A site survey can be as simple as casual observations and identifications of plants during a single visit (a ‘one-off’ survey), to obtain a snapshot of the vegetation community at a given time.
This activity involves the random meander method. The meander can be used to observe and record things such as vegetation structure, soil type and colour, degree and aspect of slope, and form and reproductive state of plants in a specified area.
Aim and outcomes
The main aim of Activity 1 is to identify some of the plants found in your site. By the end of this activity you will have:
 developed basic plant-recognition skills
 identified some of the native plants (i.e. the flora) and weeds, and some of the plants used traditionally by Aboriginal Australians
 compiled a list of some of the flora in your site.
Summary of tasks
Timing
Before visiting the site
(Section 1B)
During the visit to the site
(Section 1C)
After the visit
(Section 1D)
•
•
•
•
Task
• Task 1.1 – Google Earth desktop survey
•
Task 1.2 – Class discussion of Google Earth survey findings
Task 1.3 – Plant database searches (optional extension activity)
Task 1.4 – Research into traditional use of plants by Aboriginal Australians
Task 1.5 – Random meander observations
–
–
1.5.1 – Make general observations
1.5.2 – Identify weeds
– 1.5.3 – Identify plants traditionally used by Aboriginal Australians
Task 1.6 – Class discussion
Estimated time
Use the accompanying Activity 1 – Record sheet to record the results of the tasks, as appropriate
1

Task 1.1 – Google Earth desktop survey
You will need:

Google Earth – the program is free, and can be downloaded from: http://www.google.com/earth/download/ge/agree.html
 a computer
 an internet connection
 a kmz file for your ‘special place’
 the Google Earth desktop survey datasheet from the
Activity 1 – Record sheet.
Use Google Earth to become familiar with your ‘special place’ before you visit the site. You can also use the program to track your position during the field excursion, using any smart device onto which you have downloaded the ‘special place’ kmz file. Read your site description to find out whether it may be difficult to get a signal. It is best to also print a copy of the Google Earth map and the location information to take with you on the site visit.
Download the relevant kmz file to start exploring one of these Namoi ‘special places’ form here .
Learn how to use Google Earth
Step 1.
Double click the kmz file link for your ‘special place’ to open the file in Google
Earth. The kmz file will appear in the ‘Temporary Places’ folder under the ‘Places’ tab, as shown below.
2

Using the mouse, select the file, right click on it, and choose ‘Save to My Places’ to make the file permanent within Google Earth (the file will move up to your ‘My Places’ folder in the program).
Step 2.
Zoom in and out, spin the image, and click on any tabs present such as photos, peaks and so on.
Step 3.
Now deselect (i.e. untick) the boxes under the ‘Layers’ tab (places, photos, roads, etc) on the left side of the screen to clear your map view area. Under the ‘View’ tab on the toolbar, make sure ‘Scale legend’ is ticked.
Step 4.
Have a ‘virtual exploration’ of the study area, observing the:
 general shape of the area (square, rectangular, triangular, circular, etc)
 terrain
 isolation of the patch from, or connectivity to, other undisturbed areas (think about how this isolation or connectivity might affect spread of plants and invertebrates such as reptiles, mammals and birds)
 potential threats, such as closeness to town (e.g. of feral animals, weeds and pollution), agriculture (e.g. clearing, chemical spray drift and grazing) and mining
(clearing, dust, noise, traffic and water contamination).
Step 5.
Try the following exercises:

Use the ruler from the taskbar to measure from one point to another, to work out how far the ‘special place’ is from town, other vegetation patches and so on.

Use the clock icon from the taskbar to view the date of the map and historical images (only available for Oxley Park). Can you see any changes over time?

Zoom in as close as possible to view the landscape. How close can you zoom in and see detail (rather than just image pixels)? Can you see individual trees and humanmade objects (e.g. buildings and dams)?

Move the mouse around the image and record the altitude, latitude and longitude.
How does the altitude differ around the ‘special place’ – is it flat (e.g. deep soil and flood plain), or are there ridges and gullies (e.g. changing aspect and slope, with variable soil depth)?
Step 6.
Now complete the Google Earth desktop survey in the Activity 1 – Record sheet , in preparation for class discussion.
Task 1.2 – Class discussion of Google Earth survey findings
Using the completed Google Earth desktop survey datasheet , discuss the following, to generate questions that can be tested when visiting the site. Where applicable, predict
3

outcomes as part of the discussion, then use surveys during the site visit to assess the areas and see whether your predictions were correct.
Discussion point 1 . What variations were there in landform and aspect, landscape context
(including connectivity) and potential threats to the area? For example:

Question 1 : In Google Earth, could you see differences in vegetation across the
‘special place’ (e.g. on ridges or in gullies)?

Question 2 : Are there other well-vegetated areas close to the ‘special place’?

Question 3 : How might the ‘distance’ from towns or other vegetated areas affect the
‘special place’; for example, the movement of weeds, feral animals and native animals between habitats, and plant dispersal?
Discussion point 2 . How close is the site to an urban settlement? If the area is close to a town, how would the proximity of the town affect the vegetation and animals? For example, in discussing the spread of weeds and feral animals:

Question 4
: How do you expect the ‘special place’ to be affected by its distance from the urban settlement?

Answer
: If the ‘special place’ is close to town, there may be an increase in weedy species and feral animals; if it is close to farms then dust, spray drift and so on may affect the plants and animals.
Discussion point 3 . What is the date of the satellite map and how old is it? For example:

Question 5 : Do you think it is important to have an up-to-date map? If so, why?

Answer : It is not possible to do a proper desktop assessment of effects on an area if the map information is out of date.
Discussion point 4: Government legislation targets various weed species that have been identified as a major problem; such weeds are referred to as ‘gazetted weeds’. Land managers identify and record weeds, particularly those that have been gazetted (e.g. bridal-veil creeper in Oxley Park Reserve).

Question 6 : What sort of threats do weeds pose?

Answer:
Weeds pose a major environmental threat to the ‘special places’ in the
Namoi region; they are also an economic problem.

Question 7 : How is identifying and recording weeds useful to land managers?

Answer : Government and private land managers need to identify and record weed species (particularly gazetted weeds) so that they can use appropriate control strategies, and they need to monitor the effectiveness of those strategies.
4

Task 1.3 – Plant database searches (optional extension activity)
You will need:
 a computer
 an internet connection
 the latitude and longitude of your ‘special place’.
The background booklet for each of the sites comes with a simple pictorial guide of the main native plants, weeds and plants used traditionally by Aboriginal Australians (for use in Task
1.4 of this activity). The database searches listed here are optional, and can be performed as an extension task.
Internet database searches generate lists (usually large) of plants that can occur, or are known to occur, in a predetermined area (e.g. within a certain km radius of a particular point, or in a region). These lists are useful in getting to know an area, and often include threatened species and weeds. Searches for species that are threatened, at either national or state level, are useful for government bodies, ecologists, and consultants working on the environment or development proposals.
Some useful places to search include:

Atlas of living Australia http://biocache.ala.org.au/explore/your-area#-
35.27412|149.11288000000002|12|ALL_SPECIES – records of plants and animals

Atlas of living Australia in the classroom http://www.ala.org.au/wpcontent/uploads/2012/10/ScientistsInSchools_ALA_2012_07_26.pdf
– classroom resources for the Atlas of living Australia

PlantNet http://plantnet.rbgsyd.nsw.gov.au/search/spatial.htm
– records of native and introduced (weeds) plants

Atlas of NSW Wildlife , BioNet http://www.bionet.nsw.gov.au/ – records of state plants and animals (state threatened species included)

Protected matters search tool http://www.environment.gov.au/epbc/pmst/ – lists of threatened plants, animals, ecologically endangered communities, and listed threats from the Environment Protection and Biodiversity Conservation Act 1999 (EPBC
Act, national legislation) records.
Now complete the Results of plant database search in the Activity 1 – Record sheet , in preparation for class discussion.
5

Task 1.4 – Research into traditional use of plants by Aboriginal Australians
You will need:
 a computer
 an internet connection
 a library.
Much has been written about the traditional use of plants by Aboriginal Australians, and it is often written by non-Aboriginal Australians, based on their observations. The information used in this activity is based on such references. It is a good idea to liaise with your local
Aboriginal community, to find out more about local Aboriginal culture.
The Special places pack web resource contains site-specific information about plants, including where available, use by Aboriginal people.
Use library resources or the internet to search for information on Aboriginal use of plants for bush tucker and everyday items such as dilly bags (if you don’t know what a dilly bag is, research that too), utensils and containers. Investigate the importance of plants for bush tucker or everyday items, or find areas of special significance for Aboriginal Australians.
Useful links include:

Bush tucker, boomerangs and bandages – traditional Aboriginal plant use in the
Border Rivers and Gwydir Catchments http://brg.cma.nsw.gov.au/index.php?page=books

Sticks and stones – a guide to stone artefacts, wooden tools, weapons and implements used and traded by the Aboriginal people within the Border Rivers and Gwydir
Catchments http://brg.cma.nsw.gov.au/index.php?page=books

Aboriginal hunting and weapons http://www.indigenousaustralia.info/achievement/hunting.html

Aboriginal plant use in south-eastern Australia http://www.anbg.gov.au/aborig.s.e.aust/
When you visit the site, follow up on this activity with Task 1.4 of Activity 1.
6

Task 1.5 – Random meander observations
You will need:

(preferred) a smart device with the ‘Special place’ kmz file downloaded [ Link to ‘Special
Places’ kmz index page, because files are site specific ] – and bring a printed copy along also
 the Random meander observations datasheet for your site [ Link to Random meander observations datasheet - Link to ‘special places’ location index page as datasheets are site specific ]
 the Native plants pictorial guide [Link back to sites introduction]
 the Animals, habitat and scats pictorial guide [link handout applies to all sites]
 pencils or pens
 a compass (to determine aspect).
Tasks 1.5.1–1.5.3 can be done at the same time as Activity 6 Task 6.5 (animal scats) during the random meander, or these activities can be done separately.
Use the ‘Task 1.5 – Random meander observations’ section of Activity 1 – Record sheet to record your observations.
Task 1.5.1 – Make general observations
During the walk around the site, complete the Random meander observations datasheet . Use the relevant Native plants pictorial guide (and labelled plants found on site) to help in identifying the plants.
It’s easy: identify and record plants by name or give them their own name. You can even sketch or photograph plants and give them descriptive names or just tree 1, shrub 2, etc.
Whenever you identify a plant, mark it on your datasheet; by doing this, you will create a list of observed plants for the area. Take note of the different vegetation layers. How many different tree species form the canopy? Is there a grassy or shrubby understorey? What is the aspect of the area (e.g. flat or hills and gullies), and does it change from one part of the site to another? Use a compass to determine the direction in which the slope faces by standing in front of the area, holding your compass so that it is pointing north.
Task 1.5.2 – Identify weeds
As you walk along the trail at your site, complete the weeds section of the Random meander observations datasheet , identifying any weeds from the plant tags or the pictorial plant guide for your site.
7

Task 1.5.3 – Identify plants traditionally used by Aboriginal Australians
The random meander incorporates plants used by the Kamilaroi (also known as Gomilaroi and other spellings) people for bush tucker, dyes, glues and so on. The pictorial guide includes a link about Aboriginal uses of some species. Mark the identified plants in the
Aboriginal plant use section of the Random meander observations datasheet .
Note: Task 1.5.3 of the random meander can be used on its own as an Aboriginal study unit.
Task 1.6 – Class discussion
Use the completed datasheet to answer the following questions:

What tree species made up the canopy?.....................................................,....................
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

Were there juveniles of the canopy species in the shrub layer? Yes/No
(If yes, then the canopy species is regenerating, which is a measure of the health of the vegetation. If no, then the canopy is not regenerating. Speculate on why an area might not be reproducing from the canopy layer. For example, are long-term drought conditions interrupting the breeding cycle (that is, are plant resources being used to keep the plant alive rather than to reproduce)? Disturbance such as grazing or fire can destroy seedlings.)
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

What were the main plants found in the shrub (midstorey) layer?..................................
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
8

…………………………………………………………………………………………..
…………………………………………………………………………………………..
.………………………………………………………………………………………….
…………………………………………………………………………………………..

What were the common plants making up the ground layer?..........................................
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

Describe the slope of the area and the vegetation differences you noticed associated with slope aspect – check your notes from the random meander. ……………………
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

How many native plants could you identify, and how did this compare to the number of introduced plants?
……………..................................................................................

Where in the study area did most of the weeds occur?
…………….............................
…………………………………………………………………………………………..
…………………………………………………………………………………………..

In what vegetation layer (canopy layer, shrub layer or ground layer) did most weeds occur?.....................................................................................................................
9


How many plant species used by Aboriginal people did you find during the random meander? What percentage of the total number of species were utilised? Comment on your findings.
…………………………………………………………………………………………........

Discuss what it would be like to have to search and hunt for food, and to make utensils and weapons.
(Think about the time and effort it would take to find nutritional food, and make utensils – bags, bowls, tools and so on – and weapons for hunting.)
10