Download Grovetown Lagoon kit

Grovetown Lagoon Education Kit
CONTENTS
1.
2.
3.
4.
5.
6.
7.
8.
Introduction............................................................................................................................................ 2
Learning Outcomes ............................................................................................................................... 2
Using this resource ................................................................................................................................ 2
Grovetown Lagoon ................................................................................................................................ 2
Getting there........................................................................................................................................... 3
Facilities Checklist................................................................................................................................. 3
Hazards ................................................................................................................................................... 3
Background Information ...................................................................................................................... 3
Lagoons and Wetlands .................................................................................................................................... 3
Is Grovetown Lagoon really a lagoon?........................................................................................................... 3
Oxbow lake formation .................................................................................................................................... 3
What are wetlands?......................................................................................................................................... 4
Marlborough’s Wetlands ................................................................................................................................ 4
Cultural Importance ........................................................................................................................................ 4
Flood Control.................................................................................................................................................. 5
Water quality .................................................................................................................................................. 5
Recreation....................................................................................................................................................... 5
Exceptional habitats........................................................................................................................................ 5
9.
Grovetown Lagoon themes................................................................................................................... 5
Succession ......................................................................................................................................................... 5
What is succession? ........................................................................................................................................ 5
Succession at Grovetown Lagoon................................................................................................................... 6
Activities about succession............................................................................................................................. 6
Competition ...................................................................................................................................................... 7
What is competition? ...................................................................................................................................... 7
Invasive plants at Grovetown Lagoon ............................................................................................................ 7
Human intervention in plant competition ....................................................................................................... 7
Activities about Competition .......................................................................................................................... 8
Changes in land use ......................................................................................................................................... 8
Maori use of the area ...................................................................................................................................... 8
Degradation and restoration............................................................................................................................ 8
Activities about Changes in Land Use............................................................................................................ 8
10.
Succession Activities ............................................................................................................................. 9
WETMAK vegetation plot monitoring .......................................................................................................... 9
Plant a tree ...................................................................................................................................................... 11
How is our forest growing? - Measure a tree ............................................................................................. 12
11.
Competition Activities......................................................................................................................... 14
Who’s winning? - competition at Grovetown Lagoon............................................................................... 14
12.
Changes in land use Activities............................................................................................................ 15
Make a Grovetown Lagoon Management Plan .......................................................................................... 15
Grovetown Lagoon Scavenger Hunt............................................................................................................ 16
13.
APPENDIX ........................................................................................................................................... 16
Plant identification basics............................................................................................................................. 16
Related activities ............................................................................................................................................ 17
Sound map .................................................................................................................................................... 17
Leaf rubbing ................................................................................................................................................. 17
Activities from the Tiro Oneone (Living Landscape )Kit............................................................................. 18
Acknowledgements: Thanks to the Grovetown Lagoon Restoration Trust for their advice and
support.
Department of Conservation
PO Box 51, Renwick
Blenheim 7243
Ph 03 5729100 [email protected]
Published June 2013
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1. Introduction
Grovetown Lagoon is a beautiful and interesting area just outside of Blenheim that provides
a great opportunity for learning, for students of all ages. Activities in this kit will help your
students increase their awareness and knowledge about our wetlands by taking a closer look
at the natural processes that are happening there, as well as learning how they can make a
difference to the restoration of the area.
The theme for Grovetown Lagoon activities is Transitions. Many of the ecological
processes occurring in the area are a transition from one state to another. These include;

Succession – the transition from bare land to pioneer species to mature forest. The
students can plant trees as part of this theme.

Competition – looking at competition between native plants and invasive plants (weeds),
the effects of this and the outcomes of our intervention.

Changes in land use – the history of the area including the formation of the oxbow loop
that is now the Lagoon, traditional Maori use of the area, invasion of weeds and the
degradation of the ecosystem, and the current restoration of the natural values of the
area.
2. Learning Outcomes
…in progress….
3. Using this resource
The Grovetown Lagoon Kit is designed to be used by primary and high school teachers and
students, either with or without a representative from the Department of Conservation.
Background information is provided on relevant topics, and activities based on the themes
for this kit are explained. Some activities are appropriate for all ages, others are more
appropriate for a particular age group.
Included in the kit is all the equipment you will need to carry out all the activities. You will
need to provide specialist equipment such as cameras, if required.
Some activities collect data that is collated by DOC and added to by each class that does the
activity. Please contact DOC South Marlborough before you do these activities, so you can get the
latest data to compare your class’s findings to (03 5729100 or
[email protected])
4. Grovetown Lagoon
Grovetown Lagoon is one of the few natural wetlands remaining on the Wairau Plain, with
areas of open water, swampy ground, springs and adjoining land. Historically, the lagoon
and adjoining wetlands and waterways were considered a mahinga kai (food resource) by iwi
and as such these were highly valued for the abundance of freshwater foods and resources
such as inanga (whitebait), tuna (eel) and pateke (brown teal).
Grovetown Lagoon is an oxbow loop of the Wairau River – a loop that used to be part of the
main channel but was cut off as the flow altered the river’s course. Over the years, long-term
neglect of the riparian margins and discharges into the lagoon had resulted in a degraded
waterbody. There has been much work done on restoring the Lagoon, and today it is a
beautiful place to visit, with varied biodiversity values.
There is a wetland area adjacent to the lagoon (classified as a swamp). Swamps are fertile
wetlands that occupy basins, valley floors, deltas, and plains. They are fed by both
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groundwater and abundant surface runoff so receive a regular supply of nutrients and
sediments from adjacent land.
The Grovetown Lagoon Working Group (made up of three local iwi, community
representatives, NZ Landcare Trust, Fish and Game, Department of Conservation and
Marlborough District Council) has worked since 2003 to enhance the habitat for fish and
bird life, and to enable gathering of food and encourage recreational uses.
http://www.marlborough.govt.nz/Environment/Land/Ecology-Projects/LandcareGroups/Grovetown-Lagoon-Restoration-Project.aspx
The Grovetown Lagoon Restoration Trust has regular working bees doing planting, weed
control, planting maintenance and track building. For more information, please contact
Jenny Keene on 03 572 7288.
Despite the invasions of introduced plant and animal pests, the Lagoon provides habitat for a
colony of Little Shags, the uncommon swamp nettle and swamp buttercup, and healthy
populations of common bully, shortfinned eels and inanga (whitebait).
5. Getting there
Off State Highway 1, at Grovetown (3km north of Blenheim) turn onto Fell Street, and veer
right onto Steam Wharf Road. Follow the road to the parking area just past the Wairau
Rowing Club building. There is parking and turning room here.
6. Facilities Checklist
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Parking: ample for buses and cars
Flush toilets and drinking water available at the Wairau Rowing Club by contacting
[email protected] in advance.
Open space for games
Picnic areas
Easy short walking track
7. Hazards
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
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Steam Wharf Road is narrow – use caution when driving to the site.
Deep flowing river water (in the Wairau)- all necessary precautions should be taken
near the waterways
Weather can be unpredictable, be prepared for all conditions.
8. Background Information
Lagoons and Wetlands
Is Grovetown Lagoon really a lagoon?
Lagoons are shallow coastal bodies of water separated from the ocean by a barrier of some
kind (islands, spits, bars). Grovetown Lagoon could be loosely defined as a lagoon, as it is
influenced by the tidal flow, as are the lower reaches of the Wairau River. This influence is
much less than it was, due to the building of stop banks, and the controlling of water flow in
and out of the lagoon. Grovetown Lagoon was formed as an oxbow lake.
Oxbow lake formation
An oxbow lake is formed when a river creates a meander, due to the river's eroding the bank
through hydraulic action, abrasion and corrosion. After a long period of time, the meander
becomes very curved, and eventually the neck of the meander will become narrower and the
river will cut through the neck at a time of flood, cutting off the meander and forming an
oxbow lake. See these links for animations and photos of the formation process.
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http://googleearthtimemachine.blogspot.fr/2012/07/angleton-texas.html
http://www.cleo.net.uk/resources/displayframe.php?src=309/consultants_resources/_files
/meander4.swf
Grovetown Lagoon is a relatively recent oxbow (the river broke through in 1868) but
represents one of the last significant components of a freshwater wetland that once covered
the lower Wairau Plain.
Figure 1. Grovetown Lagoon
from the air, showing the
oxbow lake shape.
What are wetlands?
Wetlands are areas where water is the primary factor controlling the environment and the
associated plant and animal life. They occur where the water table is at or near the surface of
the land, or where the land is covered by water, either permanently or temporarily. They
come in many different guises, including streams, swamps, bogs, lakes, lagoons, estuaries,
mudflats and flood plains.
Wetlands are among the world’s most productive environments. They are cradles of
biological diversity, providing the water and primary productivity upon which countless
species of plants and animals depend for survival. Many of these plants and animals have
specially adapted to living in wet places. They are also essential in managing climate change.
Healthy peat bogs are year-round sinks of 2-5 tonnes of carbon per hectare – locking it up in
their soil indefinitely.
Marlborough’s Wetlands
Over 90 percent of New Zealand’s wetlands have been drained or filled. The Marlborough
landscape of the 1840’s was very different to today. Very large areas of wetlands were once
found in the lowlands of Marlborough, particularly around the Blenheim area. The wetlands
have now been almost eliminated with approximately 1 % of the original freshwater wetland
area remaining on the Wairau Plain. The Wairau Lagoons area makes up a large part of this.
This means that each and every one of our remaining wetlands is worthy of protection and
restoration.
Cultural Importance
The Wairau Plains area has always been very important to our local iwi - Rangitane, Ngati
Rarua and Ngati Toa Rangitira. In general, wetlands were a treasure trove for early Maori,
providing abundant supplies of flax for clothing, mats, kits and ropes; raupo for thatching
and dried moss for bedding; the eels, fish and birds which lived there were a good food
source; and the feathers of birds like the pukeko and bittern were used to adorn cloaks and
other garments. Waterways were an important means of access by waka (canoe).
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Flood Control
Wetlands absorb water during heavy rain, releasing water gradually so flooding is reduced.
Downstream water flows and ground water levels are also maintained during periods of low
rainfall. Wetlands help stabilise shorelines and riverbanks.
Water quality
As water moves into a wetland, the flow rate decreases, allowing particles to settle out. Plant
surfaces provide for filtration, absorption of solids and add oxygen to the water. Growing
plants remove nutrients. This cleansing role of wetlands protects downstream environments.
Recreation
The Grovetown Lagoon area offers a wide variety of recreation activities including kayaking,
fishing, bird watching, white-baiting and duck shooting.
Exceptional habitats
A huge range of plants and animals inhabit wetlands. Wetland plants include 47 species of
rush and 72 species of native sedge. Many of these plants have very specific environmental
needs and are extremely vulnerable to change. A number of New Zealand’s endangered plant
species depend totally on wetlands.
Wetlands now cover a very small percentage of New Zealand’s land area, but are home to
22% of our native land bird species. Wetlands support the greatest concentrations of bird
life of any habitat in New Zealand and support far more species that a comparable forest
area. Migratory species depend on chains of suitable wetlands. The survival of threatened
species such as the Australasian bittern, brown teal, fernbird, marsh crake and white heron
relies on New Zealand’s remnant wetlands.
Native fish need wetlands too. Eight of New Zealand’s 27 species including inanga, shortfinned eels, kokopu and bullies are found in wetlands while the whitebait fishery depends on
the spawning habitat offered by freshwater wetlands. The best whitebait runs are found on
the West Coast of the South Island where extensive areas of forest and swamp remain. The
decline in native fish populations is directly related to massive reductions in freshwater
habitat.
At Grovetown Lagoon riparian vegetation is diverse and extensive, with the main
components being crack willow (exotic), weeping willow (exotic), and raupo. Important
lower-growing riparian species include tussock sedge, monkey musk rushes and watercress.
Aquatic plants include low numbers of phytoplankton and blue-green algae, egeria,
lagarosiphon, pondweeds and starwort. The native pondweed currently exists only in small
remnant patches and is seen to be under threat from the presence of egeria. Egeria now
forms the dominant submerged aquatic species covering most of the lagoon surface.
The rare swamp nettle (Urtica linearfolia) is a threatened species existing in a small area at
the lagoon. Also rare is the swamp buttercup.
9. Grovetown Lagoon themes
Succession
What is succession?
When one group of plants gradually replaces another, it is called plant succession.
 A primary succession is when plants colonise bare ground that has never developed a
soil – for instance sand dunes, volcanic ashes, exposed river gravels or glacial
surfaces.
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Secondary successions occur on soil that built up under earlier vegetation. They start
after forest is cleared by an event like a landslide, fire or land cleared for farming.
Native forests develop over several natural successions where each plant community
improves the conditions for the next.

Succession at Grovetown Lagoon
At Grovetown Lagoon, we are assisting with secondary succession by planting along the
edges of the lagoon, extending out to the road and river in some places. Primary succession
may take place naturally, but in areas where there is competition for resources due to the
presence of weeds, it is helpful for us to intervene to speed up the process.
The planting areas are either grass/pasture, or covered with invasive plants such as willows,
old man’s beard, broom, gorse etc. In both cases, the existing ground cover needs to be
cleared before we can plant our trees. In the grassed areas, small patches of grass are
sprayed or chipped away, to reduce competition for sun, water and space between the trees
and the grass. In areas with invasive weeds, these need to be controlled for the same reason.
Where willows have been poisoned and left standing, trees can be planted beneath these, as
there is still sufficient light available.
Light-demanding pioneer or primary species such as manuka, kanuka, red matipo, karamu,
kohuhu and lemonwood will be some of the first to grow on bare ground. This shrubland is
followed by secondary colonisers, which include mahoe, ribbonwood, lancewood and mapou.
Later to establish are the taller emergent species like rimu, totara, pukatea, matai and
kahikatea. Under these trees only the more shade tolerant canopy species such as five-finger,
broadleaf, pokaka and pigeonwood can survive.
Eventually, the colonising species are replaced by tree ferns, climbing and perching plants
and a climax forest is reached. The cycle continues as trees fall through decay or wind, flood
or fire.
The soil composition changes as layers of decaying vegetation build up.
Figure 2: An example of wetland vegetation
Activities about succession
 WETMAK kit vegetation plot monitoring
 Plant a tree
 How is our forest growing? - Measure a tree
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Competition
What is competition?
Competition is closely linked to succession, and is often the driving force behind succession.
As the plants grow and conditions change, they compete for resources (light, water,
nutrients, space), and the plants most suited to the conditions will survive. This, along with
other mechanisms of change, eventually results in one forest type being replaced with
another (succession).
At Grovetown Lagoon, the main type of competition that we are concerned with is between
invasive plants (weeds) and native plants (both ones that have been planted and ones that
are naturally occurring).
What’s wrong with weeds?
Invasive plants are introduced plants that adversely affect the habitats they invade. They
threaten the long-term survival of some native animals by changing or destroying their
habitat, reducing the availability of food or breeding sites, or influencing the way native and
introduced animals behave.
There are now more introduced plant species growing wild in NZ than native plant species.
Introduced plant species continue to naturalise at an alarming rate.
The weed problem is one issue where all New Zealanders can help make a real difference. It
is no accident that the weediest places are often those closest to towns. Over 70% of invasive
weeds were originally garden plants. People continue to spread invasive weeds by growing
them in their gardens, dumping rubbish from gardens or fish tanks, or accidentally
spreading seeds and fragments.
Invasive plants at Grovetown Lagoon
At Grovetown Lagoon there are several species that are targeted during weed control
operations; Old man’s beard, crack willow, grey willow, hawthorn, elderberry, ivy,
periwinkle, blackberry, Japanese honeysuckle, and others. These species share certain
characteristics that make them invasive:
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Fast growth rate
Hardy – can tolerate a wide range of environmental conditions
Have a climbing or smothering habit (old man’s beard, periwinkle, ivy, Japanese
honeysuckle, blackberry)
Produces large volume of seed and/or can reproduce vegetatively
Short time to maturity
Respond rapidly as resources become available
Are perennial (survives for 3 or more years) as opposed to annual (surviving for only
1 year, and then relying on seeds to grow again the next year)
Human intervention in plant competition
If the lagoon and surrounding area was left untouched, some native plants may establish, but
they would be vastly outnumbered by the faster growing and more widespread invasive
species. In order to speed up the process and give the native plants a greater chance of
success, the Grovetown Lagoon Trust has been taking sides in the competition – for natives
and against weeds!
Weed control at Grovetown, and most places where ecological restoration is done, involves
the use of herbicides. Weeds are sprayed (leafy plants) or drilled and poisoned (invasive
trees). Herbicides save a lot of time and effort when doing weed control, and mean that
weeds can be eliminated from an area sooner than if herbicides were not used.
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Activities about Competition

Who’s winning? Plant competition at Grovetown Lagoon
Changes in land use
Because the formation of the lagoon was quite recent, the landuse of the surrounding area
had already changed from its pre-human vegetation. Flax milling and farming had already
had an impact, and continued to do so.
With the building of stopbanks in 1900, the Lagoon was completely cut off from the Wairau
River, and so reduced the previous regular flooding and sedimentation of the Lagoon from
the river. Upgrades of the stopbanks in the 1990s have virtually eliminated flooding of the
Lagoon. The present inflow of water into the Lagoon comes from springs, and run-off during
heavy rain.
Maori use of the area
Historically some parts of the lagoon, adjoining wetland and waterways were considered a
mahinga kai (food resource) by Rangitane and Ngati Rarua and were highly valued for the
abundance of freshwater foods and resources such as inanga (whitebait), tuna (eel), patiki
(brown teal), wata-kirihi (watercress). Eels were caught in abundance in the Lagoon until
about 1960, when pollution and commercial eeling reduced numbers.
Grovetown Lagoon surrounds what was once known as ‘Maori Island’, which was once part
of the Wairau Pa, before the river cut through. The western boundary of the lagoon is
considered wahi tapu (sacred) being the location of the main tribal Urupa (burial ground) in
this region for Rangitane, Ngati Rarua and Ngati Toa Rangitira. This burial ground has been
used for over 130 years. For this reason, parts of the Lagoon are not used for gathering kai,
due to the proximity of the urupa on the island.
Due to the swampy nature of the surrounding landscape this area was also well known for its
harakeke (flax) and raupo. Harakeke was used in making clothing, mates, plates, baskets,
ropes, snares, fishing lines and nets. Floats and rafts were made out of bundles of dried
harakeke flower stalks, and nectar from flowers sweetened food and drinks. Flax sap cured
boils and eased toothache. Leaves were used to bind bones, matted leaves as dressings and
flax root juice as a disinfectant.
Degradation and restoration
The water of the Grovetown Lagoon has had serious pollution problems in the past. This has
come from septic tank leakages, the piggery, cattle in nearby creeks and fertiliser runoff from
nearby farms. Most of these problems have been eliminated, and although the water quality
of the Lagoon is much higher, there is still room for improvement.
Steps taken to improve the water quality and ecological values of the lagoon will result in a
place where there will be improved habitat for fish and birds, and where people can fish and
swim once again. This is a process that began 10 years ago with the formation of the
Grovetown Lagoon Trust and will continue on for many more.
Activities about Changes in Land Use
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Make a Grovetown Lagoon Management Plan
Grovetown Lagoon Scavenger Hunt
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10.
Succession Activities
WETMAK vegetation plot monitoring
Equipment
Monitoring sheets (see appendix)
Pencils
Clipboards
Tape measure
Plant ID books
Camera
Fluro marking tape
Ziploc sample bags
Permanent marker
Gumboots (or old shoes)
Aim
To monitor the types and cover of the plants in the wetland – what species they are, whether
they are native or introduced and what area they cover. This data will be collated for all
groups that complete this activity, and used to show change over time.
Introduction
This activity is from the WETMAK (Wetland Monitoring and Assessment Kit) developed by
the NZ Landcare Trust. This activity should be done in the wetland area just along the
stopbank to the north. Gumboots will be required (or a willingness to get wet feet!). Three
5x5m plots will be marked out with stakes for you to split into groups and monitor. We can
provide you with the most recent data that you can compare your results with. Please
contact DOC on 03 5729100 or [email protected] before you go for this
data.
http://www.landcare.org.nz/wetmak
Instructions
Tie the tape to the top of the stakes, to mark the edges of the plot. Use the record sheets in
the Appendix of this document – 1 per group.
List the plants
This information tells you what species are present, if there are more native or exotic
species, if new species are establishing, or species are dying out in the plot over time.
In the first column of the VEGETATION PLOT DATASHEET list all of the species you can
identify. Write unique code names for those you can’t identify (see ‘Collect unknown plants’
below). Put a star ‘*’ next to those you know are exotic species.
Don’t forget to look up! Include plants that have foliage hanging over the tapes into your
plot. It can help to start with the tallest plants, then work your way down to the ground.
Include plants that are dead if you can identify them, but note that they are dead in the
comments box. List them on a separate line to the live ones. Don’t treat natural seasonal dieback of willow, raupo, etc as dead plants, monitor in summer to avoid this.
Collect unknown plants
For any species you can’t identify, collect a specimen, but only if there is plenty of plant
matter in case it’s a rare species. For smaller plants collect an entire plant that has fruit/
flowers/ seeds, include roots. For trees take a small branch that has several leaves, not just
one leaf, and include flowers/fruit. Take general and close up photographs and note details
about its height, growth form, colour etc. Give the species a unique ‘code’ name, e.g. ‘redflowered herb’, and write this on the datasheet and the collection. Take it to a botanist as
soon as you can, or press the sample for longer storage – don’t keep in a plastic bag for more
than one day.
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Add height data
This information tells you what species are the tallest, if species are present as mature
trees, shrubs and/or seedlings, if species are increasing in height over time (indicating
growth/maturation).
For each species, list the maximum height of the foliage – not flowering parts like flax stalks.
Use a builders tape for plants up to about 2 m. For taller plants, have a person stand close to
it with their arm up to indicate roughly 2 m, stand back and estimate how many ‘people’ high
the plant is and double that number. Or you can mentally halve the height of the plant,
estimate that height and double it.
Estimate the average height for each species, to give an idea of how tall MOST of the
vegetation of that species is.
Tick which height tier each species occurs in – top is taller than 2 metres, mid is 30 cm to 2
m, ground is below 30 cm. Use a builders tape or 2 m pole with 30 cm marked in coloured
tape or pen. Write ‘–’ if there is no foliage or green stems of that plant in a given tier – e.g.
ignore a willow trunk in the bottom tier if all the leaves are above 30 cm, but tick ground if
there are willow seedling or re-sprout leaves below 30 cm. If, say, the only flax is a leaf
hanging into the plot you will tick mid, but not ground.
Include plants visible under water, or floating on water, like duckweed. For floating plants
their height will be ‘0’ but for upright plants currently partly under water their height will be
height above the ground, not above the water.
Estimate % cover
This information tells you what species are the most dominant/abundant, if native or
exotic species dominate, what species are increasing in amount, or disappearing over time.
For each species, estimate how much of the plot it covers to the nearest of either <1%, 1%,
5%, or to the nearest 10% value.
How much is 1m2? In a 5x5 it’s 50x50 cm.
This is the hardest part of the module, use the following tips:
• Focus on one species at a time – mentally blank out the rest.
• Don’t add up overlapping foliage of the same species, even if it’s from a different plant – the
total can never be >100% for a given species because it is the amount you would see looking
down from above if all the other species disappeared.
• If there are species that look very similar, estimate the total cover of the look-alikes, and
then divide that value among them based on what you think is the relative amount of each.
E.g. if Carex tussocks cover about 60%, and there seems to be two Carex secta to every
Carex virgata, based on the few you could find in flower, then C. secta is 40% and C. virgata
20%. Make a note that it was hard to separate these and the values are best guess.
• Deal with the less abundant species first, they will probably mostly cover 1 % or less, and it
gets them off your conscience!
• For those >1%, pretend you are hovering over the site looking down, how much of the plot
does that plant cover. More than half (i.e. >50%)? Less than half? More than a quarter? Keep
breaking the plot down this way to home in on the nearest 10%.
• If the species forms a single dense clump it’s easier to guess cover. If not, try to mentally
‘pick up’ scattered plants and put them side by side in one part of the plot and estimate how
much they would cover if clumped this way.
• For scattered species you could estimate the actual cover of each patch/plant and add them
up. Let’s say in your 10 x 10 m plot you have three flax plants. Each one is about 2 x 2 m, so 4
square metres. So together they cover 12 sq m. In a 10 x 10 m square there is a total of 100 sq
m, so 12 sq m is 12%, you could round this down to 10%.
• For species thinly scattered throughout the whole plot, like bindweed or spike sedge, look
at a typical 1x1 m patch of it within the plot. Decide how much it fills. Imagine how much it
would cover if you could gently bring it all together into a solid patch. If you think it would
cover, say, half of this representative patch then its probably covering half of the whole plot,
so write 50%.
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• Ignore small foliage gaps in the canopy – this also includes subcanopy foliage.
Include the amount of the plot covered by water and/or bare ground (exclude bare ground
that is under water, it’s not bare!)
Make notes
This allows you to record any features of interest, such as dieback, seedlings, flowering or
fruiting etc.
Use the notes column to write anything of particular interest about a species, including if
there are dead ones in the plot, and if there are seedlings of tree and shrub species – you’ll
want to know if weeds are establishing or natives regenerating. Also if the plant is fruiting or
flowering, particularly in planted areas or of weed species. Write general comments on the
back page – whatever seems relevant, e.g. cattle recently been through, saw possum dung,
etc.
Check it
Take a good look around your plot to make sure you haven’t forgotten any species. Make sure
you have a tick or dash in top, mid, ground for every species, and that you’ve given each a
maximum and average height.
Total the natives
Add up the total % cover for all the native species (ignore values you gave for dead plants and
for water or bare ground). Then sum all of the live foliage (native and exotic). Divide the
amount of total native cover by the amount of all live foliage and multiple by 100 to calculate
the % of the plot that natives comprise.
Collect in the tapes
Carefully wind up your tapes, but leave the poles in place. Take photos of your datasheets.
Please scan and email or email a photo of your completed table to
[email protected] so the results can be collated over time.
Discussion
Compare your results with the results collected by previous classes. Are there any changes?
Can you tell why this might be?
Plant a tree
Equipment
Trees
Spades
Bamboo stakes
Boots/sturdy shoes that can get dirty
Aim
To assist with the restoration of Grovetown Lagoon by planting native trees. These trees will
eventually grow into a forest made up of species that would have originally grown in the area.
Introduction
Planting trees is a great way to connect with the earth and contribute something good on a
long term scale. We are assisting with the natural process of succession, by giving the native
trees a head start, rather than waiting for them to establish from seed dropped by birds. This
activity also relates to competition, as we need to help the trees to establish by controlling
weeds competing for the space in which we want the trees to grow.
Instructions
A representative from the Grovetown Lagoon Trust or DOC will be on site to assist with the
planting, and give detailed instructions and a demonstration. Adult supervision is required,
from a health and safety perspective, as well as making sure the trees are planted well.
Avoid any competitions to see who can plant the most trees – it is better to have a
competition to see who can plant their trees to the highest standard.
11
Discussion
Remember where your trees are planted – come back and see them every year. Clear
away the weeds from around them, see how they have grown.
Discuss why planting a tree is a good thing, and why we prefer natives in areas like
this.
*put in some before and after planting photos*
How is our forest growing? - Measure a tree
Equipment
Pencil and paper
Tape measure
Aim
To measure 15 different trees at Grovetown Lagoon and record their height. The data will be
collected from each group over the year, and charted to show the changes that occur.
Introduction
Tree height is one method of measuring growth. Growth rate can be influenced by many
things – species, habitat quality (nutrients, sun, wind), pests and disease. At Grovetown
Lagoon we have chosen 15 trees of 5 different species for students to measure. All the data is
collected for each group and collated over time to show the growth patterns of different
species, and with the species groups – different trees in different locations. We can provide
you with the most recent data that you can compare your results with. Please contact DOC
on the below address before you go for this data.
Instructions
Split into 5 groups. Each group is assigned a species, and measured the 3 trees of that
species. Tree locations are shown on the attached map, and each tree is identified by a
numbered stake in the ground.
Each group measures their trees using either the tape measure, if the tree is under 3m tall, or
the method outlined below. Results are recorded on the below table. Measure your trees to
the nearest cm.
Please scan and email a copy of your completed table to [email protected] so the results
can be collated over time.
DATE:
Tree
number/
location
(GPS)
1
SCHOOL:
Species
Height
Notes (any evidence of pest or disease
damage, fruiting, etc)
2
3
4
5
6
7
12
8
9
10
11
12
13
14
15
Trees greater than 3m – measurement technique
1. Stand far enough from the tree so you can view the whole tree, top to bottom, without
moving your head. For the most accurate measurement, stand so that you are on a piece of
ground that is about level with the ground at the tree’s base. Your view of the tree should be
as unobstructed as possible.
2. Have a friend stand near the base of the tree.
3. Hold a pencil or a small, straight stick (or ruler) in one hand and stretch your arm out so
that the pencil is at arm’s length in front of you (between you and the tree).
4. Close one eye and adjust the pencil up or down so that you can sight the very top of the
tree at the top of the pencil. This is easiest if you turn the pencil so that the sharpened point
is pointing straight up. The tip of the pencil should just cover the top of the tree in your line
of sight as you look at the tree “through” the pencil.
5. Move your thumb up or down the pencil so that the tip of your thumbnail is aligned with
the tree’s base. While holding the pencil in position so that the tip is aligned with the tree’s
top (as in step 4), move your thumb to the point on the pencil that covers the point (again, as
you look “through” the pencil with one eye) where the tree meets the ground.
6. Rotate your arm so that the pencil is horizontal (parallel to the ground). Keep your arm
held straight out, and make sure your thumbnail is still aligned with the tree’s base.
7. Have your friend move away from the tree (in the same direction you are pointing the
pencil) until you can sight his or her feet “through” the point of your pencil. That is, your
friend’s feet should be aligned with the pencil’s tip. Since, depending on the height of the
tree, you may need to be some distance away from your friend, consider using hand signals
(with the hand that is not holding the pencil) to tell him or her to go farther, come closer, or
move to the left or right.
8. Measure the distance between your friend and the tree. Have your friend remain in the
place or mark the spot with a stick or rock. Then use a measuring tape to measure the
straight-line distance between that spot and the base of the tree. The distance between your
friend and the tree is the height of the tree. If you don’t have a measuring tape you can pace
out the distance, although this will not be as accurate (for kids two steps equal about one
metre).
13
Discussion
Compare your results with the results collected by previous classes. Have the trees grown
since the last class was there? How much?
What was the difference in growth rates between the different species? Why would one
species grow faster than another?
Was there a difference in growth rates between the 3 trees of the same species? Why might
this be? Can you see if one tree is getting more light than another, or suffering from more
competition than another?
11.
Competition Activities
Who’s winning? - competition at Grovetown Lagoon
Equipment
1 soft ball
10 bandannas
20m of rope/string to mark the boundary
Stopwatch/timer
Aim
To illustrate how weeds can take over a forest, and what happens if we intervene, or don’t.
Three scenarios are played out, for 2 minutes each.
Introduction
Introduce this game by talking about what weeds are, and what the characteristics of weeds
are. Why we don’t want them and how they can cause problems in our ecosystems. Also the
effects they have on areas that we are trying to restore.
How to play
Lay the rope on the ground to mark out an area 5m x 5m – this is the habitat; bare ground
that has been cleared by a flood or a slip. Mark a ‘start line (seed source)’ that is 5m away
from the 5x5 square.
Divide the class in half – weeds and native trees. One group wears bandannas.
On the word ‘go’ one weed and one native tree walks to the habitat as fast as they can. Once
there, they stand in one spot, rooted to the ground (like a plant). However, native trees can
only take fairy steps (heel and toe touching) while weeds can take big steps. This reflects the
fast growth rate of weeds compared to native trees.
Once a plant is in place, the next plant from their team can leave the start line and head for
the bare ground. The weeds have to try and out-compete the native trees – when they reach
the habitat they join hands with another weed, beside a native tree. When a native tree has 3
weeds in a circle around it, it dies and goes back to the start. The weeds remain in the
habitat. Trees can not move once they have taken root, but weeds can.
Each new plant can only leave the start (seed source) when the plant before them (on their
team) has ‘taken root’.
Scenario 1: The round ends after 2 minutes (or until all the weeds have established) –
count how many trees have taken root, and how many weeds.
Discuss how we could help to give the natives a better chance. The students may be able to
come up with some ideas, or may need some prompting.
One option may be to do some weed control.
Scenario 2: Play the game as above, but choose 1 person to be the Weedbuster – they have
the ball. The Weedbuster throws the ball at the weeds (hitting below the knees), from
outside the square. If a weed gets hit, it dies and goes back to the start. Another weed may
14
take its place as he/she arrives at the habitat. The Weedbuster can only throw the ball from
outside the square, so if the ball lands inside the square, the weeds can kick it out and the
conservationist has to retrieve it and continue.
End the round after 2 minutes and count how many trees have taken root, and how many
weeds.
Discuss if this worked well. What else could we do to help the trees? How about a planting
day?
Scenario 3: The Weedbuster can now also help the native trees establish faster by tagging a
tree (with his/her hand) when it is on its way to the habitat. Once tagged the tree is allowed
to run to the habitat (simulating human help by planting trees, rather than waiting for seeds
to establish naturally). The Weedbuster can still throw the ball at weeds to kill them. End
the round after 2 minutes.
Discussion
Talk about the difference in what happens in a new habitat depending on how much we
intervene. Talk about how we can control weeds/what the Weedbuster is doing when he/she
is killing the weeds. Talk about how planting trees helps speed up the restoration process.
12.
Changes in land use Activities
Make a Grovetown Lagoon Management Plan
Equipment
Pencils and paper
Aim
Have your students come up with a management plan for Grovetown Lagoon, taking into
account the needs and wants of various stakeholders.
Introduction
Explain the need for management plans in situations where many different people have an
interest in a piece of land, and how these are created by discussion and consultation.
*add in an aerial map of Grovetown Lagoon*
Instructions
Split your class into 5 groups – each group is a different stakeholder;
- Local farmers
- Conservationists
- Iwi
- Recreationalists
- Duck shooters
Each group has 10 minutes to figure out what their stakeholders are interested in, and how
they want to see the Lagoon managed. They can be fed some ideas (below) or come up with
their own ideas, depending on their age/ability.
Local farmers – the land is good quality for vineyards and also dairy farming. It would be great to
cut down all the vegetation surrounding the lagoon, build more stopbanks and use the water for
irrigation.
Conservationists – the Lagoon is a precious area of wetland. We need to conserve what remains
and make it bigger and better. Plant more trees, stop hunting, shooting and fishing, control all the
weeds, and try to create a buffer between the Lagoon and the farms so they can’t pollute the water.
Iwi – the land in the centre of the Lagoon has special value because of the urupa (burial ground).
We don’t want this to be disturbed in any way. We want to be able to harvest kai from the Lagoon
and therefore the water quality needs to be improved.
15
Recreationalists – we want to be able to walk and bike around the Lagoon on well-maintained
tracks. We also want to be able to kayak on the Lagoon. Some trees will need to be cut down and the
weed removed from the water. We want to walk our dogs there too.
Duck shooters – we want to be able to hunt ducks and build maimai that can remain in place. We
should feed the ducks and build up the populations. We don’t want people walking and getting in the
way during duck shooting season. We should plant oak trees and other exotic plants to attract more
ducks.
Each group then presents their stakeholder group’s views to the rest of the class, and takes
notes. They then get into 5 new groups, with one person from each stakeholder group in
each group. Each group then comes up with a brief plan for the management of the Lagoon
that incorporates all the views of the stakeholders, as much as possible. These are shared
with the class.
Discussion
Discuss the Management Plans that were created and how they differed. Were everyone’s
views taken into account? Is it possible to please everyone? Would anything be done
differently if you had a limited budget?
Grovetown Lagoon Scavenger Hunt
Name_________________________________
Date ______________
Can you find…
…a work in progress- would like to include info from the panels as well as things from nature
(without removing living things)
13.
APPENDIX
Plant identification basics
Leaf Margins
Examine the edges or margins of leaves some leaves have teeth (serrated) along their
margins, some leaves are lobed and some leaf margins are smooth.
Textures
Some leaves are completely hairy, others have hairs on only one side, and others are
completely smooth. Leaves may also be thick or thin, rough or smooth.
Simple and compound
Strictly speaking, leaves are either simple (not divided into leaflets) or compound (made
up of a number of individual leaflets). Although simple leaves and leaflets can look alike,
leaves can be distinguished by the presence of a leaf bud in the angle between the leaf stalk
and the stem; a leaflet never has a bud here.
Leaf arrangements
Many trees have alternate leaves that are staggered along the twig. Other trees have
opposite leaves that grow in pairs along the twig and some are whorled, where there are
3 or more attached to the stem. Leaflets can be arrange in a palmate (hand shaped) or a
pinnate (feather-like with 2 rows of leaflets) fashion.
Bark basics
Many people can identify trees just by looking at the colour and texture of tree bark. For
instance, bark may be shaggy, smooth, or rough; it may have deep furrows or markings.
Eucalyptus is an example of a tree easily identified by its brown, paper-like bark that comes
off in long strips. However, when using bark to identify a tree, it is best to look at bark
growing on the trunk rather than on branches and twigs (because the bark on a branch is
16
thinner and newer, it may look quite different from the trunk). Bark also looks different as a
tree gets older.
Related activities
Sound map
Equipment
1 piece of paper each
Pen/pencil
Aim
To focus attention and notice all the sounds in the Grovetown Area.
Instructions
Mark an x in the middle of your piece of paper – this is where you are, in the centre of your
map.
When you hear a sound, make a mark on the card that aptly describes the sound. The mark's
location should indicate as accurately as possible the direction and distance of the sound. The
marks should be interpretive, not literal; the players don't have to draw pictures of plants and
animals, just a few lines indicating wind, or a musical note indicating a songbird. In other
words, they should spend little time drawing and most of the time listening.
Tell the players to keep their eyes closed while they listen. Explain that cupping their hands
behind their ears provides a reflective surface for catching sounds. To hear sounds behind
them, they needn't turn their heads, but just cup their hands in front of their ears.
Each student should find a listening spot away from other people, and stay there for the duration of
the activity.
How long you should play depends on the group's age, attention span, and how well-supplied
the environment is with sounds. A good basic guideline is 10 minutes for adults, 5-10
minutes for children. As the players assemble, ask them to share their maps with a partner.
After the children have drawn their maps and shared them, you can ask questions such as:

How many different sounds did you hear?

Which sounds did you like best? Why?

Which sounds did you like least? Why?
Which sounds had you never heard before? Do you know what made the sounds?
Leaf rubbing
Equipment
• White paper
• Hard/smooth surface to write on
• Dark coloured crayons.
• Tree identification book/flip guide.
Aim
Use leaf rubbings to create your own tree identification book.
17
Instructions
1. Collect leaves (there are plenty on the ground, no need to pick them off trees), identify
which tree the leaf came from.
2. Find a comfortable spot for the group to sit and work.
3. Put a leaf upside down smooth surface, then cover with a plain piece of paper.
4. While holding the paper and leaf in place, use the side of a crayon to rub across the leaf.
A dark crayon will produce a clearer print of the leaf.
5. Make sure that you colour over the entire leaf. Rubbing firmly all over the leaf will show
the veins and the outline of the leaf
6. When finished, have them flip the leaf over and do a rubbing of the other side of the leaf.
7. After the craft is complete, have the kids label the leaves back at school. You can punch
holes in their pages and use yarn to make them a leaf identification album.
Activities from the Tiro Oneone (Living Landscape )Kit
This kit is available from the Marlborough District Council and the Department of
Conservation, and contains a range of activities based around Marlborough Landscapes.
18
Vegetation Plot Datasheet (pg1)
SITE NAME:
Grovetown Lagoon Wetland
PLOT SIZE:
LOCATION:
Grovetown Lagoon, Marlborough
RECORDER:
Species (* for exotics)
5 x 5 meters
DATE:
Height (m)
Max
Avg
Presence tick or Top
>2 m
Mid
0.3-2
% Cover Notes3 (e.g.dieback, #seedlings of
trees/scrubs)
Gnd
<30 cm
1
2
3
4
5
6
7
8
9
10
11
12
WATER
BAREGROUND
A. SUM OF % COVER FOR ALL NATIVE SPECIES
Exclude dead %cover
B. SUM OF % COVER FOR ALL PLANTS (LIVE ONLY)
Exclude dead %cover
A/B*100 (IE % OF TOTAL THAT IS NATIVE VEGETATION)
Exclude dead %cover
REMINDER: Include overhanging vegetation. Height is for foliage, not flower stalks.
19
Vegetation Plot Datasheet (pg2)
SITE NAME:
Species
(* for exotics)
DATE:
Height (m)
Max
Avg
Presence tick or Top
Mid
Gnd
>2 m
0.3-2
<30 cm
% Cover
Notes3
(e.g.dieback, #seedlings of
trees/scrubs)
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
A. SUM OF % COVER FOR ALL NATIVE SPECIES ONLY
B. SUM OF % COVER FOR ALL PLANTS (exc. water/ground)
A/B*100 (IE % OF TOTAL THAT IS NATIVE VEGETATION)
GENERAL COMMENTS:
20