Permaculture - Growing Food Naturally€¦ · Permaculture comes from the wordsPERMA nent and...

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making the difference programme

Permaculture - Growing Food Naturallymodule 8:

This module relates to the following Outcomes for the Learning Areas:Natural Science • Learningoutcome1:ScientificInvestigation • Learningoutcome2:ConstructingScienceKnowledge• Learningoutcome3:Science,SocietyandtheEnvironmentLanguage• Learningoutcome3:ReadingandViewing.• Learningoutcome4:Writing• Learningoutcome6:LanguageStructureandUseEMS• Learningoutcome3:Managerial,ConsumerandFinancialKnowledgeandSkills• Learningoutcome4:EntrepreneurialKnowledgeandSkills

For the educator:

Thismodulefocusesonteachinglearnersthebasicconceptofpermaculture.Itintegratesactivitiesbasedonecology,landscapeanalysis,resourceidentificationandgardenlayouttocreateasustainablefoodproducingenvironment.

By the end of this module, learners will be able to:

• Understandtheconceptandethicsofpermaculture.• Implementpermaculturetechniques.• Drawupalistofresourceswhichareavailableatyourschool.• Conductasimpleexperimenttoanalysethequalityofsoil.• Setupandmaintainvegetablebeds.• Harvestandsellproduce.

fundraising initiative

DearEducator,

Welcometopermaculture – Growing Food Naturally,aresourcecreatedforyoubytheWoolworths Making the Difference programme.

Foodsecurityisrecognisedbygovernment,businessandsocietyasawholeastheoneofthemostimportantstrategiesinachievingsustainablesocialandeconomicdevelopmentinSouthAfrica.Moreandmoreschoolsarebecomingawareoftherolethattheycanplayinimprovingfoodsecurityintheircommunities.Learningtogrowfoodinasustainablewayisavitallifeskill,anditmakessensethatourchildrenareexposedtothisexpertiseandexperienceintheschoolenvironment.

Permacultureisaworld-renownedsystemofenvironmentallyfriendlygardeningandfarmingdesignedtomirrorthehealthypatternsofnature’sownsystems.Thepermaculturesystemincludesgrowingcropswithouttheuseofartificialadditives,suchaspesticidesandchemicalfertilisers;protectingandbuildingsoilfertility;protectingandsustainingnaturalecosystems;harvestingrainwater;recyclingandreducingwaste;andusingallresourceswisely.

Therearemanybenefitstocreatingandmaintainingapermaculturefoodgardenatyourschool.Naturallyproduced,nutrient-richfruit,vegetables,nuts,herbsandmedicinalplantsaregrownforthebenefitoflearners,educators,parentsandtheneighbouringcommunity.Youcansupplementyourschoolfeedingscheme,supplyneedychildrenwithproduceanddonatefruitandvegetablestounemployedparentsoryourlocalHIV/AIDShospice.

Schoolswiththrivingpermaculturefoodgardensmayalsoraiseextrafundsfortheirschoolsthroughrecyclingprojects,andthesalesofsurplusproduce,seedlingsandaddedvalueproductssuchasjams,chutneysandpreserves.

Permaculturedesignsandtechniquestakeintoaccountimprovingyourwholeschoolenvironment.Itwillhelptheschooltogreenbarrenareas,createattractiverecreationalspaces,fosterandprotecthealthyecosystems,reduceandrecyclewasteandsavewater.Inaddition,permaculturefoodgardensprovideschoolswithliving,learninglaboratoriestodeliveroutcomes-basededucationinalllearningareas.

Whetheryouareanexperiencedgardenerregularlyproducingyourownvegetablesathomeorifyouhavenevergardenedbefore,wehopethatyouwillbeinspiredbythisresourceandenjoymanyfunandrewardingtimescreatingandmaintainingapermaculturefoodgardenwithyourlearners.

WewouldliketoinviteyoutoparticipateintheWoolworthsTrustEduPlantprogramme,SouthAfrica’sleadingschoolsfoodgardeningandgreeningprogramme,co-ordinatedbyFood&TreesforAfricaandendorsedbytheDepartmentofEducation.Eachyear,educatorsareinvitedtoattendafreeone-dayEduPlantpermacultureworkshopthatwilldeepenyourknowledgeandenableyoutodesignaschoolfoodgarden.Educatorsthenimplementtheirpermaculturedesignsandentertheirgardensintheannualcompetition.Everyyear,over60finalistsarechosentorepresenttheirschoolsatanexciting3-dayevent.AttheWoolworthsTrustEduPlantFinals,youcannetworkwitheducatorsfromaroundthecountry,attendaction-packedworkshopsandyourschoolcouldwinprizesawardedto21winnersin5differentcategories.

To find out more about the Woolworths Trust EduPlant programme, contact: Food&TreesforAfrica,Telephone:(011)8039750,PostalAddress:POBox2035,GalloManor,2052Email:info@trees.org.za,Website:www.trees.org.za

Sincerely,

BrianFrostChairmanofWoolworthsTrust

Module8:PG2|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative

DearEducator,

InlightofthemanychallengeswhicharefacingSouthAfricaintermsofsocialandeconomicdevelopment,aswellasthemoreglobalchallengesofpreservingnaturalresourceswhileprovidingagrowingpopulationwithgood,healthyfoodandcleandrinkingwater,wewelcomethislatestadditiontotheWoolworthsMakingtheDifferenceprogramme.

TheEduPlantmodulewaspreparedwiththeassistanceofWCEDpersonnelresponsiblefortheLearningAreasNaturalSciences,LanguagesandEMStoensurethealignmentofthemodulewiththeNationalCurriculumStatement.

TheWesternCapeEducationDepartmentbelievesyouwillfinditofinvaluableassistanceinhelpingyourlearnersachievetherequiredoutcomes.

Yourssincerely,

GenevieveKoopmanDirector:CurriculumDevelopment

January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG3fundraising initiative

PermaculturecomesfromthewordsPERMAnentandagriCULTURE.Whatthismeansisthatpermacultureisaholistic,sustainablewayoffoodgardeningandfarmingthatusesconsciousdesigntocreateandmaintainagriculturalecosystemsthatareasstable,diverseandrobustashealthy,naturalecosystems.Food-richenvironmentsarecreatedbyusingnaturalresourceswiselyandbyfollowingthepatternsweobserveinnature.Permaculturetakesintoaccountplants,animals,people,buildings,water,soilandenergyandhelpsusunderstandthecomplexrelationshipsbetweenthembetter.Forexample:Aplantmayprovideahabitatforcertainanimalsandfoodforothers,andmayalsoserveasawindbreakthatprotectssmallerplants.Byalwaysconsideringtherelationshipsbetweentheorganismsandnaturalelementsinasystemwecancreateourownecologicallysound,economicallyfeasiblefood-producingsystems.Thesystemswecreateshouldmirrornature.Theymustbeself-sufficientsystemsthatprovidefortheirownneedswithoutrequiringcostlyinputsorgeneratingwastethatcreatespollution.Likeahealthynaturalsystem,oursystemoffoodgardeningwillthenbesustainable.Permacultureisuniqueinhowitcombinestheobservationofnaturalsystemsandthewisdomandexperienceofancientcultureswithmodernscientificandtechnologicalknowledge.Thephilosophyofpermacultureistoworkwithnature.

educator notes1:

what is permaculture?

Permacultureisrootedinanethicalfoundationthatincludesfourbasicprinciples:

Caring for the earthWithalongfutureinmind,welookaftertheplanet,naturalresourcesandeverylivingthing.Thisprincipleisputintoactionby:• understandingandappreciatinghownatureworksandhowitsupportsalllifeonEarth;• understandinghowcurrenthumandecisionsandactivitiesimpactontheEarthinthelong-term;• consideringtheenvironmentinallourdecision-making,andactingonlyondecisionsthataregoodforandwillnot harmthenaturalenvironment;• preventingwasteandpollution;•maintaininghealthysoilandwatersystems;• fosteringandsustaininghealthyecosystems;• rehabilitatingdegradedenvironments.

Caring for peopleWelookaftereachother.Thisprincipleisputintoactionby:• understandingandappreciatinghow,aswithalllivingthings,peopleareconnectedtoeachotherandmakean impactoneachother’swell-being;•makingdecisionsandactinginwaysthatrecognisethathumanwell-beinggoesbeyondeconomicfactorstoinclude accesstocleanwater;cleanair;fertilesoil;safe,healthyenvironments;andopportunitiesforlifelonglearning, meaningfullifeexperiencesandsatisfyingrelationshipswithothersandthenaturalworld;•makingdecisionsandactinginwaysrightnowthatwillensurethatweleaveahealthy,sustainableplanetforour childrenandfuturegenerations;• respectingeachother;• includingothers;• helpingeachother;• protectingandupholdingHumanRights.

Sharing our resourcesWeshareoursurplusresourceswithotherssothattheytoomaylivehealthy,productiveandprosperouslives. Thisprincipleisputintoactionby:• avoidingwastebygivingtoothers–don’tthrowthingsawaythatotherpeoplemayneed;• savingwhatwehavesothatwecansharewithotherswhentheyareinneed;• passingonourknowledgeandexpertise,especiallywhenitcanhelpotherstoimproveself-reliance;• lookingforopportunitiestopracticegenerosity;• alwaysbeinggratefulforwhatwehave,evenifwhatwehavemayseematthetimetobelittle.

2: permaculture ethics

Promoting all lifeWeacknowledgethatallformsoflifehavearighttoexist.Inourconsciousdesignweonlymakedecisionsthatenhanceandpromotelifeinitsmanydifferentandwondrousforms.Thisprincipleisputintoactionby:• understandingandappreciatingthateverydifferentformoflifeplaysavaluableroleinalivingsystem;• acknowledgingthatthelossofalifeforminanyecosystemweakensanddegradesthewholeenvironment;• designingsystemsthatharbouradiversityofspecies;• avoidingmonocultureingardeningsystemsandlandscapes;• avoidingtheuseofinsecticides,herbicides,fungicides,artificialfertilisersandanyotherchemicaladditivesthat degradeandpollutenaturalenvironment.

3: the challenges of sustainable living - why permaculture is so important

ForthefirsttimeinthehistoryofhumanlifeonEarththereissubstantialevidencethathumanbeingsarecompromisingthesustainabilityofourplanet.Thisisknownasa‘crisisofunsustainability’;inotherwords,wearecurrentlylivingoutsideofthelimitsofnature.Thismeansthatwearecurrently:• usingtoomuchoftheplanet’snon-renewable(limited)resources,suchaslandandoil;• usingtoomuchoftheplanet’srenewableresources,suchastreesandfish;• usinglandunwisely,causingdamagetonaturalecosystemsandtheextinctionofspecies;• pollutingtheair,changingtheEarth’satmosphereandcausingrapidclimatechange;• pollutingandchangingwatersystemscausingdamagetoecosystemsandtheextinctionofspecies.Theurgentcallforpeopletolivesustainablyisthecurrentresponsetotheongoingdegradationoftheenvironmentduetohumanactivity.Permacultureisimportantbecauseitisasustainableandhealthyapproachtofoodproductionthatcanbeusedbyindividuals,groups,communitiesandtheagriculturalsector.Bygrowingourowngoodfoodinourowncommunitiesusingpermacultureprinciplesandtechniques,wearemakingavitalcontributiontosustainableliving.Wewilleffectivelyreduceourdependenceonlarge-scalefarming,manufacturingandtransportation.

• Yourschoolcommunity–children,educators,parentsandneighbourswillhaveaccesstonaturally-produced fruits,vegetables,herbsandnutsthatareessentialinabalanced,healthyeatingregime.• Youcanhelptocombatmalnutritioninchildrenbysupplementingtheschool’sfeedingschemewithnutrient-rich freshvegetablesandfruit.• Yourpermaculturefoodgardencanincludeamedicinalplantsection,avaluablecommunityresourcethat contributestowardswell-beingandbasichealthcare.•Unemployedparentsandcommunitymemberscouldbecomeinvolvedinthedevelopmentandmaintenanceof thefoodgarden.Theycanlearnpermaculturetechniquesandbenefitfromproduceinexchangefortheirwork intheschoolgarden.Alternatively,yourschoolmayconsiderareductioninschoolfeesbasedontheworkthat unemployedparentsdointhegarden.•Outreachprogrammescanbeestablished,withsurplusfoodbeinggiventolearners-in-needortolocalHIV/AIDS centresandcarefacilities.•Networkswithotherschoolscanbeestablishedtoshareknowledge,skillsandexperience.• Yourschoolcancontributetowardsthedevelopmentofenvironmentallyresponsibleyouthwhocouldlaterpursue careersrelatedtoenvironmentaleducation,botany,zoology,conservation,sustainablelivingandfarming.• Schoolandcommunityenvironmentscanbegreatlyenhancedbygreeningandhostingthrivingecosystems.The schoolgroundsbecomemoreattractive,robustandhealthy.Manyschoolswithwell-managed,healthyschool environmentsmoreeasilyattractotheroutsideinterestandsupport.•CommunitypermaculturefoodgardenshelptoalleviatepovertyandcontributetofoodsecurityinSouthAfrica. Manyeducatorswhoinitiateandmaintainpermaculturefoodgardensattheirschoolsexpandtheirinfluenceto becomechampionsoffoodsecurityandsustainablelivingintheircommunities.• Apermaculturefoodgardencanfosterthedevelopmentofentrepreneurialskillswithintheschoolcommunity. Forexample:Educators,learnersandparentscangetinvolvedinmarketingandsellingproducetolocalshopsand communitymembers.Theycouldalsosetuparevenue-generatingnursery,andsomeschoolscreateaddedvalue productionprojectsbyprocessingandbottlingjams,pickles,preservesandpreparingdriedfruitproducts.

4: the benefits of a school permaculture food garden

A Living Learning LaboratoryApermaculturefoodgardenbecomesanimportantassettoanyschool.Foranunder-resourcedschoolitmaybetheironlyvital,well-equippedlaboratory.Therearemanyactivities,relatingtoallthelearningareasthatcantakeplaceinthepermacultureenvironment.Forexample:• Maths–countingplants;identifyingthegeometricshapesofvegetablebeds;calculatingprofitandlossfromsales ofproduce;drawinggraphs;conductingmeasurementsoflength,widthandmass.• Languages–writingofbusinesslettersforsponsorships;producingnoticesofenvironmentalclubmeetings, recordingminutesofmeetingsintherequiredformat,debatingenvironmentalissues;report-writingongarden andenvironmentalactivities.• NaturalScience–learningaboutecosystems,biodiversity,pollution,conservation,photosynthesis,soilecology, germinationandfoodchains.• LifeOrientation–learningaboutpermacultureasarehabilitationprogrammeandasameansofsurvivalorjob creationfortheunemployed;discussinghealthylifestyles,physicalexercise,dietsandtheneedforfreshfood.• SocialSciencesHistory–learningaboutthehistoryoffarming,researchingthemedicinalusesofplantsthrough theages.• SocialSciencesGeography–discussinghumanuseofnaturalresources;exploringtopography,doingmapwork, researchingwindandwinddispersal.• EMS–identifyingopportunitiestobeserviceproviderssuchasgardeningservices,communitynurseries; discussingpackaging,thedistributionofproduceandfoodprocessing;learningaboutprofit/loss,budgets andmarketing.• Technology–ConstructingA-framesandcookingboxes,developingimplementsandrecycling.• ArtsandCulture–exploringparallelsindifferentcultures,e.g.medicinalandreligioususesofplants;researching methodsofstorageofseeds;identifyingculturaldifferencesandsimilaritiesinthevariousmethodsoffood preparation;producingdanceanddrama,songsandpoetry;discussingculturalrightsandritualswiththefocuson theroleofanimals.

Ifyouwouldlikeadditionalknowledge,moreexperienceandinteractionwithothersinordertotakefulladvantageofthebenefitsofyourpermaculturefoodgarden,werecommendthatyouconsiderparticipatinginthenationalWoolworthsTrustEduPlantprogramme.Theprogrammeoffersintroductorypermacultureworkshopswhichgiveyoutheopportunitytolearnmoreaboutpermaculturefromexperts.YourschoolwillalsohavetheopportunitytoentertheannualWoolworthsTrustEduPlantcompetition.Morethan60finalistschoolsarechosenfromallnineprovinces.AllfinaliststraveltoGautengtoattendanexciting3-dayevent,wheretheypresenttoapanelofjudgesandattendworkshopsandanawardsceremony.Thefinalsalsopresentanopportunityforschoolstonetworkwitheachother,shareideasandlearnmoreabouteachother’sprojects.HeldinSeptember,theWoolworthsTrustEduPlantfinalsisanoccasiontorecogniseandrewardschoolsfortheirgreatachievements.Therearecashprizesandgardeningresourcestobewon.

To find out more about the Woolworths Trust EduPlant programme, contact: Food&TreesforAfricaTelephone:(011)8039750Email:info@trees.org.za

5: how to participate in woolworths trust eduplant

Lesson Format

Durationoflesson:Onehour(Halfhourdiscussionwithlearnersandhalfhourlearneractivity)Interactivediscussionwithlearnersfollowedbygroupactivity.

Brieflyexplaintolearnerswhatpermacultureisabout.Highlightappropriateterminology.Learnersaregivendictionariestolookupmeaningofwords.Preparesetsofcardswiththefollowingwords:Anexercisecouldbegiventothelearnersashomeworkwherethetaskwillbetofindthemeaningsofthewordsusingadictionary.

Dividelearnersintogroupsof3and4.Handeachgroupasetofcards.

permaculture is growing security about

a food in sustainable using

natural way resources alleviation creating

food poverty skills needs of

people food animals plants soil

air water land herbs medicinal

ecological healthy approach relationships economically

pollution knowledge culture experience philosophy

Learning Area: LanguagesLO 4 : Writing.AS 2 : Develops and organises ideas through a writing process: Organisesideasintoparagraphsusingsimpleandcompound

sentences.Producesafirstdraftwithappropriatelanguageandconventionsforthespecificpurposeandaudience.Publishesfinaldraftbysharingwithrelevantaudienceandeducator.

AS 4 : Applies knowledge of language at various levels: Usestopicandsupportedsentencestodevelopacoherentparagraph.Usesappropriategrammar,spellingandpunctuation.

LO 6 : Language Structure and Use.AS 3 : Works with text. Usestopicandsupportingsentencestodevelopacoherentparagraph.

1: lesson focus: definition of permaculture

Group Activity

Retain the learner activity in the classroom.

Learnersworkingroups.Byusingthecardsprovided,theydevelopadefinitionofpermaculture.Writethedefinitiononachartanddisplay.Peersassesseachdefinition.Whenagrouppresentstheirdefinition,theothergroupsoflearnersshouldbegivenanopportunitytoratethedefinitionpresentedaccordingtotheassessmentcriteria.

Follow-up activity

Teachertoselecttheactivitythatismostsuitedtothelearnersandtheschool.Theme:Farmingmethodsofthepastvs.modernfarming

Option 1 (worksheet 1)Interview:Learnersarerequiredtointerviewanelderinthefamily/community.Completedquestionnairestobehandedinforevaluationanddiscussion.Classcanbedividedintogroupstodiscussthepresentedreports.Groupstocompilealistofsimilaritiesanddifferencesbetweenpermacultureandthefarmingmethodsdescribedinthereports.Worksheet1providedonpage25.

Option 2Afarmercanbeinvitedtocomeandspeaktothelearners.Presentationtoincludefarmingmethodsusedinthepast.Howmodernfarmingdiffersfrommethodsusedinthepast.

Option 3Dramatisation:Twolearnersaredressedupasfarmers–oneisafarmerfromthepastandtheotheramodernfarmer.Theywilldiscussfarmingmethods,howthingshavechangedandwhy.

Option 4Learnersaregivenabackgroundonfarmingandaredividedintogroups.Groupsaretodecideifmethodsusedinthepastwerethebestmethods.Hasmodernfarmingimprovedandifso,explainwhy.

Learning Area: Natural ScienceLO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information. (Abletolistresourcesfromthepictureandexplainthebenefitsofthelistedresources.)AS 2 : Categorises information.(Abletoidentifysuitablesitewithavailableresources.)

Lesson Format

Durationoflesson: Onehourtheoryanddiscussion OnehourlearneractivityClassdiscussionfollowedbygroupactivityTheconceptofresourcesshouldbeexplained.

2: lesson focus: site analysis and identifying

resources

Educator Notes

Resourcesarethingsthatwecanusetomakeoursystemwork.Theseincludenaturalcycles(watercycle,energycycle),buildings,plants,animals,land,manpower,equipment,capital(money)etc.Theemphasisshouldbeontheuseofbiologicalresources(plantsandanimals)whereverpossibletosaveenergyandtodothework.Plantsandanimalscanprovidefuel,compost,manure,soilaeration,nutrientrecycling,preventsoilerosion,andhelpwithpredatorandweedcontrol.Observationandresearchofasiteisusedtoidentifytheresourcesandthelimitationsofthesite.Amapoftheareacouldbedrawn,indicatingwinddirection,rainfallpatternsandtheplantspeciesofthesite.Localresidentscouldalsobeaskedaboutpestproblemsandthesuccessfultechniquesthattheyhavebeenusingingrowingfood.

Resources

Canbeclassifiedaccordingtotheusage.

USAGE EXAMPLE

1.Sustainedthroughmoderateuse Whenplantsareprunedorcoppiced,thenewfoliage/growthincreasestheresourceavailable.

2.Unaffectedbyusage Solarenergyandwindenergycannotbedepleted.

3.Disappearordegradeifnotused Ripecrops,non-harvestedannuals,humanskills, knowledgeandseeds.

4.Isdepletedthroughcontinuoususe Mineralsandwater.

5.Polluteotherresources Chemicalsandfertilisers

Worksheet 2

Learnersexamineapictureandidentifyresources.Worksheet2providedonpage26.

Educator Notes

Soilisinhabitedbymillionsofmicro-organismsandlargerorganisms.Gardenersshoulddisturbthesoilaslittleaspossible.Healthysoilgivesrisetohealthyplantsandanimals.Thesoiltypemaybesandy,saltyloam,clay,loamandothercombinations.Gardensoilsneedtobetestedbeforeyoucultivatethem.

Healthysoilhasnutrients,moisturecontentandwaterretentioncapacity,depth,goodtexture,sandy/loamy,worms,micro-organismsandhumidity.

Learning Area: Natural ScienceLO 1 : Scientific Investigations.AS 2 : Conducts investigation and collects data. (Abletoidentifythetypesofsoilpresentonsite.)AS 3 : Evaluates data and communicates findings. (Abletoidentifythesoiltypeandrelatestothepurposeoftheinvestigation.)

Lesson Format

Durationoflesson: 15minutediscussion 45minutelearneractivityDiscussionfollowedbypracticalwork

3: lesson focus: soil analysis

Worksheet 3

Groupsproceedtositestheyhavechosentodotheirgardens.Eachlearnerisprovidedwithaworksheetonsoiltesting.Learnersworkindependentlyandthereaftercompareresultsobtained.Worksheet3providedonpage27.

Follow-up activity

1. Identifyasuitablesiteontheschoolpremisessuitableforestablishingapermaculturefoodgarden. Makesurethissiteisnottoofarawayfrombuildingsandiscloseyourwatersources,e.g.apartofthe playground,theareabehindadminblocksorneartheschoolhall.2. Drawasimplediagramofthearea.3. Identifyandlistalltheresourcesidentifiedonthesite.

4: lesson focus: soil conditioning (compost

making and fertility trench beds)

Learning Area: Natural ScienceLO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information. (Abletocollectnecessarymaterialrequiredforthecompostheapandcanexplainthe

functionsofeachcomponent.)AS 2 : Categorises information. (Followsinstructionstosetupacompostheap.)

Lesson Format

Durationoflesson: Halfanhouroftheory Onehourpracticalsession

Educatorexplainstheprocessofsettingupacompostheapdiagramatically.Explainthemethodofsettingupacompostheapandpreparingatrenchbedtothelearners.Allowlearnerstodecidewhethertheywouldprefertobuildacompostheaporatrenchbed.Learnerssourcetheirresourcesandsetupacompostheapand/orfertilitybed.

Educator Notes

Soiloftenneedstoberestoredbeforeitwillgrowgoodfood.Variousstrategiescanbeusedtomakeoursoilmorefertile,increaseitswater-holdingcapacityandencourageearthworms.

Strategiesinclude:• Plantinglegumes(suchaspeas,beans,nutsandAcaciatrees)tofixnitrogeninthesoil.•Usingorganicmattersuchasmulch.Mulchkeepsthesoilwarm,retainsmoistureandreducesweeds.(Examplesof mulcharedrygrass,leaves,newspapers,andstonesetc.whichcovertheground.Thiskeepsthesoilwarm,retains moistureandreducesweeds).•Makingyourowncompostusinggrasscuttings,sticks,fallenleaves,planttrimmingsandvegetablewaste.• Addcrushedeggshellsandbonemealtothesoiltoprovidecalcium.•Addgreenkitchenwastetoprovidethetraceelements/maketrenchbedstorecycleorganicwaste.

Worksheet 4.1 & 4.2

Learnersmakeacompostheapand/orfertilitybed.Ataskisassignedtoeachmemberofthegroup,e.g.collectthenecessarymaterial,measureouttheareaandcarryoutprocesses.Worksheet4.1providedonpage28andworksheet4.2onpage29.

COMPOST HEAP

FERTILITY BED

Educator Notes

5.1 The design process

• Toacquireadequateknowledgeaboutthesiteonwhichthegardenistobedesigned,learnersneedtoobserve andresearchaspectsofthesite.• Thefollowingtoolsareusedtogenerateabasemapincorporatingalltherequiredinformation:

Observation:•TransectWalk :Walkacrossthelandandobservethelandscapefeaturesaroundyou,suchastheconditionof thesoilandtypesofplantsaround.•Mapping :Drawamapofthesiteindicatingfeaturesoftheland,itsslopeangle,thedirectionitfaces,itsrises andfalls,etc.

Slope Characteristics:•NorthSlope:Veryhotanddryinsummer–goodforplantsandanimalsthatcanwithstandheatanddryness.Irrigationwillbeanimportantfactorhere.Planttrees.•EastSlope:Getsmorningsunandwarmsupquickly.Idealfortheplacementofnurseries.•SouthSlope:Coolandmoist–idealformoisture-lovingplantsandtrees.Itcan,however,getcoldandshadyhereinthewinterandfrostwillbeaproblem.Goodforwaterstorage.•WestSlope:Getssunlateinthemorningsothissidecanbecoldduringearlymornings.Westslopescangetveryhotintheafternoons.Herbsandindigenousplantscandowellhere.

5: lesson focus: design and planting

Learning Area: Natural Science. ItcanbeintegratedintoEMSbuttheresultofthisinvestigationwillrelatetoSciencebecausethelearnerswillhavetoselectfullspeciesaccordingtotheneedsofpeople.LO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information.AS 2 : Categorises information.

Lesson Format

Durationoflesson: Onehour

Setupaninteractivesessionwithlearners.Encouragediscussionson:•Whatwouldlearnersliketogrow?•Whatdotheyneedtomaketheirproductsmoremarketable?•Whowillbuytheirproducts?•Wherewouldtheyselltheirproducts?• Fromwherecantheinitialcapitalrequiredforset-upbeobtained?•Whoisgoingtocontrolthefunds,keeprecords,reporttoothers,etc?• Identifythepurposeofeachsite.(Thisisafollow-upofworksheet2.Learnershaveidentifiedasitealready.) Thegroupwillhavetodecidewhattheyaregoingtoplantonthesesites.

•ResourceMobilisation:Assessallthenaturalresourcespresentonthesiteandinthesurrounding environment.Theseincluderivers,sourcesofcompostingmaterials,woodandthepresenceofproductiveplant speciesandinfrastructureonthesite.Thisinformationwillgiveyouanideaofwhatbuildingblocksyouhaveat yourdisposalwhenyoustart.•BiologicalIndicators :Assessthenatureandconditionoftheplantandanimalspeciespresentinthegarden andsurroundingarea.Thiswillgiveyouanindicationofthesite’shistory.•StakeholderAnalysis :Thisisanassessmentofallthebeneficiariesinvolvedandmayincludechiefs, councillors,learners,educatorsand/orthesurroundingcommunity.Thisinformationwillallowustoharmoniously integratethestakeholdersandbeneficiariesintoourpermaculturesystem.•BaseMapping :Wenowgatherallthisinformationanddrawupascalemapofthesiteonwhichdatais filledinfromyoursituationalanalysis.Thebasemapprovidesanoverviewofthesiteandhelpsyouworkout theconnectionsandrelationshipsbetweenthecomponentsontheground.Theserelationshipswillgiveyouan indicationofhowtodevelopyourdesignaroundthenaturalfeaturesandthehumandynamicsonsite.•Discusssignificantfoodspeciesthatwillthriveintheirarea.Introducelearnerstocompanionplanting.

5.2 Companion Planting

CompanionPlantingiswhereplantshelpeachothertogrow.Waysinwhichplantshelpeachother:• Throughrootsecretions,e.g.marigoldrootssecreteasubstancethatprotectstherootsoftomatoesandspinach fromnematodes.• Providespecificnutrients,e.g.beans,pigeonpeasandacaciafixnitrogen.Nitrogenisusedbyplantstocreate carbohydrates.Ithelpstheplantto“eat”,andthereforepromotesvigorousgrowthandgoodcolour.Thenitrogen cycleisoneofthemanymineralcyclesthattakeplacebetweenthesoilandthesurface.Asimplediagrammatic explanationofthenitrogencycleisbelow.•Aroma/strongsmellsfromtheplantsrepelinsects,e.g.onions,shallot,marigold,garlic.

companion plants

Beetroots,strawberries,tomatoes,lettuce

Peas,lettuce,onions,tomatoes

Onions

Carrots

Beetroot

Strawberries,spinach

Mielies

Carrots,radishes,strawberries, cucumbers

Allvegetables

Potatoes,beetroots,onions

SwissChard

Pumpkin

Lettuce

Greenpeppers

Cabbage

Eggplant/ Aubergine

companion plants

Potatoes,carrots,cabbage,mostothervegetables

Cucumbers

Peanuts,peas,beans,cucumber,pumpkins,potatoes

Onions,carrots

Sunflowers

Mielies

Tomatoes

Group Activity

Learnersworkingroupsofthree.

TheycouldstartplantingusingtrenchbedswhichhavebeensetupinActivity4.2orsetupadditionalbeds.Choosethevegetablesthattheyaregoingtogrow.Purchaseseedlingsorsowtheirownseeds(transplantwhenseedlingsareready).Plantoutthebeds.Rowsofseedlingsshouldbeapproximately20cmapart.Alternatetherowsofseedlingsthatareplanted.(Plantonerowofseedlingsofaspeciesthatproducesfoodbelowtheground,andonethatproducesfoodabovetheground.)Waterwell.Mulchthoroughly.

Follow-up Activity

• Learnerstowaterbedsearlyinthemorningorlateafternoon.Theleastamountofevaporationoccursat thesetimesoftheday.Waterisconserved.•Monitorgrowthofplants.•Monitorcropsforpredators.Predatorsandpestsareinsectswhichdamageanddestroy theplants,e.g.aphids,scaleinsects,mealybug,whitefly,locustsandcutworms.•Harvestwhencropisready.

6: lesson focus: pest control

Learning Area: Natural ScienceLO 1 : Scientific Investigations.AS 2 : Conducts investigations and collects data. (Notesthetypesofpestsattackingplantsandthechangesontheplants;develops

methodstocombatpestinvasion.)

Educator Notes

Asanenvironmentallyfriendlysystemofgardeningandfarming,permaculturepromotestheuseofnaturalmethodsofpestcontrolratherthanrelyingonchemicalpesticides.Usingchemicalpesticidesmaykilloffnaturalpredators–suchasbirds,prayingmantis,ladybirds,wasps,frogsandevenharmlesssnakes–whichallhelptocontrolpestproblemsinafriendlygarden.Ingredientsfornaturalinsectrepellentsmayeasilybefoundinourgardens.Inadditiontobeingeffectiveontargetedpests,theyarealsoquitecosteffective.

IMPORTANT NOTE:Learnersmustalwayswashtheirhandsafterusingthesprays.Pleaseensurethatspraysarestoredoutofreachofchildren.

Thefollowingnaturalremedies,whicharereferredtoas“teas”,canbepreparedandcouldbeusedtocontrolthepestslisted.

Plant “teas” for pest control:

1. Buttermilk SprayMix1tablespoonbuttermilkwith½cupflourin2litresofwater.Thisspraydestroysadultspidermitesandtheireggs,whichareenvelopedinthestickymixture.Decantmixtureintospraybottle.Sprayeveryalternatedayforaweek.Keepmixtureinfridge.

Lesson Format

Durationoflesson: Halfanhouroftheory HalfanhourofpracticalworkDiscussionfollowedbyon-siteobservationbylearners.Learnerscanpreparethesuggestedteasathomeandbringtoschool.

Group Activity

Learnersmonitortheirplantsandmakealistofthepeststheyseeandthenegativeimpactthattheyarehavingontheplantsandvegetables.Whenapestpopulationordiseasebecomesevident,thelearneridentifiesthepestordiseaseandsuggeststheappropriatemethodofcontrol.

Itisimportanttorememberthatnaturalremediesareusedtotreatspecificproblemsandmustbeusedattherighttime.Itisalsovitalthatpestsordiseasesaredealtwithbeforetheybecometoowidespread.Certainpestsprefermoistconditions–itisthereforeimportanttoavoidover-wateringandtobesuretodirectthewatertotheroots.

2. General SprayChoporgrind1onion,1hotpepper(or1tablespooncayennepepper),1garlicbulb.Soakovernightandstrain.Diluteto1partin5partsofwater.Thisisanall-purposepestrepellentandfungicide.Spraydailyforheavyinfestations.Spraycanbestoredinthefridge.

3. Milk SprayMilkstraightfromthebottleorcow(orsourmilk),dilutedwithninepartsofwater.Checksvirusdiseasesliketomatomosaicandkillsredspidermites,caterpillarsandtomatoworms.Prepareafreshspraydailyforuseandusefrequently.

4. Onion SprayGrindonionsaloneorwithchivesandgarlicoroniontopsinablender,addingtwicetheamountofwater,orsimmertheingredientsinwaterfortwohours.Sprayseveraltimesforblightonpotatoesandtomatoes,forapplescab,curlyleafofpeachtrees,powderymildew,aphidsandredspidermites.Spraycanbestoredforaboutaweekinthefridge.

5. Wormwood TeaPouring1litreofboilingwateroverahandfulofwormwood(Artemisiaabsinthium).Thewormwoodplantcontainsatoxicsubstancecalledabsinthinandcanbeusedtorepelaphids,blackfleabeetles,flies,cabbagewhitebutterfliesandslugs.Itmaybealsobeusedasabathtochasefleasfromcatsanddogs.Storeinthefridge.

IMPORTANT NOTE:Wormwoodcontainstoxicsubstancesandshouldnotbetakeninternally.Itshouldbehandledwithcareandonlyusedbylearnersundersupervision.

7: lesson focus: marketing and costing of produce

Learning Area: EMSLO 3 : Managerial, Consumer and Financial Knowledge and Skills.AS 1 : Participates in the management of a classroom project.LO 4 : Entrepreneurial Knowledge and Skills.AS 3 : Differentiates between entrepreneurial actions of buying, selling and producing.

Lesson Format

Durationoflesson:Twohours Discussionduringwhichdefinitionsofthewordsarelookedupindictionaries,followedby learneractivity.

Discusstheimportanceofdevelopingentrepreneurialskills.FocusonthehighunemploymentrateinSouthAfrica,thelackofopportunitiesontheopenlabourmarketandtheneedtocreateself-employment.Encouragelearnerstousetheirtimeandresourcesproductivelyinpromotingahealthyandeconomicallyviableenvironment.

Explainthefollowingconceptstolearners:

producer consumercost sellingpricelabourcost budgetsupply demandmarketing profitloss packaging

Discusssimplemethodsofcalculatingthesellingpriceofproduce,e.g.seedlings.

1. Packetoflettuceseeds R 9.002. Seedlingtray R 4.003. Labourcosts R20.004. Water R10.005. Seedlingpacks(R1.00x20packs) R20.00

TOTAL COST OF PRODUCTION R 63.00

Onepackoflettuceseedswillgenerateapproximately150seedlings.Onesix-packseedlingtraysellsatR7.99.If20packsaresold,totalsaleswillbeR159.80.Profitwillbetotalsalesminustotalproductioncost=R96.80.

Oncethetotalcosthasbeenestablished,asklearnerstosuggestwaysinwhichtheycouldreducethecost.Directtheirthinking,e.g.usingbiscuitoreggpackagingasseedlingtrays,harvestingrainwaterfrombuildingsorbringingkitchenandbathwaterfromhome.

Worksheet

Learnersharvesttheirproduce,weighsandpacksthemintobundles.Vegetablesaresoldandsalesarerecorded.Worksheet5providedonpage30.

Assessment Strategy Test

Worksheet6providedonpage31.

Educator Notes

Thefoodvarietiesweenjoytodayaretheresultofcenturiesofselectionandbreeding.Potatoesandtomatoes,forexample,areSouthAmericanplantsthatwereoriginallyinedible,butthroughselectionbecameedible.Wheatwasoncegrassandourindigenoussorghumwasprobablyalsoagrassofsorts.Wedevelopedlocalvarietiesofediblecropsthroughnaturalbreedingprocesses.Gardenersandfarmersbredandsavedtheirfavouritevarietiesofseedsuntilrecenttimes.Foodvarietiestravelledtheworld,aspeopledid,therebyspreadingfoodcropsfarandwide.Aswebecameprogressivelyindustrialised,therewerefewerfarmersprovidingfoodformorepeople(especiallyincities)andthingsbegantochange.Varietieswerelost,asfamiliesnolongerpassedseedsdowntofamilymembers.Seedcompaniesbecamemajorsourcesofseed.

Thepurposeofgrowingandharvestingourownseedsisto:• Eatfoodthathasbetterflavour,textureandnutritionalvalue.•Helppreservegeneticdiversityinfoodplantsandmakethisgeneticdiversityavailabletopeoplewhogrowfood.• Savetruetypesofseeds(i.e.thenewseedlingsownwillshowthesametraitsastheparentplants).• Avoidpurchasingseedswhichhavebeengeneticallymodified.

An extract from the Sunday Tribune 10/06/07Genetically modified (GM) crops do not necessarily increase productivity, as numerous scientific studies have shown that GM soya, the world’s most widely grown GM food crop, yields 5% to 10% less than high yielding non-GM varieties, and figures from the US Department of Agriculture show that GM soya uses two and a half to five times more chemical herbicide which is bad for human health and the environment than non-GM soya. Large-scale farmers grow GM crops because they are easier to manage. Genetic Roulette: The Documented Health Risks of Genetically Engineered Foods by Jeffrey M. Smith documents 65 health risks from GM foods.The demand for organic food, which does not allow GM seeds or dangerous agricultural chemicals, is growing at 42% a year in Europe.

Learning Area: Natural ScienceLO 1 : Scientific Investigations. AS 2 : Conducts investigations and collects data.LO 2 : Constructing Science Knowledge.AS 1 : Recalls meaningful information. (Describesvariousprocessesthatcanbeusedtoharvestandsaveseedsandabletointerpret

andapplymethodologiesinthestorageoftheseeds).

Lesson Format

Durationoflesson:Onehourdiscussion(Readarticles/books,otherreferencespertainingtoseedsaving)Thiscanbeadiscussionorlearnerscouldbegiventhetaskofresearchingthetopicinadvanceandbringinginformationtotheclass.

8: lesson focus: seed saving

Seed Selection:Onlyseedsfromthehealthiestlookingplantsshouldbesaved.Donotcollectseedsfromunhealthyorpoorlyproducingplants.Selectseedsfromafewplantsofthesametypetomaintainawiderdiversity.

Group Activity

1. ThelearnersshouldbetakenonawalkaboutoftheschoolgardenandaskedtoidentifySTOCKPLANTS. (Plantsfromwhichtheseedsaretobeharvested-theyarethestrongest,healthiestlookingplantswhichare diseasefreeandhavehealthyfruitandflowers).2. Markouttheplantidentifiedforseedharvesting;tiearibbonorapieceofstringonabranch. (Thiswillindicatethattheplantshouldnotbeharvested.)3. Harvesttheseedswhentheyaremature.4. Learnerswillthenhavetoclean,dry,labelandstoretheseedsforthenextplantingseason.

Seed Collection:Seedscanbecollectedfrom:1. Podswhenthepodsaredry.2.Over-ripefruitsandvegetablescontainingseeds,whicharenolongergoodforconsumption.3.Rootcropswhichareharvestedfromdisease-freeplantsinthedormantstage,i.e.whentheleavesdieback.Thebesttimeofthedaytocollectseedsismid-morningwhenthedewhasevaporated,asmoisturecouldcauseseedstorot.

Cleaning:Drypodsarerubbedorbeatentoreleaseseeds.Softfruitandvegetableseedsareremovedandrinsed,thendriedonscreensorpaper.Seedsneedtobedried(insideandoutsidetheirpods)carefullyinadark,dryplace.Theycanbedriedonscreens,onpaper,inabowl,inhigh,warmplacesindampweather-butnotatmorethat45°C.Tomatoandcucumberseedsarefermentedincontainersofwatertoridseedsofdisease.Aftertheyfroth,rinsewellanddry.

Storage:Seedsshouldmostlybestoredat5°C,inapaperbagorinaglassjarinthedark.Keepmoistureandairoutofthecontainers.Checkthatthereisnoevidenceofinsectsorinsectdamage.Freezingfortwodayswillkillmostinsectsandeggs.Allowcontainertoreturntoroomtemperaturebeforeopening.Labeltheseedswith:dateofharvest,area,nameofseedvarietyandanythingunusualthatyoumaywanttoremember.

Containers:Filmcanisters,screwtopjars,airtightcontainers.Putseedsintoplasticbankpacketsorpaperbagsbeforeputtingthemintothecontainer.Youcankeepseveralseedsinthesamejarthisway.

Germination:Testyourseedstoseeifthey’llgrowbysproutingsomeofthembetweentwolayersofwetpapertowel,inaplasticbag,onawarmwindowsill.Countthem-10sand100saregoodnumberswithwhichtowork.Afterafewdays,openthemtoseeiftheyhavegerminated.Afteraweek,calculatethepercentageofseedswhichhavegerminatedinordertodeterminetheirgerminationandfertilityratese.g.8outof10seedsgeminated=80%success.Useyourseedsassoonaspossible,butdonotplantthemallincaseofcroplosses.Someseedswillkeepforafewyears,butitisbettertogrowthemeveryseason,andkeepasfreshastockofseedaspossible.

Follow-up Group Activity

1. Learnersshouldbeaskedtoidentifyplantsintheirgardensathomethatcanbeharvestedforseeds.2. Harvest,clean,dry,packandlabeltheseeds.3. HaveaSEEDEXCHANGEdaywherelearnershaveanopportunitytobringtheircollectedseedstoschool. Explainthefoodtypeandgerminationperiodandthereafterexchangeseeds.Exgrade4shandtheirseedsover tothenewgrade4class.Thiscanbelinkedtomarketdaywherelearnerscouldsellvegetablesgrownintheir gardensormakesoup.

Educator Notes

Theearliestgardenswereherbgardens.Peoplehadspecialgardensfromwhichtheymanufacturedtheircosmetic,domesticandmedicinalproductsfortheirfamilies.Medicinalplantgardens,combinedwithskillsandinformation,canempowerpeopletotakeresponsibilityfortheirownhealth.Wecangrowanduseourownmedicinesresponsibly.

Preparation of medicines

Traditionally,medicinesaretakenintothebodyinmanyways.Orally,asointments,asenemas,throughsaunas(steaming,bathingandexternalwashing)andthroughscarification-wheresmallincisionsaremadeintothebodyandthemedicineputintotheincision.

Explaintolearnersthatthedifferencebetweenmedicineandpoisonisthe“dosage”.

Infusions: Therearetwotypesofinfusions:(a)Hotinfusionsaremadebyplacingtheplantmaterialintowaterthathasbeenboiledandremovedfromtheheat.Allowittostandforapproximately20minutes.(b)Coldwaterinfusionsaremadefromchoppedupplantmaterialsthathavebeenleftincoldwaterforashortperiod.(Thismethodspoilsquickly;thereforetheinfusionmustbeusedonthesameday).

Decoctions: Boilplantmaterialforanywherebetween10minutesto10hours.(Averagetimeformostmedicinesisapproximately30minutes).Thismethodisusedtoextractthemedicinalpropertiesfromhardbarks ofplants.

Tinctures:Thesearemadebyinfusingdriedpowderedplantmaterialintoalcohol.Onecanuseabrownglassmedicinebottletoprepareatincture.Thebottlecouldbecoveredwithfoiltomakeitlight-proof.

Learning Area: Natural Science LO 3 : Science, Society and the Environment.AS 1 : Understands science and technology in the context of history and indigenous knowledge.Learning Area: LanguagesLO 3 : Reading and Viewing.AS 1 : Understands, in a simple, way the various methods used in the preparation of medicine.AS 3 : Reads the information with understanding and is able to discuss.

Lesson Format

Durationoflesson: OnehourComprehension.(Learnerstobegivenaninformationsheet)

9: lesson focus: medicinal plants

The“LivingPharmacy”isourmedicinalherbgardenswhicharedesignedspecificallyforthehealthneedsof thecommunity.

* Educatorscanidentifyanddiscusssomelocalspecieswhichhavemedicinalvalueunderthefollowingheadings:

• Partsused.• Medicinaluses.• Preparationanddosage.• Warning.

Examples of a few frequently used medicinal plants:

Name of Plant Mint Ginger Rosemary

Parts Used •Leaves •Freshordriedrhizome •Leavesandyoungshoots

Medicinal Uses •Teasaredrunkforcoughsandcolds•Alsousedtotreatheadaches,indigestion,urinarytractinfectionandmenstrualpains

•Respiratoryinfectionssuchascolds,flu’sandbronchitis•Usedtotreatindigestion,flatulence,digestiveinfectionsandnausea

•Warmingherb-increasesbloodcirculation•Forstressandmilddepression•Relievesgasandisdetoxifying

Preparation and Dosage

•50gramsoffreshordryleavesisaddedtoonelitreofboilingwaterandallowedtostandfor15minutes•Crushedleavesmaybeputintothenostrilsforthereliefofheadaches•Chewafewleavestofreshenthebreath•Placeunderthebeddingofapersonsufferingfrombreathingproblems

•5dropstoaglassofwater•Simplycuta2-3cmlongrhizomeintothinslicesandaddboilingwatertomakeatea

•Branchesgatheredduringsummeranddriedintheshade•1teaspooncrumbledleavesto1cupboilingwater

Warning •None •Relativelysafebutdonotusecontinuously•Cancausestomachdistress

•Verystrongdosesarepoisonous

Group Activity (Worksheet 7)

Learnersansweraquestionnaireonthepreparationofmedicines.Worksheet7providedonpage33.

Assessment Strategy Assignment (Worksheet 8) Learnersdiscusstwomedicinalplantsundertheheadings:name,partsused,medicinaluses,preparationanddosageandwarning.Worksheet8providedonpage34.

worksheet 1

1. Describethemethodoffarmingthatwasused.

2. Listtheplantsthatweregrown.

3. Whatweretheplantsusedfor?

4. Howdidtheykeepthesoilhealthy?

5. Doyoupresentlygrowanytypeoffood?

6. Whatmethodiscurrentlyusedtogrowfood?

interview:farmingmethodsofthepast versusmodernfarming

worksheet 2

Examine the picture above and answer the following questions.

1. Drawatableandlistalltheresourcesthatyouobserveinthepicture.2. Howcanyouusetheseresourcesinabeneficialway?

siteanalysisandidentifyingresources

worksheet 3

Soil Testing

1. Takeahandfulofsoil.2. Feelthesoil.3. Isitrough,smoothorsticky?4. Wetthesoilinyourhandandtrytomakeaworm.5. Lookatthetablebelowanddecidewhatkindofsoilitis.Ticktheblockthatbestdescribethesoil.

• Describethecolourofthesoilonyoursite.• Arethereanywormsorlivingorganismsinthesoil?• Smellthesoil.Whatdoesitsmelllike?

If you find that the soil in your garden has too much clay or too much sand, you can improve it by adding lots of compost or manure.

What does the soil feel like?

Veryrough

Alittlesandy,quitesmoothbutnotsticky

Alittlesandyquitesmoothandsticky

Smoothandsticky

Cannotbend

Canbendalittle

Canbendhalfwayround

Canbendmorethanhalfwayround

Canbendintoaring

Verysandy

Sandyloam

Loamorsiltloam

Clayloamorsandyloam

Can it roll into a worm?

What does the worm look like?

Type of soil

soilanalysis

worksheet 4.1

•Measureoutanarea1,5metreby1,5metre.

First layer:• Layout30cminheightofdrysticks-allowsforaerationanddrainage.

Second layer:• 30cmofgreenleafymaterials-calledcompostingmaterial.Comfreyleavesareaparticularlygood compostactivator.

Third layer:• 5cmofactivatingmaterial-oldcompost,manureorsoil.• Repeatlayers2and3untilaheightof1,5metresisreached.•Oncetheheighthasbeenreached,waterthoroughly.•Coverwithathicklayerofgrass.• Placeapoleinthemiddlethroughtheheapforaeration.

NB:Heapwillgethotwithinafewdays.Theheapwillneedtobeturnedafterthreetosixweeks. Compostwillbereadyin3months.

compost heap:

soilconditioning

worksheet 4.2

•Markoutabed,1spadewideand2spadeslong.• Removethetopsoiltoadepthof30cmandplacenexttothebedononeside.• Removethesubsoiltoadepthof30cmandplaceonaseparatepile.• Fillthebottomofthetrenchwithorganicmaterial-¾ofbed.•Haveagoodmixtureofdifferentmaterials.• Packthelayerfirmly-thiswillpreventsinkingatsomefuturetime.• Finally,placetopsoilbackontopoftheorganiclayer.• Ifthesubsoilisofgoodquality,itcanbespreadaroundfruittreesandothercrops.•Coverwithmulch;thetrenchbedisnowreadyforplanting.

fertility trench bed:

soilconditioning

worksheet 5

Date Crop type Number of bunches/kg sold Income in Rands

1. Harvestthevegetables.2. Weighthevegetablesorpackthevegetablesintobunches.3. Sellthevegetables.4. Recordsalesonthesheetprovided.

Record of Sales

marketingandcostingofproduce

worksheet 6

Assessment Strategy Test

Section 1 Explain the following terms:

1.1 Producer:

1.2 Consumer:

1.3 Budget:

1.4 Profit:

Section 2 Calculate the following:

2.1 SiphospentR20.00onbeanseeds.HechargedR45.00forlabourandusedwatertothevalueofR15.00.

Calculatethetotalexpenditure.

2.2 Siphoharvested15kgofbeans.HesoldthematR10.00perkg.Whatwashisincome?

2.3 HowmuchprofitdidSiphomake?

marketingandcostingofproduce

Section 3

3.1 Siphohasaproblem.Hewantstoknowwhetherheshouldsell100seedlingsatR5or80ofhisfavourite

plantsatR10.Whatwouldyousuggest?

3.2Refertothegraphbelowandanswerthequestionsthatfollow:

3.2.1Whichvegetableshadthebiggestharvest?

3.3NextyearSiphowouldliketocreatemorediversityandplantagardenwithagreatervarietyoffood.

Suggestnamesofcropswhichwillgrowwellwiththeexistingcropsandalsohelpincreasetheyield.

Carrots

kg Harvested

0Cabbages Spinach Beans

worksheet 7Answerthefollowingquestions.

1. Whatisthedifferencebetweenahotandcoldinfusion?

2. Fromwheredidpeopleinthepastgettheircosmeticsandmedicines?

3. Listfourwaysofpreparingmedicines.

4. Whywouldyouusefoilwhenpreparingtinctures?

5. Otherthandrinkingmedicines,howcantheybetakeninbythebody?

6. Whichinfusionwilllastthelongestandwhy?

7. Whyisalcoholusedintinctures?

8. Whichinfusionneedstobeusedquickly?

9. Whatisscarification?

10.Whatisthedifferencebetweenamedicinalherbbeingbeneficialandpoisonous?

medicinalplants

worksheet 8

Assessment Strategy: Assignment

Name of Learner:

Discusstwoplantsofmedicinalvalueusingtheheadingsbelow:(Traditionalnamesandspecimensofplantshouldaccompanyinformation)

Name of Plant.

Part used.(e.g.roots,leavesetc.)

Medicinal uses.(e.g.headaches,feveretc.)

Preparation and Dosage.e.g.leavesareboiledandsteaminhaled.

Warning.(e.g.donotuseifpregnant)

medicinalplants

To find out more about the Woolworths Trust EduPlant

programme, contact: Food&TreesforAfrica

Telephone:(011)8039750

Email:info@trees.org.za

the difference

www.woolworths.co.za

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