Recognising Water Weeds

T R A I N E R M A N U A L

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Recognising Water WeedsTrainer Manual

Written by Jodie Bartlett-Taylor, Jessica Grantley, Fiona McPherson and Andrew Petroeschevsky

Edited by Matthew Stevens and Elissa van Oosterhout

VET sector resource:

RTC2016A Recognise Plants

RTD2803A Observe and report plants and/or animals

Enquiries: Industry and Investment NSW, Grafton Primary Industries Institute, PMB 2, Grafton, NSW 2460.

Weeds Hotline 1800 680 244 or weeds@dpi.nsw.gov.au

Acknowledgements

The writers would like to thank the contributors to and the reviewers of the Participant Workbook: David Brouwer, Rod Ensbey (I&I NSW), Jane Morton, Annabel Bowcher (CRC for Australian Weed Management), Andrew Crane (DPI Tasmania), Rosanna Luca (Sydney Weeds Committee), Graham Prichard (Port Stephens Council) and Phillip Moran (Noosa and District Landcare Group Inc., Queensland).

© The State of New South Wales Industry & Investment NSW 2009

Information contained in this publication may be copied or reproduced for study, research, information or education purposes, subject to inclusion of an acknowledgement of the source. In particular, the user of this publication agrees to include this copyright notice in any copy made.

The products described in this document are used as examples only and the inclusion or exclusion of any product does not represent any endorsement of manufacturers or their products by Industry & Investment NSW. Industry & Investment NSW accepts no responsibility for any information provided in this material. Any questions that users have about particular products or services regarding the subject of this material should be directed to the relevant commercial organisation.

Disclaimer

This document has been prepared by the authors for Industry & Investment NSW for and on behalf of the State of New South Wales, in good faith on the basis of available information. While the information contained in the document has been formulated with all due care, the users of the document must obtain their own advice and conduct their own investigations and assessments of any proposals they are considering, in the light of their own individual circumstances. The document is made available on the understanding that the State of New South Wales, the author and the publisher, their respective servants and agents accept no responsibility for any person, acting on, or relying on any opinion, advice, representation, statement or information whether expressed or implied in the document, and disclaim all liability for any loss, damage, cost or expense incurred or arising by reason of any person using or relying on the information contained in the document or by reason of any error, omission,

defect or misstatement (whether such error, omission, defect or misstatement is caused by or arises from negligence, lack of care or otherwise). While the information is considered true and correct at the date of publication, changes in circumstances after the time of publication may alter the accuracy of the information. The information may change without notice and the State of New South Wales, the author and the publisher, and their respective servants and agents are not in any way liable for the accuracy of any information contained in this document. The product trade names in this publication are supplied on the understanding that no preference between equivalent products is intended and that the inclusion of a product name does not imply endorsement by Industry & Investment NSW over any equivalent product from another manufacturer. Recognising that some of the information is provided by third parties, the State of New South Wales, the author and the publisher take no responsibility for the accuracy, currency, reliability and correctness of any information included in the document provided by third parties.

Privacy and personal information Act 1998

CB Alexander Agricultural College, Tocal, complies with the Privac and Personal Information Act 1998.

WeedED training and information resources were originally produced by the Cooperative Research Centre for Australian Weed Management. WeedED resources are now produced and managed by the NSW Weeds Training Program, supported by Industry and Investment NSW, Noxious Weed Grants and the Registered Training Organisation Tocal College. WeedED resources are suitable for Weeds Officers, Project Officers and Natural Resource Managers as well as others involved in operational, managerial or community-based weed management. WeedED information resources won the 2006 CRC Association Award for Excellence in the category of Innovation in Education and Training and Public Outreach Activities.

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Introduction to Recognising Water Weeds training resourcesWorkshop outlineThe aim of this workshop is to provide field staff with skills to recognise water weeds (also called aquatic weeds) in Australia. Participants will be provided with a brief background on water weeds, their impacts on our waterways, and relevant legislation.

Recognising plant characteristics is the focus of the workshop, rather than the scientific study of plant identification. The training resources outline key features of those weeds posing a serious threat to our waterways. Some similar looking plants are covered, as well as several native water plants. You should include any further water plants that may be of concern in your area.

Information in this course is intended to benefit field staff or volunteers working in natural resource management, including:

■■ local council staff■■ parks and wildlife staff■■ catchment management groups■■ Waterwatch volunteers.

This is an accredited training workshop; its content is aligned with the following Vocational Education and Training (VET) Competency Units:

RTC2016A Recognise Plants

Part 1 – Introduction to water weedsPart 2 – Water plant recognition techniquesPart 3 – Water weed identification

RTC2803A Observe and report plants and/or animals

Part 4 – Early detection procedures

Training resourcesDeveloped by staff from the NSW Department of Primary Industries, the training resources have been designed for use throughout Australia.

The Recognising Water Weeds training resources include:

■■ this Trainer Manual■■ a Participant Workbook■■ a Plant Identification Guide■■ Early Detection Survey Guidelines for Weed Professionals■■ Early Detection Survey Guidelines for Community Groups■■ a Workshop Presentation slideshow.

The resources are designed to be presented in an A4 ring-bound folder with transparent cover and spine sleeves (skivers). Materials needed to construct a folder are as follows:

the Participant Workbook

the Plant Identification Guide

*either: Early Detection Survey Guidelines for Weed Professionals or Early Detection Survey Guidelines for Community Groups

cover and spine inserts.

You can include other printed material, such as information sheets (Primefacts, Weednotes, Weed Alerts, Agfacts etc.) and any local information you consider relevant.

Participants will benefit if you can supply reference books during the workshop, such as:

Sainty GR, Jacobs SWL. 2003. Waterplants in Australia: A Field Guide, 4th ed. Sainty and Associates, Sydney.

*The procedures for the early detection of water weeds can be presented for either weed professionals or community groups. If the participants are weed professionals (or have similar backgrounds), use the Early Detection Survey Guidelines for Weed Professionals, which detail instructions on plant collection, preparation and herbarium submission. If the participants are members of community groups, use the Early Detection Survey Guidelines for Community Groups, which have been developed for participants who are not weed professionals. Because of the risk of spreading water weeds and the legislative requirements for possessing and transporting declared weeds, only weed professionals are encouraged to collect plant specimens for identification. Community groups should contact local authorities for confirmation of identification.

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Plant specimensYou will need to obtain live plant specimens to use during the workshop – preferably the three aquatic Weeds of National Significance (WoNS) (cabomba, alligator weed and salvinia), eight other water weed species and some local native species. You may need to obtain a permit from the relevant government agency to be able to transport and possess certain declared species, and follow any instructions relating to handling and disposal.

Workshop deliveryThe Recognising Water Weeds workshop is designed to be delivered over 1 day (approximately 7 hours). A presentation is provided as a PowerPoint file to guide the delivery of the workshop.

The presentation presents 23 water weed species. You may need to modify it to cover the species relevant to your area. A minimum of 12 species are needed for assessment of participants.

To gain maximum benefit for all and to ensure that participants can be assessed adequately, it is recommended that a maximum of 14 participants attend each session. Information sessions that do not involve assessment may be larger. Keep in mind that it is difficult to meet the learning needs of each participant in the group if there are more than 14 participants.

It is important to remain focused on the content of the workshop. If lengthy discussions about issues such as management or control occur, return the focus to plant recognition.

Sample timetable for workshop deliveryWater weed ID task – Attempt 1 (as participants arrive and register)

Part 1 – Introduction to water weeds

Morning tea

Part 2 – Water plant recognition techniques

Part 3 – Water weed identification (Depending on schedule, this section may need to be completed after lunch.)

Lunch

Part 4 – Detect water weeds early

Water weed ID task – Attempt 2

Workshop set-upDisplay the plant specimens in water in plastic containers on a surface that allows participants to easily view and handle the specimens. Removable laminated plant labels are required for each specimen. Specimens are labelled after the water weed ID task attempt 1. Labels are removed and specimens are shuffled before attempt 2 (see ‘Water weed ID task in ‘Guide to workshop delivery’ below).

Trainer prerequisitesYou are required to have basic botanical skills to identify plants. You should also have sound knowledge of the biology and ecology of each water weed covered. You must apply principles of adult learning during the training.

Assessment of participantsThis course can be run as an accredited workshop where participants will be assessed, or it may be presented as an information session only.

Assessors must have an understanding of the subject matter, at least to the level of the competencies being assessed; they must be engaged by a Registered Training Organisation (RTO); and they must hold qualifications as required by that RTO.

When delivering assessed training it is important to note the following:■■ Participants require no formal prerequisites for this course.■■ Participants must be advised that the workshop is nationally accredited and be told of the competency unit they can be awarded.■■ Participants must be given the option of being assessed or not.

Participants must be aware of assessment requirements.Participants must complete all exercises and activities in the Participant Workbook to ensure that they have adequately covered the competency elements.The assessment of participants is a continual process throughout the day. The assessor must complete formative and summative assessment from oral questions, activities and workbook tasks performed by participants during the training session.Workshop participants who do not wish to complete the assessment may choose to receive a Certificate of Attendance.You are responsible for issuing relevant forms, ensuring that participants complete them, and collecting and returning them to the RTO. Contact the RTO for instructions.

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Brief description of workshopKey learning outcomes

■■ Become familiar with the language used to describe plant parts.■■ Describe plant characteristics that aid in the identification of water weeds.■■ Apply recognition techniques to distinguish between water plants with similar features.■■ Select a suitable process for identifying an unknown plant.■■ Acquire knowledge of declared water plants in the relevant state or territory.■■ Collect and preserve a plant for identification or other future use.■■ Correctly dispose of water weed specimens.

Part 1 Introduction to water weedsThis brief session covers the following topics:

■■ What is a weed?■■ Classification of weeds■■ How are water weeds introduced?■■ Where do water weeds grow?■■ Impacts of water weeds

Part 2 Water plant recognition techniquesThis interactive session concentrates on plant features that aid in identification, and tools available to help participants. Live specimens and PowerPoint slides are used.

The discussion focuses on:

■■ how to identify a water plant■■ plant characteristics■■ how to collect and prepare a plant and submit it for formal identification■■ disposal of plant specimens■■ types of water plants.

Part 3 Water weed identificationThis interactive session concentrates on individual species. Live specimens and PowerPoint slides are used.

Part 4 Detect water weeds earlyThis section details a method of prioritising and surveying waterways for the early detection of water weeds.

Early Detection Survey Guidelines for Weed Professionals.

Why is early detection so important?

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Guide to workshop deliveryInstructionsWork through the participant workbook matching the headings with the workshop presentation and ask participants to complete the activities. Use the comments provided here as a guide.

Registration

Water weed ID task – Attempt 1As participants arrive, ask them to complete the Water Weed ID Sheet – Attempt 1 (located at the end of the Participant Workbook). Participants attempt to name the plant specimens on display. They will attempt this activity again at the end of the day.

Recognising Water Weeds Workshop Presentation

Workshop Introduction■■ Welcome■■ Introduce self■■ Explain location of fire exits, evacuation plan, toilets.■■ Invite participant introduction; e.g. “What do you hope to get out of today?”■■ Discuss assessment and relevant competencies. Instruct participants to open the Participant Workbook to the Assessment page.■■ Discuss requirements for assessment.■■ Introduce workshop folder contents.■■ Instruct participants to open the Participant Workbook to the Table of Contents.■■ Explain that the content follows the workshop presentation.

What is happening today■■ Review water weed ID task. Briefly name displayed specimens.

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PaRt 1 IntRoductIon to WateR Weeds

What is a weed?

classification of weeds – What are noxious weeds?

state and territory legislation

Point out that state and territory legislation and plant declarations are summarised in the Participant Workbook and at http://www.weeds.org.au/.

What are environmental weeds?

Weeds of national significance Wons

View the following three WoNS slides:Alligator weed – Byron Creek floodplain, northern NSWCabomba – Seibs Dam, south-east QldSalvinia – Hawkesbury River, Windsor, NSW

activity 1 – name three plants

Ask participants to complete Activity 1 in the Participant Workbook: “Name three plants that you consider to be water weeds and why.”

Briefly discuss answers as a group.

How are water weeds introduced?

Water weed introduction and spread

Top right image shows an ornamental pond with salvinia which was transferred to the dam in the bottom left image by children playing during the school holidays between the pond and the dam collecting water creatures.

Vectors and activities capable of spreading water weeds

Where do water weeds grow?

Impacts of water weeds

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PaRt 2 WateR Plant RecognItIon tecHnIques

How to identify a water plant

activity 2 – list identification tools

Ask participants to complete Activity 2 in the Participant Workbook: ‘List identification tools and the limitations of using only that tool.’

Briefly discuss answers as a group.

Use the comments in this table as a guide only.

Identification tool Limitations

Immediate recognition You may not recognise the plant.

Ask someone They may not recognise the plant.

They may use common names only.

Take the plant to a professional (weed officer, agronomist) They may not be familiar with that plant.

Botanical key Language may be difficult to understand.

May require a microscope.

Reference book Plants can vary in appearance according to growing conditions and season.

DPI fact sheets Generally for management or awareness, not for identification.

State herbarium Takes time, and the specimen must be suitably prepared.

Photos Not always clear.

activity 3 – list observation equipment

Ask participants to complete Activity 3 in the Participant Workbook: ‘What equipment might you need when observing plants?’

Use the comments in this table as a guide only.

Equipment

Hand lens

Scale reference

Ruler or tape measure

Pen and paper

Plant press

Plastic bags or container

Binoculars

Polaroid sunglasses

common and scientific names

Common names can be misleading. It is important to use scientific names to ensure correct identification.

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Plant characteristics

The following three slides refer to plant characteristics.

Use real plants to demonstrate plant characteristics.

Pass plant parts around during group discussion.

Engage group discussion: “What do you look for when trying to identify a plant?”

Leaf structure example - Cabomba caroliniana is distinguished by its opposite leaf arrangement, as opposed to a whorled arrangement in similar looking natives and aquarium species.

Leaf margin example - Hydrilla verticillata is distinguished by the presence of serrated leaf margins, as opposed to other types of leaf margins in similar looking species such as Egeria densa and Elodea canadensis.

activity 4 – Plants with similar leaf shapes

Can you think of water plants that have similar leaf shape but different leaf arrangements?

activity 5 – distinguish between water weeds and similar plants

List two water weeds that are easily distinguished from similar looking plants by checking leaf shape, margin or tip.

Stem and root characteristics

Alligator weed growing in water has a pronounced hollow stem that is absent from similar looking species. This feature is less pronounced in alligator weed growing on land, but the roots and stems have a distinct reddish tinge.

activity 6 – distinct root and stem features

Can you think of a weed that has distinct root or stem features?

Flowers

The alligator weed flower is an important feature for distinguishing between it and similar looking natives. Alligator weed has a white, papery, ball-shaped flower. Smart weed and water primrose, both similar looking natives, have small pink flowers on an inflorescence and a single yellow flower, respectively.

activity 7 – distinct flower features

Can you think of any water weeds that look similar but have different flowers?

How to collect, prepare and submit a plant for formal identification

Note: If presenting to community groups, please skip this slide. Because of the risk of spreading water weeds and the legislative requirements for possessing and transporting declared weeds, only weed professionals are encouraged to collect plant specimens for identification. Community groups are advised to contact local authorities for confirmation of identification.

Specimen preparation

Refer participants to the sample Herbarium Identification Form in the Early Detection Survey Guidelines for Weed Professionals.

activity 8 – Plant identification process

Ask participants to complete Activity 8 in the Participant Workbook: ‘You have a water plant that needs to be identified. What process would you use?’

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disposal of plant specimens

Alligator weed - Do not attempt to mulch, compost or throw out alligator weed, as it is likely to regrow, possibly years later. The common practice of leaving small amounts of plant material in black plastic bags in the sun before disposal at a refuse tip or in green waste is unlikely to achieve the required conditions for proper composting to occur, and viable fragments are likely to be spread.

activity 9 – Plant disposal

Ask participants to complete Activity 9 in the Participant Workbook: ‘Describe the correct way to dispose of unwanted water plant specimens.’

types of water plants

The following four slides describe the types of water plants.

Floating water plants

Free floating - Examples include salvinia and water lettuce.

Floating attached - Examples include water lily.

Submerged water plants - Examples include cabomba, egeria, hydrilla.

Emergent water plants - Examples include alligator weed, arrowhead, smart weed.

PaRt 3 WateR Weed IdentIfIcatIonRefer participants to the Plant Identification Guide.

Present each plant specimen and provide a brief introduction to each, including:

■■ background■■ origin■■ distribution■■ means of spread■■ declaration status■■ key identification features.

Name similar looking species and explain how to distinguish between them.

This presentation covers 23 water weed species grouped by plant type.

PaRt 4 detect WateR Weeds eaRly

early detection survey guidelines

Refer participants to the Early Detection Survey Guidelines for Weed Professionals or Early Detection Survey Guidelines for Community Groups.

Why is early detection so important?

Discuss how rapid growth rates and aquatic habitat make control difficult and expensive. Water weeds pose a serious threat to the environmental, social and economic values of our waterways. Early detection and rapid response are widely recognised as offering the most cost-effective form of water weed management and increase the likelihood of successful containment or eradication.

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Risk assessment

The first part of early detection is risk assessment, which is completed in the office. This enables the determination of sites at risk of water weed infestation.

There are nine steps to this process. The following two slides detail these steps.

At step 7, point out the Site List in the Early Detection Survey Guidelines for Weed Professionals.

Matrix for prioritising survey sites

Explain that the axes of the matrix are based on the risk of introduction (refer to the amount of human access to the site) and the risk of water weed growth (refer to the level of flow, riparian cover and nutrient levels).

How to survey for water weeds

Explain field inspection, onsite collection and recording of data from the sites identified in the risk assessment. Discuss with participants the equipment required to conduct a survey.

Use the comments in this table as a guide only.

Equipment

Survey datasheets

Clipboard

Pen or pencil

Camera (preferably digital)

Water weed identification resources

Labelled plastic bags for plant collection

Hat, sunscreen, insect repellent, boots

Binoculars

GPS receiver (optional)

Hand lens

What to do when you find a water weed

Explain and discuss with participants the actions necessary when a water weed is found.

data management and reporting

Explain the need to use GIS (geographical information system), to record weed-free sites, and to retain and store data in a central location.

thankyou