Download pdf - Permaculture Kids Curriculum

San Francisco Salad Days: Youth Urban Permaculture Project (YUPP!)

The sun is shining, now is your hayday....

CREATED BYCasey GoldCasey Otter CushingAngela GoebelMark McQuillenVanessa Roland

Vision & GoalsOur goal is to redesign the backyard of the Bush/Baker Preschool with edible and sensory plant guilds, as well as develop a general vision of an educational garden and permaculture curricula that can be implemented elsewhere.

The vision is aimed to create a site and corresponding course of study that encourages learning in fun and engaging ways, appealing to children’s natural curiosity and sense of play.

The idea is to demonstrate that permaculture principles, the design process, and its implementation are multi-dimen-sional teaching tools that can be used in many different types of classrooms to varying degrees of complexity. Our concepts can be fleshed out more through customizing lesson plans from various books. For this project we referenced The Growing Classroom by Roberta Jaffe and Gary Appel applying a permaculture lens to the well established content.

The ethics of Earth care/ People care/ Fair share are meant to be interwoven into all lessons, especially through discussions during the closing circle, as students talk about the day’s activities and which ethics they touched on and how. As well as supporting an attitude of stewardship, a curriculum based on permacultural principles supports long-term observation and the vision process as deep values to be nurtured by education.

Please view our video to see how we began the visioning process for the project...

Base Map of Existing Space

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chalkboard bench with planters

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sand box

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Sand Box to Turtle Bed

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lettucecarrotsradishonion

salad:lettucecarrotsradishonion

peasdandelion

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Turtle Bed: Salad Family

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peasdandelion

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coastal scrub: yellowbush

lupineyerba buena

california buckwheat sticky monkey flower

Turtle Bed: Coastal Scrub Family

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Turtle Bed: Shady Perennial Family

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Turtle Bed: Rainbow Flower Circle

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california poppiesgolden yarrowpineapple sage

Native Medicinal Family

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hardyyams

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Tuber Towers

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hardyyams

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rainbow chardpeppermint

steviaenglish lavendarchinese lantern

Five Senses Family

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hardyyams

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plum treenz spinachpigeon pea

Santa Rosa Plum Tree Family

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peasdandelion

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hardyyams

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stawberryborage

bush beansmarigolds

Strawberry Family

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hardyyams

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stawberryborage

bush beansmarigolds

pizza:tomatoarugulagarlic basil

Pizza Family

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peasdandelion

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hardyyams

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stawberryborage

bush beansmarigolds


scarlet runner, sunflower, cucumber

trellis

Scarlet Runner Family

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hardyyams

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stawberryborage

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trellis

3 sisters:corn, bean,

squash

Three Sisters Family

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hardyyams

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stawberryborage

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trellis


squash

wormhome

seedling tableplanting experiments

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waterstorage

Additional Design Elements

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peasdandelion

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hardyyams

potatotower




stawberryborage

bush beansmarigolds



trellis


squash

Completed Space Redesign

Proposed TimelineSEPTEMBERSend out emails to parents get material donations. Acquire materials. Set up the worm bin

OCTOBER/NOVEMBERContinue to acquire materials and begin work to transform the sand box to turtle bed. Get other the boxes ready before the rain starts. Parent and community work days.

NOVEMBER/DECEMBER Plant fava beans, clover, some perennialsSet up rain catchment system

SPRING 2011Start planting. If class decides to take the seed route, start seeds in TP tubes and egg cartons OR sow seeds directly into garden after first frost (i.e. February). Outdoor lessons may begin one month later (i.e. March) as starts are maturing.

SUMMER 2011Plant On! Observe most productive cultivars, taking into consideration sectors such as wind, sunlight, pests, etc. Make notes for future reference. Replace failed crops with alternative ones- Trial, Error, and Feedback Loops the permaculture way.

Fall 2011Let most successful yields go to seed. Collect seeds and save for next spring (learning activity)

Proposed BudgetFIRST SOURCEAsk parents for donations, utilize local community seed libraries, recycled materials (tp, paper towel rolls, egg cartons, used six packs for starts, yogurt containers for watering and scooping, thrift stores for turkey basters or other measuring de-vices) Flowercraft or Sloat donations

BUYperennials/seeds/starts/tree$50-$500 for plants depending on fundraising 0-$300 for soil (if not feasible to build then Whole Foods 2 for $7) 0-$250 for Containers/Wood/Materials/Tools for potato towers, edging, planters (burlap, hardware cloth, chicken wire)

TOTAL ESTIMATELow: $0 with all donations and community support (esp. parents)High: $1,500 (bake/garage/rummage sale to generate income)

UnknownsThere is a chance that the preschool will be moving, therefore our design would not be able to be implemented in its current form. The intention is these pieces could be implemented in similar small, urban schools all over the city with adaptations based on space, microclimate, and age group.

Our assessment and synthesis of the principles is intended as a starting point for designing lesson plans and environments for kids to learn and practice permaculture. How the curriculum would be used depends on adaptations to the particular circumstances, age group, and space as well.

1.Observe & Interact “Beauty is in the eye of the beholder”

LANGUAGE & CONCEPTS TO EMPHASIZE• Close Examination• Lengthy Assessment• Activate the Senses

ACTIVITIES1. Walk into the garden each morning of the week What do you: See? (Monday)- i.e.. bees, new growth Hear? (Tuesday)- i.e. birds, traffic Smell? (Wednesday)- i.e. flowers, compost Feel? (Thurs.)- i.e. lambs ear, soil Taste? (Friday)- i.e. herbs, farmers market snacks Reconvene and Discuss, Draw or Paint Observations Repeat every week to observe the changes Find magic spot or tree to return to each time2. Observe and teach feedback loops. Sample lessons: Water coming out of faucet. Where does it come from? Where does it go? Why are plants different colors? Why do some plants grow better here than others?3. Observe plant growth stages, needs, conditions for optimal

growth (trials with water/sun/nutrients/interplanting)

CURRICULUM RESOURCEThe Growing ClassroomUnit 2: We are all scientists: Awareness & Discovery

2.Catch & Store Energy “Make hay while the sun shines”

LANGUAGE & CONCEPTS TO EMPHASIZE• Solar, Wind, Hydro Energy• Water/Rain Catchment • Energy Storage & Transportation• Active & Passive Use of Resources

ACTIVITIES1.Create a small-scale water wheel to demonstrate water power2. Use cob or solar oven on-site to make food3. How do plants use the sun’s energy and water? 4. Study plant functions and parts5. Make pinwheels to explore wind power6. Blow bubbles to help visualize wind and its energy7. Worm Bin: how do worms capture and store energy?8. Seeds studies: how do seeds store energy?9. Catch and measure rain water or water from table then

use to water garden, do dishes, or explore simple storage.

CURRICULUM RESOURCEThe Growing ClassroomUnit 4: Growing & Unit 10: Weather & Climate

3.Obtain A Yield “You Can’t Work On An Empty Stomach”

LANGUAGE & CONCEPTS TO EMPHASIZE• Tangible Yield vs. Intangible Yield• Immediate, Short-Term, Long Term Rewards• Predictable vs. Unforeseen Yields• Successive Planting, Harvesting• EROEI (Energy Return on Energy Invested)

ACTIVITIES1. Plant seeds, care for starts, grow & harvest food2. Cooking & nutrition projects with harvested food3. Seed saving4. Explore seasonal eating and microclimates in area5. Maximize yield through beneficials, companion planting6. Metaphor: Class evolves through stages (Seed, Sprout,

Sapling, Tree, Flower, Fruit) as curriculum progresses. Whole class moves on together to emphasize equality

CURRICULUM RESOURCEThe Growing ClassroomUnit 4: Growing, Unit 11: Food Choices, Unit 12: Nutrients

4.Apply Self Regulation & Accept Feedback “The actions of our fathers are visited on the children of the seventh generation”

LANGUAGE & CONCEPTS TO EMPHASIZE• Constant Feedback Loop• Slow Transition Period: 1 Week, 1 Month, 6 Months…• Connect Personal Behavior Patterns to Global Issues (Climate Crisis, Personal Responsibility)• Feedback and Solutions can be Slow to Emerge

ACTIVITIES1. Water plants in the garden: use watering tools like measuring

cup and turkey baster to regulate watering2. Explore different watering techniques & record feedback3. Collect waste from one week. Note abundance of food

packaging to teach action item: Wean off packaged foods4. Listening activities to nurture intuition (i.e. listen to your body)5. Exercises to develop communication skills and team building/

problem solving6. Nutrition and assessing diet7. Study Native American culture and writings about “seventh

generation” philosophy and other practices we can adopt

CURRICULUM RESOURCEThe Growing ClassroomUnit 1: Let’s Work Together: Problem Solving & Communication Unit 6: Cycles & Changes

5.Use & Value Renewable Resources and Services “Let nature take its course”LANGUAGE & CONCEPTS TO EMPHASIZE• Resources are Finite• Abundance of Natural & Free Energy (Sun, Wind)• Reuse & Repurpose Whenever Possible (Biodiesel, Containers)• Four Elements: Earth, Air, Water, Fire• Natural Resources (Top Soil)• Soil Building

ACTIVITIES1. Reuse yogurt containers, bottles, cans as watering cans,

measurement tools, scoop for soil, vessel to gather materials2. Reuse Toilet Paper, Paper Towel Tubes, egg cartons to start

seeds or do crafts3. 5 Senses Scavenger Hunt: Each child takes a toilet paper roll

on his/ her adventure, holding the tube eye or ear or mouth for a deeper dive into the mysteries of the garden

4. Install a clothesline at school for drying soiled clothes, rags5. Use Chalkboard vs. Paper Waste6. Make natural dyes or paints and paper7. Trace favorite foods back to origins to illustrate four elements8. The $1,000,000 orange to demonstrate the high cost of food

and resources used to acquire “ordinary” foods eaten daily

CURRICULUM RESOURCEThe Growing ClassroomUnit 3: The Living Earth: Soil, Unit 4: Growing, Unit 13: Food Systems and Consumerism

6.Produce No Waste “A stitch in time saves nine”

LANGUAGE & CONCEPTS TO EMPHASIZE• Compost, Vermicompost, Decomposition• Entropy• Waste Stream• Glean• Biodegradeable vs. Non-biodegradeable

ACTIVITIES1. Design and implement a mini 3-bin system to teach about

recycling & composting2. Weigh trash and food waste each day and set goal to reduce

over time. Pull out items, discuss where they go, city landfills, recycling, compost (collective trash per day). Discuss alternative methods of disposal

3. Fieldtrip to Hayes Valley Farm to observe innovative ways to tap the waste stream

4. Fieldtrip to local Farmers Market to see a utopia of package-less foods and bringing your own bag

5. Create a worm bin to process all fruit and veggie scraps6. Explore ways to creatively reuse and repurpose items7. Make a compost cake or do compost bag activity8. Study mushrooms and other decomposers

CURRICULUM RESOURCEThe Growing ClassroomUnit 6: Cycles & Changes 10: Weather & Climate

7.Design from Patterns to Details “Can’t see the forest for the trees”LANGUAGE & CONCEPTS TO EMPHASIZE• Patterns in Nature• Concentric, Radial, Spiral, Turbulence, Flow, Rhizome,

Crenulation, Fractal, Surface Area to Volume, Streamline, Gradient, Branches

• Grassroots• Conservation of Energy/ Path of Least Resistance

ACTIVITIES1. Design of the space based on what is already there: natural

patterns (spirals, keyholes)2. Study of patterns: fingerprint science, leaves and flowers

(tracing/rubbing/pressing), collect examples from magazines, drawings

3. Study how water flows in path of least resistance4. Art in the garden: mosaics5. Study personal patterns in space and time, make a record6. Mimic natural forms to avoid erosion: “Day at the Races”7. Mimic how seeds travel “Adapt-a-Seed” project8. Sort food into categories (Flower, Fruit, Seed, Leaf etc)9. Study Seasonal Patterns and Cycles (Water, Oxygen, Nutrient)

CURRICULUM RESOURCEThe Growing ClassroomUnit 3: The Living Earth: Soil, Unit 4: Growing, Unit 6: Cycles & Changes

8.Integrate Rather than Segregate “Many hands make light work”

LANGUAGE & CONCEPTS TO EMPHASIZE• Relationships• Interdependence• Stacking Functions: multiple use vs. multi-tasking • Whole is greater than sum of its parts• Natural Resources

ACTIVITIES1. Garden/Ecosystem OR Community/School Web of Life with

yarn to show connections and interdependence 2. Emphasis on communication Skills and Team Building3. “Eat the Earth” activity to illustrate portion of Earth able to

meet our needs and explore natural resources4. Explore concept of Food Chain with “I Eat the Sun” activity5. Study stacking functions versus multi-tasking/cultural mindset6. Study tree or human body as example of stacking functions.

Can you list all of the things each does? 7. Give each child an everyday item and have them explore

alternate uses (i.e. tennis ball or a chair)8. How do you stack functions? What functions can you do?

CURRICULUM RESOURCEThe Growing ClassroomUnit 1: Let’s Work Together: Problem Solving & CommunicationUnit 7: Interdependence

9.Use Small and Slow Solutions “Slow and steady wins the race”

LANGUAGE & CONCEPTS TO EMPHASIZE• Patience• Small is beautiful• Bite size pieces for projects• Experimentation/Doing trials• Local, Regional, National, Global

ACTIVITIES1. Keep a worm bin (naturally need to wait for the castings2. Make Compost, Build soil by mixing ingredients and planting3. Water Conservation: every drop counts, small acts add up so

measure water caught4. Germinate seeds and record varying times to sprout5. Planting in succession to track growth6. Do trials/variety tests in the garden to see what grows the best7. Build root view boxes out of recycled materials (milk carton)8. Discuss small actions that create big effects like planting one

seed or tree to produce large harvest, fruit, shade, etc9. Explore small, local business and food versus going to super

market: “This Little Lettuce Went to Market”10. Visit a small, local farm and possibly do a school farmstand11. Practice Meditation & Breathing techniques to teach patience

CURRICULUM RESOURCEThe Growing ClassroomUnit 3: The Living Earth: Soil, Unit 4: Growing, Unit 13: Food Systems and Consumerism

10.Use and Value Diversity “Don’t put all your eggs in one basket”LANGUAGE & CONCEPTS TO EMPHASIZE• Monoculture/Polyculture: root depths, light and nutrient needs,

nitrogen fixing, dynamic accumulator, ground cover, pest suppression, insectary, trellis, climber, wind break/shelter

• Guilds, Companion Planting, Interplanting, Perennial vs. Annual• Balance & Competition• Ecosystems & Biodiversity

ACTIVITIES1. Memory game to match animals/plants/organisms/elements

with functions, ecosystems, guilds (create families)2. Diversity log: Draw kinds of birds, butterflies, bugs they see3. Role play:“Nothing is more competitive than a monoculture”,

when everyone/thing wants same resource creates inbalance4. Divide class in half: ½ eats one thing for a day, the other ½ can

eat whatever they want (scientific experiments with choice)5. Celebrate the beauty of different music, skin colors, culture,

plants, traditions, families, beliefs (Cross the Line Activity)6. Create conditions for more life! animal/insect/spider friends 7. Study different kinds of soil: “Space Travelers” experiment8. Study “weeds” and how they might have a purpose

CURRICULUM RESOURCEThe Growing ClassroomUnit 3: The Living Earth: Soil, Unit 7: Interdependence, Unit 8: Garden Ecology, Unit 9: Garden Creatures

11.Use Edges & Value the Marginal “Don’t think you are on the right track just because it’s a well beaten path”

LANGUAGE & CONCEPTS TO EMPHASIZE• Marginal, fringe, difference• Crenulation• Micro-climates• Surface Area/ Volume (and surface area to volume) • Maximize growing area in urban setting (using the unexpected)

ACTIVITIES1. Making models to illustrate use of the edges: See how many

plants/organisms fit in circle versus one with crenulated edges2. Create an environment from found objects in nature that could

be a habitat for at least 3 different animals3. Discuss creative problem solving in urban environment: off the

beaten path, minority, social fringe4. Design a bed with maximum edge using berms, keyholes,

swales (also could be drawing exploration)5. Experiment with planting in different ways: rows, raised bed,

berms/mound of dirt, keyholes5. Trace hands, feet, body, leaves with chalk on sidewalk to

illustrate the complex edges nature creates

CURRICULUM RESOURCEThe Growing ClassroomUnit 5: Living Laboratory: Outdoor Gardening

12.Creatively Use and Respond to Change “Vision is not seeing things as they are but as they will be”LANGUAGE & CONCEPTS TO EMPHASIZE• Learning from the unexpected: seeing the lessons in everything • Going with the Flow• Resiliency• Adaptability• Evolution• Visioning

ACTIVITIES1. Tracking the seasons in various ways: eating seasonally2. Create SF food wheel (possibly based on what you grow) and

also do game around categorizing foods by harvest times3. Study and record weather and temperature over time and how

it affects living systems (rain, heat, wind, fog)4. Integrated Pest Management: note the bugs that eat your plants and companion plant/ add more life to respond5. Journals to track one’s own change: When ____ happened,

I responded in ____way 6. It’s okay to make “mistakes”... positive reinforcement7. Compost (examine mold & decomposition of food)8. “Dr. Jekyll and Mr. Hyde” activity to examine how different

substances/objects change over time. How do you respond?

CURRICULUM RESOURCEThe Growing ClassroomUnit 1: Let’s Work Together: Problem Solving & Communication 6: Cycles and Changes