Lesson Plans


Lesson 1

Navigate to the website

http://www.mirima.org.au/This is a Language and culture centre from Kununarra, which is about 200km west of Bradshaw Field Training area

  1. Identify who the traditional owners of Kunanurra and the surrounding regions were.
  2. What does the name Kunanurra mean?
  3. What have Europeans misinterpreted this meaning as?
  4. Click on the Mirriwoong Seasonal Calendar. Read the information and then click to watch the video
    1. How many seasons did the Mirriwoong people divide a year into
    2. What is the wet season called? When does it occur?
    3. What happens to the rivers during the wet season?
    4. What is the cold season called? When does it occur?
    5. Name 3 different types of bush tucker collected in the cold season
    6. What is the hot season called?
    7. Which bird is an indicator of the hot season?
    8. Click the sections of the weather wheel. Focussing on one season only, make links between the weather, do some research to construct a food chain with at least two animals in it.


  1. Based on what you have just learnt about the seasons in Kunanurra (Victorian Bonaparte Region) and the Glenmore Park local area Construct a Venn Diagram identifying the similarities and differences between these two ecosystems, that includes both biotic and abiotic features. Pay special attention to rain, temperature, native and introduced invasive species.


Does the season and associated weather affect the flora and fauna of Glenmore Park (Mulgoa Nature Reserve) in the same way as it does the Victorian Bonaparte Region.

Lesson 2.

In pairs conduct research on the Victorian Bonaparte Bioregion as well as either the Mulgoa Nature reserve or Blue Mountains National Park.

Using sources



Choose one invasive species from the Victorian Bonaparte Bioregion Create a table to identify its major features, describing why it is well adapted to the climate. Identify the species it is outcompeting. In pairs discuss which its strongest adaptation.

Share with the class your thoughts on your invasive species and as a class and evaluate which has the potential to be the most destructive species based on these adaptations.

Predict what would happen in Mulgoa Nature Reserve if one of these invasive species was introduced.

1 week 1 month 1 year 5 years







Lesson 3

Environmental Health - Investigate the biosphere of the local environments.

Over a few lessons go to Glenmore Loch and Mulgoa Nature Reserve. Your task will be to analyse the biomass pyramid and determine the diversity of species within these areas using the similar survey methods to what Mr Mulcahy will be using on Bush Blitz. Ideally for most of these species you would collect a sample, however you may wish to simply take a photograph.


Hand collecting: search for 2 person-hours (e.g. 2 people for 1 hour, or 1 person for 2 hours)  in the morning, turning rocks, logs, looking under bark, etc.

(if you are allowed go Spotlighting: search for 2 person-hours after full dark with head torches).


A 20-minute, 2-ha area search. Do your best to describe each one then compare to a field guide


Record a full floristic inventory within a 20m x 20m quadrat. Bring a sample of each different plant back to the classroom


Sweep available herbaceous and woody vegetation with sweep net for 1 hour per site.


Hand collect for two hours per site. (get them to crawl into sample jar and carefully close lid)

Set out 10 large pitfall traps (ice-cream containers) for several nights (e.g. 7-8 nights at Carnarvon).

Hand-collect for one person-hour (e.g. 2 people for 30 minutes, or 4 people for 15 minutes).


Use dip nets to catch macroinvertebrates from the shallow water of Glenmore Loch

See if you can identify how many species you have, or at least how many different class/order/family of species you have. Try and create a key for this.

Evaluate the health of your local environment. Do you lots of one population or smaller amounts of a variety of populations?

From the data collected, evaluate the health of these ecosystems.