ACKNOWLEDGEMENTS In this work we acknowledge the traditional custodians of this land, their customs and beliefs.

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2 ACKNOWLEDGEMENTS In this work we acknowledge the traditional custodians of this land, their customs and beliefs. A number of people have assisted in the initial development and consequent writing of this booklet. Firstly I acknowledge the Bundjalung Elders Council in conjunction with Northern Rivers Landcare Inc., Department of Environment and Climate Change as the lead agency for the Forging Partnerships Grant. I also acknowledge Dorroughby Environmental Education Centre, Department of Education and Training and wish to thank the schools involved in the pilot program: Goonellabah P.S. Lismore Heights P.S Lismore South P.S Manifold P.S. Thank you to Di Hasthorpe for her involvement and Stuart Willows for his leadership throughout this project. Natalie Pangallo 2

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4 Section One TABLE OF CONTENTS Key Learning Areas & COGs Links...5 Background Information...6 Reasons for Growing Native Food Plants...7 Early Stage 1 / Stage 1 Learning Experiences Stage 2 Learning Experiences Stage 3 Learning Experiences Worksheets Section

5 Science & Technology Sub-tropical rainforest species Plant Identification Food chains & webs Habitat Products & Services Environmental consequences of production & consumption Key Learning Areas HSIE Cultural Diversity Indigenous Australians Food & culture Changes & consequences of British colonisation Local Environment English Reading, Writing Talking & Listening Factual Descriptions Procedure Bush Foods for Kids Maths Counting Measurement Estimating Patterns & Shapes Volume & Capacity Gathering & Recording Data CAPA Collages, Boomerangs Rubbings, Drawings, Paintings, Dyeing Mime Indigenous dance Appreciation PDHPE Healthy foods Food sources Packaging & the Environment Fruits Indigenous ways of Cooking Preparing & Eating S.E.M.P (School Environmental Management Plan) Focus: School grounds Food gardens, planting native species, food sources for birds, improving biodiversity, become Landcare members. COGs Links COGs ES1 S1 S2 S3 STRAND A OUR PLACE LOCAL PLACES LOCAL ENVIRONMENTS LIVING LAND STRAND B ME BEING AUSTRALIAN STRAND C CHANGES GROWING & CHANGING EFFECTS OF GROWTH & CHANGE GROWTH & CHANGE STRAND E PRODUCTS & SERVICES PRODUCTS, SERVICES & SYSTEMS GLOBAL & SOCIAL ISSUES STRAND G OUR FLEETING PAST TRADITIONS & HERITAGE 5

6 Background Information Since European invaders dispossessed Indigenous peoples from their land from the late 1700 s onward, a large number of Aborigines were forced to replace their traditional hunting and gathering with different ways of living including the introduction of unfamiliar foods and medicines. For over 50,000 years Australian Aborigines had accumulated detailed knowledge on the location and usage of plant and animal foods, medicines, fibrous and industrial plants within the bio-geographic regions they occupied, including seasonal variations occurring naturally. This knowledge was passed from one generation to another. Severe disruption to traditional Aboriginal life has confined hunting and gathering mostly to areas of northern and central Australia, although, even in these places the availability of western foods has had an impact on Aboriginal eating habits. Since the arrival of Europeans in Australia the health of Aboriginal people has suffered. A diet high in sugar has contributed to malnutrition, diabetes and reduced resistance to infectious diseases. Bush foods provided a balanced and nutritious diet for Aborigines for thousands of years. It was sustainable and they used what was offered by nature without over indulgence and not needing to alter the landscape for farming or cultivation. Modern Australian society supports the use of supermarkets, trolleys, packaging, marketing, money, preservatives, transport, checkouts, refrigeration, storage, plastic and waste; a familiar picture, almost seemingly necessary in modern life. The contrast is, while we have all the conveniences a shopper could want today, Australian native food and medicine plants provides a basis for a healthy diet and helps protect and conserve the environment, maintaining biodiversity and caring for the land. It also assists in preserving Australia s cultural and ecological heritage. Different procedures were used to make plant foods palatable and safe to eat. Ill effects from plants were produced mostly from misuse of plant parts or mistakes in plant identification causing harmful allergic reactions. The practical knowledge which Aboriginal people had accumulated regarding the selection and safe use of plant foods and medicines, was not regarded as important nor used by early European colonists, who preferred to cultivate their own customary plant and animal food sources. Since the 20 th century, with widespread interest in the rainforests of Brazil and utilisation of plants for medicines in the western world, there has been a growing interest in Australia s native plant products. This growth has led to discoveries that many of the native plants traditionally used by the Aborigines for food have a high nutritional value and many contain more antioxidants than commercially marketed fruits. These discoveries have increased the production of Australian native plant foods with plantations and farms providing fresh produce and value-added products. In the northern rivers area, where rainforests are sub- tropical, over 30 native species useful for human consumption, have so far been identified. Of these the most commercially farmed and viable crops have been the macadamia nut, ti-tree and lemon myrtle. A number of companies have marketed and processed these plants in the form of dried herbs, jams, sauces, chutneys, essences, soaps, body lotions, shampoos and ointments. Other native plants have not been as fully explored commercially, but there is certainly an everwidening market for the produce, especially when it is fast becoming the trend to use native plant products in restaurants and home cuisine. 6

7 Reasons for Growing Australian Native Food, Medicine & Industrial Plants Protect the environment Conservation of native species Cultural importance of bush resources Enhance biodiversity Preserving Australian Indigenous culture Preserving ecological heritage Promotion of Australian native plants into everyday cuisine Native and endemic sustainable plant food production Dietary health benefits WEBSITES downunder,com/index wwww.indigenousaustralia.frogandtoad.com.au CD Roms Moorditj- Australian Indigenous Cultural Expressions 7

8 EARLY STAGE ONE / STAGE ONE LEARNING EXPERIENCES Learning Outcomes HSIE Strand: Outcomes: Resource Systems SSES.1, SSS1.7 English Strand: Writing Talking & Listening Outcomes: WES1.9, WS1.9 TES1.1, TS1.1 Mathematics Strand: Number Working Mathematically Outcomes: NES1.1, NS1.1 WMES1.1, WMS1.4 Science Strand: Living Things Products & Services Outcomes: LT ES1.3, LT S1.3 PS ES1.5, PS S1.5 Creative Arts Strand: Visual Art Drama Outcomes: VAES1.2, VAS1.2 DRAES1.1, DRAS1.1 PDHPE Strand: Outcomes: Personal Health Choices PHES1.12, PHS1.12 INTELLECTUAL QUALITY Quality Teaching Links QUALITY LEARNING ENVIRONMENT SIGNIFICANCE x Deep Knowledge x Explicit Quality Criteria x Background knowledge Deep Understanding x Engagement x Cultural Knowledge Problematic Knowledge x High Expectations x Knowledge Integration x Higher-order Thinking Social Support Inclusivity x Metalanguage Students Self-regulation x Connectedness x Substantive Communication x Student Direction Narrative 8

9 Objective Students develop an understanding that Australia has a number of edible bush foods. Learning Experiences Resources KLA Links E A R L Y S T A G E 1 & S T A G E 1 What are bush foods? Brainstorm where we go to get our food? Garden? Shops? Describe a food shop? Fridges, freezers, shelves, checkouts, packaging etc (Read Background Information p.6). Australian Aborigines went shopping without a supermarket. What do you think they ate? Name some traditional foods eaten by the Aborigines? Eg kangaroo, emu, snake, goanna, wattle seeds, fruits etc. Plant Identification Senses Students use smell, taste, sight, touch senses to identify plants. What do you see? Collect some leaves, fruits or seeds from bush tucker plants (see booklet for species). Describe plant leaves, fruit and/or seed parts & record results (drawings & descriptive words). Focus: size, shape & colour. How does it feel? How do the leaves feel? rough, hairy, smooth, bumby etc Record results (drawing & descriptive words). How does it smell? Source an aromatic plant eg lemon myrtle. Have students crush leaves and smell. Draw leaf and describe aroma. The Quinkins by Percy Trezise & Dick Roughsey What made Tiddalik Laugh? by Joanna Troughton Mud cakes at the Mish by the Aboriginal Literacy Resource Kit & DET Worksheets Plant samples (flowers, fruits, leaves, seeds) Lemon myrtle leaves HSIE Meeting needs Identities Cultural diversity Interacting with environment Literacy Modelled Reading Writing Talking and listening Adjectives Descriptions Tasting session Source some rainforest fruits eg Davidson s plum, finger lime, lilli pilli, tamarind etc. Students taste raw fruits and record results onto worksheet. Taste jams on crackers and compare to fruits straight from the tree. Give the names of the plants the students are sampling and complete plant worksheets. Elicit & record responses about tasting session. Rainforest fruits Riberry (lilly pilly) jam, Davidson s Plum Jam, Finger Lime Marmalade (Fundies, santos) Water crackers Health Personal Health choices Nutrition What do you hear? Plants provide habitat for many bird species. Take students outside and listen to the many birds. Make a tape of local bird calls. Try to attract birds by replaying tape. Field guide to Australian Birds. S & T Living Things Interactions 9

10 Objective Students develop an understanding that all living things need food, water and shelter for survival. Learning Experiences Resources KLA Links E A R L Y S T A G E Science & Technology Habitat What is habitat? Brainstorm Students describe what they need to survive. Shelter, food, water, clothing. What do animals need for survival? Shelter, food, water Look closely at a micro habitat in the school playground. Select an area of a garden place a large white sheet around the base of a plant and shake. Places to look: Under rocks, fallen branches, under loose bark, underneath leaves, on leaves, water and water plants, on flowers, fruits and seeds, beneath the soil. Classify as to class of animal. Draw & label. Habitat posters from library. Magnifying glasses Gloves, white sheet, Clipboards, pencils, pencils. S & T Living Things The way living things interact with their environment Similarities and differences between living things. How environments provide for the needs of living things Senses are used to receive messages from all around. 1 & Insect lifecycles Select an invertebrate eg mosquito, dragonfly, butterfly. Investigate its physical features, habitat & food needs. S T A G E 1 Germinate bean sprouts. Maths Collect different fallen leaves. Classify according to shape & size. Count the number of each type of leaf and tally. Counting activity: In pairs, students choose a small plant and count leaves on one branch. Which plant has the most leaves? Graph results. Seeds, cotton wool Variety of fallen leaves. Maths Whole numbers Counting forwards by ones, twos or fives. Collecting & organising data. Literacy Write a factual description of an insect. Include, number of legs, wings, body shape, eyes, antennae, habitat, food etc Draw a picture of the insect in its habitat. Present to class. Stimulus such as Invertebrate pictures, drawings from science investigation in playground. English Producing texts Information report Simple sentences Sentence structure Talking & listening. 10

11 Objective Students develop an understanding that all living things need food, water and shelter for survival. Learning Experiences Resources KLA Links E A R L Y S T A G E 1 & S T A G E 1 PDHPE Balanced eating habits & food choices for good health. Make 2 groups. Foods that are a healthy choice / Foods that are an unhealthy choice. Art Leaf rubbings using crayons. Make a collage. Add insect drawings. Collect fruits, seeds, flowers and make a dye for cloth or paper. Make a dragonfly using pipe cleaners. Make a butterfly using recycled materials. Wax leaves. Drama Mime Plant growth from seed (in crouching position) to mature plant (on toes, reaching into air with arms), Trees swaying in wind, heavy branches after rain, being chopped down, thirsty etc. Australian animal sounds & movements. Food groups of Vegetables, fruits, meats, dairy. Paper, crayons, scissors, glue Pipe cleaners Simple diagram of insect. Clean plastic bottles, lids etc. Bangarra Dance Theatre website, dvd s etc. Contact Local Indigenous Dance troupes Guest speaker Dhinawan Dreaming Health Nutrition Positive health choices & wellbeing. Creative Arts Art Experiments with a range of media in selected forms. Makes artwork in a particular way about experiences of real things. Drama Movement & space Responds & appreciates. 11

12 STAGE TWO LEARNING EXPERIENCES Outcomes English HSIE Strand: Change & Continuity Culture Environment Social Systems & Structures Outcomes: CCS2.1 CUS2.4 ENS2.6 SSS2.7 English Strand: Reading Writing Talking & Listening Outcomes: RS2.5 WS2.9 TS2.1 Mathematics Strand: Measurement Working Mathematically Outcomes: MS2.2, MS2.3 WMS2.2 Science Strand: Living Things Products & Services Outcomes: LT S2.3 PS S2.5 Creative Arts Strand: Visual Art Music Outcomes: VAS2.4 MUS2.1 PDHPE Strand: Outcomes: Personal Health Choices PHS2.12 Quality Teaching Links x x INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIFICANCE Deep Knowledge x Explicit Quality Criteria x Background knowledge Deep Understanding x Engagement x Cultural Knowledge Problematic Knowledge x High Expectations x Knowledge Integration x Higher-order Thinking Social Support Inclusivity x Metalanguage Students Self-regulation x Connectedness x Substantive Communication Student Direction Narrative 12

13 Objective Students develop an understanding of Australian Aborigines and traditional hunting and gathering ways. Learning Experiences Resources KLA Links S T A G E 2 Research Indigenous Australians & Bush Tucker Make a class list of traditional Indigenous Bush Tucker before colonisation. Include plants & animals (there should be no exotics). Coastal, hinterland and desert species. Examples gums, wattle, reptiles, moths, honey ants, turtles, fish, grubs, kangaroo, emu etc Investigate: What type of packaging, storage, transportation & collecting methods did the Aborigines use? (include diagrams where possible) Examples bark, palm sheaths, string bags, shells Compare this to the ways we collect, carry, store, package and cool food today. In groups, demonstrate the differences, eg make a poster, short play, make a string bag etc Bundjalung Jugun Bundjalung Country by Jennifer Hoff. Read background information p.6. Aboriginal Australia map, Internet, library Internet, library Booklet (pgs.6, 46 & 47) internet, library, ABC, SBS websites. HSIE Change & Continuity Assessing changes & consequences since colonisation Science &Technology Products & Services Waste disposal & recycling Environmental consequences of production & consumption Waste Aborigines created and used only natural products. Investigate Australia s waste problem today. Where does our waste go today? What can we do to minimise waste? Contact Lismore Waste Facility & others, Internet, Library etc. Plastic Where does plastic come from? Investigate the environmental impacts of plastic on whales, dolphins, turtles etc Write a letter (text type exposition) to a politician, requesting him/her to ban all plastic packaging because of the impact it has on marine life. Literacy Exposition Discussion Talking & Listening Organise a non-packaging day. 13

14 Objective Students develop an understanding of the uniqueness of Australian flora and fauna. Learning Experiences Resources KLA Links S T A G E 2 Science & Technology Sub Topical Rainforests. What would the Big Scrub Rainforest have looked like before it was chopped down in the mid 1800 s? Investigate some plant/animal relationships (interrelationships) in a healthy ecosystem. Investigate sub tropical ecosystems. Include rainforest layers - ground herbs, shrubs, large vines, palms, epiphytes, emergents and canopy. Birds, bats, mammals, reptiles, amphibians, fish, monotremes, invertebrates. DEEC internet library Glossary Biodiversity for kids Stage 2 science written by Stephen Papp & Geoff Thompson. S & T Living Things The way things interact with the environment Plants & animals live in environments that supply their needs Living things depend on other living things to survive Investigating Questioning. Draw a simple local food web Sun, producers, consumers, herbivores, carnivores and parasites. Worksheet p.23 Habitat Research an ecosystem. Write a report and make a Diorama/model of a particular ecosystem eg rainforest, wetland, marine, desert etc. Present to the class. English Factual Description Talking & Listening Plant Identification Investigate plants in the playground. Use plant worksheet to record plant information. Identify plant species. Size, shape, leaf surface, colour, aroma, height, width, leaves, fruit, flower, seed. Is their evidence of animals living from the plants. Record results. Join Landcare. Find an area of the playground that could be planted with some indigenous species. Landcare website Gloves Hand shovels Plants HSIE Roles, rights & responsibilities Mathematics Estimate and calculate the area of a leaf, branch & tree. Trace leaf onto grid paper. Count squares and find area for one leaf. Estimate area for branch. Measurement Estimate, measure, compare & record volumes and Capacities of clean food/drink containers. Leaves Grid paper, Pencil, clipboard Maths Working mathematically Communicating Estimate, measure, compare & record areas. 14

15 Objective Students develop an understanding of the uniqueness of Australian flora & fauna. Learning Experiences Resources KLA Links S T A G E Literacy Research & write a report on a native north coast endangered animal. Include description, habitat, food, threats. North Coast Threatened Species by National Parks Fern Gully 1 & 2: The Last Rainforest by Diana Young. Book & DVD Literacy Accessing factual information Report writing 2 Art: Collage using natural objects eg fallen leaves Leaf / flower pressings. Dry leaves in a leaf press. Glue onto small piece of cardboard. Laminate for cards, bookmarks etc Make a dye from rainforest fruits, flowers, seeds, sap etc. Dye some cloth/ing, paper etc. Flat leaves, Laminating machine, cardboard, scissors Flowers, fruits, seeds etc Cloth or clothing trays to soak cloth, water Creative Arts Art Choosing aspects of subject matter Identifies subject matter in artworks Reasons for making artwork and interpretations Aboriginal Desert Symbols. Music Learning a performance piece: The Earth is Our Mother. Create actions to Feathers, Fur or Fins. Make percussion instruments from natural or man made materials, eg shakers. PDHPE Effects of pollution on health. What effects can poor water, air & soil health have on humans and other animals. The earth is our mother kids music town. Feathers fur or fins by Don Spencer. Collect small clean plastic bottles, rice etc. Music Performs rhythms Improvises Sings & moves to a range of music Health Environmental health Reduce, Reuse, Recycle What are you doing at home? At school? What more can be done? 15

16 STAGE THREE LEARNING EXPERIENCES Outcomes English HSIE Strand: Change & Continuity Culture Environment Outcomes: CCS3.1 CUS3.4 ENS3.6 English Strand: Reading Writing Talking & Listening Outcomes: RS3.5 WS3.9 TS3.1 Mathematics Strand: Patterns & Algebra Working Mathematically Outcomes: PAS3.1a WMS3.2 Science Strand: Living Things Products & Services Outcomes: LT S3.3 PS S3.5 Creative Arts Strand: Outcomes: Music MUS3.3 PDHPE Strand: Outcomes: Personal Health Choices PHS3.12 Quality Teaching Links INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT SIGNIFICANCE x Deep Knowledge x Explicit Quality Criteria x Background knowledge x Deep Understanding x Engagement x Cultural Knowledge x Problematic Knowledge x High Expectations x Knowledge Integration x Higher-order Thinking Social Support x Inclusivity x Metalanguage Students Self-regulation x Connectedness x Substantive Communication x Student Direction Narrative 16

17 Objective Develop an understanding of Aboriginal culture in Australia prior to invasion. S T A G E 3 Learning Experiences Resources KLA Links Read Background English Information p.6 Report writing Internet, library Talking & Listening Worksheet (p.24) Discussion Australian Aborigines and Diet Why did Aboriginal health begin to deterioriate after British colonisation in Australia? Reasons: degradation of the land by white people & Its affects on Indigenous peoples and their Connectedness to the land Colonials fenced Aborigines out of their usual hunting and gathering spots Introduction of diseases and unfamiliar foods high in sugar & less nutritious. Research Use the Aboriginal Australia map to choose a nation. Make a list of the people s traditional bush tucker In the chosen nation; plants fruits, seeds, flowers, leaves & animals. Include: Local indigenous dialect names for foods. Typical flora and fauna found in areas of study. Roles of men, women and children in food gathering and hunting. Bundjalung Jugun by Jennifer Hoff, DEEC, Lismore Historical Museum, Library Internet etc. HSIE Change & Continuity Significant Events & People Identities Cultural Influences Cultural Diversity Relationships with Places PDHPE Nutrition Classification of food groups In pairs or groups, give an example of one meal of this Indigenous people. Describe how the food was gathered, cleaned, prepared & cooked. Present your findings to the class. and/or Research what plants early naval and overland explorers to Australia used to survive on, eg Captain Cook, Governor Phillips, Matthew Flinders, Bourke & Wills, Leichhardt etc. Name the plants & where they grew? Was the plant used for food or medicinal purposes? Is the plant still used today? Is it marketed commercially? 17

18 Objective S T A G E 3 Learning Experiences Resources KLA Links and Prior Understandings Science & Technology Indigenous Technology includes the boomerang, woomera, spear, firesticks, canoes etc. Select one. Investigate the design. Design and make from recycled materials. Maths Trace a leaf onto grid paper. Use this to duplicate a pattern so that it shows rotational symmetry. Investigate axis of symmetry. Internet Library Local nurseries Leaves Grid paper S & T Products & Services Design & construct DMA Mathematics Patterns Symmetry Perspective Fibbonacci sequence. Literacy Biographies. Research famous Indigenous Australians. Politicians, doctors, lawyers, musicians, sportspeople. HSIE Research Australian Inventions. Who, what, how, when? Music Listen to some Indigenous music, eg YothuYindi, Archie Roach, Paul Kelly, The Warrumpi Band etc Listen to & appreciate, express musical preferences, skills and understandings of how music is a means of expression and communication. PDHPE Cooking In pairs or groups, either: select a recipe from section 2 of the booklet or one that is researched. Prepare and cook. Present to class or school. This could involve parents, other classes. Compile recipes for class menu/recipe book. Library, internet Recipes (pgs 47 & 48) Internet Library See websites p.7 English Reading & viewing texts Language structures & features HSIE Significant events & people Music Discusses works of others Identifies expression PDHPE Personal Health Food choices 18

19 Stage 1 Senses Worksheet 1 Draw some bush foods and describe them Use these words to help describe them. Add your own words. green brown dark light black orange red pink yellow white purple cream spiky hairy smooth soft round fat thin hard long narrow wide flat shiny dull jagged crinkled rough scent perfume glossy prickly sweet sour bitter salty tasty juicy dry moist peppery 19

20 Stage 1 - Senses Worksheet 2 LOOK, TASTE, SMELL 1. Taste some bush foods. Food name What does it taste like? (circle) SOUR BITTER SWEET SALTY 2. Food name What does it smell like? Draw something that smells the same. 3. Food name What does it look like? Draw what you see - colour, shape, size. 20

21 Stage 2 Worksheet 1 Plant Name Size (m) Leaf Drawing Fruit / Flower Description Native or Exotic (N or E) 21

22 Stage 2 Biodiversity Worksheet 2 a) Plant name Animal/s attracted to Plant Plant part eaten b) Draw a simple local food web. Include sun, plants and animals. 22

23 Stage 3 Worksheet 1 COGs Identity - Strand B Australian Aborigines have lived in Australia for over 50,000 years. The Aborigines accumulated detailed knowledge on the location and usage of plant and animal foods and medicines. They did not need shops to supply their food. Bush foods provided a balanced and nutritious diet. It was sustainable and Aborigines used what was offered by nature without farming or cultivation. 1. Name the original inhabitants of the local area. "The land owns you and you have to look after it. And that just goes on for generations. It's passed on. And it's in your heart. It's in every Aboriginal person's heart." - Mary Darkie 2. What do you think this statement means? 3. Identify, name and sketch 3 plants that Aborigines used as a food source. 4. Other plants & their uses medicines, poisons, fibres Plant Name Part Used 23

24 Bush Foods for Kids M C A F I G D I E D I B L E R W E R I T F R U I T S E L I M S M I D S T N L P A L E J H C K F I G S E T D A D A V I D S O N S P L U M Q G I T H S P R A N B I E H I O Y E O M O N D A R L E I N A E B E S I U L C S U L J D C N D E I P N T A M A R I N D Y T N U L I G A L L I F D Q W E R T U R N N T O G R I Y H N B N K P L U M P I N E S Y S U B T R O P I C A L R J U E N N U T R I T I O N R E W S R E X J C N A K U N S D B V R D L B U R F P H Y I F V O I N U H G E R D H S X L E Q S U O N E G I D N I A E C T L F H I E A F L C D A U O N D O B O Y T T N D D C W S R P L D I O E D A B N G N U O Y L H A I G V A B O O E B I L N O M M I E D O E R T I H N R G E N R B U I S V L E A D O A A R E F S A P N G M Q H R J T R T T I M B E R S N Q B C R I G A B D I K W J L O M A N D R A K O B G M W O R A U Y B E U W A L K I N G S T I C K P A L M Y R R O L D R T D S F R D B M E L T T A W F N L O A R E I P E V A I N T C E F U E N V I R O N M E N T H T S G H S W P M B R X F E T R A D I T I O N A L L G L T I H I L A O I I S E E D T F B A V D S I F S H B E I N F I L U R L A H U J F B P O R A L L E S O R I E U E O F O O D B L R R I O B R A S T E N U O P E D L R S D W I D J A B U L L E M O N A S P E N N H C M E E R T R E P P E P B H I M N Y L I L L I P I L L I Davidsons plum Seed Lemon myrtle Finger lime Traditional Lemon Aspen Lilli pilli Aborigines Timber Lomandra Indigenous Sap Bushfood Nutrition Macadamia Seasonal Medicines Food Sub tropical Industrial Edible Toxic Plants Widjabul Shrub Fruits Ripe Unripe Environment Native Ginger Plum pine Bunya nut Walking stick palm Wattle Midyim Trade Rosella Tamarind Pepper Tree Trade Figs 24

25 Bush Foods for Kids Solution M C A F I G D I E D I B L E R W E R I T F R U I T S E L I M S M I D S T N L P A L E J H C K F I G S E T D A D A V I D S O N S P L U M Q G I T H S P R A N B I E H I O Y E O M O N D A R L E I N A E B E S I U L C S U L J D C N D E I P N T A M A R I N D Y T N U L I G A L L I F D Q W E R T U R N N T O G R I Y H N B N K P L U M P I N E S Y S U B T R O P I C A L R J U E N N U T R I T I O N R E W S R E X J C N A K U N S D B V R D L B U R F P H Y I F V O I N U H G E R D H S X L E Q S U O N E G I D N I A E C T L F H I E A F L C D A U O N D O B O Y T T N D D C W S R P L D I O E D A B N G N U O Y L H A I G V A B O O E B I L N O M M I E D O E R T I H N R G E N R B U I S V L E A D O A A R E F S A P N G M Q H R J T R T T I M B E R S N Q B C R I G A B D I K W J L O M A N D R A K O B G M W O R A U Y B E U W A L K I N G S T I C K P A L M Y R R O L D R T D S F R D B M E L T T A W F N L O A R E I P E V A I N T C E F U E N V I R O N M E N T H T S G H S W P M B R X F E T R A D I T I O N A L L G L T I H I L A O I I S E E D T F B A V D S I F S H B E I N F I L U R L A H U J F B P O R A L L E S O R I E U E O F O O D B L R R I O B R A S T E N U O P E D L R S D W I D J A B U L L E M O N A S P E N N H C M E E R T R E P P E P B H I M N Y L I L L I P I L L I Davidsons plum Seed Lemon myrtle Finger lime Traditional Lemon Aspen Lilli pilli Aborigines Timber Lomandra Indigenous Sap Bushfood Environment Nutrition Macadamia Seasonal Soil Medicines Food Sub tropical Industrial Edible Toxic Plants Widjabul Shrub Fruits Ripe Unripe Figs Trade Tamarind Pepper tree Native Ginger Plum pine Bunya nut Walking stick palm Wattle Midyim Trade Rosella 25

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27 Plant Identification, Plant Uses, Glossary, Nursery & Native Food Sources, Traditional Food Supply & Preparation, Recipes For Teachers & Students 27

28 Section 2 Table of Contents Broad Leaved Palm Lily Blue Flax Lily Lomandra Small Leaved Tamarind Lemon Myrtle Davidson s Plum Pandanus Macadamia Nut Walking Stick Palm...34 Finger Lime Lilli Pilli...35 Native Ginger Red Bopple Nut Plum Pine Pepperbush Tree Wattle Midyim Native Rosella Warrigal Green Bunya Pine Plant Glossary Local Nursery & Native Food Suppliers Traditional Food Supply & Preparation...44 Cooking Recipes Sources: Hugh & Nan Nicholson. (1991). Australian Rainforest Plants 1 5. Terania Rainforest Publishing: The Channon, NSW. Leiper, G (1984). Mutooroo, Plant Use by Australian Aboriginal People. Assembly Press: Queensland. Low, Tim. (1991). Wild Food Plants of Australia. Harper Collins Publishers: Sydney. All photos are original and remain the property of Dorroughby Environmental Education Centre. 28

29 Broad Leaved Palm Lily Cordyline petiolaris Description: Long and smooth green leaves. Tiny purple flowers followed by red berries that hang in clusters. Mostly 2m to 4m tall (some mature plants grow 6-7m). Uses: The red berries were edible when fully ripe. Blue Flax Lily Dianella caerulea Description: Long grass-like leaves with light and dark blue or mauve flowers and purple berries. Uses: Ripe berries were eaten raw or cooked. The roots were pounded into flour and roasted on hot rocks then eaten. The fibre from the leaves was used to make waistbands, sandals, nets, traps and baskets. 29

30 Lomandra Lomandra longifolia Description: A 1-2m tall grass-like plant with strap-shaped leaves about 1cm in width. The spiky, white to pale tan, long, flower heads and seeds are highly scented. It grows in thick clumps. Uses: The leaves were split into strips and woven into dilly bags and baskets. The white leaf bases were eaten and these had a refreshing taste. The seeds and flowers were ground into a flour. Small leaved Tamarind Diploglottis campbelli Description: A large tree to 25m tall, heavily leaved with a tri-seed pod containing 3 round red fruits. Uses: The pleasant tasting acidic fruit was eaten raw. 30

31 Lemon-scented Myrtle Backhousia citriodora Description: A tall, bushy tree, 3-8m high, with lemon scented leaves up to 10cm in length. Large bunches of perfumed, small white flowers grow on the ends of branches, mainly in summer. The essential oil citral is responsible for the strong aroma of lemon in the leaves. Uses: Used for medicinal purposes because of its anti-viral, anti-fungal and anti-bacterial properties. Warm leaves were used as an inhalant and the heated leaf could be placed on infected areas of the body. Today, lemon myrtle is grown commercially. The oil and dried or fresh leaves are used for hair products, soaps, cleaners, antiseptics, hand towel wipes and body lotions. Used in cough lollies, the leaves can also be used in chicken and fish dishes, in drinks, deserts and syrups. 31

32 Davidson s Plum Davidsonia pruriens (v.) Description: This has a slender trunk with the main foliage at the top of the tree. It has long serrated edged hairy leaves. The tree grows a blue-black, roundish plum with a fleshy pink to purplish red centre. The fruit contains two small seeds. Uses: A tasty fruit was eaten. Today, the fruit is commonly made into jams, sweet and savoury sauces and coulis and is frequently found served in wild food restaurants. 32

33 Pandanus Pandanus tectorius Description: 5m high tree with long serrated edged leaves up to 1m long. It has a yellow/orange globular fruit similar to the pineapple. Uses: The orange wedges from the pandanus fruit contain seed which was eaten raw or cooked. The fruit was eaten after extensive cooking. The dry leaves were used for weaving, shelters, dilly bags, sieve bags, arm bands, mats and baskets. Macadamia Nut Macadamia integrifolia Description: Grows up to 20m and has leathery, dark leaves forming a thick foliage. The tree has white flowers and produces a round oily nut 3cm in diameter. The nut is encased in a hard brown shell and an olive green casing which comes off the shell as it matures. Uses: The Aborigines ate the oily nut and found it to be very tasty. Today, macadamia nuts are farmed commercially on a large scale, particularly in the Northern Rivers area. It is used widely in cooking and can be prepared in a number of ways from salads to confectionary. Oils are also used for culinary purposes. 33

34 Walking Stick Palm Linospadix monostachya Description: A 2m tall palm with a 2cm thick, ringed trunk. Grows long strings of red berries that hang in clusters from the top of the plant. Uses: Berries were eaten when clearly red in colour. The stem was used as a fishing rod. The bud of new shoots were eaten raw or cooked. Finger Lime Microcitrus australasica Description: 4m tall shrub with tiny leaves and thorns. It produces a cylindrical and slightly curved, green fruit with small bubbles filled with juice on the inside. Sour tasting. Uses: The long citrus fruit was eaten raw or crushed to make a refreshing drink. Used as a substitute for other types of limes in cooking. 34

35 Lilli Pilli Acmena syzygium Description: Australia has around 60 different Lilly Pilli species and nearly all have edible fruit. They are small to large trees common in rainforests and on the coast. The plants have a thick foliage of small, smooth, dark to light green leaves and an edible berry that varies in colour with different species: white, pink, red, purple, blue or black. The fruits are rounded, egg or pear-shaped with a single large rounded seed. Uses: The fruits were widely eaten by Aborigines. The berries were eaten raw. They contain water and vitamin C traces. The fruits are commonly made into jams, jellies and sauces. Native Ginger Alpinia coerulea Description: A 2m high herb that grows in clumps and consists of soft, thick stems which have glossy, broad leaves. They have a white flower and small, bright blue, rounded berries. Fruits ripen in August. Uses: Aborigines would often leave a trail of spat-out seeds through the forest on their journeys. Young rhizomes (underground stems) are edible and taste slightly of ginger. Leaves of the ginger were laid under meat being cooked in an earth oven. The leaves were also used to provide a roof for shelter. 35

36 Red Bopple Nut Hicksbeachia pinnatifolia Description: A tall rainforest tree up to 20m tall. It has large leathery serrated edged fronds. Fruits are 3-5cm long and hang in clusters. These have a bright red outer skin when fully ripe. It has purplish flowers. Uses: Related to macadamias, but contain less oil (approx 13%). Low on fat, high in calcium and potassium. Easily digestible and eaten raw or toasted. 36

37 Plum Pine Podocarpus elatus Description: A tall rainforest tree with tough narrow pointed leaves with small dark plums. The leaves range in colour from pinkish to a pale green when the tree first shoots. Fruits are dropped in autumn. Uses: The bitter sweet fruit was eaten mainly by the children. Brush Pepperbush Tasmannia insipida Description: A rainforest shrub 1-3m high with slender, light green leaves, glossy on both surfaces. Purple to whitish fruit, one per stalk. Uses: Fruits are edible and the seed has a peppery taste when roasted. 37

38 Wattle Acacias Description: There are approximately 900 species within the acacia genus. Acacias are shrubs or small trees with yellow flowers and cylindrical, bean-like pods containing black seeds. Leaves vary but are usually slender with longitudinal veins. Found in both coastal and forest habitats. Uses: Seeds from acacia trees were gathered extensively by women and children. Aborigines roasted the seed pods and ate the seeds. Seeds were also ground into flour to make cakes. 38

39 Midyim Austromyrtus dulcis Description: Small 1-2m shrub, however, is known to grow larger. It has slender dagger shaped leaves and small white flowers followed by whitish, grey-blue spotted fruits. New foliage shoots are pink. Uses: The pleasant tasting berry was extremely popular amongst the Aborigines. The berry was eaten in large quantities whole and raw. 39

40 Native Rosella / Wild Rosella Hibiscus heterophyllus & Hibiscus sabdariffa (pictured) Description: Hibiscus heterophyllus has tall shrubs with narrow, rough leaves with yellow or white flowers with reddish /purplish centre. Hibiscus sabdariffa is much the same in appearance, but has smoother leaves. Uses: Young shoots, flower buds, roots and leaves were all eaten raw or cooked. The hibiscus bark was sucked and a tea-like decoction was made to cure colds and congestion. Branches provided a strong fibre to make rope which was used for fishing nets, fishing lines, dillybags, rope and thread. The back of the leaf was used to mark didgeridoo and clapping stick patterns by rubbing vigorously in one direction. Hibiscus sabdariffa is now used mainly for jams, jellies and syrups. 40

41 Warrigal Greens Tetragonia tetragonoides Description: A ground plant with bright, green, thick and triangular shaped leaves approx 2-12cm long. Yellow flowers are followed by hard pods 1-1.5cm long with small horns. A common, shrubby like herb of sheltered beaches. Uses: Leaves were washed and boiled before eating to avoid salt intake. Bunya Pine Araucaria bidwillii Description: A tall pine tree up to 40m in height with straight trunks and slender branches. 30cm long cones are produced in the tree s crown and contain many starch-filled seeds 4-5cm long. The dark-green leathery leaves are stiff and spiky. A large harvest of fruit occurs approximately every 3 years. Uses: The large seeds were eaten raw, baked, roasted or boiled. Seeds were also pounded and baked into cakes. Bunya harvest was a time of feasting and ceremonies. Long distances were travelled by tribes and any hostilities were suspended. There were designated meeting places and fruit was gathered and taken back to their territory. 41

42 Glossary Acidic Aroma Berry Branchlet Dilly Bags Edible Foliage Fronds Globular Fruit Seed Pod Rainforest Rhizomes Root sour tasting scented with a distinct smell, especially when crushed. succulent fruit containing one or more seeds. a small branch variety of string carry bags fit to be eaten the leaves of a plant, collectively large leaves sphere shaped fruit natural seed cases, skins a community of plants consisting of canopy, epiphytes, lianas, ferns, palms, shrubs, emergents underground stem usually growing horizontally part of the underground system of a plant which does not bear leaves and grows downwards or laterally in the soil. 42

43 Nurseries Mullum Creek Native Nursery 110 Yankee Ck Rd, Mullumbimby Ph: Fax: Forbidden Fruits Nursery 246 McAuleys Lane, Mullumbimby (often at markets) Phone/Fax: The Ragged Blossom Nursery Bangalow Firewheel Rainforest Nursery 387 Dorroughby Rd, Dorroughby Phone/Fax: Friends of the Koala Nursery Rifle Range Rd, East Lismore Ph: Daley s Fruit Tree Nursery Geneva Ph: Northern Rivers Rural Buying South Lismore Ph: Native Food Sources Playing with Fire Foods Booyong Ph: Rebecca is often at local markets selling jams, sauces, dried herbs, spices, frozen fruits and sometimes seedlings. Fundamental Food Stores: Stock Rainforest Foods jams & sauces, herbs/spices. Coles Supermarkets: Stock Outback Spirit brand of sauces, marinades, jams. IGA Supermarkets: Stock Outback Spirit brand of sauces, marinades, jams. 43

44 Australian Indigenous Food Preparation & Cooking Techniques Plant Foods Traditionally, it was the women who collected the plant foods and thus the women who held most of the knowledge about plant locations and seasonal availability. Various plants required different procedures to render them palatable or safe for eating. Preparing Washing tended to remove poisonous elements and the bitter taste of some of the vegetables. The vegetables would be placed in a dilly bag and hung in running water, which would percolate through the sieve or dilly bag, leaching out the dangerous elements. Grinding was necessary, for example with seeds and involved the rather straight forward movement of a small flattened and rounded stone pressed with the hands onto a flat stone slab, on which a little water was occasionally sprinkled. The seeds were broken up between the stones and mashed into a dough. Pounding was carried out using a stick or a stone and it was alternated with roasting of the vegetable. This tended to remove the acrid taste of some of the roots which, unless prepared in this way, would be unpalatable. Straining of certain vegetable plants was achieved by using a dilly bag or a bundle of fine grass. Sometimes even a hole in the sand was used and the water drained away. Grating of certain vegetables was often necessary, perhaps prior to washing them. Graters could be made from pieces of rough bark or very rough grasses. Other common plant food for Indigenous people on the NSW North Coast included yams (Dioscorea transversa), figs (Ficus platypoda), pig face (Carpobrotus glaucesens), geebung (Persoonia falcata), black nightshade berry (Solanum nigrum), native guava (Eupomatia laurina), mistletoe (Amyema spp.), eureka or bush lemon (citrus limon). 44

45 Cooking To cook both animal and plant food, the Aborigines used roasting, baking, boiling or grilling; methods we use today. Meat was certainly preferred fresh and cooked. The meat was cut into pieces and the cutting methods varied from area to area. Roasting was a relatively straight forward method and involved placing the animal or the vegetable to be cooked on and/or within the hot ashes of the fire. Baking methods varied slightly among clans but generally, heated stones were used. After the stones were heated in the fire they were removed along with the ashes and a hole was quickly dug in the fire place. Native ginger leaves were used to line the hole and upon these the pieces of meat were laid with the hot stones and ashes packed amongst them. On top of this, more leaves or bark of the tea-tree were laid and lastly, the layer of earth and stones placed on top. This created a ground oven which cooked or baked the food slowly. As an alternative, heated stones were placed inside the animal to be baked. Boiling of food was done where there were large natural utensils found. Eg bark troughs, palm frond bases or large shells. Grilling was achieved in two ways. A grill was formed from four upright forks supporting two main cross -pieces on which several sticks were laid. The height from the ground varied. Fish, eels and some red meats were cooked in this way. Another method was to construct a miniature hut with curved sticks instead of uprights, lower to the ground. 45

46 RECIPES Lemon Myrtle Tea Dry myrtle leaves & crush place into a teapot. Half fill teapot with hot water and let sit for 1/2 hr. Add more water and drink. Iced Lemon Myrtle Syrup 4 cups sugar 4 cups water 40g lemon myrtle leaves Bring all ingredients to the boil and reduce until it is the consistency of maple syrup. Strain and refrigerate. Add water or soda water for drinking or use as is, for syrup for sweetening or dessert topping. Lemon Myrtle Cheesecake 250g finely crumbed Nice biscuits 125g melted butter 500g cream cheese, room temperature 400g condensed milk 1 tsp vanilla essence 1/3 cup lemon juice 1 tbsp ground lemon myrtle 1/3 cup lemon butter 1 extra tsp ground lemon myrtle Mix crumbs and melted butter and press onto base and sides of 25cm springform pan. Refrigerate. Beat cheese with mixer, about 7 mins or until smooth. Add condensed milk beat 5 mins. Stir in vanilla, lemon juice and tbsp lemon myrtle. Pour over base and refrigerate several hours. Topping: heat lemon butter in microwave until pouring consistency. Pour over cheesecake. Spread evenly. Sprinkle with extra lemon myrtle. Lemon Myrtle Cheesecake Slice 2 pkts Lattice biscuits 125g butter 3/4 cup castor sugar 2tsp vanilla essence or 1 tbsp lemon myrtle syrup 2 tbsp lemon myrtle 2 tsp powdered gelatine 70ml hot water Cream butter, cheese, sugar and vanilla essence. Add lemon myrtle. Dissolve gelatine in hot water, cool and add gradually to mixture. Beat till fluffy. Place lattice biscuits in 25cm x 20cm tray, glossy side down. Pour cheesecake mix on top. Place biscuits on top, glossy side up. Refrigerate. Lemon Myrtle Pancakes 1 tbsp lemon myrtle 250ml milk 1 egg 1 cup of self raising flour 3 tbsp sugar ½ tsp bicarb soda Pinch of salt Butter for frying Mix all ingredients with mixer on high for approx 3 mins until smooth and bubbly. Wipe frypan with butter, melt over medium heat. Pour dollops of mix into frypan, flipping sides after bubbles have risen and bottom is brown. Lemon Myrtle Biscuits 250g sugar 250g butter 500g sifted SR flour 4 eggs 30g lemon myrtle Cream together sugar and butter. Add the eggs one at a time. Fold in flour and myrtle until combined. Roll into small balls and place on tray. Flour a fork and press on dough lightly. Bake in oven for mins. Cool and store in airtight container. Johnny Cakes 4 cups SR flour 2 cups water Pinch of salt Crushed lemon myrtle leaves Oil Mix ingredients together until mixture forms a dough. Put dough onto floured surfaced and flatten until 2cm in height. Make into shape or use implement to cut into pieces. Place 4 tbsps of oil into electric frypan and heat on medium. Place johnny cakes in pan and brown on both sides. Eat with Davidson Plum jam and cream. Wattle Seed Ice Cream 2 litres vanilla ice cream 10 g wattle seed Put wattle seeds into microwave container and just cover with water. Heat until mix boils. Cool. Either: Strain, keeping the liquid to mix into the semisoftened ice cream OR: gently fold the lot through the ice cream Refreeze. 46

47 Macadamia Slice 1 cup S/R Flour 1 cup Quick Cooking Oats 3/4 cup sugar 1/2 cup coconut 1/2 cup crushed macadamias 500g Butter 2 Eggs 2 tbsp Honey Mix flour, sugar, oats, coconut, crushed macadamias. Melt butter and pour over mix. Add honey and eggs. Mix until moist. Place in oven for 35 mins. Let stand for at least an hour before eating. Bunya Nut Pesto 1 capsicum roasted and peeled 100g bunya nut blanched Basil x 1 bunch 50g parmesan cheese 1 clove garlic 200mL macadamia nut oil 50mL olive oil 2 tsp ground Dorrigo Pepper Place pepper & 100ml macca oil in a saucepan on moderate heat for 2 mins, allow to cool. Puree roasted capsicum, add to the remaining 100ml of oil. Blanch bunya nut for 4 mins, remove from shell, allow to cool and chop finely. Crush garlic and add to capsicum and oil. Roughly chop basil. Place all ingredients into food processor for 1 min. Do not over process. Add salt to taste. Davidson Plum Sorbet 2 litres water 800 g caster sugar 500g Davidson's Plums 200 ml lemon juice 2 cinnamon sticks Quarter and deseed plums. Put all ingredients into a saucepan. Boil and simmer 10 minutes. Cool and puree. Return to simmer 5 minutes. Skim off foam. Push through a fine sieve. Cool then make up in an ice cream machine, following manufacturer s instructions. If no machine. Beat well and freeze in trays. Wattle Seed Scones 1 egg 2 Tbsp sugar 150ml cream 1/2 cup milk 2 tbsp plain yoghurt 1 tsp vanilla essence 2-3 cups S/R flour 4 tsp finely ground wattle seeds 1 tsp baking powder Mix all wet ingredients thoroughly. Add wattle seed, flour & baking powder to the mixture, using a knife to combine all ingredients thoroughly. Mixture will be moist. Turn onto a well -floured board. Knead gently until non -sticky and pat into a 2cm thick circle. Cut and bake in hot oven for 10-15mins. (If mix is too sticky, add a little more flour) Serve with a native fruit jam and lemon myrtle cream. Lemon Myrtle Cream 300ml cream or thickened cream 3 tbsp lemon myrtle syrup Beat ingredients till thickened Sour Cream and Lemon Myrtle Chilli Dip 1 x 300g sour cream 1/2 cup Sweet Lemon Myrtle Chilli Sauce 1 dssp fresh coriander, chopped Mix sour cream with coriander and 1/2 chilli sauce. Serve with remaining sauce on top. Finger Lime Vinaigrette 2/3 cup macadamia oil 1/3 cup apple cider vinegar 2 finger limes Rock salt: pinch Mountain pepper: pinch Mix vinegar, pepper and salt. Slowly add macadamia oil and whisk. Squeeze finger limes into mixture. Mix gently. Adjust seasoning to taste. 47