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:[email protected],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
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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?
Module8:PG4|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
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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
Module8:PG6|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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:[email protected]
5: how to participate in woolworths trust eduplant
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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.
Module8:PG8|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
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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.
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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.
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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.
Module8:PG12|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
Worksheet 4.1 & 4.2
Learnersmakeacompostheapand/orfertilitybed.Ataskisassignedtoeachmemberofthegroup,e.g.collectthenecessarymaterial,measureouttheareaandcarryoutprocesses.Worksheet4.1providedonpage28andworksheet4.2onpage29.
COMPOST HEAP
FERTILITY BED
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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.
Module8:PG14|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
•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.
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companion plants
Beetroots,strawberries,tomatoes,lettuce
Peas,lettuce,onions,tomatoes
Onions
Onions
Carrots
Beetroot
Strawberries,spinach
Mielies
Carrots,radishes,strawberries, cucumbers
Allvegetables
Potatoes,beetroots,onions
Beans
SwissChard
Pumpkin
Lettuce
Greenpeppers
Cabbage
Eggplant/ Aubergine
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companion plants
Potatoes,carrots,cabbage,mostothervegetables
Cucumbers
Peanuts,peas,beans,cucumber,pumpkins,potatoes
Onions,carrots
Beans
Sunflowers
Mielies
Tomatoes
Group Activity
Learnersworkingroupsofthree.
TheycouldstartplantingusingtrenchbedswhichhavebeensetupinActivity4.2orsetupadditionalbeds.Choosethevegetablesthattheyaregoingtogrow.Purchaseseedlingsorsowtheirownseeds(transplantwhenseedlingsareready).Plantoutthebeds.Rowsofseedlingsshouldbeapproximately20cmapart.Alternatetherowsofseedlingsthatareplanted.(Plantonerowofseedlingsofaspeciesthatproducesfoodbelowtheground,andonethatproducesfoodabovetheground.)Waterwell.Mulchthoroughly.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG17fundraising initiative
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.
Module8:PG18|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG19fundraising initiative
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.
Module8:PG20|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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.
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG21fundraising initiative
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.
Module8:PG22|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG23fundraising initiative
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.
Module8:PG24|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
worksheet 1
1. Describethemethodoffarmingthatwasused.
2. Listtheplantsthatweregrown.
3. Whatweretheplantsusedfor?
4. Howdidtheykeepthesoilhealthy?
5. Doyoupresentlygrowanytypeoffood?
6. Whatmethodiscurrentlyusedtogrowfood?
interview:farmingmethodsofthepast versusmodernfarming
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG25fundraising initiative
worksheet 2
Examine the picture above and answer the following questions.
1. Drawatableandlistalltheresourcesthatyouobserveinthepicture.2. Howcanyouusetheseresourcesinabeneficialway?
siteanalysisandidentifyingresources
Module8:PG26|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
Rough
Rough
Alittlesandy,quitesmoothbutnotsticky
Alittlesandyquitesmoothandsticky
Smoothandsticky
No
Cannotbend
Canbendalittle
Canbendhalfwayround
Canbendmorethanhalfwayround
Canbendintoaring
Verysandy
Sandy
Sandyloam
Loamorsiltloam
Clayloamorsandyloam
Clay
Can it roll into a worm?
What does the worm look like?
Type of soil
soilanalysis
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG27fundraising initiative
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
Module8:PG28|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
worksheet 4.2
•Markoutabed,1spadewideand2spadeslong.• Removethetopsoiltoadepthof30cmandplacenexttothebedononeside.• Removethesubsoiltoadepthof30cmandplaceonaseparatepile.• Fillthebottomofthetrenchwithorganicmaterial-¾ofbed.•Haveagoodmixtureofdifferentmaterials.• Packthelayerfirmly-thiswillpreventsinkingatsomefuturetime.• Finally,placetopsoilbackontopoftheorganiclayer.• Ifthesubsoilisofgoodquality,itcanbespreadaroundfruittreesandothercrops.•Coverwithmulch;thetrenchbedisnowreadyforplanting.
fertility trench bed:
soilconditioning
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG29fundraising initiative
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
Module8:PG30|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
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
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG31fundraising initiative
Section 3
3.1 Siphohasaproblem.Hewantstoknowwhetherheshouldsell100seedlingsatR5or80ofhisfavourite
plantsatR10.Whatwouldyousuggest?
3.2Refertothegraphbelowandanswerthequestionsthatfollow:
3.2.1Whichvegetableshadthebiggestharvest?
3.3NextyearSiphowouldliketocreatemorediversityandplantagardenwithagreatervarietyoffood.
Suggestnamesofcropswhichwillgrowwellwiththeexistingcropsandalsohelpincreasetheyield.
Carrots
kg Harvested
25
20
15
10
5
0Cabbages Spinach Beans
Module8:PG32|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
worksheet 7Answerthefollowingquestions.
1. Whatisthedifferencebetweenahotandcoldinfusion?
2. Fromwheredidpeopleinthepastgettheircosmeticsandmedicines?
3. Listfourwaysofpreparingmedicines.
4. Whywouldyouusefoilwhenpreparingtinctures?
5. Otherthandrinkingmedicines,howcantheybetakeninbythebody?
6. Whichinfusionwilllastthelongestandwhy?
7. Whyisalcoholusedintinctures?
8. Whichinfusionneedstobeusedquickly?
9. Whatisscarification?
10.Whatisthedifferencebetweenamedicinalherbbeingbeneficialandpoisonous?
medicinalplants
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG33fundraising initiative
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
Module8:PG34|making the difference programme January2008CopyrightWoolworths(Pty)Ltdfundraising initiative
To find out more about the Woolworths Trust EduPlant
programme, contact: Food&TreesforAfrica
Telephone:(011)8039750
Email:[email protected]
January2008CopyrightWoolworths(Pty)Ltd making the difference programme|Module8:PG35fundraising initiative
the difference
the difference
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