Bush Foods for Kids

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

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 ...... 8-11

Stage 2 Learning Experiences...... 12-15

Stage 3 Learning Experiences...... 16-19

Worksheets...... 19-25

Section 2...... 26-48

4 Key Learning Areas

Science & Technology HSIE English Sub-tropical rainforest species Cultural Diversity Reading, Writing Plant Identification Indigenous Australians Talking & Listening Food chains & webs Food & culture Factual Descriptions Habitat Changes & consequences of Procedure Products & Services British colonisation Environmental consequences Local Environment of production & consumption

Bush Foods for Kids

Maths CAPA PDHPE Counting Collages, Boomerangs Healthy foods Measurement Rubbings, Drawings, Food sources Estimating Paintings, Dyeing Packaging & the Environment Patterns & Shapes Mime Fruits Volume & Capacity Indigenous dance Indigenous ways of Cooking Gathering & Recording Data Appreciation 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 LIVING LAND ENVIRONMENTS STRAND B ME BEING AUSTRALIAN STRAND C CHANGES GROWING & EFFECTS OF GROWTH & CHANGING GROWTH & CHANGE CHANGE

STRAND E PRODUCTS & PRODUCTS, GLOBAL & SERVICES SERVICES & SOCIAL ISSUES SYSTEMS

STRAND G OUR FLEETING TRADITIONS & PAST HERITAGE

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 20th 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 ever- widening market for the produce, especially when it is fast becoming the trend to use native plant products in restaurants and home cuisine.

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

http://www.dining –downunder,com/index

http:www.taste.com.au/recipes

www.bushtuckershop.com

http://www.tropicalfruitworld.com.au/recipes

www.thedillybag.com.au/Recipes

www.lemonmyrtle.com.au/lemonmyrtle/recipes

wwww.indigenousaustralia.frogandtoad.com.au

www.groups.msn.com/INDIDGINUSDOOS/indigenouscookingmethods.msnw

www.here.com.au/dans/recipes.htm

http://science.uniserve.edu.au/school/quests/nativeplants.html

http://oac.schools.sa.edu.au/outreach/oes/botanic/btn/home.htm

http://www.anbg.gov.au/anbg/aboriginal-trail.html

http://www.mitre10.com.au/inGarden/juniorLandcare.asp

http://www.gould.edu.au/

http://www.clw.csiro.au/nativefoods/

http://www.teachers.ash.org.au/bushtucker/index.html

CD Roms

Moorditj- Australian Indigenous Cultural Expressions

EARLY STAGE ONE / STAGE ONE LEARNING EXPERIENCES

Learning Outcomes

HSIE Strand: Resource Systems Outcomes: 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: Personal Health Choices Outcomes: PHES1.12, PHS1.12

Quality Teaching Links

INTELLECTUAL QUALITY QUALITY LEARNING SIGNIFICANCE ENVIRONMENT 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 x Student Direction Narrative Communication

8 Objective Students develop an understanding that Australia has a number of edible bush foods.

Learning Experiences Resources KLA Links

What are bush foods? “The Quinkins” by HSIE E Brainstorm where we go to get our food? Percy Trezise & Meeting needs A Garden? Shops? Dick Roughsey Identities R Describe a food shop? Cultural diversity L Fridges, freezers, shelves, checkouts, packaging etc “What made Interacting with environment (Read Background Information p.6). Tiddalik Laugh?” by Y Joanna Troughton Australian Aborigines went shopping without a S supermarket. What do you think they ate? “Mud cakes at the Name some traditional foods eaten by the Aborigines? Mish” by the Abo- T Eg kangaroo, emu, snake, goanna, wattle seeds, fruits etc. riginal Literacy A Resource Kit & DET Literacy G Plant Identification Modelled Reading E Senses Writing Students use smell, taste, sight, touch senses to identify Talking and listening plants. Worksheets Adjectives 1 Descriptions What do you see? & Collect some leaves, fruits or seeds from bush tucker Plant samples plants (see booklet for species). (flowers, fruits, Describe plant leaves, fruit and/or seed parts & record leaves, seeds) S results (drawings & descriptive words). T Focus: size, shape & colour.

A How does it feel? G How do the leaves feel? rough, hairy, smooth, bumby etc E Record results (drawing & descriptive words). Lemon myrtle leaves How does it smell? 1 Source an aromatic plant eg lemon myrtle. Have students crush leaves and smell. Draw leaf and describe aroma.

Tasting session Rainforest fruits Health Source some rainforest fruits eg Davidson‟s plum, finger Personal Health choices lime, lilli pilli, tamarind etc. Students taste raw fruits and Nutrition record results onto worksheet. Riberry (lilly pilly) jam, Davidson‟s Taste jams on crackers and compare to fruits straight from Plum Jam, Finger the tree. Give the names of the plants the students are Lime Marmalade sampling and complete plant worksheets. (Fundies, santos) Water crackers Elicit & record responses about tasting session.

What do you hear? S & T Plants provide habitat for many bird species. Living Things Take students outside and listen to the many birds. Field guide to Interactions Make a tape of local bird calls. Try to attract birds by re- Australian Birds. playing tape.

9 Objective Students develop an understanding that all living things need food, water and shelter for survival.

Learning Experiences Resources KLA Links

Science & Technology S & T E Habitat Living Things A What is habitat? Brainstorm Habitat posters from The way living things interact R Students describe what they need to survive. Shelter, library. with their environment L food, water, clothing. Similarities and differences between living things. Y What do animals need for survival? Shelter, food, water How environments provide Look closely at a micro habitat in the school playground. for the needs of living things S Select an area of a garden place a large white sheet Senses are used to receive around the base of a plant and shake. messages from all around. T A Places to look: Under rocks, fallen branches, under loose Magnifying glasses G bark, underneath leaves, on leaves, water and water Gloves, white sheet, E plants, on flowers, fruits and seeds, beneath the soil. Clipboards, pencils, Classify as to class of animal. Draw & label. pencils.

1 Insect lifecycles Select an invertebrate eg mosquito, dragonfly, butterfly. & Investigate its physical features, habitat & food needs.

Germinate bean sprouts. Seeds, cotton wool S T Maths Maths Collect different fallen leaves. Variety of fallen Whole numbers A Classify according to shape & size. leaves. Counting forwards by ones, G Count the number of each type of leaf and tally. twos or fives. E Collecting & organising data. Counting activity: In pairs, students choose a small plant and count leaves on one branch. Which plant has the 1 most leaves? Graph results.

Literacy Write a factual description of an insect. Include, Stimulus such as English number of legs, wings, body shape, eyes, Invertebrate pictures, Producing texts antennae, habitat, food etc drawings from Information report science investigation Simple sentences Draw a picture of the insect in its habitat. in playground. Sentence structure Present to class. Talking & listening.

10 Objective Students develop an understanding that all living things need food, water and shelter for survival.

Learning Experiences Resources KLA Links

E PDHPE Health A Balanced eating habits & food choices for good health. Food groups of Nutrition Make 2 groups. Foods that are a healthy choice / Foods Vegetables, fruits, Positive health choices & R that are an unhealthy choice. meats, dairy. wellbeing. L Art Y Leaf rubbings using crayons. Make a collage. Add insect drawings. Paper, crayons, Creative Arts S scissors, glue Art T Collect fruits, seeds, flowers and make a dye for cloth or Experiments with a range of media in selected forms. A paper. Pipe cleaners Makes artwork in a particular G Make a dragonfly using pipe cleaners. Simple diagram of way about experiences of real E Make a butterfly using recycled materials. insect. Clean things. plastic bottles, lids 1 Wax leaves. etc. Drama Movement & space

Drama Responds & appreciates. „Bangarra Dance & Mime Plant growth from seed (in crouching position) to Theatre‟ website, dvd‟s etc. S mature plant (on toes, reaching into air with arms), Trees swaying in wind, heavy branches after rain, T Contact Local being chopped down, thirsty etc. Indigenous Dance A G troupes Australian animal sounds & movements. E Guest speaker “Dhinawan 1 Dreaming”

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: Personal Health Choices Outcomes: PHS2.12

Quality Teaching Links

INTELLECTUAL QUALITY QUALITY LEARNING SIGNIFICANCE ENVIRONMENT 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 Inclusivity x Metalanguage Students‟ Self-regulation x Connectedness Substantive Student Direction Narrative x Communication

12 Objective Students develop an understanding of Australian Aborigines and traditional hunting and gathering ways.

Learning Experiences Resources KLA Links

Research “Bundjalung Jugun” HSIE S Indigenous Australians & Bush Tucker Bundjalung Country Change & Continuity Make a class list of traditional Indigenous Bush by Jennifer Hoff. Assessing changes & T Tucker before colonisation. Include plants & animals consequences since A (there should be no exotics). Read „background colonisation G Coastal, hinterland and desert species. information‟ p.6. E Examples gums, wattle, reptiles, moths, honey ants, turtles, fish, grubs, kangaroo, emu etc Aboriginal Australia map, Internet, library 2 Investigate: What type of packaging, storage, transportation & collecting methods did the Internet, library Aborigines use? (include diagrams where possible) Booklet (pgs.6, 46 & Science &Technology Examples bark, palm sheaths, string bags, shells 47) internet, Products & Services library , ABC, SBS Waste disposal & recycling Compare this to the ways we collect, carry, store, websites. Environmental consequences of package and cool food today. In groups, production & consumption demonstrate the differences, eg make a poster, short play, make a string bag etc

Waste Aborigines created and used only natural products. Contact Lismore Investigate Australia‟s waste problem today. Waste Facility & Where does our waste go today? others, Internet, What can we do to minimise waste? Library etc.

Plastic Where does plastic come from? Investigate the environmental impacts of plastic on whales, dolphins, turtles etc Literacy Write a letter (text type—exposition) to a politician, Exposition requesting him/her to ban all plastic packaging be- Discussion cause of the impact it has on marine life. Talking & Listening

Organise a non-packaging day.

13 Objective Students develop an understanding of the uniqueness of Australian flora and fauna.

Learning Experiences Resources KLA Links

Science & Technology S Sub Topical Rainforests. DEEC S & T T What would the Big Scrub Rainforest have looked like internet Living Things A before it was chopped down in the mid 1800‟s? library The way things interact with the G Investigate some plant/animal relationships Glossary environment (interrelationships) in a healthy ecosystem. Plants & animals live in E „Biodiversity for environments that supply their Investigate sub tropical ecosystems. kids‟ needs 2 Include rainforest layers - ground herbs, shrubs, large Stage 2 science Living things depend on other vines, palms, epiphytes, emergents and canopy. written by Stephen living things to survive Birds, bats, mammals, reptiles, amphibians, fish, Papp & Geoff Investigating monotremes, invertebrates. Thompson. Questioning.

Draw a simple local food web — Sun, producers, Worksheet p.23 consumers, herbivores, carnivores and parasites.

Habitat English Research an ecosystem. Write a report and make a Factual Description Diorama/model of a particular ecosystem eg rainforest, Talking & Listening wetland, marine, desert etc. Present to the class.

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. Landcare website HSIE Find an area of the playground that could be planted Gloves Roles, rights & responsibilities with some indigenous species. Hand shovels Plants

Mathematics Leaves Maths Estimate and calculate the area of a leaf, branch & tree. Grid paper, Working mathematically Trace leaf onto grid paper. Count squares and find area Pencil, clipboard Communicating for one leaf. Estimate area for branch. Estimate, measure, compare & record areas. Measurement Estimate, measure, compare & record volumes and Capacities of clean food/drink containers.

14 Objective Students develop an understanding of the uniqueness of Australian flora & fauna.

Learning Experiences Resources KLA Links

Literacy “North Coast Threatened Literacy S Research & write a report on a native north coast Species” by National Accessing factual endangered animal. Include description, habitat, Parks information T food, threats. Report writing A “Fern Gully” 1 & 2: The G Last Rainforest” by Diana E Young. Book & DVD

2 Art: Creative Arts Collage using natural objects eg fallen leaves Flat leaves, Art Laminating machine, Choosing aspects of subject Leaf / flower pressings. Dry leaves in a leaf press. cardboard, scissors matter Glue onto small piece of cardboard. Laminate for Identifies subject matter in cards, bookmarks etc artworks Flowers, fruits, seeds etc Reasons for making artwork Make a dye from rainforest fruits, flowers, seeds, Cloth or clothing trays to and interpretations sap etc. Dye some cloth/ing, paper etc. soak cloth, water

Aboriginal Desert Symbols.

Music Music Performs rhythms Learning a performance piece: “The earth is our mother” Improvises “The Earth is Our Mother”. kids music town. Sings & moves to a range of music Create actions to “Feathers, Fur or Fins”. “Feathers fur or fins” by Don Spencer. Make percussion instruments from natural or man made materials, eg shakers. Collect small clean plastic bottles, rice etc. PDHPE Health Effects of pollution on health. Environmental health What effects can poor water, air & soil health have on humans and other animals.

Reduce, Reuse, Recycle What are you doing at home? At school? What more can be done?

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: Music Outcomes: MUS3.3

PDHPE Strand: Personal Health Choices Outcomes: PHS3.12

Quality Teaching Links

INTELLECTUAL QUALITY QUALITY LEARNING SIGNIFICANCE ENVIRONMENT 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 x Student Direction Narrative Communication

Objective Develop an understanding of Aboriginal culture in Australia prior to invasion.

Learning Experiences Resources KLA Links Australian Aborigines and Diet Read “Background English Why did Aboriginal health begin to deterioriate after Information” p.6 Report writing S British colonisation in Australia? Internet, library Talking & Listening T Reasons: Worksheet (p.24) Discussion A  degradation of the land by white people & G Its affects on Indigenous peoples and their Connectedness to the land

E  Colonials fenced Aborigines out of their usual HSIE hunting and gathering spots Change & Continuity 3  Introduction of diseases and unfamiliar foods Significant Events & People high in sugar & less nutritious. “Bundjalung Identities Jugun” by Jennifer Cultural Influences Research Hoff, Cultural Diversity Use the Aboriginal Australia map to choose a nation. DEEC, Relationships with Places Make a list of the people‟s traditional bush tucker Lismore Historical In the chosen nation; plants—fruits, seeds, flowers, Museum, Library leaves & animals. Include: Internet etc.

 Local indigenous dialect names for foods.

 Typical flora and fauna found in areas of study. PDHPE

 Roles of men, women and children in food Nutrition gathering and hunting. 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 Objective

Learning Experiences Resources KLA Links and Prior Understandings Science & Technology S & T Indigenous Technology includes the boomerang, Internet Products & Services S woomera, spear, firesticks, canoes etc. Library Design & construct T Select one. Local nurseries DMA A Investigate the design. G Design and make from recycled materials.

E Maths Leaves Mathematics 3 Trace a leaf onto grid paper. Use this to duplicate a Grid paper Patterns pattern so that it shows rotational symmetry. Symmetry Investigate axis of symmetry. Perspective

Fibbonacci sequence.

Literacy Library, internet English Biographies. Reading & viewing texts Research famous Indigenous Australians. Language structures & features Politicians, doctors, lawyers, musicians, sports- people. HSIE HSIE Significant events & people Research Australian Inventions. Who, what, how, when?

Music Music Listen to some Indigenous music, eg YothuYindi, Discusses works of others Archie Roach, Paul Kelly, The Warrumpi Band etc Identifies expression Listen to & appreciate, express musical preferences, skills and understandings of how music is a means of expression and communication.

PDHPE Cooking Recipes PDHPE In pairs or groups, either: (pgs 47 & 48) Personal Health select a recipe from section 2 of the booklet or one Internet Food choices that is researched. Prepare and cook. Present to Library class or school. This could involve parents, other See websites p.7 classes.

Compile recipes for class menu/recipe book.

18 Stage 1 – Senses Worksheet 1 Draw some bush foods and describe them 1 2

3 4

Use these words to help describe them. Add your own words.

green brown spiky dark hairy shiny light smooth dull sweet black soft jagged sour orange round crinkled bitter red fat rough salty pink thin scent tasty yellow hard perfume juicy white long glossy dry purple narrow prickly moist cream wide peppery flat

19 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.

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

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 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

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 Ginger Seed Medicines Plum pine Lemon myrtle Food Bunya nut Finger lime Sub tropical Walking stick palm Traditional Industrial Wattle Lemon Aspen Edible Midyim Lilli pilli Toxic Trade Aborigines Plants Rosella Timber Widjabul Tamarind Lomandra Shrub Pepper Tree Indigenous Fruits Trade Sap Ripe Figs Bushfood Unripe Nutrition Environment Macadamia Native Seasonal

Bush Foods for Kids Solution

Davidsons plum Soil Native Seed Medicines Ginger Lemon myrtle Food Plum pine Finger lime Sub tropical Bunya nut Traditional Industrial Walking stick palm Lemon Aspen Edible Wattle Lilli pilli Toxic Midyim Aborigines Plants Trade Timber Widjabul Rosella Lomandra Shrub Indigenous Fruits Sap Ripe Bushfood Unripe Environment Figs Nutrition Trade Macadamia Tamarind Seasonal Pepper tree

Plant Identification, Plant Uses, Glossary, Nursery & Native Food Sources, Traditional Food Supply & Preparation, Recipes

For Teachers & Students

Section 2 Table of Contents

Broad Leaved Palm Lily...... 29 Blue Flax Lily...... 29 Lomandra...... 30 Small Leaved Tamarind...... 30 Lemon Myrtle...... 31 Davidson’s Plum...... 32 Pandanus...... 33 Macadamia Nut...... 33 Walking Stick Palm...... 34 Finger Lime...... 34 Lilli Pilli...... 35 Native Ginger...... 35 Red Bopple Nut...... 36 Plum Pine...... 37 Pepperbush Tree...... 37 Wattle...... 38 Midyim...... 39 Native Rosella...... 40 Warrigal Green...... 41 Bunya Pine...... 41 Plant Glossary...... 42 Local Nursery & Native Food Suppliers...... 43 Traditional Food Supply & Preparation ...... 44 Cooking...... 45 Recipes...... 46-47

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.

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.

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, heav- ily leaved with a tri-seed pod containing 3 round red fruits.

Uses: The pleasant tasting acidic fruit was eaten raw.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Glossary

Acidic sour tasting

Aroma scented with a distinct smell, especially when crushed.

Berry succulent fruit containing one or more seeds.

Branchlet a small branch

Dilly Bags variety of string carry bags

Edible fit to be eaten

Foliage the leaves of a plant, collectively

Fronds large leaves

Globular Fruit sphere shaped fruit

Seed Pod natural seed cases, skins

Rainforest a community of plants consisting of canopy, epiphytes, lianas, ferns, palms, shrubs, emergents

Rhizomes underground stem usually growing horizontally

Root part of the underground system of a plant which does not bear leaves and grows downwards or laterally in the soil.

Nurseries

Mullum Creek Native Nursery 110 Yankee Ck Rd, Mullumbimby Ph: 02 66841703 Fax: 02 66843911

Forbidden Fruits Nursery 246 McAuleys Lane, Mullumbimby (often at markets) Phone/Fax: 02 66843688

The Ragged Blossom Nursery Bangalow 0403 790950

Firewheel Rainforest Nursery 387 Dorroughby Rd, Dorroughby Phone/Fax: 02 66895246

Friends of the Koala Nursery Rifle Range Rd, East Lismore Ph: 66245032

Daley’s Fruit Tree Nursery Geneva Ph: 66321441

Northern Rivers Rural Buying South Lismore Ph: 66212853

Native Food Sources

Playing with Fire Foods Booyong Ph: 6687924 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.

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).

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 RECIPES

Lemon Myrtle Tea Lemon Myrtle Pancakes Dry myrtle leaves & crush place into a teapot. Half fill 1 tbsp lemon myrtle teapot with hot water and let sit for 1/2 hr. Add more water 250ml milk and drink. 1 egg 1 cup of self raising flour Iced Lemon Myrtle Syrup 3 tbsp sugar 4 cups sugar ½ tsp bicarb soda 4 cups water Pinch of salt 40g lemon myrtle leaves Butter for frying

Bring all ingredients to the boil and reduce until it is the Mix all ingredients with mixer on high for approx 3 mins consistency of maple syrup. until smooth and bubbly. Wipe frypan with butter, melt Strain and refrigerate. over medium heat. Pour dollops of mix into frypan, flipping Add water or soda water for drinking or use as is, for syrup sides after bubbles have risen and bottom is brown. for sweetening or dessert topping. Lemon Myrtle Biscuits Lemon Myrtle Cheesecake 250g sugar 250g finely crumbed Nice biscuits 250g butter 125g melted butter 500g sifted SR flour 500g cream cheese, room temperature 4 eggs 400g condensed milk 30g lemon myrtle 1 tsp vanilla essence 1/3 cup lemon juice Cream together sugar and butter. Add the eggs one at a 1 tbsp ground lemon myrtle time. Fold in flour and myrtle until combined. Roll into 1/3 cup lemon butter small balls and place on tray. Flour a fork and press on 1 extra tsp ground lemon myrtle dough lightly. Bake in oven for 12 – 15 mins. Cool and store in airtight container. Mix crumbs and melted butter and press onto base and sides of 25cm springform pan. Refrigerate. Johnny Cakes Beat cheese with mixer, about 7 mins or until smooth. Add 4 cups SR flour condensed milk beat 5 mins. Stir in vanilla, lemon juice and 2 cups water tbsp lemon myrtle. Pour over base and refrigerate Pinch of salt several hours. Crushed lemon myrtle leaves Oil Topping: heat lemon butter in microwave until pouring consistency. Pour over cheesecake. Spread evenly. Mix ingredients together until mixture forms a dough. Put Sprinkle with extra lemon myrtle. 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 Lemon Myrtle Cheesecake Slice johnny cakes in pan and brown on both sides. Eat with 2 pkts Lattice biscuits Davidson Plum jam and cream. 125g butter 3/4 cup castor sugar Wattle Seed Ice Cream 2tsp vanilla essence or 1 tbsp lemon myrtle syrup 2 litres vanilla ice cream 2 tbsp lemon myrtle 10 g wattle seed 2 tsp powdered gelatine 70ml hot water Put wattle seeds into microwave container and just cover Cream butter, cheese, sugar and vanilla essence. Add lemon with water. Heat until mix boils. Cool. Either: Strain, keeping the liquid to mix into the semi- myrtle. Dissolve gelatine in hot water, cool and add softened ice cream gradually to mixture. Beat till fluffy. Place lattice biscuits in OR: gently fold the lot through the ice cream 25cm x 20cm tray, glossy side down. Pour cheesecake mix on top. Place biscuits on top, glossy side up. Refreeze. Refrigerate.

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