permaculture at our school: mimicking ecosystems for ......permaculture at our school: mimicking...

Michigan Technological University GK12 Global Watershed Program

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Brenda Gail Bergman, 2013

Subject/ target grade: Biology, AP biology, or science elective Duration: 8 classroom sessions of 50 minutes each (10 sessions if including prerequisite lesson “The origin of our food: why do we care?” See Attachment 5 for suggested schedule.) Setting: Classroom and school grounds Materials and Equipment Needed: Overhead projector or document camera Ball of string Notecards Digital camera Compass Measuring tape Aerial photo or high quality satellite image of

the school grounds, photocopied for distribution to the class

Aerial photo or high quality satellite image of the school grounds and approximately 500ft surrounding the grounds, photocopied for distribution to the class

Containers for collecting soil samples Internet connection for acquiring soil map

of the school grounds. Learning Objectives: Students will be able to: Describe biomimicry Discover lessons from natural ecosystems

through observation, and translate these lessons into the design of a food production system.

Explain processes in natural ecosystems that can be mimicked in a garden design.

Translate principles into action through the design process.

Create a map of the school grounds using powers of observation, including observation of microclimates, shading, and winds.

Determine the needs and products of elements of a living system, and discover how different elements may support each-other’s needs.

Michigan Content Expectations: B1.1C Conduct scientific investigations using appropriate tools and techniques B1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions. B1.2j Apply science principles or scientific data to anticipate effects of technological design decisions. B3.3A Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life. B3.4A Describe ecosystem stability. B3.4C Examine the negative impact of human activities. C.6.1.4 Address a public issue by suggesting alternative solutions or courses of action, evaluating the consequences of each, and proposing an action to address the issue or resolve the problem. Lesson Core The Guiding Question: How can we design food production systems to

incorporate best practices from nature by producing abundance without negative environmental impact?

Engage: How long has nature been evolving ways to do

things like harvest water, store energy, build materials, and produce food? (slide 2) -About 3.6 billion years

Has anyone heard of the term biomimicry? What does this mean? (slides 3-4)

Permaculture at our school: Mimicking ecosystems for sustainable production


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-Imitating natural designs and processes in the design of human technology and practices of resource use. (see slides for examples)

What could the benefits be of designing our technology, living space, and other ways of using natural resources based on the way that nature designs? -No pollution, no waste into landfills (complete reuse of material), abundance, beauty, etc.

What are some of the major environmental problems of times? -Climate change, air and water pollution, deforestation, etc.

How could mimicking nature help us to address some of these problems?

People have been learning to mimic nature for various purposes. One purpose is simply to meet the supply of our basic needs. What are our basic needs?

Food, shelter, water, energy, health (including freedom from toxicity in water, food, air), healthy ecosystems upon which we depend for all of the previous needs.

What are the advantages of being able to meet our basic needs independently?

The design of human basic support systems to mimic natural ecosystems is often referred to as “permaculture”. Has anyone heard of “permaculture?” What

does the term mean to you? (slide 5)

We are going to use permaculture principles to design a growing area around the school!

Building on prior knowledge:

The ecosystem principle of interconnection In order to mimic ecosystems, we must first understand them! What is an ecosystem?

-A system that includes all living organisms (biotic factors) in an area as well as its physical environment (abiotic factors) functioning together as a unit.1

Let us look at this definition (slide 6). What are some key terms or phrases here? -System. Biotic. Abiotic. “Functioning together”. Unit.

One of the most basic principles of ecosystems involves how the members of an ecosystem relate to each-other. Looking at this diagram (slide 7), what do we

notice about the autonomy of the components of the ecosystem? Are members operating independently?

source: http://wwwrcamnl.wr.usgs.gov This fundamental principle of interconnectedness in ecosystems is integral to permaculture design. Exercise: understanding key permaculture principles. 2 Note: This exercise is optional. It is a basic review, but helps students to have a visual picture of ecosystem and permaculture principles. We will conduct a brief exercise to understand permaculture principles. • Consider a local ecosystem. Which would you

like to focus on for the sake of this exercise?

1 http://www.biology-online.org/dictionary 2 Adapted from: IDEP Permaculture Facilitator’s Resource Book for Training and Assessment: Creative Facilitation Techniques.

weareallfarmers.org


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• What are key elements of this ecosystem? Students call these out. Have them write each of their answers down on a separate index card. You may need to prompt the students to ensure that all of the important elements of the ecosystem are covered: o Abiotic elements (soil, water, sun, air) o Producers (e.g. plants and trees) o Primary consumers (e.g. animals that eat

the plants) o Secondary consumers (e.g. animals that

eat other animals) o Decomposers (break down waste of

plants and animals into nutrients for further use by organisms.

• Shuffle the cards. Each student & the teacher draws a card from the deck, with the names facing down so that participants don’t know which card they are choosing.

• Ask everyone to look at their card, think about what their element needs to survive and what it contributes to the environment. Students then safety pin the card to their shirts.

• Ask everyone to form a circle. Take a ball of string and look around the circle for another element that either needs their element for survival, or that their element needs to survive. Throw the ball of string to this person while explaining the relationship. For example: If you are water, you may choose tree and say aloud: “The tree needs water to grow.”

• The person who is now holding the ball of string looks around the circle, finds an element that either needs their element for survival or that their element needs to survive. While holding on to a point in the string with one hand, the person says what the relationship is, and throws the ball of string to the element they have chosen.

• Continue this process until (a) all the elements are interconnected and (b) no-one can think of any more connections that can be made. Note: many of the elements are likely to be included in the web of relationships several times.

• Now everyone, still holding on to the sections of string in hand, takes a step backward to make all the strands of string taut, and observes the web of relationships that has been created.

• Demonstrate the interdependence of the various elements to the system, by asking one element to gently begin tugging until other species feel the tug. Explain that the tugging represents pressure on the ecosystem through natural events (drought etc.) or human-made events (new plant introduction that crowds out the natural plants, species extinction, etc.). How does it affect the system?

• To emphasize the importance of each species in an ecosystem, ask participants to pick a component that seems the least important, and have the person representing that element let go of his or her section of string. This represents the disappearance of a part of the system. How does this affect the rest of the system?

From our simplified representation of an ecosystem, we can discern some of the key permaculture principles. 1. Is anything independent? Is anything not

connected to all other components? Principle: Everything is connected to everything else.

2. Consider an ecosystem function, such as nutrient or energy flow, in this system. Is there only one element of the system that supports this function? Principle: Every function is supported by many elements.

3. Consider any given element. Does it serve only one function, such as being food, harvesting energy, producing offspring, processing nutrients? Principle: Every element should serve many functions.

These three principles are central to permaculture (Slide 8). They will be very important as we proceed with our design of the school gardens (students untangle and transcribe the three principles, adding any reflections). Permaculture also has design principles, or guidelines to help us through the process of designing in accordance with natural systems. We will reflect on these as we embark upon the actual design work.


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Ecosystem mimicry vs. wastefulness These diagrams provide an example of how we can improve human and environmental health by designing systems that mimic natural ecosystems. They illustrate the inputs and outputs of a cup of tea, produced conventionally and using permaculture principles (Slides 9 and 10). What are the differences between the two

scenarios? Which scenario is more similar to the way that

we produce and dispose of most of the things today?

In the permaculture diagram, does any byproduct get thrown into a landfill?

In nature, is there any waste? Some speak of this approach to design as the next industrial revolution (slide 11). In the current way that humans make most things, we extract resources from the earth, make them into products using processes that generate pollution, and then place them into landfills. As we learn to mimic nature, we can provide for more of our needs without pollution or waste. Many different groups of people are working toward this kind of change in the way we use and re-use resources. If you would like to learn more, you can find information by researching terms that include: Reverse logistics, zero waste, biomimicry, cradle to cradle design, extended producer responsibility, take back programs, and e-waste. Explore A. Selecting your focus topic. As we go through the process of designing our permaculture garden, you will focus on one of three topics: plants, water, soils, composting. (Note: “zoning and mapping” may be a topic for one student group, or may be addressed by the entire class, depending upon time availability. See section D. for further details. Additional topics may be added depending upon your goals, such as aquaponics, outdoor classroom, and artistic place identifiers). Your final project will be a proposal regarding how the program should address your given topic, in terms of initial project design and ongoing maintenance. You will also implement initial steps of your proposal, so that you gain hands-on experience and are an active program participant.

What do we need to think about as we consider our program‘s design with respect to soils? (How to test and improve the quality of soils, composting, mulching, etc.)

What do we need to consider with respect to water? (How much water plants need, where to get the water from in a sustainable way, how to collect water from the rooftops and landscape for certain crops, how to filter water as needed)

What do we need to consider with respect to plants? (Which plants to use, growing the seedlings, interactions between plants).

Invite students to volunteer to work on a topic in pairs, according to their interest. Ensure that each topic has an assigned student group. At the end of the class, you can hand each group their reading material for the duration of this unit (attachments 7-10), and their final assignment (attachment 4). Topics are assigned at this stage so that as you go through the phases of the lesson, students keep their topic in mind and gather relevant information. Final assignments are due the following Friday, or later, at the teacher’s discretion. However students will work in stages. By the following Tuesday, students should have a short list of the requirements and proposed approaches for their topic. B. Ecosystem observation (Day 2) As we said previously, permaculture is a design approach that mimics ecosystems. Observation skills are a very important quality of a good designer, particularly of a designer that learns from nature. By carefully observing nature, the designer can identify patterns and processes to incorporate into his or her design.

In this exercise, students visit a local forest, and gather information about various aspects of its ecosystem. Students walk through the forest in groups of 2, and fill out the worksheet in Attachment 1. Before going to the forest, students should read through the list of questions and place a star next to those most relevant to their focus topic. If time is limited such that they are unable to address all questions, students should be sure to answer those relevant to their focus topic. Each student should identify at least one concept that


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they observe in the forest that could be useful to the design of the school’s garden project (final question on the handout).

Afterward, discuss answers as a class. Ask the class what they learned that might be incorporated into the design of a permaculture garden at the school. As students are discussing, have a student summarize entries into a working document titled “Lessons from our natural ecosystem for the design of our school farm”. Include the final version of this as an entry in the school farm portfolio that students began to make in the lesson “The origin of our food: Why do we care?” (See Attachment 5 for the full list of suggested portfolio entries).

C. Relating permaculture principles to our design (Day 3, 25 minutes). Earlier, we conducted an exercise with string to understand three of the key permaculture principles. Do you recall what those were? • Everything is connected to everything else. • Every function is supported by many elements. • Every element should serve many functions. We will now review the permaculture design principles. These will help us to design our project in a way that incorporates lessons of the natural world. There are many principles (slide 12). For the sake of this exercise, they are labeled according to sub-groups. First we will review together some general design principles that we all should be aware of as we embark upon this design. Discuss the meaning of the following three principles with the class (slide 13). • Observe and interact: By taking time to

engage with nature we can design solutions that suit our particular situation.

• Design from patterns to details: By stepping back, we can observe patterns in nature. These can form the backbone of our designs, with the details filled in as we go.

• Use small and slow solutions: Small and slow systems are easier to maintain than big ones, making better use of local resources and producing more sustainable outcomes.

Next, on your worksheet (attachment 2), find those principles labeled with your focus area (water, soils, plants). Indicate how we might incorporate the principle into the design of this aspect of the project. In pairs, students reflect on the principles relevant to their focus area. First, they review the meaning of the principle and re-write the meaning in their own words. They should then provide an example of how this principle could be incorporated into the design of their focus topic. For example, for the principle “Produce no waste”, students assigned to water may suggest rainwater harvesting, those assigned to plants may suggest using plant remains as mulch, and those assigned to soils may suggest using cafeteria food waste as compost. Illustrate the assignment by working through one principle together as a class before students work in pairs.

D. Identifying the program components This exercise helps to refine the list of components that the school farm project will include. In most cases, the school will already have a good idea of what it would like the project to include. If the school has already identified the key components in advance, students may review these, and determine whether students propose adding or adjusting any. We will now determine (or review) the main proposed components of our school’s farm (e.g. herb garden, strawberry tower, roof garden, etc.). Questions we will answer include: • What components will be used? • Where will the components go? • What are the needs and yields of each element? • How can each element be placed so that it will provide maximum benefits for the system? • How many of the Permaculture principles have been covered with these design element and their placement?3 If components have not already been chosen for the school project, students work with the teacher to determine (a) who the key stakeholders are (e.g. principal, science teachers, cafeteria staff, students), and (b) an approach to acquiring their input regarding the components of the school

3 IDEP facilitators handbook


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project (e.g. short survey, interview, etc.) To begin, students can review the below list of potential components. Discuss what each is and whether it would be feasible for the school at this stage. Add any additional ideas that students may have. If time allows, students may quickly research select potential components and present their research findings back to the class. Some components that you could include: • Raised vegetable beds • Wicking beds (self-contained raised beds with

built-in reservoirs that supply water from the bottom up)4

• Vertical gardens • Rooftop garden • Window farm • Mandala garden • Hoop house • Passive solar green house • Artistic place identifier (Sign, archway, mural,

etc.) • Fruit trees • Swales • Herb spiral • Strawberry tower • Worm bath • Edible flower towers • Etc. (expand the list!) Consider including a structure that will be memorable and give the place a unique feel, like an archway, entry sign, or student artwork like a mural, sculpture or mosaic. Consider also whether you intend to provide wildlife habitat. If so, which species do you wish to attract? What are their basic needs (food, water, cover, nesting places)?

E. Site mapping and sector analysis (Day 4) Note: The site mapping exercise can be done either as a class, or by one group of students independently, while other student groups work on

4 For more information, see http://vergepermaculture.ca/blog/2011/05/30/guide-to-wicking-beds/

soils, water, and plant topics. The former option works well if time is limited. In order to design a permaculture system for our school, we need to understand the local growing conditions. Creating a base map of our site is an important part of this process. The map captures information about existing physical features that we should take into consideration. Step 1: Map site features and microclimates, and identify site resources (see student hand-out “Sector and zone analyses”, attachment 3). Students go out to the school grounds and make a rough sketch of features on the site. If available, they begin with a printed aerial photo or satellite image of the school grounds. Depending on the size of the property, the class may break up into groups who focus on specific sections of the property. Spaces that may be ideal for use should be measured if such measurements are not already available. Students note significant features along or near the plot edge as reference points. In their sketches, students should indicate what are the shaded areas in summer? In winter? Students should also notice different microclimates, and indicate them on their maps. They should note warm and cool slopes, different plant communities, wet spots in soil, rock outcrops, indication of previous human activity. (Microclimates are especially noticeable in late afternoon, autumn or winter. If the landscape has relief, pockets of cold air will flow downhill. Such microclimates may be crucial to success of tree crops and the comfort of buildings. If snow is melting, the microclimates may be visible in snow melt). While outside, students also make a list of all the resources they find that may be useful to the garden project. Examples are provided below for the teacher’s reference, but students should come up with their own ideas. - Rocks –can be used for building houses,

infrastructure, carving, etc. - Mulch–can be used for saving water and top

soil. - Mud –can be used for terracing, pottery, and

building.


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- Trees –can be used for shading, leaf litter, etc.

Students use a compass for orientation, and a measuring tape where needed. While on the school yard, the group should collect at least 3 soil samples at 6 inches below the sediment surface. Back inside, students improve their map, including distances, based on the information that they gathered outside. On their maps, students should include the following:

1. Orientation (which way is North). This will give the aspect of the specific areas students will choose to work in, which means which way they face)

2. Shaded areas in summer and winter, 3. Common direction of damaging winds, 4. Existing buildings and vegetation.

Students compare maps. A subset of groups presents their maps to the class using an overhead projector. Students vote on the map(s) that they wish to serve as the class template, and agree on any additions or changes to be made. The final version is entered into the school farm portfolio. F. Zone identification Now you will determine and map the zones of your school grounds. It is useful to consider the site as a series of zones (which can be concentric rings) that move outward from the school center. The placement of components in each zone depends on the components’ importance, our priorities, and how frequently each element needs to be visited. Permaculture design typically includes 5 zones (described below, and on Slide 14). Although in this project we will only plan zones 1-2 in detail, it is helpful to consider all of the zones and their future potential. If we are able to describe our larger vision, we have the framework for working with others to determine how we might get there! Reviewing the description of these zones, does

the school property include areas suitable for zones 3, 4, or 5? Why or why not? Are there other areas in our community that could be suitable for these zones? Where?

In groups of 4, students map out zones, working off of the image of school grounds and the

surrounding 500 feet of land. They can complete this as a homework assignment. The class then reviews the outcomes of student groups and comes to consensus about the classes proposed zonation of the school grounds. The final version is entered into the school farm portfolio.

Zone 0 – Often this is the house, in this case it is the school building which includes a place for cooking and processing the products of the Permaculture garden. Here permaculture principles would be applied in terms of aiming to reduce energy and water needs, harnessing natural resources such as sunlight, and generally creating a harmonious, sustainable environment in which to live and work.

Zone 1 – This is the area for elements that require the most frequent attention, such as the kitchen compost bin; garden for vegetables, herbs and soft fruit (like strawberries); and greenhouse or hoop house, which need watering, weeding and harvesting, etc.

Zone 2 – This zone contains the perennial plants that need less frequent maintenance than plants in Zone 1, such as berry bushes, fruit orchards, pumpkins, etc. This could also be a place for beehives or larger compost bins.

Zone 3 – This is the farming zone for animal forage systems and crops that require minimal maintenance once established, such as a nut forest, cereal production, poultry system, or even cows, sheep, or goats.

Zone 4 – This is the semi-wild forest where we can forage wild food and produce timber for firewood, mulch, or building. Complementary grazing animals can also share this zone at low density.

Zone 5 – This is the indigenous conservation zone where plants native to the region are allowed to regrow into what will become natural forest. There is no human intervention in this zone other than observation of natural ecosystems.


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G. Placing the components (Day 5) We will now consider the best placing of the components you have identified and described. To do this, we will be determining which components meet the needs of another. We will also be drawing upon your summary of the needs and products of each component, and upon the maps you created. Step 1: Components meeting each-other’s needs • Project the map that the class prepared in the

sector analysis. Also have the zone analysis on hand.

• Have students write the name or a symbol of each component on a notecard.

• On the board, have a student draw a rough outline of zones 1 and 2, with the school building indicated.

• Facilitate a discussion in which students summarize the main needs of each component, and the main things that it produces. This exercise draws from and builds upon their previous work to define and describe the component.

• Have the class experiment connecting and combining the components (buildings, plants, animals, etc.) to achieve no pollution (excess of product) and minimum work. Try to have one component fulfill the needs of another.

• Ask: Where do we have gaps? How can we fill those gaps?

Step 2: Placing the components Now we will try to answer the question: Where should this component be placed to meet its needs, and for maximum benefit in the system? The needs and products of each component will affect its placement. As we discussed in the zoning exercise, components that need the most human attention are placed closer to the school building. Components may be placed so as to most efficiently meet each-other’s needs. When determining placement, address orientation: placement so that parts of the object face sun-side or shade-side depending on their function and needs.

Also, components may be placed such that the movement of one resource, such as water, between elements may be most efficient. For example, a swale/fruit tree garden could be positioned to capture water moving downhill. A vegetable garden could be placed uphill of the fruit trees. In this way, the vegetable garden would be less vulnerable to flooding in wet weather, while the trees could make the most use of scarce water in dry weather. The outcome of this exercise will be a map that includes proposed components and their locations, with arrows linking components whose products meet another’s needs. The final version of this map is entered into the school farm portfolio. H. Research on soils, water, plants, and other key program components Through the rest of this unit, students will be working in small groups to complete a more detailed design of one aspect of this project, according to the topics they chose earlier (soil, water, plants – additional topics may be included according to the needs of your school’s project). Each group’s assignment is to produce an instruction manual for their component. In general, this instruction manual will address the following topics as relevant to the students’ focus area. The student assignment hand-out (attachment 4) provides details for select topic areas (soils, water, compost, plants, mapping). 1. Description of requirements: Describe the (soil,

water, plants) required for this project. How much is needed? Are there any quality specifications (soil nutrients, plant varieties, constraints on use of artificial chemicals, etc.)?

2. Recommended approach: What sustainable, low-cost approaches do you recommend the school use in order to meet the project’s needs as it relates to (soil, water, plants)?

3. Permaculture principles addressed: Which permaculture principles are being addressed through your recommended approach?

4. Required inputs: What material inputs are required to implement this?


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5. Required actions: What actions are required to develop and maintain this aspect of the system?

6. Roles and responsibilities: Who should be involved in the labor for the initial set-up, and for maintenance (e.g. students, janitor, parents, after school club, etc.)? How can we ensure their continued involvement?

Supporting students through exploration Employ questions integrated throughout the “explore” section above. Explain While working on the design process, students will explain their design findings to students in other groups, because the groups’ work is interconnected. For example, students working on plants must communicate needs with students working on soils. Students working on water must communicate with students working on plants regarding placement of components. Etc. Anticipated Student Explanations Student explanations are expected to be authentic and different for each location and group of students, because important aspects of the design process include working with the conditions of the local site, and designing a system whose components meet one-another’s needs as well as the needs of the school. If students are self-select topics that are of interest to them, their explanations will be quite detailed and colorful, with innovative ideas for how to address local challenges (e.g. deer herbivory) and how to incorporate available local resources (e.g. existing trees, ponds, or materials on the school property). Anticipated Student Misconceptions, Problems and Challenges Student challenges in this unit are often technical, such as understanding how to take a soil sample (which they can learn by calling their local Agricultural extension office) or how to prepare a map (of which there are many ways, the simplest involving a hand-drawn map based on an aerial photo or satellite image). All of the information needed to complete this unit is readily available through myriad online sources, books, and local resources. The unit is therefore a lesson in

becoming empowered to find information to answer practical questions, and in combining that information with creativity for locally relevant designs. The best way for students to overcome challenges is for them to delve into the questions through research. The teacher may assist with suggestions if a group becomes stuck. Elaboration On the day before the final presentation, students present a summary of their findings to the rest of the class. Students also prepare their explanation in the written format of the final assignment. Supporting students during elaboration Which of the permaculture principles were

particularly valuable in your design? Why? How do natural ecosystems display this principle?

How does your school garden design incorporate lessons from the forest?

Why have you selected the locations of your elements (e.g. garden beds, compost bins, swales)? How does your design take into account the interrelationship between these elements?

Evaluate On the final day of the unit, students present their final project to the school principle and/or other stakeholders. They answer questions from the audience, and offer the principle a copy of the completed binder containing details of their design. Note: If schedules allow, it is often best to conduct this final presentation the week following the last set of lessons. In this way, students have time to refine their assignments, including presentation materials, over the weekend. Supporting students during evaluation What is the difference between conventional

human agriculture and natural ecosystems? How did lessons from the forest help you to

think differently about garden system design? In what other ways might humans better mimic

nature when meeting our basic needs? By implementing this activity, what are some

negative human impacts that our school community will be helping to reduce, in some small way?


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Do we have the ability to take action to reduce our negative social and environmental impacts in the world?

What have you learned through this unit that you will apply later in life? How?


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Permaculture at our school Attachment 1: Ecosystem observation 5 Walk through a forest with a partner. Observe and make notes regarding the following questions.

1. Where does rainwater collect on this land? Why?

2. Do you see much bare soil exposed? What lies on top of the soil?

3. Dig about 6 inches into the soil. Describe the soil characteristics. How compacted or loose is it? What color is it? What do you see in it?

4. Observe the stacking effect of the forest from ground covers to canopy. Are plants growing in rows of all one kind? How many different vertical layers of plants do you see?

5. Where is the soil naturally rich? Why?

6. Where is the soil naturally poor? Why?

7. Why does vegetation grow better in some places than other places?

8. Describe how materials and energy cycle through this system. What do you see that provides examples of this cycling?

9. Choose one element (for example, a species of tree or herb, soil decomposers, etc.) and describe how it affects other elements in the system.

10. How does the placing of plants facilitate the cycling of matter and nutrients?

5 Four questions adapted from IDEP permaculture facilitator’s handbook


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11. Do some species tend to grow near one-another? Which ones?

12. What are the roles of the primary producers (plants),the consumers(animals and insects)& the decomposers (fungi, insects, & micro-organisms) in this system?

13. Observe a natural material that contains a pattern that is attractive to you (leaf, shells, etc.) and quickly make a sketch of that pattern.

14. Observe the shape of an edge or boundary between two types of plant communities or natural systems (for example the edge of a stream, a community of plants, the natural division between forest and prairie, etc.) Sketch this boundary. Does nature design edges straight lines?

15. Identify at least one concept that you observes in the forest that could be useful to the design of the school’s farm project:


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Permaculture at our school Attachment 2: Permaculture design principles

Source: shadesofgreeninc.org


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Permaculture at our school Attachment 2, page 2

Directions: These principles are presented in order that they commonly occur, so that you can easily refer to and work with them to suit the needs of your class. For this exercise, we will review together those principles that are labeled as “all, initial general design”, which are particularly useful to be aware of at the site level.

Find those principles labeled with your topic (water, soils, plants). Be sure that you understand the meaning of the principle. If the meaning is not clear, re-write the meaning in your own words. Next, indicate how we might incorporate the principle into the design of your aspect of the system.

Permaculture Principles6:

1. Observe and interact: By taking time to engage with nature we can design solutions that suit our particular situation. Groups to address this: all, initial site-level design

2. Catch and store energy: By developing systems that collect resources at peak abundance, we can use them in times of need. Groups to address this: plants and soils

3. Obtain a yield: Ensure that you are getting truly useful rewards as part of the work that you are doing. Groups to address this: plants and soils

4. Apply self-regulation and accept feedback: Be aware of behavior that is inappropriate, and be willing to make adjustments. Groups to address this: all, later stages

5. Use and value renewable resources and services: Make the best use of nature’s abundance to reduce our consumptive behavior and dependence on non-renewable resources. Groups to address this: water and soils

6. Produce no waste: By valuing and making use of all the resources that are available to us, nothing goes to waste. Groups to address this: plants, water, soils

7. Design from patterns to details: By stepping back, we can observe patterns in nature and society. These can form the backbone of our designs, with the details filled in as we go. Groups to address this: all, initial site-level design

6 http://ecobrooklyn.com/permaculture-principles-zones/


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Permaculture at our school Attachment 2, page 3

8. Integrate rather than segregate: By putting the right things in the right place, relationships develop between those things and they work together to support each other. Groups to address this: plants, water, soils

9. Use small and slow solutions: Small and slow systems are easier to maintain than big ones, making better use of local resources and producing more sustainable outcomes. Groups to address this: all, initial site-level design

10. Use and value diversity: Diversity reduces vulnerability to a variety of threats and takes advantage of the unique nature of the environment in which it resides. Groups to address this: plants, water, soils

11. Use edges and value the marginal: The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system. Group to address this: plants

12. Creatively use and respond to change: We can have a positive impact on inevitable change by carefully observing, and then intervening at the right time. Groups to address this: all, later stages


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Permaculture at our school Attachment 3: Sector and Zone analyses In order to design a permaculture system for our school, we need to understand the local growing conditions. Creating a base map of our site is an important part of this process. The map captures information about existing physical features that we should take into consideration. 1. Working with a base image if available, make a rough sketch of features on the site. Use a compass for orientation, and a measuring tape where needed.

a. Measure major elements, and spaces that may be ideal for use. b. Note significant features along or near the plot edge as reference points. c. Indicate the shaded areas in summer. d. Notice different microclimates and microenvironments, and indicate them on your map. For example,

do you notice any warm and cool slopes, different plant communities, wet spots in soil, rock outcrops, indication of previous human activity?

2. Make a list of all the resources you find that may be useful to the garden project. 3. Back inside, improve your map, including distances, based on the information that you gathered outside. On you map, be sure to include the following:

1. Orientation (which way is North). This will give the aspect of the specific areas students will choose to work in, which means which way they face)

2. Shaded areas in summer and winter, 3. Common direction of damaging winds, 4. Existing buildings and vegetation. 5. Soil types, acquired from http://websoilsurvey.nrcs.usda.gov


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Permaculture at our school Attachment 3, page 2. Description of permaculture zones

Zone 0 – Often this is the house, in this case it is the school building which includes a place for cooking and processing the products of the Permaculture garden. Here permaculture principles would be applied in terms of aiming to reduce energy and water needs, harnessing natural resources such as sunlight, and generally creating a harmonious, sustainable environment in which to live and work.

Zone 1 – This is the area for elements that require the most frequent attention, such as the kitchen compost bin; garden for vegetables, herbs and soft fruit (like strawberries); and greenhouse or hoop house, which need watering, weeding and harvesting, etc.

Zone 2 – This zone contains the perennial plants that need less frequent maintenance than plants in Zone 1, such as berry bushes, fruit orchards, pumpkins, etc. This could also be a place for beehives or larger compost bins.

Zone 3 – This is the farming zone for animal forage systems and crops that require minimal maintenance once established, such as a nut forest, cereal production, poultry system, or even cows, sheep, or goats.

Zone 4 – This is the semi-wild forest where we can forage wild food and produce timber for firewood, mulch, or building. Complementary grazing animals can also share this zone at low density.

Zone 5 – This is the indigenous conservation zone where plants native to the region are allowed to regrow into what will become natural forest. There is no human intervention in this zone other than observation of natural ecosystems.


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Permaculture at our school Attachment 4: Student final project description Requirements for the final project vary according to the student working group. Instructions for the following groups are below: soils, compost, plants, and mapping/presentation. In addition, all students provide bullet points regarding “why do we care?” to the group working on mapping / presentation. The mapping/presentation group finalizes the presentation and portfolio materials that all class members participate in producing. Soils Healthy soils are needed so that vegetables, fruit, grains, and animals can provide food that is full of vitamins, minerals, and protein needed for healthy bodies. If the soils are poor then the produce will also be low quality. Your role in designing the soils amendments is therefore very important! Steps you will take include: 1. Review the document: “Soil”, provided in attachment 7. 2. Conduct a test of your school’s soil, or submit soil samples to the local farm bureau for testing. Be sure to

take composite samples. 3. Prepare a soil map of the school grounds, from the site http://websoilsurvey.nrcs.usda.gov Print this of a

quality to be included in the school farm portfolio. Provide a copy to the team working on mapping. 4. Devise a plan for improving and maintaining the quality of soils for the school garden, using feasible ideas

from the “soils” document (attachment 7) and other resources. Review your permaculture design principles worksheet and your worksheet on lessons from the forest, and determine how some of these principles and lessons can be incorporated into your approach to soils amendments. Your plan will include the following:

a. Description of requirements: Describe the soil required for this project. Are there any quality

specifications (nutrients, constraints on use of artificial chemicals, etc.)? What are the characteristics of healthy soils for garden plant productivity?

b. Recommended approach: What sustainable, low-cost approaches do you recommend the school use in order to meet the project’s needs as it relates to soils? Break these down into (1) initial soils preparation, and (2) annual maintenance. Remember that people do not have to conduct all of the maintenance – in a well-designed system, the system itself helps to maintain the soils! (Consider the forest. What might serve as a living ground cover? Might certain animals help to maintain soils?).

c. Permaculture principles addressed: Which permaculture principles are being addressed through your recommended approach? How are these being addressed?

d. Lessons from the forest: What aspects of our approach mimic the way a natural forest maintains quality soils?

e. Required inputs: What material inputs are required to implement this? f. Required actions: What actions are required to develop and maintain this aspect of the system?

Provide your answer in terms of (1) initial inputs for soils preparation, and (2) annual inputs for soils maintenance.

g. Roles and responsibilities: Who should be involved in the labor for this work (e.g. students, janitor, parents, after school club, etc.)? Again, consider (1) initial set-up, and (2) maintenance. How can we ensure their continued involvement?

http://websoilsurvey.nrcs.usda.gov/


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Permaculture at our school Attachment 4, page 2 Plants Develop a proposed design for plants in the school garden and greenhouse. Determine which plants should be included, and their locations relative to one-another. Develop drawings of a proposed garden and/or greenhouse space. Address three important principles we use when choosing plants for a guild: usefulness, stacking, and companion planting (see “plants” attachment). Review your permaculture design principles worksheet and your worksheet on lessons from the forest, and determine how some of these principles and lessons can be incorporated into your approach. Your plan will include the following:

a. Description: Describe the approach to plant selection for this project. Are there any quality specifications (organic, native, etc.)? Will we include perennials as well as annuals? How will we incorporate the principles of (1)usefulness, (2) stacking, and (3) companion planting?

b. Recommended approach: Develop drawings of a proposed garden and/or greenhouse space indicating the proposed planting regime for years 1 and 2.

c. Permaculture principles addressed: Which permaculture principles are being addressed through the recommended approach? How are these being addressed?

d. Lessons from the forest: What aspects of our approach mimic the lessons from a natural forest? e. Required inputs: What material inputs are required to implement this? f. Required actions: What actions are required to develop and maintain this aspect of the system?

Provide your answer in terms of (1) initial inputs for plants preparation, and (2) annual inputs for maintenance.

g. Roles and responsibilities: Who should be involved in the labor for this work (e.g. students, janitor, parents, after school club, etc.)? Again, consider (1) initial set-up, and (2) maintenance. How can we ensure their continued involvement?

Composting Devise a plan for how to implement composting at our school. Include the following considerations:

a. Description: Provide an overall description of the proposed school composting program. What will it do, and what is the purpose?

b. Permaculture principles addressed: Which permaculture principles are being addressed through the recommended approach? How are these being addressed?

c. Plan for compost inputs. Describe how organic material will be collected for the compost. Where and how should organic material be collected? (e.g. cafeteria, family farms, local fish market, etc.) For school cafeteria waste, how will we ensure that students follow composting guidelines (signs, student monitors, etc.)? Conduct research with cafeteria staff and students to determine a plan that would be feasible.

d. Composting guidelines . What can and cannot be composted? What other guidelines must the school follow?

e. Infrastructure plan. What materials are needed to implement this in the cafeteria and school yard? What type and size of compost bins do you recommend? (Will we buy them or build our own? Can the shop class help with construction?) Why do you recommend this type (e.g. animal and odor control, durability, educational demonstration of low-cost, low-impact bins, etc.)? Where should the bins be located, and why? (Coordinate with the team responsible for mapping to ensure they include compost bin placement on the map of the proposed project). What material will be used to cover the bins, and where will we acquire this?

f. Actions and responsibilities. List the main tasks required, and who you propose implement these tasks. For example, will someone stand and monitor students’ placement of food wastes at first? Will someone make signs that instruct students what materials can be composted? Who will move the food


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Permaculture at our school Attachment 4, page 3 scraps from the cafeteria to the compost bins? How will donations from outside families or organizations be transported to the school? Who will cover and rotate the compost?

Water 1. Design: (a) Design a swale system, using the material provided in the “swale” attachment. (b) Calculate the

amount of water that could be collected from the school’s roof for watering a future orchard (c) Determine how water from the swale and/or rainwater collection system will be delivered to the areas needed for plants or animals.

2. Permaculture principles addressed: Which permaculture principles are being addressed through this system? How are they being addressed?

3. Required inputs: What material inputs are required to implement this? 4. Required actions: What actions are required to develop and maintain this aspect of the system? 5. Roles and responsibilities: Who should be involved in the labor for the initial set-up, and for maintenance

(e.g. students, janitor, parents, after school club, etc.)? How can we ensure their continued involvement?

Mapping and presentation preparation: Your team will work closely will all the other teams and coordinate their input into a final map, portfolio, and presentation! 1. Prepare a presentation-quality, including distances, based on the information that you gather outside and

from satellite images. On you map, be sure to include the following: a. Orientation (which way is North). This will give the aspect of the specific areas students will choose

to work in, which means which way they face) b. Shaded areas in summer and winter, c. Common direction of damaging winds, d. Existing buildings and vegetation. e. Soil types, acquired in collaboration with soils group from http://websoilsurvey.nrcs.usda.gov f. Direction of water drainage on the land based on topography (indicate with arrows) g. Proposed location of project components (greenhouse, composting bins, gardens).

2. Provide a brief description of the placement for each component, which explains

• Why is this placement useful. Will this help it to provide resources for another component? (e.g. garden waste for compost or vice-versa). Will the placement help it to collect or filter water runoff, or to catch sunlight or avoid damaging winds?

• What permaculture principles are being addressed by using this placement, and how? 3. Gather from other students all materials to be included in the school farm portfolio and presentation.

Finalize this presentation in power point or another software program. Prepare the school farm portfolio for submission, by collecting inputs from the other students. Components of the portfolio include:

a. Why do we care? Reasons that producing and procuring our food locally can make a difference. b. Lessons from our natural ecosystem for the design of our school farm c. Map of project area with detail on shading, wind direction, topography and other key features d. Map of project area with detail on location and orientation of proposed project components e. Soil map of the project area f. Summary of project design with respect to soils, composting, and plants.

http://websoilsurvey.nrcs.usda.gov/


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Permaculture at our school Attachment 5: School garden portfolio contributions a. Why do we care? Reasons that producing and procuring our food locally can make a difference. b. Lessons from our natural ecosystem for the design of our school farm c. Description of the project components d. Map of project area with detail on shading, wind direction, topography and other key features e. Map of production zones f. Map of project area with detail on location and orientation of proposed project components g. Soil map of the project area h. Summary of project design with respect to water, soils and plants.


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Permaculture at our school Attachment 6: Sample schedule Day # Date Lesson 1.1 Monday • Why do we care about where our food comes from? 1.2 Tuesday • Why do we care continued (including review of brief research

findings). 2.1 Wednesday Permaculture at our school:

o Engage, o Building on prior knowledge, o Selecting focus topics (soils, water, plants) o By the following Tuesday, students should have a

short list of the requirements and proposed approaches for their topic.

2.2 Thursday • Ecosystem observation (outdoors). • Reporting back on ecosystem observation.

2.3 Friday • Relating permaculture principles to our design. • Identifying the program components. • Introduction to mapping (sector analysis).

2.4 Monday • Site information gathering, mapping, and zoning. (Homework: Finalization of site sector and zoning maps).

2.5 Tuesday • Placing and orienting the components, meeting each-other’s needs.

• Research in groups on soils, water, plants, and other key project components. o (By Wednesday, prepare a summary of the required

inputs, actions, roles and responsibilities) 8 Wednesday • Research in groups on soils, water, and key project

components. • (By Thursday, complete the summary of this component of

the project) 9 Thursday • Finalize summaries. Edit files for entry into in School farm

portfolio. • Finalize presentation.

10 Friday • Present contributions to principal. Question and answer.


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Permaculture at our school Attachment 7: Plants Overview of a guild Permaculture gardens are based on natural forest systems. If you studied the plants growing in natural forests, you would notice that certain species of plants tend to grow together because they benefit one another. We use this idea in Permaculture gardens, but instead of using wild forest plants, we use plants that give us food, medicine or fibres, or that have some other use such as nitrogen fixation. We call this grouping of plants a guild. You should include indigenous plants, that is, plants that originate in your area, as these are well suited to the area. Indigenous plants also provide a habitat and food for wild birds and other animals threatened by the loss of their natural habitats.

Usefulness

We want to grow plants that will be useful. Therefore you should determine: • What are the foods that the school, and others who will be buying these foods, require? • What new foods could be added to the school offerings? Devise a way to collect this information (survey, interview with kitchen staff, research on how other schools have expanded their menus to incorporate fresh foods). Remember that People need to eat a wide variety of foods to be healthy. Our current diets and school lunches may not reflect our ideal future diets. A wide range of healthy organic vegetables will provide many vitamins, minerals, proteins, energy, and oils. Stacking Stacking involves using all available space, including vertical space. For example: • climbers and creepers that grow over trees and trellises • shade-tolerant plants grown under trees • groundcover plants as living mulches, to fill in the spaces at ground level and cover and protect the soil. Include at least three examples of stacking in your plants design. Companion planting Companion plants are plants that enhance each other’s functions, repel insects from each-other, or simply improve their companion’s flavor. Antagonists are plants that do not like one another. The table below lists the companions and antagonists of some common vegetables and herbs. Incorporate at least three examples of companion planting in your design.


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Permaculture at our school Attachment 7, page 2 Companion plants7

7 Source: SEED

I M P R O V I N G T H E S O I L – G E T T I N G S TA R T E D W I T H G R E E N M A N U R E

Part 5Soil

worksheet 5.1

Improving the soil – gettingstarted with green manureIn Permaculture we believe that we do not farm plants and animals, but that we farm thesoil. All of our needs come from the soil and so we need to develop healthy soil in order togrow healthy food.

Green manures are fast-growing plants that we plant on a piece of land to improve soilfertility and to protect the soil from erosion. Green manure plants may be legumes andnon-legumes. They are normally low, spreading plants that grow fast and cover the soilsurface quickly after planting. During or after the growing season, the green manureplants are cut and dug into the soil. They then decompose into humus and releasenutrients and so improve the soil.

Green manures conserve and improve the soil in several ways:= Legumes take nitrogen from the air and fix it in a form they can use. Once dug into

the soil, the legumes decompose and the nitrogen becomes available to otherplants grown there.

= Green manure crops prevent the soil from being washed away by rainwater orblown away by wind.

= The green manure crop protects the soil from the direct heat of the sun, helping itretain moisture.

= Green manure crops quickly cover the soil and so help to control weeds.= The green manure crop can be grown as a pure stand, so it enriches the soil for

other crops to be grown in the next season. It can also be grown as an intercropbetween rows of another main crop, such as maize, sorghum and millet, or beneath fruit trees.

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A green manure crop can be grown as a pure stand.

B

Text Box

Permaculture at our school, Attachment 8 Source: A Resource Book for Permaculture. IDEP Foundation.

I M P R O V I N G T H E S O I L – G E T T I N G S TA R T E D W I T H G R E E N M A N U R E

Common legumes used for ground covers/living mulches are cowpeas, vetch, red cloverand lupins. Green manures can also be non-legumes such as barley, ryegrass, pumpkins andmustard. All these crops are grown in summer, except for ryegrass, lupins and barley, whichcan be grown in winter.

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Activity 5.1

Group work

Planting a green manure cropEach group will needtools for clearing the land, digging and levelling the soil (garden forks,spades, hoes, rakes); ground cover legume seeds; Rhizobium inoculant forthe seeds; a way to water the seeds (watering can, hosepipe)

1. Each group will sow an area with legume seeds. Your teacher will tellwhere your area is.

2. You first need to prepare your area. Clear any unwanted plants growingon the area. You can do this by pulling or digging them out of theground. Pile the removed plants nearby to be made into compost later.

3. Dig over the soil with a garden fork, spade or hoe. Move backwardswhen you work so you do not stand on the area you have just dug.

4. After digging, use a rake to break up the soil lumps. For bigger areas,farmers and gardeners use rotary hoes, which run on petrol.

Dig over the soil with a garden fork, spade or hoe

A green manure crop canalso be grown as an intercrop between rowsof another maincrop

Part 5: Soilworksheet 5.1 Improving the soil – getting

started with green manureDuring the establishment of a school Permaculture food garden, the planting ofgreen manure crops serves to expand the cultivated area of a garden by beginningto prepare the soil for planting in later years.

Activity 5.1 Planting a green manure cropWork in groupsThe purpose of this activity is to establish an area of the school garden with alegume green manure crop.

Each group will needtools for clearing the land, digging and levelling the soil (garden forks, spades,hoes, rakes); ground cover legume seeds; Rhizobium inoculant for the seeds; a wayto water the seeds (watering can, hosepipe)

Legume seeds and Rhizobium inoculant for the seeds are available from farmersupply shops which you find in most small towns. Land clearing tools are notfrequently needed in a Permaculture garden, so you could get learners to bringtools from home rather than buying such tools for sole use in the school garden.

Answers to questionsThe functions of a legume cover crop (green manure crop) include:� Legumes take nitrogen from the air and fix it in a form they can use. Once dug

into the soil, the legumes decompose and the nitrogen becomes available toother plants grown there.

� Green manure crops prevent the soil from being washed away by rainwater orblown away by wind.

� The green manure crop protects the soil from the direct heat of the sun,helping it retain moisture.

� Green manure crops quickly cover the soil and so help to control weeds.

Curriculum LinksOutcomesCO2: Work effectively with others as members of a team, group, organisation andcommunity.

CO3: Organise and manage themselves and their activities responsibly and effectively.

CO6: Use science and technology effectively and critically showing responsibilitytowards the environment and the health of others.

AssessmentAssess the answer to the activity question. You can also assess one or more of thecritical outcomes listed above.

worksheet 5.2 Improving the soil – sheetmulching

Activity 5.3 Sheet mulching your gardenGroup workEach group will needslashing tools, newspapers, cardboard, agricultural lime, bonemeal, chickenmanure, seed-free dried grass or straw, good compost or well-rotted manure,vegetable seedlings.

Other materials you can use for sheet mulching include: old carpets, carpetunderfelt, old mattress/clothing, horse-stable straw, poultry manure in sawdust,

T E A C H E R ’ S N O T E S – PA R T 5110


seagrass or seaweed, leaf mould or raked leaves, pine needles, nut shells, leafmould or raked leaves, bark, chips or sawdust.

This activity involves learners in the work of establishing the fertility needed for afood garden. Sheet mulching also conserves water and control weeds.

You need to collect sheet mulching materials before learners do this activity. Hereare some ideas:� Send each learner home with a letter to their parents asking them for materials

for the school food garden. These materials can include building rubble, suchas bricks, or any other material that would be suitable to line paths;newspapers and cardboard.

� Get involved in the waste disposal systems at the school. All garden wasteshould be piled in one place to be composted. This could be used for sheetmulching.

� Contact local sawmills, horse stables or poultry farmers to get untreatedsawdust or manure delivered to your school.

There is also a need for teachers to do the garden design beforehand. This involvesdeciding where beds and pathways should go. Mark out the shape of the garden.With the learners help, mark pathways with bricks or stones, and put cardboard inthe pathways. Include chicken fodder in the garden design by allowing for thepositions of a chicken tractor, fodder legumes, fodder trees, etc.

Curriculum linksOutcomesCO2: Learners work effectively with others as members of a team, group,organisation and community.


NS LO3: Learners demonstrate an understanding of the interrelationship betweenScience and the environment.

AssessmentThis activity gives a good opportunity for assessing CO2: Learners work effectivelywith others as members of a team, group, organisation and community.

Activity 5.3 Investigate the effect of mulching soil moistureHome activity1. This activity should demonstrate to learners how mulched soil stays wet for

longer than soil with no mulch. It is a basic investigation in which they need tocompare the wetness of two identical areas of soil when one is mulched andthe other is unmulched. For this to be a fair scientific test, all the conditions,other than the mulch, should be exactly the same.

2. This activity looks at the mineral component of the soil. Its main purpose is tomake learners aware of the length of time it takes for soil to form and,therefore, of the importance of conserving and improving soil.

Answers to questionsWeathering agents include:

1. Temperature changesHigh temperatures in the day cause rocks to expand. To expand is to get bigger.Low temperatures at night cause rocks to contract. To contract is to get smaller.The expansion and contraction of rocks over a long time causes them to crackand break into smaller pieces.

2. Running waterWhen water flows in streams and rivers, stones are moved and rubbedtogether. Small pieces of rock break off. After hundreds of years these piecesbecome soil.

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3. RainFalling rain slowly weathers rocks.

4. WavesAt the places where the ocean meets the land, large waves of water hit againstthe land. Waves that hit against rocks cause the rocks to slowly wear away.Waves also carry small rocks backwards and forwards so that they rub againstone another and slowly break up into soil.

5. WindWind carries small particles of soil. When wind blows against rock the soilparticles beat against the rock and slowly wear away the rock to form more soil.

6. PlantsMosses and lichens are tiny plants that grow on the surface of rocks. Thiscauses the rocks to break up into smaller pieces. The roots of trees that growalong rocks cause them to crack.

7. AnimalsThe movement of animals over rocks over a long period of time weathers themto soil.

Curriculum LinksCore knowledge and contentNS Planet Earth and BeyondSoil consists of weathered rocks and decomposed organic material. Soil forms bynatural processes, but it takes an extremely long time to form.

OutcomesNS LO1: Learners conduct investigations and collect and evaluate data andcommunicate their findings.

NS LO2: Learners know, interpret and apply scientific knowledge.

CO4: Collect, analyse, organise and critically evaluate information.

CO5: Communicate effectively using visual, symbolic and/or language skills invarious modes.

Assessment1. Assess the written report giving the aim, method, observation and conclusion

of the investigation.2. Assess the written essay about weathering agents.

worksheet 5.3 Improving the soil – worm farmsActivity 5.4 Keep a worm farmClass workSchools have immense success with their worm farms as a cheap and easy meansof getting rid of organic waste and creating excellent fertiliser. The aim of thisactivity is to establish a worm farm for the school food garden. Once established,there will be ongoing maintenance work to feed the worms with plant waste. Asthe population of the worms increases, they can be removed to start new wormfarms and to introduce worms to new areas of the garden. The questions at theend of the activity link worms to the sense organ content of the curriculum.

You will need� A container for the worm farm. There are many types of suitable containers for

keeping worms, including simple polystyrene or wooden boxes from the shops,an old metal drum, an old bath tub or old tyres. There must be holes in thebase of the container to let water drain out.

� Two or more bricks to raise the container off the ground so that water candrain out easily.

� At least 2,000 compost worms. These worms will breed and multiply to about8,000 worms in 6 months. To obtain worms to start your worm farm, speak topeople from SEED or other Permaculture projects.

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� Organic starter material, which can include partly decomposed compost, straw,grass clippings, shredded paper, fruit and vegetable waste or leaf mould. Thereshould be enough to half-fill the container.

� A loose cover, such as Hessian sacking. If you do not have hessian, you coulduse a sheet of cardboard or even a whole newspaper.

� Grit – a mixture of soil and sand, needed by earthworms for digestion.

Answers to questions1. a) Encourage learners to watch the worms and see what the preferred foods

are before answering this question.2. a) Earthworms do react when you take off the cover. They move away from

the light.b) The five senses of people are sight, smell, touch, hearing, taste.c) Earthworms moving away from light suggests that they must have sense

receptors that are sensitive to light.

Curriculum LinksCore knowledge and contentNS Life and LivingAll living things can respond to their environment in various ways; animals,including humans, have specialised sense organs.

OutcomesNS LO2: Learners know and are able to apply scientific and environmentalknowledge.

CO2: Work effectively with others as members of a team, group, organisation andcommunity.

CO3: Organise and manage themselves and their activities responsibly andeffectively.


AssessmentAssess the answers to the activity questions. You can also assess the critical outcomes.

worksheet 5.4 Setting up soil fertility systems –mulch banks

Activity 5.5 Investigate the causes of erosionClass workYou will needa tin with holes in the bottom, 3 plastic containers, 3 of the same types of boxessuch as shoe boxes or a large washing powder box, 9 bricks, soil, sods of grass,fallen leaves from under a tree

The aim of this activity is to cover the Natural Science core content about soilerosion. The activity demonstrates how bare soil promotes soil erosion, whileground cover prevents it. Soil erosion is taught at the same time as mulch banksbecause mulch banks can play an excellent role in preventing erosion as well asacting as a source of mulch and composting material. You can set up theequipment for this activity as a permanent demonstration in the food garden. To dothis, it is better to raise the equipment above ground level so that people can easilysee it and do not trip over it.

Answers to questionsa) The least soil should have collected in the container where the soil was

covered in grass.b) The most soil should have collected in the container that had no soil cover.

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T E A C H E R ’ S N O T E S – PA R T S 5 A N D 6

c) The least water collected in the container where the soil was covered ingrass.

d) The most water collected in the container that had no soil cover.e) One brick in front of the box, but two bricks at the back of the box gives

the box a slope to behave like sloping ground.f) The activity shows that ground cover reduces erosion and the run off of

water.

Curriculum LinksCore knowledge and contentNS Planet Earth and BeyondErosion of the land creates landforms that we see and also results in deposition ofrock particles that may be lithified to form sedimentary rocks. Erosion anddeposition can be very slow and gradual or they can occur in short catastrophicevents like floods.

OutcomesNS LO1:Learners conduct investigations by carrying out instructions involving asmall number of steps. They then evaluate their data and communicate their findings.

AssessmentAssess the answers to the activity questions.

worksheet 5.5 Improving the soil – compostActivity 5.6 Make compostClass workThis activity involves learners in the ongoing work of establishing the infrastructureof a food garden. It also teaches the theory and practice of compost makingwhich can be continued in their home situations as means to reduce waste andimprove gardens.

Curriculum linksOutcomesCO2: Work effectively with others as members of a team, group, organisation andcommunity.

CO3: Organise and manage themselves and their activities responsibly andeffectively.


AssessmentYou can also assess one or more of the critical outcomes listed above.

Part 6: Waterworksheet 6.1 Using the water cycleActivity 6.1 Investigate transpirationWork as a classYou will needa clear dry plastic bag, a piece of string

This activity demonstrates that transpiration – the loss of water from the leaves ofplants – does take place. It is best to do this activity on a warm sunny day.

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120 F a c i l i t a t o r ’s H a n d b o o k f o r Pe r m a c u l t u r e W o r k s h o p s

P R E S E N TAT I O

NFACILITATOR

Presentation : Mulching for soil improvement

Method : Facilitator presentation

Tools : Diagrams of mulch and non-mulch

References : PC Book MOD 4 - Healthy Soil

Objective :Participantsunderstandwhatmulchisandthebenefitsofusingit

In natural forests, leaves, rotting trees, materials, animal manure, and even

dead animals all make a cover of “mulch” on the ground, like a skin.

This skin is continually being added to and continuously decomposing.

Mulch (skin) provides:

Nutrients and organic matter for the soil which is used by plants and trees. •

Continuous food supply for plants and soil biota in your garden.•

Greatly reduced amount of weed growth. •

Moderated soil temperature, which creates a healthier environment for plants.•

Balanced pH in the soil.•

Improved soil structure which makes the soil easier to dig.•

Water retention in the soil.•

Natural protection from the soil drying in the sun.•

Natural protection from erosion caused by the rain.•

Natural protection from drying and erosion caused by wind.•

By mirroring nature, we can make and use mulch to dramatically improve soil health.

W o r k s h o p M o d u l e 4 : H e a l t h y S o i l 121

Various methods and tips for mulching

Before mulching:

Use rocks, thick branches, or other materials to make garden borders. This will • help to hold the mulch, give room for soil to build up, and prevent erosion.

If you put compost under mulch it will maximize the benefit of the compost.•

When/where to use mulch:

For seeds and seedlings, mulch the land before planting.•

For trees, mulch underneath the outside leaves - continuous mulching will • improve tree health and productivity.

For vegetables, plants, and trees, DO NOT let mulch touch the stem or trunk - • this is very important in the wet season to prevent rot and mould.

Mulching paths will help save water.•

What kind of mulch to use:

Use finer (smaller size) mulch for vegetable beds and coarser (larger size) mulch • for large crops and trees.

When you use weeds to make mulch, remove weed seeds to use as animal • fodder or liquid compost material – this will reduce weed growth

Legumes, grasses, and other plants can be grown to produce mulch.•

Rice and coffee husks need to be composted or dried before being used as • mulch - put in a big pile for 1 month or more before use.

How much mulch you should use:

Ensure there is always a good layer of mulch throughout the plot.•

About a 5-10cm layer and a 20cm layer for fruit trees.•

For more information about mulching, see PC Book MOD 4 – Healthy Soil.


E X E R C I S E

CRE

ATIVE THINKING

Creative thinking : Legumes and their uses

Method : Group and workgroup brainstorms

Tools : Black/white board or large paper or Meta Plan, markers


Objective : Participants create a list different legumes and their uses

Step 1

Using something like the table below, the facilitator can ask the participants to identify

local legume varieties (table 1).

Step 2

Ask the participants to split up into smaller work groups (see the Resource Book) and

have each workgroup come up with ideas for table 2 (a) uses for that legume plants, and

(b) where the legume could be planted.

The answers listed below are supplied for the facilitator only for prompting

ideas and discussions if the participants need help.

Type of legume Various uses Where to plant

Beans For vegetables, provides nitrogen for the soil Everywhere

Moringa For vegetables, provides nitrogen for the soil, pest control (ant) Dry land

Merak flower Decorative plant, provides nitrogen for the soil Dry land

Turi tree Provides nitrogen for the soil, shade plant Rice field, along the streets

Gamal tree Animal feed, shade plant, provides nitrogen for the soil Garden, rice field, farm

Lamtoro tree Animal feed, shade plant, provides nitrogen for the soil, for vegetable Garden, rice field, farm

Pete tree Shade plant, provides nitrogen for the soil, for vegetable Garden, rice field, farm

Jengkol tree Shade plant, provides nitrogen for the soil, for vegetable Garden, rice field, farm

Table 1. Table 2.

Step 3

After each workgroup has noted their ideas, ask them to present their ideas and integrate them onto the chart (table 2.)


Field activity : Mulching a garden bed

Method : Identify, collect, and use mulch material

Tools : Mulch materials, mulch cutting tools


Objective : Participants practice various mulching techniques

Preparation

The facilitator should prepare the following:

Rocks, thick branches, or other materials for making garden borders. •

Compost.•

Mulch materials.•

Tools for chopping mulch materials.•

Locations with:

Fruit trees. • Paths.•

Vegetable beds. • Seedlings.•

Running this exercise

Divide the participants into workgroups, and have each group choose a target • area for their mulching exercise (i.e. trees, beds, paths, seedlings).

Ask the participants to identify and collect various mulch materials. •

Prepare the mulch materials – bulkier materials should be chopped up.•

Have the groups apply the mulch at the various locations.•

Together with the entire group do a survey of each of the mulched sites • and discuss together the various samples of mulching they have created. Congratulate good examples, and give tips and feedback on how some could be improved (if necessary).

Additional exercise

The facilitator can give the “Mulching test” exercise in the “Mulching” section of PC Book

MOD 4 - Healthy Soil to the participants to try for themselves after the workshop.

F I E L D A C T I V I T

Y

PARTICIPATORY


P R E S E N TAT I O

NFACILITATOR

Presentation : How to use legumes

Method : Facilitator presentation and group brainstorm

Tools : Images that help explain how legumes work


Objective : Participants know how legumes work and how to use them

Nitrogen is an essential element for healthy plants. It also helps fruit production. Legumes are plants that put nitrogen into the soil. There are many different legumes in Indonesia, including annuals (complete life cycle in 1 year) and perennials (complete life cycle in 2 or more years).

How legume plants put nitrogen in the soilBacteria in the soil called Rhizobiu attaches itself to legume plant roots which “fixes” nitrogen from the air into the soil in small storage balls called “nodules”. These nodules:

Are attached to the plant roots.•

Are the size of match heads or smaller.•

Provide nitrogen for the legume plant.•

When legumes die or shed their roots extra nitrogen nodules that the legume plant has not used goes back into the soil and are available for other plants to use.

The facilitator can encourage a discussion with the participants about:

Other products legume plants can provide.•

Other functions local legume plants can provide.•

Techniques for using both annual and perennial legumes.•

The answers listed below are only supplied as guidelines for the facilitator should the participants need help or prompting for ideas and discussions.

Besides nitrogen fixing, legumes provide many other products and functions:

Products - Food, animal fodder, mulch/compost material, timber, firewood, medicine.•

Functions - Windbreaks, living fences, shade trees, trellising.•

Annual legumes can be grown together with vegetables, annual crops and with trees.

Techniques for using annual legumes:Rotation of crops.• Green manure crops.• Annual crop integration. •

Perennial legumes can be grown together with annual crops, fruit trees and other trees.

Techniques for using perennial legumes:Living fences.• Legume tree terraces.• Perennial crop integration.• Pioneer trees.•

See the “Legumes” section in PC Book MOD 4 – Healthy Soil for detailed explanations of the techniques and other tips about using legumes.


Field activity : Various methods of using legumes

Method : Try three different ways of using legumes

Tools : See exercise preparation below

References : PC Book MOD 4 – Healthy Soil;

PC Book MOD 5 – Seed Saving and Nurseries;

PC Book MOD 8 - Forests, Tree Crops, and Bamboo

Objective : Participants try and learn three methods for using legumes

The 3 methods for using legumes that are covered in this activity are:

Planting annual legumes as a green manure crop.•

Planting seeds or cuttings of perennial legumes on terraces or swales.•

Pruning established legumes for animal fodder, compost material, or mulch.•

Preparation

Annual legume seeds to be planted as a green manure crop.•

A garden bed or area ready for a green manure crop.•

Seeds or cuttings of perennial legumes to plant.•

If possible, swales or terraces that are ready for planting.•

Established legume trees that can be pruned back.•

Appropriate tools for each activity.•

Note: The perennial legumes planting part of this activity will achieve better results (and

show integration techniques) if the legumes are planted in an area that has already been

shaped into swales or terraces which are on contour. If the terraces/swales are close

together, only plant every 2nd terrace/swale with the legumes. The terraces/swales not

planted with legumes can be planted with pineapples, lemon grass, comfrey, or other

plants. This with prevent problems arising from too much shade. If this is not possible,

plant legumes as a living fence around a garden.

Running this exercise

The facilitator can give a brief overview of each activity including a short • demonstration of each technique.

Divide the participants into 3 workgroups and have each group choose and then • carry out a “using legumes” activity.

Together with the entire group visit each site and discuss together what has • been created. Give tips and feedback on how some could be improved (if necessary).

For more information about these three techniques see PC Book MOD 4 – Healthy Soil, PC Book MOD 5 – Seed Saving and Nurseries, PC Book MOD 8 - Forests, Tree Crops, and Bamboo.

F I E L D A C T I V I T

Y

PARTICIPATORY


P R E S E N TAT I O

NFACILITATOR

Presentation : About natural fertilizers

Method : Facilitator presentation and group brainstorm

Tools : Images that help explain how compost and liquid fertilizer works


Objective :Participantslearnaboutthebenefitsofnaturalfertilizers

Compost is made up of organic matter which is broken down by soil biota into a concentrated, nutrient-rich source.

Compost is mainly made up of carbon and nitrogen. Plant material is mostly carbon with a small amount of nitrogen. Manure is mostly nitrogen with a small amount of carbon. Compost also contains many other nutrients, minerals, trace elements, and soil biota.

Compost can be added at the bases of fruit trees or amongst vegetable crops to provide extra nutrients and improve the soil quality, which is very important for future crops.

There are many different ways to make compost – From a simple mix of rice husks and cow manure to various combinations of many different types of materials. What you use depends on what materials are readily available.

The facilitator can encourage a discussion with the participants to identify:

Different readily available compost ingredients.•

Different ways to make compost ingredients more readily available.•

The essential functions compost provides for plants and for the soil.•

Liquid fertilizer is a very good nutrient rich natural fertilizer made from small amounts of manure and other ingredients. It is easy to prepare and very useful for nurseries, small gardens, large crops, rice paddies, fruit trees, and other tree crops. It can easily be spread over a large area. Liquid fertilizer can be made in any size container from a bucket to a steel drum - the more the better. It can be made and stored anywhere. It is a very strong concentration and needs to be diluted with water before use, which means it should be stored near a water supply.

The facilitator can encourage a discussion with the participants to identify:

Different readily available liquid fertilizer ingredients.•

Different ways to make liquid fertilizer ingredients more readily available.•

The essential functions liquid fertilizer provides for plants and for the soil.•

The facilitator can also encourage a discussion with the participants to identify the differences between natural fertilizers (compost and liquid fertilizers) and chemical fertilizers, as well as their impacts.


P R E S E N TAT I O

N

FACILITATOR

Presentation : Various natural fertilizing techniques

Method : Facilitator presentation

Tools : Images of various compost and liquid fertilizers being made and used


Objective : Participants learn about various compost and liquid fertilizer techniques

There are 6 different methods of composting, plus explanations about liquid fertilizer,

described in PC Book MOD 4 – Healthy Soil.

They are

Quick compost heaps1. - Made all at once with many different materials, turned after 2 weeks, ready to use in 1 month. Excellent for home gardens and intensive agriculture.

Slow composts2. - Continuously made over time, usually are made larger than quick compost heaps. Excellent for farms and larger crops.

Compost baskets and trenches3. - Part of the garden beds or next to fruit trees, partly in the ground and partly above the ground, provides a constant supply of nutrients to plants through the soil as well as compost to use on top of garden beds.

Banana pit or pit composting4. - A large pit for making slow compost. The compost will continuously feed bananas or any plants growing around the pit. When ready the compost can be removed to use in other places.

Direct composting5. - Quick compost made in a place where a garden bed will be made or a fruit tree will be planted. The soil and new plants will have a good supply of plant food and soil biota from the compost.

Liquid fertilizer6. - Plant food and good bacteria in a liquid form. Great for fast

results and for covering large areas of land.

H A R V E S T I N G A N D S T O R I N G R A I N WAT E R 51

Step 1: Use an A-frame to mark the contours. Yourteacher will show you how to do this

Step 2: Dig the ditches along the contours. Place the topsoil that you removeon the downhill side to form a bank

Contour ploughing along contour lines

bank on downslope side

ditch

SwalesSwales are ditches dug along contour lines, especially to harvest water. Contour lines areimaginary lines that run along points on the land that are at the same height. Swalesspread and sink rainwater that would otherwise run off the site. Swales can be smallditches in a garden or a large trench in a field. The pictures below explain how to buildand use swales.

B

Text Box

Permaculture at our school, Attachment 9 Source: SEED (Schools Environmental Education and Development). www.seed.org.za May be photocopied for educational non-commercial non-profit purposes

H A R V E S T I N G A N D S T O R I N G R A I N WAT E R52

Step 4: Plant trees and other useful plants on thebanks so that they can use the water in the swaleand hold the soil on the banks

Think about rainwater harvesting design1. Which of the following words describe the way that rainwater tanks

harvest water?slow sink spread save

2. Which of the following words describe the way that swales harvestwater?slow sink spread save

3. By using rainwater tanks and swales, you are using the Permacultureprinciple of “recycling resources on site”. Explain how this is done by a)rainwater tanks and b) swales.

Activity 6.4

Individual work

water-lovingplants such as

taro (amadumbe)and rice in the

swale

vegetable and herb plants thatprefer drier conditions on topof or behind the bank

fruit trees to latersupply fruit

shade-lovingground coversuch as sweetpotato

water-edgeplants such asasparagus and

gooseberry

fast-growing trees tostabilise the bank

stones to close theends of the swales

Step 3: Use stones to close both ends of the swales, otherwise water will flow out of the swale and erode thesoil down the slope


worksheet 6.2 Managing our water resourcesActivity 6.3 Investigate the water use at your schoolPair workThis activity can be done during class time. The whole class can move together orthe pairs can move independently. They could do it during break time when there ismore activity around the use of water.

Curriculum LinksCore knowledge and contentNS Life and LivingWater plays an important role in ecosystems, sustaining both plant and animal life.Industrial, agricultural and domestic uses may have a serious impact on the qualityand quantity of water available in an area.

OutcomesNS LO1: Learners conduct simple surveys and record observations or responses.

NS LO3: Learners demonstrate an understanding between Science and society.

AssessmentAssess the mindmaps.

worksheet 6.3 Harvesting and storing rainwaterThis worksheet explores rainwater harvesting through rainwater tanks and swales.

Installing rainwater tanksInstalling tanks for the collection of rainwater can greatly improve water supply atyour school. It certainly will be beneficial for establishing and maintaining aPermaculture garden. Funds will need to be raised to buy watertanks.

You will probably need to be able to calculate how much rainwater can be collectedfrom your school roof. To do this you multiply the average annual rainfall of yourarea by the surface area of the roof or roofs from which rainwater will be collected.

Get the average annual rainfall of your area from a school atlas or from the rainfallmap in Part 2. Calculate the surface area of the roof as follows.

Surface area = length x breadth

Measure the length of the roof in metres on the ground below the roof.

If the roof is a lean-to, and almost flat, you can find the breadth in metres in asimilar way to how you found the length. That is, by measuring the breadth of thebuilding.

Remember rainfall is usually measured in millimetres (mm); so you will need toconvert it into metres, before you multiply it with the surface area of each roof.

1 metre (m) = 1 000 millimetres (mm)

Complete a table such as the one below and use it to calculate the volume of rainyou could harvest from the school roof/s in an average rainy season.

116

Name of Roof Roof Area of roof Average Possible volume of building length (m) breadth (m) (m x m = m2) rainfall (m) water that could be

harvested (m3)

Total volume of rain that could be harvested from the school buildings in anaverage rainy season

= ….…… m3

Since 1 m3 = 1 000 litres, multiply the number of cubic metres by 1 000 to get thenumber of litres.

Rainwater tanks usually can hold 5 000 litres. Using the information from yourtable, you can decide on the ideal number of tanks and where would be best to putthem on the school grounds.

Four principles of water harvesting� Top down. Start work at the highest point of the piece of land. Control water

there first, and then work your way down the slope, putting your design intoeffect.

� Spread and sink. Unless you are specifically carrying water to a dam, pond ortank, sinking water (allowing it to seep into the soil) is the aim of all watermanagement.

� Spillways. Pay special attention to all spillways. These are the weak links in anywater-harvesting earthwork. You must design them to stand up to the worststorm. This includes spillways from a dam or pond, from ditches, or from asmall pit catching water off a roof. Use the principle above on the spillways:spread and sink.

� Ground cover. Always aim for maximum ground cover. In the end, groundcover is the best water-harvester of all. You can design sports fields so that theyhave banks all round to catch the water; but ensure also that the fields are aswell covered by grass. In the long term, the grass will mean much more thanthe banks in terms of sinking water.

The following section explains how to make and use an A-frame for findingcontour lines.

A contour tool – the A-frameMAKING THE A-FRAME

1. Use the poles and frame in the shapeof an A.

2. Tie one end of the string to the topof the A.

3. Tie the stone to the other end ofthe string so that it hangs downjust below the horizontalcrossbar of the A.

CALIBRATING THE A-FRAME

4. Stand the A-frame upright in level ground. Mark theground where the legs stand.

5. Hold the A-frame still, and use a pencil to markwhere the string crosses on the cross bar.

6. Turn the A-frame around, so that each leg standsexactly where the other had stood.

7. Make a second light mark on the cross-bar where thestring crosses.

T E A C H E R ’ S N O T E S – PA R T 6 117


8. The two marks on the cross-bar should be fairly close to each other. Mark thepoint halfway between the two marks as this will show where the string wouldcross on perfectly level ground. Make this mark with a koki or cut it with a knife.

MARKING THE CONTOUR9. Choose a place on the slope to begin. Stand the A-frame up and mark where

the first leg stands with a peg or a stone.10. Keeping the A-frame upright, and without moving the leg, swing the second

leg up or down the slope until the string crosses exactly at the heavy koki mark.11. Mark where the second leg stands.12. Keeping the second leg in the same position, lift the first leg up and pivot it

around. Move it up or down the slope so that the string crosses the cross-baron the koki mark.

13. Mark where the first leg is now with another peg or stone.14. Continue in this manner till the end of the field.15. The line of pegs/stones will mark a contour line: they will be at the same height

on the slope. The pegs are usually not in astraight line. If necessary make a smoothcurve by moving them up and down alittle.

16. To mark another contour line,move up or down the slope acertain distance (usually about20m on a gentle slope, or1,5m on steeper slopes).Repeat the process fromstep 9 onwards.

17. You can then digditches, constructterraces or planttrees along thecontour linesusing thepegs/stones asa guide.

118

General rules for building swalesThe steeper the slope, the closer together, narrower and deeper the swales mustbe. Use the following as a guide:

% slope Distance between two swales

0-3%

40 m

3-8%

20 m

8-15%

15 m

COMPOSTING: A Guide for South Carolina Schools Page 1

COMPOSTING: A Guide for South Carolina Schools

A Publication of the S.C. Department of Health and Environmental Control’s

Office of Solid Waste Reduction and Recycling

www.scdhec.gov/recycle

1-800-768-7348


B

Text Box

Permaculture at our school, Attachment 10. Source: ww.scdhec.gov/recycle


The S.C. Department of Health and Environmental Control (DHEC) encourages schools to set up composting programs. Whether a large-scale, school-wide program or small, single-classroom effort, composting helps schools reduce waste, protect the environment, create a useful product, provide a hands-on learning experience for students and perhaps save money. Although there are basic requirements for schools to follow and possible risks to be aware of (see page 7), composting can be fun and easy to do.

“Composting: A Guide for South Carolina Schools” provides recommendations for collecting organic material at school, selecting and placing bins as well as actually composting.

What is composting? Composting is the controlled, natural decomposition of organic material such as yard trimmings (e.g., grass clippings, leaves, branches) and food scraps. Microorganisms break down this material into compost – a crumbly, dark-colored and soil-like material. This material is a nutrient-rich product that can be used in gardens and flower beds as well as on the surrounding lawn.

There are many benefits to composting and using compost.

n Composting reduces the amount of waste a school sends to a landfill. Organic material makes up a large portion (30 to 40 percent according to some studies) of a school’s waste stream.

n Composting may help schools save money. Schools may save money by reducing the frequency of garbage collection and/or the number of dumpsters needed on campus. In addition, using compost may save money by reducing water usage for landscaping and the need to buy compost.

n Composting at school presents hands-on environmental education opportunities. Composting provides a forum for teaching topics such as decomposition, pollution, habitat loss, microbiology, chemistry and soil ecology. Composting also helps students understand their responsibility in reducing and managing waste as well as becoming community and environmental stewards.

n Compost is a beneficial product. Compost improves soil quality by increasing air circulation (aeration) and water-holding capacity (reducing the need to water) as well as helping plants absorb nutrients. All of this leads to healthier plants.

n Compost reduces or eliminates fertilizer and pesticide use. This helps protect the environment by reducing runoff pollution.

Composting: Part of a Well-rounded Recycling ProgramComposting has been shown to reinvigorate conventional recycling programs and awareness of waste reduction in general, resulting in further environmental and economic benefits.


Before Starting …There are many small and large details in setting up and implementing a school composting program. It is essential to address these details to have a successful program. Here are some basic recommendations to consider.

1. Learn, organize and plan. Learn as much as you can about school

composting and gather support for the program. Take time to plan and address the details. Know how the composting process works and the necessary tools that are needed. Composting can be easy and fun to do. Remember, it’s fine to start small and grow the program.

2. Gather champions. The composting program leader plays an integral role, but other

champions – including administrators, teachers, students, cafeteria and kitchen staff as well as housekeeping and groundskeeping staff – will be needed. Don’t forget parents and community volunteers.

3. Educate and train. Education is vital for a successful composting program. Teachers,

staff and students – everyone involved – must be trained to varying degrees about composting. Classroom instruction should include lessons on composting.

4. Promote the program. The following activities will increase

understanding and awareness as well as participation. Create posters. Make announcements. Place information on the school’s Web site. Form a composting club. Celebrate Earth Day (April 22), International Compost Awareness Week (the first week of May) and America Recycles Day (November 15).

Students need to be involved.Students can feel ownership of the program if they are involved in the process. Each student will need to sort his or her leftover breakfast, lunch or snack items into separate containers. Other students can be used as monitors to ensure that material is sorted appropriately. Students can carry the material to the compost bin, turn the material in the bin and even place the final compost product – with guidance – on campus.

Web Resources ...n Visit DHEC’s Office of

Solid Waste Reduction and Recycling’s composting Web page at www.scdhec.gov/compost to learn more.

n Clemson Extension has an extensive amount of information on composting at www.clemson.edu/extension/hgic/plants/other/compost_mulch/hgic1600.html.

n Cornell University’s Web site explains how to compost either indoors or outdoors and gives detailed information on the science of composting. It also includes frequently asked questions and a composting quiz. Visit http://compost.css.cornell.edu/schools.html for more information.

n “It’s Gotten Rotten” is a video designed to introduce high school students to the science of composting. It focuses primarily on the biology of the invertebrates and microorganisms that decompose organic matter. Students are shown designing and using both indoor and outdoor composting systems, observing living organisms and using compost to grow plants. Visit http://hdl.handle.net/1813/11656 to learn more.

www.scdhec.gov/compost


www.clemson.edu/extension/hgic/plants/other/compost_mulch/hgic1600.html




http://compost.css.cornell.edu/schools.html



http://hdl.handle.net/1813/11656

http://hdl.handle.net/1813/11656


Where and how should organic material be collected at school?

There are two general types of organic material – yard trimmings and food scraps.

Generally, school maintenance staff will be in charge of yard trimmings collection and organization. There are three major types of yard trimmings on campus: grass clippings; leaves; and branches.

If grass is mowed so as not to remove more than a third of the blade length, the clippings can be left in place to decompose – returning nutrients and perhaps water to the soil. If grass clippings are collected and composted, they should be considered high-nitrogen material (also known as “greens”).

Fallen leaves are a great source of high-carbon material (also known as “browns”). To speed the composting process, use a mower to shred leaves before adding them to the compost bin. Branches, logs and twigs greater than a half inch in diameter or more than 8 inches long can be put through a shredder/chipper to speed the process.

Because material must be added to the compost bin in a timely manner (see page 7), yard trimmings and food scraps collection should be coordinated.

Getting Started …

These materials CAN BE COMPOSTED at school ...n “Greens” (high-nitrogen material) – Fruit and

vegetable scraps, bakery waste, bread and grains, coffee grounds and filters, tea bags and eggshells generated in on-site cafeterias as well as yard trimmings from the school grounds

n “Browns” (high-carbon material) – Non-recyclable paper, non-recyclable paperboard, paper towels, leaves, clean sawdust and wood shavings from untreated wood

Remember, only organic material generated on campus may be composted (see page 7).

These materials CANNOT BE COMPOSTED at school ...n Meat, fish, poultry, bones, fats, grease/

cooking oil* and dairy products – Recycle or dispose of properly.

n Evergreen leaves (e.g., magnolia leaves), coated paper as well as sawdust and shavings from painted or treated wood

n Plastics (including bags, wrapping, ties and string)

What can and cannot be composted?

The cafeteria and kitchen, where most of the food scraps are produced, are obvious places to begin collection. Schools also may collect organics for composting in locations beyond the cafeteria, including the faculty lounge and classrooms. Paper towels from faculty rest rooms are another potential source.

When starting a composting program, it may help to start in the cafeteria and expand to other areas over time. Discuss with kitchen staff the best way to collect scraps from food preparation. Respect their time and ability to make good decisions.

To collect food scraps in the cafeteria, the material will need to be sorted. How should the sorting area be set up? The following are guidelines for a general setup, but other procedures may work better in your school.

n Provide separate containers, preferably color-coded, for food scraps, recyclables (e.g., plastic milk or juice bottles), waste and liquids (pour down the drain).

n Clearly label the containers.

Long lines typically occur at schools that dismiss students by table or class. One way to reduce congestion is to allow students to properly sort what

* Although grease/cooking oil cannot be composted, commercial recycling services are available in some parts of the state. For more information, call 1-800-768-7348.


is left on their tray at their leisure. Other options include setting up containers in a way that allows for the flow of two lines or having several sets of containers in different parts of the cafeteria as opposed to one central location. Keep in mind that it will take time for the students to get up to speed.

Compost Bins

Type, size and placement are keys to a successful program.

There are several compost bin designs appropriate for school-wide composting programs. Constructing them – rather than purchasing commercially built models – will result in bins suited to the particular needs of your school. Take the necessary time to think about your needs and research various designs. In some cases, you may be able to successfully compost without the use of a bin. Compost bins are not necessary if you do not have much material to compost and have a suitable area in which to compost that is unlikely to be disturbed.

Location

Build the bins in place; it may be too difficult to move them. Bins need to be located in a convenient place and should be built on level grass or soil to reduce or eliminate runoff. Consider placing gravel, wood chips or another porous material around the perimeter of the bins. The route to the bins should be level for ease of moving material to and from the bins. For aesthetics and safety reasons, bins should be located behind the school or a partition, in a low foot-traffic area. If possible, do not locate the bins in the vicinity of a dumpster. Dumpsters often attract animals and the foul odors from the dumpsters may be mistakenly associated with the compost bins (which, if maintained properly, should produce no foul odors).

Bin Size and Number

The minimum recommended bin size is 1 cubic yard (3 feet X 3 feet X 3 feet). The number and size of bins needed, however, depend on the amount of organics expected. One way to estimate this is to weigh food scraps from the cafeteria and kitchen every day

for a week. A bin should accommodate about 12 pounds of food scraps per day. Also consider the yard trimmings that you plan to compost when selecting a bin size and number of bins needed. Yard trimmings are more difficult to estimate. Slightly larger bins also can be built; however, bins that are taller than 4 feet make it difficult for students to use. Ultimately, the dimensions and style of the compost bins may be determined by the space available. By the end of the process (see page 7), the material added to the compost bin will have decreased in volume by about half. This may take a few weeks or months. To more easily manage material at varying stages in the composting process, more than one bin may be needed so that new material can be added to one bin as older material is composting in another.

Ease of Use

Bins should be well constructed and maintained so that volunteers easily can lift the lid to add material without obstructions. Maintenance is important – loose screens, nails and hinges can be a hazard to volunteers.

So you want to build your own bins?

Consider the life of the material, cost, availability and ease of construction. When selecting material to construct a compost bin, toxicity of the material, durability and appearance are important factors. If possible, recycled-content material should be used. Think about building bins from reused material. Wooden shipping pallets – often obtained free from local businesses – are a convenient size for the frame of a compost bin. Make sure the pallets are all the same size before connecting them together.

Ease of Construction

Building bins requires well-drawn design plans and a material list. Special considerations are needed if students will be constructing the bins. Material must be conveniently sized to handle, cut and connect. The builders must have appropriate tools for building the bins. Student workers require adequate supervision in reading design plans and using tools safely. Safety glasses should be worn at all times.

Here are some Web resources for bin construction.

n http://extension.missouri.edu/publications/DisplayPub.aspx?P=G6957

n www.bluegrassgardens.com/how-to-build-a-compost-bin.htm

n www.calrecycle.ca.gov/publications/organics/44295054.pdf

http://extension.missouri.edu/publications/DisplayPub.aspx?P=G6957

http://extension.missouri.edu/publications/DisplayPub.aspx?P=G6957

www.bluegrassgardens.com/how-to-build-a-compost-bin.htm

www.bluegrassgardens.com/how-to-build-a-compost-bin.htm

www.calrecycle.ca.gov/publications/organics/44295054.pdf

www.calrecycle.ca.gov/publications/organics/44295054.pdf


It is best if there is enough oxygen that the material can compost aerobically. To ensure an adequate amount of oxygen, the pile can be turned once or twice a month.

The pile also should have adequate moisture. If there is not enough rain to keep the pile moist, water may be added until the pile has the consistency of a damp sponge. If there is too much rain and the pile is soaked, turning it can introduce oxygen and help the pile dry.

Other points to consider are listed below.

n The compost pile should be turned sufficiently to maintain aerobic conditions at all times throughout the composting process.

n Organic material to be composted should not be mixed with finished compost.

n Open burning of solid waste is prohibited in South Carolina.

Plans should be made so that the composting process is complete and all compost is properly distributed prior to the end of the school year, unless there is staff available to manage the composting operation over the summer. Experience in composting will lead to a better understanding of when to stop adding material to the compost bin.

Costs

The initial expense of the compost bins and tools will vary depending on the material you select. It will cost something, but it doesn’t have to be a budget buster. If possible, reuse material – such as clean (untreated and unpainted) wooden pallets – to build bins. This could be less expensive, but may not last as long. A

The Basics: Managing the ProgramOnce your school has established procedures and guidelines for collecting organics, it is time to make compost.

The compost pile should be operated in a manner to:

n control odors;

n prevent the attraction of birds, insects, rodents and other animals; and

n control leachate (rainwater that passes through the compost pile) and runoff from the compost.

local lumberyard or manufacturer of the items may donate or sell material to the school at cost. Building material purchased as part of a larger order (e.g., for the entire school district) may be less expensive than buying material separately. Look for funding from the school and parent/teacher organization. In addition, consider partnerships with school vendors and civic groups.

Daily Tasks ... 1. Collect food scraps from the cafeteria,

faculty lounge and kitchen. All food scraps must be added to the compost bin within 24 hours (see page 7).

2. Add food scraps to the compost bin. The food scraps should be spread evenly.

3. Cover the food scraps with high-carbon material (e.g., yard trimmings or paper towels).

4. The container used to carry food scraps to the bin should be wiped or washed and returned to its place.

As-needed Tasks ... 1. Check the bins to be sure they are in good

shape (e.g., no loose nails, boards). If repairs are needed, be sure they are made promptly to prevent injuries.

2. Check the compost for odor and moisture. If there is an odor or the compost is too wet, turn it. If the pile is too dry, add water. The compost should feel like a damp sponge.

Keep records and set goals.Records can be kept of the amount of material placed in the compost bin, how much compost was generated or both. Another measure of the program is the amount of garbage disposed of by the school. Once composting starts, this should decrease.


When is it ready?The “jar” test is useful if you have any remaining doubts about whether or not your compost is finished. Scoop some compost into a jar. Empty plastic containers with lids work just as well. Seal the jar tightly and leave it alone. After a week, open the jar and check for odors. Does it smell sweet and earthy or sour and stinky? If your compost needs more time, you’ll know. Repeat the test in a week if needed.

Where can the compost be used?There are three main uses for finished compost. The finished product can be used as a soil amendment (by mixing it into the soil) or as mulch for existing plants. If the desired end use of the compost is for potting soil, it will need to be screened to remove any large pieces. Remember, schools are exempt from permitting and registration requirements as long as the compost produced is used on campus.

Requirements That Must Be Followed ...Composting falls under S.C. solid waste regulations, 1) R.61-107.4 Solid Waste Management: Yard Trash and Land-Clearing Debris; and Compost and 2) R.61-107.6 Solid Waste Management: Solid Waste Processing Facilities.

Schools that compost food scraps, yard trimmings and land-clearing debris ARE EXEMPT from permitting requirements as long as:

1. all of the material composted is generated on campus; and

2. the compost produced is used on campus.

If any material to be used in the compost mix is generated at other sites (e.g., student homes), permitting, financial assurance and compost product testing may be required by state regulation.

The regulations are available at www.scdhec.gov/environment/lwm/regs/R61-107_4.pdf and www.scdhec.gov/environment/lwm/regs/R61-107_6.pdf.

Remember ...n Food scraps may be stored for a period not to

exceed 24 hours before being added to the compost bin. If stored, the food scraps must be in a closed, covered container that will control odors and prevent the attraction of birds, insects, rodents and other animals.

n Food scraps SHOULD NOT be left uncovered for more than two hours in the compost bin.

n The composting of yard trimmings must begin within three days of generation or they must be disposed of properly. If the material to be used contains grass clippings, composting must begin within 24 hours of generation or the material must be disposed of properly.

n Yard trimmings, land-clearing debris and other high-carbon material generated on campus should be at least 80 percent by volume of

Composting with Worms ...Vermicomposting is a great way to speed up the composting process, aerate the organic material in the bin as well as enhance the finished compost with nutrients and enzymes from their digestive tracts. It can be done inside during all seasons, but generally can only handle a small amount of organic material.

Here are several resources to learn more.

n www.scdhec.gov/compost (See the “S.C. Smart Gardener Handbook,” Part 2.)

n www.clemson.edu/extension/hgic/plants/other/compost_mulch/hgic1607.html

n www.calrecycle.ca.gov/Publications/Schools/56001007.pdf

Possible Risks ...DHEC recognizes that even though permitting requirements for the final product are not applicable to exempt schools (see above), certain risks are associated with composting and should be addressed. There are risks at all composting sites associated with pathogens (both plant and animal) in the compost bin and finished product. Gloves should be worn when working with compost and compostable material. Additionally, if the composting process is not complete (see above), the product may reheat and cause damage or death to plants grown in the product.

www.scdhec.gov/environment/lwm/regs/R61-107_4.pdf and www.scdhec.gov/environment/lwm/regs/R61-107_6.pdf






www.calrecycle.ca.gov/Publications/Schools/56001007.pdf

www.calrecycle.ca.gov/Publications/Schools/56001007.pdf


Printed on ReCyCleD-COnTenT

Paper

DHEC OR-1022 7/12

Take Action Today Awards Each year, DHEC recognizes innovative and successful school recycling, composting, waste reduction and reuse programs as well as a recycling teacher of the year. For details, visit www.scdhec.gov/environment/lwm/recycle/action_awards.htm.

Grant Funding Opportunities Check out these Web sites for potential grant funding.

n www.scdhec.gov/environment/water/champions/chgrant.htm

n www.scdhec.gov/environment/lwm/recycle/grants.htm#recycling_education_grants

n http://palmettopride.org/grants-center

the total compost mix. These items should be available for the compost mix at all times.

n If your school has classroom pets, and they are herbivores (strictly plant-eaters), their waste (which is “green”) and discarded bedding (which is “brown”) can be composted. If they are omnivores (eat both plants and meat) or carnivores (eat only meat), their waste and bedding material must not be added to the bin.

n All composting sites should have specific waste separation practices in place to ensure that

unacceptable material (e.g., glass, paper, plastic bags, metal) is not placed in the compost mix. Items such as glass or metal – which should be recycled – may injure people who work with the compost mix or the final product. In order to avoid contamination, have monitors available to help students and staff sort material at the beginning of the program. If your school has sufficient support, maintaining monitors beyond that will help ensure the success of your program. Monitors can be students, staff and volunteers.

Resources from DHeC ...DHEC can help K-12 public or private schools set up, maintain and expand recycling programs through technical assistance, educational material and grant funding. The Office provides hands-on technical assistance (e.g., finding markets, providing information on bins and containers) to start or improve recycling programs as well as posters, signage and other material.

DHEC offers “Action for a cleaner tomorrow: A South Carolina Environmental Curriculum Supplement” (“Action”). Developed by teachers and DHEC in conjunction with the S.C. Department of Education,

“Action” can serve as a starting point for introducing environmental education in the classroom. The award-winning, activity-based interdisciplinary curriculum supplement is correlated to the state’s science standards. “Action” is only available as part of a FREE training provided by DHEC. For details, call 1-800-768-7348. In addition, DHEC’s “Action in the Classroom” provides fifth- and seventh-grade as well as high school students an overview of recycling, buying recycled, waste reduction, reuse, composting and landfill disposal in South Carolina.

DHEC’s Recycling Education Grant Program provides funding – when available – to any K-12, public or private school or school district. The funding may be used for recycling containers, composting projects and supplies to support “Action” lessons and school recycling or environmental clubs.

Additional Guides AvailableIn addition to this composting guide, there are two additional publications that may assist in

your school’s sustainability efforts – “Recycling: A Guide for South Carolina Schools” and “Environmental Clubs: A Guide

for South Carolina Schools.”

Both are available at www.scdhec.gov/recycle or by calling 1-800-768-7348.

www.scdhec.gov/environment/lwm/recycle/action_awards.htm

www.scdhec.gov/environment/lwm/recycle/action_awards.htm

www.scdhec.gov/environment/water/champions/chgrant.htm

www.scdhec.gov/environment/water/champions/chgrant.htm

www.scdhec.gov/environment/lwm/recycle/grants.htm#recycling_education_grants



http://palmettopride.org/grants-center



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