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

3

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 .........................................................8-11

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

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

Worksheets.............................................................................................................19-25

Section 2................................................................................................................26-48

5

Key Learning Areas

Science & Technology Sub-tropical rainforest species

Plant Identification

Food chains & webs

Habitat

Products & Services

Environmental consequences

of production & consumption

Maths

Counting

Measurement

Estimating

Patterns & Shapes

Volume & Capacity

Gathering & Recording Data

PDHPE

Healthy foods

Food sources

Packaging & the Environment

Fruits

Indigenous ways of Cooking

Preparing & Eating

COGs Links

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 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

Bush Foods for Kids

HSIE

Cultural Diversity

Indigenous Australians

Food & culture

Changes & consequences of

British colonisation

Local Environment

English

Reading, Writing

Talking & Listening

Factual Descriptions

Procedure

CAPA

Collages, Boomerangs

Rubbings, Drawings,

Paintings, Dyeing

Mime

Indigenous dance

Appreciation

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 sustain-

able 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.

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

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

8

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

INTELLECTUAL QUALITY 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

Quality Teaching Links

EARLY STAGE ONE / STAGE ONE LEARNING EXPERIENCES

9

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

EARLY

STAGE

1

&

STAGE

1

Learning Experiences Resources KLA Links

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. 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. 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 re-playing tape.

“The Quinkins” by Percy Trezise & Dick Roughsey “What made Tiddalik Laugh?” by Joanna Troughton “Mud cakes at the Mish” by the Abo-riginal Literacy Resource Kit & DET Worksheets Plant samples (flowers, fruits, leaves, seeds) Lemon myrtle leaves Rainforest fruits Riberry (lilly pilly) jam, Davidson‟s Plum Jam, Finger Lime Marmalade (Fundies, santos) Water crackers Field guide to Australian Birds.

HSIE Meeting needs Identities Cultural diversity Interacting with environment Literacy Modelled Reading Writing Talking and listening Adjectives Descriptions Health Personal Health choices Nutrition S & T Living Things Interactions

10

EARLY

STAGE

1

&

S TAGE

1

Learning Experiences Resources KLA Links

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

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.

Habitat posters from library. Magnifying glasses Gloves, white sheet, Clipboards, pencils, pencils. Seeds, cotton wool Variety of fallen leaves. Stimulus such as Invertebrate pictures, drawings from science investigation in playground.

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. Maths Whole numbers Counting forwards by ones, twos or fives. Collecting & organising data. English Producing texts Information report Simple sentences Sentence structure Talking & listening.

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

11

EARLY

STAGE

1

&

STAGE

1

Learning Experiences Resources KLA Links

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.

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

12

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

INTELLECTUAL QUALITY QUALITY LEARNING ENVIRONMENT

SIGNIFICANCE

x

Deep Knowledge x Explicit Quality Criteria x Background knowledge

x

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

Quality Teaching Links

STAGE TWO LEARNING EXPERIENCES

13

STAGE 2

Learning Experiences Resources KLA Links

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 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? 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 be-cause of the impact it has on marine life. Organise a non-packaging day.

“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. Contact Lismore Waste Facility & others, Internet, Library etc.

HSIE Change & Continuity Assessing changes & consequences since colonisation Science &Technology Products & Services Waste disposal & recycling Environmental consequences of production & consumption Literacy Exposition Discussion Talking & Listening

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

14

STAGE 2

Learning Experiences Resources KLA Links

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

DEEC internet library Glossary „Biodiversity for kids‟ Stage 2 science written by Stephen Papp & Geoff Thompson. Worksheet p.23 Landcare website Gloves Hand shovels Plants Leaves Grid paper, Pencil, clipboard

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. English Factual Description Talking & Listening

HSIE Roles, rights & responsibilities Maths Working mathematically Communicating Estimate, measure, compare & record areas.

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

15

STAGE 2

Learning Experiences Resources KLA Links

Literacy Research & write a report on a native north coast endangered animal. Include description, habitat, food, threats. 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. 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. Reduce, Reuse, Recycle What are you doing at home? At school? What more can be done?

“North Coast Threatened Species” by National Parks “Fern Gully” 1 & 2: The Last Rainforest” by Diana Young. Book & DVD Flat leaves, Laminating machine, cardboard, scissors Flowers, fruits, seeds etc Cloth or clothing trays to soak cloth, water “The earth is our mother” kids music town. “Feathers fur or fins” by

Don Spencer. Collect small clean plastic bottles, rice etc.

Literacy Accessing factual information Report writing

Creative Arts Art Choosing aspects of subject matter Identifies subject matter in artworks Reasons for making artwork and interpretations Music Performs rhythms Improvises Sings & moves to a range of music

Health Environmental health

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

16

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

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

Quality Teaching Links

STAGE THREE LEARNING EXPERIENCES

17

S T A GE 3

Learning Experiences Resources KLA Links

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. 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?

Read “Background Information” p.6 Internet, library Worksheet (p.24) “Bundjalung Jugun” by Jennifer Hoff, DEEC, Lismore Historical Museum, Library Internet etc.

English Report writing Talking & Listening Discussion HSIE Change & Continuity Significant Events & People Identities Cultural Influences Cultural Diversity Relationships with Places PDHPE Nutrition Classification of food groups

Objective

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

18

STAGE 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. Fibbonacci sequence. Literacy Biographies. Research famous Indigenous Australians. Politicians, doctors, lawyers, musicians, sports-people. 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.

Internet Library Local nurseries Leaves Grid paper Library, internet Recipes (pgs 47 & 48) Internet Library See websites p.7

S & T Products & Services Design & construct DMA Mathematics Patterns Symmetry Perspective English Reading & viewing texts Language structures & features HSIE Significant events & people Music Discusses works of others Identifies expression PDHPE Personal Health Food choices

Objective

19

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

Stage 1 – Senses Worksheet 1

Draw some bush foods and describe them

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

1

2

3

4

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.

21

Stage 2 Worksheet 1

Plant Name Size (m)

Leaf Drawing Fruit / Flower Description

Native or

Exotic (N or E)

22

Stage 2 – Biodiversity Worksheet 2 a)

b) Draw a simple local food web. Include sun, plants and animals.

Plant name Animal/s attracted to Plant Plant part eaten

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

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

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

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Plant Identification, Plant Uses, Glossary, Nursery & Native Food Sources,

Traditional Food Supply & Preparation, Recipes

For Teachers & Students

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 slen-

der, 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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).

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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.

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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 12 – 15 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 semi-

softened ice cream

OR: gently fold the lot through the ice cream

Refreeze.

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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.