 Site Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

8.4 Seeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

8.5 Watering Your Wheat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

8.6 Soil Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

8.7 What a Plant Needs to Survive and Thrive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8.8 Disease management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

8.9 Insect Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

8.10 Wheat Growth Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

9.0 Plant Food! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

10.0 Classroom Germination Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

11.0 Classroom Cake (or Bread) Bake! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

11.1 Other ideas... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

12.0 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

4 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 5

This booklet provides the required growing information to help kick start your wheat growing adventure. It comes complete with agronomic information about wheat growth and development, industry facts and figures and a range of activities to enable a connection to be developed with one Australia’s most important commodities.

The Grains Research and Development Corporation has invested in the development of a suite of user-friendly grain education resources and initiatives for students, teachers and families. These resources have been developed with teacher and researcher input and have been designed following a comprehensive survey of more than 340 teachers throughout Australia.

This specific resource is aimed at supporting teachers to include grains in their school veggie gardens as our research found that grains are rarely grown in school gardens due to limited information and lack of agronomic support.

Teacher feedback suggested that wheat was a great crop to work with given its links to the food pyramid and its flexibility for use in a range of science experiments. So - we are here to help!

Good luck growing!

Please contact us if you would like any more information.

Kind regards The GRDC Education Team

1.0 Introduction Growing Great Grains

Wheat is a great crop to grow in a school garden. Here’s why: • Seed is cheap and easy to source from a range of outlets

(try contacting SeedNet www.seednet.com.au), google your local agronomist or contact a farmer you might know. You can even source grain from a health food store or supermarket!

• Students can harvest the grain at the end of the season and mill (or grind) it to make wholemeal flour, which in turn can be used to make cakes, biscuits, bread or noodles.

• It responds to experimental variables such as changes in light, water and nutrients making it a good model for experimental design.

• Food and fibre is linked implicitly in the national curriculum, so the incorporation of wheat allows linkages to be formed with Australian farming, health and nutrition and general science.

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2.0 Ideas for incorporating wheat in the classroom

As part of your growing great grains classroom experiments – we suggest conducting two different experiments at the same time. This makes the growing experience more interesting and gives students more to do! These experiments are then followed by class activities which link the paddock to the plate – in these component students will get to touch, taste and try their experiment!

Part 1: Grow Grains in Your Garden • Investigate two different wheat varieties, looking

at the growth and development over time.

• Understand how nutrients, soil and the elements influence plant growth and development.

• Investigate floral structures and pollination.

• Understand grain fill and seed set.

Part 2: Grow Grains in Your Classroom• Investigate germination, growth and development

in the dark, in the cold, in full sunlight and outside.

• Understanding plant parts.

• Practice experimental design.

Part 3: In class activities: • Grinding grain (milling) to make whole meal flour.

• Developing a whole grain recipe to utilise your flour.

• Practice cooking with flour (gluten free flours can be used to compare wheats performance).

• Develop a brand for the recipe and product – have a cook off with your class and judge the best recipe!

INTERESTING FACT:

The wheat plant can vary

dramatically between different

varieties. From varying sizes such

as dwarf varieties to prevent

lodging (breaking at the stem) and

varying grain properties to suit

different end uses such breads,

noodles or cakes.

Wheat is the largest grain crop grown in Australia. Australian farmers produce about 24 million tonnes of wheat per year (AEGIC 2016). Around 25-35 per cent of this is kept for the Australian market to make flour, breads, noodles, cakes and pasta plus it can be used as livestock food. The remaining 65 – 75 per cent, is exported to more than 50 countries including Asia, the Middle East and the Pacific Regions (AEGIC 2016).

3.0 Wheat production in Australia

Australian wheat is popular around the world. Our grains are high quality and taste great! Consumers also like that our wheat is produced in a clean and green environment and meets strict quality and health standards.

Farmers throughout Australia generally grow ‘spring wheat

varieties’ – this means they are planted, or sown, in autumn to early winter and they mature in late spring to early summer

(Blakney 2009).

Wheat is grown throughout the wheat belt (figure 1) and it relies on good rainfall and favourable weather events to thrive. The main producing states are Western Australia, New South Wales, South Australia, Victoria and Queensland.

Free from pests

Produced in a clean and green

environment

High quality so tastes great and performs well in food products.

Bright white grain

Low moisture which means it

doesn’t go mouldy when stored and

transported

Australian Wheat

Source: Australian Centre for International Agricultural Research, Australian Government, 2011

Australian Wheat Belt

8 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 9

BREAD AND PASTA ARE MADE FROM DIFFERENT TYPES

OF WHEAT.

A 500-GRAM PACKET OF PASTA REQUIRES ABOUT 17,400 GRAINS OF DURUM WHEAT.

THE AUSTRALIAN WHEAT INDUSTRY EXPORTS

WHEAT TO MORE THAN 50 COUNTRIES.

WESTERN AUSTRALIA IS THE WORLD’S MAJOR

SUPPLIER OF WHEAT FOR JAPANESE WHITE

SALTED UDON NOODLES.

WHEAT IS NUTRITIOUS....the ‘whole grain’ is low in fat and

sodium and high in carbohydrates, B group vitamins (such as folate, riboflavin and thiamine), protein,

and potassium.

AUSTRALIAN SCIENTISTS

WORK

4.0 The Wheat Industry Snapshot

ALMOST 30,000 AUSTRALIAN

FARMERS GROW WHEAT.

THE GROSS ANNUAL VALUE OF WHEAT PRODUCTION IS

$5.5 BILLION.

AUSTRALIAN FARMERS PRODUCE ABOUT 24 MILLION TONNES OF

WHEAT PER YEAR.

to breed improved wheat varieties to suit a range of growing

conditions throughout Australia while meeting the quality and

nutritional requirements of global consumers.

WHEAT IS AN ANNUAL PLANT

belonging to the genus Triticum which includes common bread wheat (Triticum aestivum) and

durum (Triticum turgidum).

BREAD-EATING Australians consume more than 53 kilograms per year.

WHEAT WAS BROUGHT TO AUSTRALIA IN 1788 BY BRITISH COLONISTS

and was first planted in experimental plots at the Sydney Botanic Gardens.

THERE ARE ABOUT 16,800 KERNELS OF WHEAT IN ONE STANDARD

LOAF OF BREAD.

(ABARES, 2016)

5.0 About the Wheat Plant

The average wheat plant grows to around 1 meter in height. Each plant has a single main stem plus 2-3 tillers (or secondary stems). At the top of each tiller is a ‘spike’. A spike usually has 35-50 grains (or kernels).

• A good root system: Wheat has primary and secondary root system. Which not only support the plant but work to take up water and nutrients from the soil.

For the wheat grains to fill and be high quality, the plant must be in top working order!

It needs the following conditions:• Be free from diseases; which can affect the roots,

stems and leaves• The right amount of nutrients; such as nitrogen

and potassium• Plenty of water• The right climatic conditions; with nofrosts, hot winds

or drought

In most seasons in Australia, farmers are able to produce high quality grain.

The wheat plant has a range of factors which are important to ensure the production of healthy grains. This includes: • Strong stems: The stem provides support and strength

to the wheat plant helping to keep it upright. As the stem grows its function changes from support to storing and transporting carbohydrates and nutrients for grain fill.

• Healthy leaves: the green leaves job is to photosynthesise and produce their own food! In the process, plants absorb sunlight and carbon dioxide from the air and convert this into glucose and oxygen. The glucose is transported around the plant and used as energy – and the oxygen is released into the air.

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7.0 Wheat Growth and Development

6.0 Anatomy of a Wheat Plant

Anatomy of a Wheat Plant

stem

awn

head

leaves

roots

The wheat plant has four basic parts: the head, stem, leaves and roots. Wheat plants grow to be about 2-4 feet tall.

The awn is a slender, bristle-like attachment of a wheat plant, such as those found at the tips of the spikelets in many grasses.

The head contains kernels or the wheat seeds.

The stem supports the head and helps trans-port nutrients and water throughout the plant.

The leaves are responsible for photosynthesis, the process in which green plants produce simple carbohydrates by using carbon diox-ide, hydrogen and a light source, usually the sun.

The roots anchor the plant in the soil and absorb water and nutrients from the soil and transport them to the stem.

Image sourced from: Enjoying the Harvest Education Resource. Oklahoma State University. Viewed online at: http://oklahoma4h.okstate.edu/aitc/wheat%20lessons/lesson2.pdf

References:Bowden, P., Edwards, J., Ferguson, N., Mc Nee, T., Manning, B., Roberts, K., Schipp, A., Schulze, K. and Wilkins, J. Wheat growth and development. Compiled by NSW Department of Primary Industries District Agronomists. Viewed online at: http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0008/516185/Procrop-wheat-growth-and-development.pdf

They Wheat Doctor (2016) CIMMYT, Wheat Doctor – Parts of a Wheat Plant. Viewed online at: http://wheatdoctor.org/parts-of-the-wheat-plant

The seed grows into a seedling using food from inside the seed.

Once the green leaves emerge they start making

food for the plant.

The first root to appear from a

germinating grain is known as the radicle.

Sow seed In April – July.

Apply phosphorous and nitrogen

Wheat is typically from 0.7 to 1.2 m tall.

Wheat has primary and secondary root system. The first roots to appear are the

primary roots. These support the plant until the secondary

root system develops.

The stem provides support and strength to

the wheat plant helping to keep it upright. As the stem grows its function changes

from support to storing carbohydrates and nutrients

for grain fill.

The coleoptile is the first shoot to emerge

from the wheat grain. It pushes through the soil to the surface, forming the

first leaf.

Leaves are produced in a set

order, on alternate sides of the stem.

The final leaf to grow before head emergence is the

flag leaf.

Wheat has a single main stem plus 2-3 tillers (or secondary

stems).

The head of the wheat plant is called a spike. A spike usually has 35-50 grains (or kernels).

Germination is triggered when

the seed absorbs moisture.

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8.1 Selecting Your Variety

8.0 Experiment: Growing Grains in Your School Garden Growing wheat is a rewarding experience. Follow this guide to ensure the best outcomes.

There are a wide range of wheat varieties available in Australia. These have been bred to suit different conditions, soil types, disease pressures and planting times. To select a wheat variety, most farmers review their state based ‘wheat variety guides’. These guides detail the best variety to grow in your region. https://grdc.com.au/Research-and-Development/National-Variety-Trials/Crop-Variety-Guides

TIP Try selecting two different wheat varieties and see how these compare For example, try the wheat variety ‘Shield’ and the wheat variety ‘Mace’. Plant each in a meter square plot next to each other and track their growth and development. Get students to record their observations as each grows, comparing:

•How many tillers each plant produces.

•How many grains are in each spike.

•The colour of the leaves.

•Any disease symptoms that the plants have on their leaves.

•The height of the plants.

Or… Try the dwarf variety ‘Shield’ and the Durum variety ‘Caparoi’ for a difference in height and in final use (a bread wheat vs a pasta wheat).

For a simpler approach, try the following: • Contact your local health food store or supermarket – they

might sell wheat grains (ensure that these have not been processed as this removes the embryo which is essential for germination);

• Contact an online supplier such as SeedNet www.seednet.com.au who distribute grains nationally and ask for a variety suitable to your area;

• Google your local agronomist (for example Landmark or Elders) who can help source the right variety of grain for your region; or

• Contact a farmer you might know – they are usually happy to provide you with a bucket of grain!

In Australia, wheat is sown between April to early June, with timing dependent on location, temperature, rainfall and variety. When choosing the right time to plant, aim for temperatures for germination between 12˚C and 25˚C. Sowing early may mean temperatures are too high, reducing establishment and later exposing the young plant to frost. Sowing too late may mean temperatures are too low, slowing or stopping germination and not allowing the plant enough growth before the season runs out of rainfall.

8.2 When to Plant

ACTIVITY: Visit the Bureau of Meteorology (www.bom.gov.au) and research your regions weather.

Ask your students to consider: • What is the average yearly rainfall?

• When does most of the rainfall occur i.e. summer or winter?

- Make a graph of the average rainfall for each month of the year.

- Compare this to the growing cycle of wheat and how it could positively or negatively affect the production of wheat.

Discuss that plants growth can be affected by weather. • What types of wheat events affect plant growth?

• Ask the students to consider how frost might affect a plant?

• Get students to research:

- When do frost occur in the region?

- How could you protect the plant from frost?

- What temperature does a frost occur at?

- What month is most likely to have the most frosts?

Did you know? A grain is the edible seed of grasses.

ACTIVITY: Get students to test the temperature of the soil. Test at five different positions throughout the plot. Measure the temperature at 2 cm.

Ask your students if they think it is the right time to plant a wheat crop... Brainstorm when might be a better time, or if the soil temperature seems right, ask them to think about the other conditions which might affect its ability to grow and survive.

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On a farm, growers must make careful paddock selections. They look at the paddock history assessing the soil for its nutrition (for example the amount nitrogen and phosphorus), how many and what types of weeds are around, if there are any soil diseases which may affect plant growth and the type of soil (sandy, clay or loam).

8.3 Site Selection

In a school, you can simply select a plot in your veggie garden. We suggest planting one meter square at a minimum. At a minimum ensure:

• The soil is clear from weeds and debris.

• The plot is not directly under a tree; and

• That the site receives full sunlight.

It can also be worth testing the soil pH – this is a cheap and easy test for students, with test kits available from your local hardware store (note be sire to investigate the Work, Health and Safety requirements of these kits to ensure they

comply with your school safety standards). Here you take a soil sample, mix it with the reagents and compare the resultant colour with a pH chart. Wheat has an ideal pH of 6.0-7.0. If your soil is acidic this can be easily adjusted up with adding lime from your local garden store. If your soil is too alkaline, compost can help improve the soil. This activity helps improve your soil health prior to seeding. Students can measure the pH following each application of lime / compost to ensure they are on track. Good preparation of your soil can impact your crop yield so it’s worth the time and effort.

Plot a 1 meter square site.

Make five rows, each 20 cm apart.

Plant 30 Seeds per row. Each seed should be about 3 cm apart.

This will give you 150 plants per square meter. (which is similar to what many Australian farmers would plant in their paddocks).

8.4 Seeding

Now that you have found a plot to sow your wheat, we recommend establishing a well ordered plot! Wheat seeds should be sowed into straight rows which are spaced about 20 cm apart. Each seed should be planted at a depth of between 20mm to 30mm (NSW DPI 2008).

Did you know? Researchers and farmers have conducted

a great deal of research into how many wheat plants should be planted in

each square meter, as this affects the plant growth, development and yield.

Depending on the rainfall, farmers usually plant approximately 150 plants per square

metre. On a farming scale, this means farmers plant around 60 kilograms of seed per hectare. This requires some big machinery to transport and sow!

(NSW DPI 2008)

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20cm

1 meter

1 met

er

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8.6 Soil Nutrition Healthy Soils Equals Healthy Food

8.5 Watering Your Wheat

It can be thirsty work being a wheat plant, and unlike humans who can hop up and pop to the shops for a drink, wheat plants simply rely on the rainfall provided by Mother Nature (or the students looking after the plants)!

Crop Doctor: You must make sure your plants get a drink! To determine how much water your plants need, poke your finger into the soil. If the soil is dry 5-10 cm below the surface then the plants need water. Also look at the plant: a limp plant (with saggy leaves and stems) or leaves with a yellow or brown appearance can

suggest they are thirsty. So get them a drink!

NOTE: Be careful not over water your plants if the soil is already damp as this can cause water logging which means effectively

‘drowning’ your plant and can also cause root diseases.

Your wheat crop will require watering at least once per week depending on the temperature and rainfall.

Here’s how: ✓ Garden hose with a sprinkler jet.

✓ A sprinkler.

✓ Watering cans.

Sunny days! You will need to watch your plants carefully in hot, windy weather as these can be stressful for a plant, causing evaporation from the soil and leaves.

Water Saving Tip:You can help the soil retain and conserve moisture by adding a mulch or compost. This stops water from evaporating from the soil.

Soils have many important roles: they produce food, filter rain water, regulate the climate by absorbing carbon and are home to two-thirds of all species that live on earth. Without soils, we could not survive!

A little Ray of Sunshine…

Did you know? Plants need sunlight to grow and develop. Sunlight drives

plant photosynthesis – a process which helps the plant make its own food.

Did you know? Soil is the materials that makes up the outermost

layer of our planet. It is a mixture of broken

rocks and minerals, living organisms, and decaying

organic matter called humus. Natural processes can take more than 500 years to form one inch of top soil” (Poarch 2013).

Soil health is essential to farming in Australia as soils and vegetation have an important relationship. Soils provide plants with essential nutrients, they hold water, provide an anchor point for the plant roots and provide a home for diverse array of vertebrates, invertebrates, fungi and bacteria.  On the other hand, the vegetation helps prevent soil degradation, they stabilise the soil and maintain water and nutrient cycling (2015 International Year of the Soils).

The Food and Agriculture Organisation (FAO), as part of the International Year of the Soil campaign released the following soil facts:

• 95% of the world’s food is directly and indirectly produced on soils.

• Soils host a quarter of the planets biodiversity.

• Soils is one of nature’s most complex ecosystems.

• Over 1000 species of invertebrates can be found in a single meter squared of forest soils.

• A healthy soil contains more than ten species of nematodes.

• A single gram of soil may contain millions of individuals and several thousand species of bacteria.

ACTIVITY For plants to grow and produce high quality food, they must be healthy. Take your class on a soil adventure. Select three samples of soil from around your school (i.e. under a tree, bare sand and soil from your veggie patch) and compare these. By looking at the samples, which one do you think is healthiest and why?

Group Discussion✓ Why is soil important?✓ Discuss what different soils students might have seen.✓ Discuss what interactions might occur in the soil and what makes soils different colours?✓ Discuss how can soil be degraded or improved?

SAMPLE 1 SAMPLE 2 SAMPLE 3

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For plants to grow and function, they require water, air, light and nutrients. All up, plants require around 16 nutrients. If a plant does not have these nutrients it cannot complete essential growth and reproduction functions. Plants get certain nutrients for the air and water, such as hydrogen, oxygen and carbon. Other nutrients are obtained from the soil.

8.7 What a Plant Needs to Survive and Thrive

Not all nutrients are needed in the same amounts or are used in the same way – each has a different role within the plant. We call these nutrients macronutrients and micronutrients.

• Macronutrients are nutrients that are needed in large amounts. Nitrogen, potassium and phosphorous are examples of common macronutrients.

• Micronutrients are nutrients that are only needed in small amounts. Iron, copper and zinc are examples of micronutrients.

If plants have too much of a specific micronutrient it can be toxic and affect their health. If they have too little. Growth will be impaired.

Crop Doctor: If a soil does not contain all of the

nutrients a plant needs to grow you can add fertiliser. Head to your local hardware store and look for a fertiliser which is high in nitrogen and phosphorous as these are

two of the most important nutrients for growing great wheat.

Soil nitrogen Nitrogen (N) is one of the most important nutrients for wheat growth. Here’s how nitrogen helps your plant grow:

• It makes plant proteins, which are important for growth and development.

• It helps the plant grow more stems (or tillers) which means the plant will produce more grain.

• It helps the grain fill out with nutritious protein.

Nitrogen should be applied to your wheat crop around

3 – 4 weeks after germination.You can buy this from your local hardware store in both organic and conventional forms.

Soil Phosphorous Phosphorus is an essential nutrient for growing great wheat and it is often what Australian soil is most deficient in. Here’s how phosphorous helps your plant grow (Soil Quality 2016):

• It helps convert nutrients into usable building blocks.

• It assists root development which in turn effects shoot growth.

Apply soil phosphorous within the first week growth.

Crop Doctor: If a plant lacks nitrogen, a sure sign will be that has yellow leaves and reduced

numbers of tillers. Check the older leaves as these tend to show nitrogen deficiency

symptoms first.

Crop Doctor: It can sometimes be hard to tell is a plant is deficient in phosphorus as it affects the whole plant. Overall, the plant will have

stunted growth, leaf distortion, some yellowing on the tips of leaves and be

late flowering.

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8.9 Insect Management

20 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS

Diseases may unfortunately pop up from time to time, affecting your wheat crop. The plant may have rusty coloured spots on it, the leaves may turn yellow or the roots may even start to rot! Your job is to look after the plant and keep it healthy Here are some common wheat diseases to look out for:

8.8 Disease management

There are range of other diseases which can affect wheat plants. For more information, download “Wheat & Barley Leaf Symptoms: THE BACK POCKET GUIDE” visit www.grdc.com.au

(Direct link if you want to use it: https://grdc.com.au/Resources/Publications/2011/03/Wheat-Barley-Leaf-Symptoms-The-Back-Pocket-Guide)

Powdery Mildew • A windborne fungal leaf disease that reduces yield and grain quality.

• Appears as fluffy, white powdery growths of fungal spores on the leaf surface.

• Symptoms progress from lower to upper leaves.

• Fungicides can be used to manage the disease ask at your local gardening store.

• The best way farmers control powdery mildew is to avoid susceptible wheat and barley varieties in problematic regions.

Yellow Dwarf Virus • The virus is usually spread by aphids which transfer the virus from infected grasses to crops.

• After infection, symptoms take at least 3 weeks to appear.

• The virus appears as patches of yellow or red stunted plants. The symptoms first appear where aphids have landed.

• Insecticides can be used to manage the aphids or you can try introducing predatory insects such as lady bugs who enjoy eating aphids!

• Resistant varieties are often the preferred option for management.

• Insecticides can be used to manage the aphids or you can try introducing predatory insects such as lady bugs who enjoy eating aphids!

• Resistant varieties are the preferred option for management.

Rust • Stem rust is a fungal disease which predominantly affects the stems of cereal crops such as wheat.

• Rust spores are wind-blown and can be spread over large areas in a short time.

• Stem rust is characterised by reddish-brown, powdery, oblong pustules.

• Stem rust can be managed by the application of foliar fungicides in a spray bottle from your local garden store.

• Resistant varieties are often the preferred option for management.

Invertebrates are animals with no backbone and make of 95% of the animals in the world. Insects are classified as invertebrates. In growing grains, pulses and oilseeds there are both pest and beneficial insects.

It is your turn to be an entomologist – a scientist who can identify insects!

• Read the descriptions • Draw a line to the insect which matches the description. • Then connect the insect with the impact they have on crops.

Did you know? Pests not only eat the plant leaves,

stems and roots but they can transmit plant diseases. What a bother!

Piercing, mouthpart

Dark patches on backside

Pear shaped body

Diamond shaped pattern on body

Beak-like mouthpart

Elongated head with big eyes

Long antennae and legs

Globular shape, soft body

Light yellow-brownish/green

Round or oval shaped body

Red, yellow or orange with black pattern

Elongated head with a snout

Bent antennae

Assasin Bug: Feed on moth larvae, eggs, aphids and mites.

Oat Aphid: Remove sap from plant, causing it to wilt.

Lucerne Flea: Makes holes in leaves, leaving only veins behind. Looks like windows.

Ladybug: Eats aphids, mites, moth eggs and small larvae

Diamondback Moth: Feed on the foliage of canola plants

Vegetable Weevil: Eat around the edges of the leaves.

PEST

BENEFICIAL

BENEFICIAL

PEST

PEST

PEST

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8.10 Wheat Growth Activities

DURING CROP GROWTH: Collecting data - plant growth and development:

AFTER CROP GROWTH: Make a graph of the weekly temperatures over the wheat crop’s growing season.

• What was the highest temperature and when?

• What was the lowest temperature and when?

Make a graph of the weekly rainfall events over the wheat crop’s growing season.

• What was the highest amount of rainfall received and when?

• Which month had the most rainfall?

• Which month had the lowest rainfall?

• What does this mean for crop growth?

Growth On the same day of the week, each week, measure:

• Plant growth (height in cm): This should be measured from the base of the plant (or the plant crown) to the longest root tip.

• Record the number of leaves.

• Record the number of tillers.

SAMPLE 1 SAMPLE 2 SAMPLE 3 SAMPLE 4

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

Plant health score:• On a scale of 1 – 5 make a ‘leaf symptom score’. This is a measure of the plant leaf damage. Measure this as a level of

damage to the plant as a whole, not counting the number of leaves, measurements should be made where 1 gives no visual symptoms and 5 showed great than 90 % necrosis.

SAMPLE 1 SAMPLE 2 SAMPLE 3 SAMPLE 4

WEEK 1

WEEK 2

WEEK 3

WEEK 4

AVERAGE

Leaf health• On a scale of 1 – 5 make a ‘leaf symptom score’. This is a measure of the plant leaf health and or damage. Measure this as a

level of damage to the plant as a whole, not counting the number of leaves, measurements should be made where 1 gives no visual symptoms and 5 indicates that the leaf is covered in spots, yellowing or another type of plant disease or mineral deficiency or toxicity.

Insects • Record any insects on the wheat plant. Note any damage they are doing. Investigate…

Temperature Once a week measure:

• Monitor the temperature at the same time and on the same day. Record these temperature readings in a table.

• Monitor the rainfall by checking the rain gauge after a rainfall event. Be sure to empty the rain gauge after recording the amount of rain. Record these temperature readings in a table.

Brainstorm Think about what types of weather events occur in Australia and how we monitor their occurrence. Answer the following questions.

What types of weather events could potentially ruin a grain crop and how?

ALONG THE WAY… The importance of weather…

GRAIN STORM Why would weather forecasting be important for the following grain farming activities?

VARIETY SELECTION

TIME OF SOWING

TIME OF HARVEST

24 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 25

9.0 Plant Food!

The colour of the plant leaves are a good indicator of how healthy the plant is. The greener the better! The green colour is caused by chlorophyll in the plants leaves.

Chlorophyll has the job of soaking up rays of sunlight. Not just any sunlight. Light is made up of many of different colours (think of a rainbow!). The plant soaks up the red and blue light as this is the most important for them. Green light is reflected as it is not needed – so this is the colour we see.

Once the plant has absorbed light it can photosynthesize... Photosynthesis is a fancy way for saying the plant is making its own food.

Photosynthesis involves a reaction which takes sunlight, water and carbon dioxide and turns it into sugar and oxygen. The sugar is transported all around the plant and used as energy to carry out day to day living - the oxygen is released into the air (so we can breathe it!). If a plant is nice and green, it is a good sign that it is able to produce fuel for itself through this process!

Here’s an experiment you can do at home! Try putting a healthy plant in the dark...

You will need

1

Two healthy plants, of the same variety and at the same growing stage

2

Monitor and record observations for 1 week

What happens to the colour of the leaves?

Do you think this is good for the plant – will it be making its own food?

Grow sample A in a sunny spot and sample B in a dark spot

Testing photosynthesis!

What happens to the colour of the leaves?

Do you think this is good for the plant – will it be making its own food?

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CLASS ACTIVITY – BE A PLANT BREEDER

One of the most interesting growth phases of a wheat plant is the flowering phase. At this phase ask your students to try being a plant breeder.

Here’s what to look for… • Pollen (which is the male reproductive part of the plant)

pokes itself out of the florets. This enables the pollen to be distributed by wind. HINT: Try looking at pollen under the microscope!

• Now look for the female part of the plant… To see the female parts you will need to dissect the flower. Pull the flower gently open and you will see the fluffy stigma and ovules.

During flowering, the powdery pollen is released is caught by the stigma of an awaiting wheat flower.  

Sometimes, wheat can ‘self pollinate’, meaning the anthers remain within the closed flower allowing the pollen to simply connect with the stigma of the same flower.  

Other times, wheat can be open pollinated. In this case, the anthers are pushed outside the flower allowing the pollen to become windborne. The pollen can travel a few metres where it can land on an awaiting stigma of a neighbouring plant and cross pollination then occurs.  

In either case, once the pollen and stigma connect, the fertilisation process begins and the cells start their journey to becoming a grain.

ACTIVITY • Try putting the wheat pollen under a microscope and look

at the shape and structure of it… Now collect pollen from a range of other flowers and see how this compares.

• Crossing is a process plant breeders use to develop new varieties of wheat and barley. They select two parent plants and cross them by connecting the pollen from a desired ‘parent’ with the stigma of another desired ‘parent’.

Did you know? Pollen grains are tiny and are 35-45 micros in size,

whereas a pin head is around 1000! 

DISCUSS Collect pollen from your wheat plant by dabbing the male anthers onto a piece of sticky tape. Label this. Now move around the school and collect different samples of pollen from a range of plants… Why does some pollen have different shapes than others?

Ask students to conduct an investigation on wind versus insect and animal pollinators.

Results

• Was there any difference in the plant height between the two different varieties? If so, describe.

• Was there any difference in the leaf damage between the two different varieties? If so, describe

• Was there any difference in the yield (numbers of grain) between the two different varieties? If so, describe

• Was there any difference in the leaf health between the two different varieties? If so, describe

Conclusion• From your results, which variety performs better in your school farm? Explain

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10.0 Classroom Germination Activity

Seed germination is exciting to watch, so you may not want to plant all of your seeds straight into the garden. Instead, try germinating some seeds in the classroom then replant these into your selected plot.

You might like to add an element of experimental design to this… Here’s how…

Growing great grains! Equipment: • Paper towel

• Shallow plastic container

• Plastic jug

• Wheat seeds

• Texta / labels

Method: 1

Take four large plates (or kitty litter trays); label these as follows: a. Wheat – grown in the fridge b. Wheat – grown on the windowsill c. Wheat – grown in the dark d. Wheat – grown outside

2

Cover each plate with paper towel (or you can use coffee percolators / filter paper or cotton buds)- about three layers thick.

3

Wet paper with water until soaked (ensure there is no more than 1 mL of free water covering the plate as too much water can also be bad for the plant, causing ‘water logging’).

4

Place 20 seeds onto each plate.

5

Place all plates into the fridge (2 - 10°C) for two days. This helps the seeds hydrate, ensures they all have a relatively similar moisture content and makes for a more even rate of germination.

Note: there should be no need to water seeds while in the fridge as there should be minimal evaporation.

6

After two days in the fridge place each plate into its treatment area (leave one in the fridge, then place the others on the windowsill, in a dark room and the other in an outside location). Note the window should be out of direct sunlight but receives plenty of bright light.

7

Monitor your plants… Note: germinating seeds may require watering, however, ensure not to ‘flood’ the seed. Check their progress every day.

Germination usually takes between 6-8 days.

Collect Your Results After 10 days: • Count how many seeds germinated in each

treatment plate. - Which place had the most number

of seeds germinate? Why? - Which place had the least number

of seeds germinate? Why?

• Measure the plant root growth (cm). How many roots have emerged? This is known as the emergence rate.

• Measure plant shoot growth (cm). How many leaves have emerged?

Now you will need to plant your seedlings into the garden to allow their roots to develop and extract nutritents from the soil.

Draw and label a germinated wheat seedling.

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• What is the aim of your experiment?

When we work scientifically we make a hypothesis. This is similar to a prediction and is a statement of what we think will happen in the experiment. After the experiment we can see whether the prediction was right and whether to accept of reject the hypothesis.

• What is your hypothesis?

• Describe the control and the treatment in this experiment

• Why did we have 20 plants in each group? Why couldn’t we just have used 1 plant in each group?

Growth On the same day of the week, each week, measure:

• Plant growth (height in cm): This should be measured from the base of the plant (or the plant crown) to the longest root tip.

• Record the number of leaves.

• Record the number of tillers.

SAMPLE 1 SAMPLE 2 SAMPLE 3 SAMPLE 4

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

Plant health score: • On a scale of 1 – 5 make a ‘leaf symptom score’. This is a measure of the plant leaf damage. Measure this as a level of

damage to the plant as a whole, not counting the number of leaves, measurements should be made where 1 gives no visual symptoms and 5 showed great than 90 % necrosis.

SAMPLE 1 SAMPLE 2 SAMPLE 3 SAMPLE 4

WEEK 1

WEEK 2

WEEK 3

WEEK 4

AVERAGE

Leaf health• On a scale of 1 – 5 make a ‘leaf symptom score’. This is a measure of the plant leaf health and or damage. Measure this as a

level of damage to the plant as a whole, not counting the number of leaves, measurements should be made where 1 gives no visual symptoms and 5 indicates that the leaf is covered in spots, yellowing or another type of plant disease or mineral deficiency or toxicity.

Insects • Record any insects on the wheat plant. Note any damage they are doing. Investigate…

AFTER CROP GROWTH: Make a graph of the weekly temperatures over the wheat crop’s growing season.• What was the highest temperature and when?

• What was the lowest temperature and when?

Make a graph of the weekly rainfall events over the wheat crop’s growing season. • What was the highest amount of rainfall received and when?

• Which month had the most rainfall?

• Which month had the lowest rainfall?

• What does this mean for crop growth?

32 GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS GRAIN FACTS FOR SCHOOLS: GROW GREAT GRAINS 33

11.0 Classroom Cake (or Bread) Bake!

Once your wheat plant is ripe (golden in colour) it is ready for harvest. The grain can be milled into flour and used for cooking / baking.

Wheat flour is made from kernels of wheat. A wheat kernel is divided into three major parts—bran, endosperm and germ.

Commercially, when wheat is ground to make flour, the endosperm of the wheat kernel is separated from the bran and germ. The endosperm is then finely ground to make white flour. Whole wheat flour is made by grinding the entire wheat kernel. Whole grain flour contains more vitamins (such as B, A, E and niacin), minerals (calcium, magnesium, phosphorous and iron) and fibre.

Whole wheat flour behaves a bit differently in recipes than refined all-purpose flour. As a rule of thumb, you can generally substitute whole wheat flour for up to half the all-purpose flour in a recipe.

Great grains = great dough Bakers are quite fussy when it comes to the grain they use for making flour. Not only must this grain meet high industry standards but it must have between 11% and 13% protein content.

Protein is important because it gives bread its ‘stretch’.

When flour is combined with water, salt, yeast and oil to make bread a unique set of reactions occur.

When water is added to flour, the endosperm proteins known as ‘gliadin’ and ‘glutenin’ form a protein complex called ‘gluten’.

When bread is baked, live yeast in the dough starts feeding on starch in the flour and as it feeds, it releases bubbles of carbon dioxide. When mixing and kneading the dough, more gluten links form making it stretchy.

When bread is baked, live yeast in the dough starts feeding on starch in the flour and as it feeds, it releases bubbles of carbon dioxide.

The stretchy gluten network traps these bubbles, making the bread rise. During baking, the yeast dies and the bakers are left with airy, tasty bread!

Try baking bread with students!

11.1 Other ideas...

Design the brand and packaging of a wholegrain bread

recipe. Students can judge the best entry!

Try making bread from a range of different flours… gluten free, rye, rice etc. Ask students to compare

the taste, texture and smell. Which flour performs best

and why?

Ask students to get creative and add design their own nutritious

bread recipe by adding whole grains to their bread. They can

explore the types of grain, and their health benefits at:

http://www.glnc.org.au/

Research the health benefits of wholegrains

such as wheat.

Have a class bake off (think MasterChef!). Who has made the best loaf and why…

Try making bread from a range of different flours… gluten free,

rye, rice etc. Ask students to compare the taste, texture

and smell.

WHS Tip: Before completing these

activities be sure to check if and students have any wheat allergies / celiac

disease.

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AEGIC (2016) Australian Grain Note: Wheat. Viewed online at: www.aegic.org.au

Blakeney AB, Cracknell RL, Crosbie GB, Jefferies SP, Miskelly DM, O’Brien L, Panozzo JF, Suter DAI, Solah V, Watts T, Westcott T, Williams RM. (2009) Understanding Australian Wheat Quality, GRDC. Viewed online at: https://grdc.com.au/~/media/6F94BAEDAAED4E66B02AC992C70EB776.pdf

FAO (2015) International Year of the Soils. Viewed online at: http://www.fao.org/soils-2015/en/

International Year of the Soils (2015) Soils are the foundation for vegetation. Viewed online at: http://www.fao.org/soils-2015/en/

Martin, J., Andersen, K., Lindsay, M., Verniquet, B. (1993) Working with Soil Activity Book Department of Primary industries, Queensland. Viewed online at: http://www.soilscienceaustralia.com.au/soil-resources

Poarch, M (2013) Soil Samples. Science-class.net. Viewed online at: http://science-class.net/Geology/Soil/soil_samples_2013.pdf. Permission granted to copy for non-profit, educational use only.

Quinlan, R. and Wherrett, A. (2016) Soilquality.org.au Fact Sheets – Nitrogen WA. Viewed online at: http://soilquality.org.au/factsheets/mineral-nitrogen

Quinlan, R. and Wherrett, A. (2016) Soilquality.org.au Fact Sheets Phosphorus – WA. Viewed online at: http://www.soilquality.org.au/factsheets/phosphorus

NSW Department of Primary Industries (2008) Wheat Growth and Development. Viewed online at: http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0008/516185/Procrop-wheat-growth-and-development.pdf

Wallwork. H et al (2011) Wheat & Barley Leaf Symptoms: The Back Pocket Guide, GRDC

Viewed online at: https://grdc.com.au/Resources/Publications/2011/03/Wheat-Barley-Leaf-Symptoms-The-Back-Pocket-Guide

12.0 References