Module 8

making the difference programme
module 8:
Permaculture - Growing Food Naturally
This module relates to the following Outcomes for the Learning Areas: Natural Science Learning outcome 1: Scientific Investigation Learning outcome 2: Constructing Science Knowledge Learning outcome 3: Science, Society and the Environment Language Learning outcome 3: Reading and Viewing. Learning outcome 4: Writing Learning outcome 6: Language Structure and Use EMS Learning outcome 3: Managerial, Consumer and Financial Knowledge and Skills Learning outcome 4: Entrepreneurial Knowledge and Skills For the educator: This module focuses on teaching learners the basic concept of permaculture. It integrates activities based on ecology, landscape analysis, resource identification and garden layout to create a sustainable food producing environment. By the end of this module, learners will be able to: Understand the concept and ethics of permaculture. Implement permaculture techniques. Draw up a list of resources which are available at your school. Conduct a simple experiment to analyse the quality of soil. Set up and maintain vegetable beds. Harvest and sell produce.
fundraising initiative
Dear Educator, Welcome to permaculture Growing Food Naturally, a resource created for you by the Woolworths Making the Difference programme . Food security is recognised by government, business and society as a whole as the one of the most important strategies in achieving sustainable social and economic development in South Africa. More and more schools are becoming aware of the role that they can play in improving food security in their communities. Learning to grow food in a sustainable way is a vital life skill, and it makes sense that our children are exposed to this expertise and experience in the school environment. Permaculture is a world-renowned system of environmentally friendly gardening and farming designed to mirror the healthy patterns of natures own systems. The permaculture system includes growing crops without the use of artificial additives, such as pesticides and chemical fertilisers; protecting and building soil fertility; protecting and sustaining natural ecosystems; harvesting rainwater; recycling and reducing waste; and using all resources wisely. There are many benefits to creating and maintaining a permaculture food garden at your school. Naturally produced, nutrient-rich fruit, vegetables, nuts, herbs and medicinal plants are grown for the benefit of learners, educators, parents and the neighbouring community. You can supplement your school feeding scheme, supply needy children with produce and donate fruit and vegetables to unemployed parents or your local HIV/AIDS hospice. Schools with thriving permaculture food gardens may also raise extra funds for their schools through recycling projects, and the sales of surplus produce, seedlings and added value products such as jams, chutneys and preserves. Permaculture designs and techniques take into account improving your whole school environment. It will help the school to green barren areas, create attractive recreational spaces, foster and protect healthy ecosystems, reduce and recycle waste and save water. In addition, permaculture food gardens provide schools with living, learning laboratories to deliver outcomes-based education in all learning areas. Whether you are an experienced gardener regularly producing your own vegetables at home or if you have never gardened before, we hope that you will be inspired by this resource and enjoy many fun and rewarding times creating and maintaining a permaculture food garden with your learners. We would like to invite you to participate in the Woolworths Trust EduPlant programme, South Africas leading schools food gardening and greening programme, co-ordinated by Food & Trees for Africa and endorsed by the Department of Education. Each year, educators are invited to attend a free one-day EduPlant permaculture workshop that will deepen your knowledge and enable you to design a school food garden. Educators then implement their permaculture designs and enter their gardens in the annual competition. Every year, over 60 finalists are chosen to represent their schools at an exciting 3-day event. At the Woolworths Trust EduPlant Finals, you can network with educators from around the country, attend action-packed workshops and your school could win prizes awarded to 21 winners in 5 different categories. To nd out more about the Woolworths Trust EduPlant programme, contact: Food & Trees for Africa, Telephone: (011) 803 9750, Postal Address: PO Box 2035, Gallo Manor, 2052 Email: info@trees.org.za, Website: www.trees.org.za Sincerely,
Brian Frost Chairman of Woolworths Trust

Module 8: PG 2 | making the difference programme
January 2008 Copyright Woolworths (Pty) Ltd
Dear Educator, In light of the many challenges which are facing South Africa in terms of social and economic development, as well as the more global challenges of preserving natural resources while providing a growing population with good, healthy food and clean drinking water, we welcome this latest addition to the Woolworths Making the Difference programme. The EduPlant module was prepared with the assistance of WCED personnel responsible for the Learning Areas Natural Sciences, Languages and EMS to ensure the alignment of the module with the National Curriculum Statement. The Western Cape Education Department believes you will find it of invaluable assistance in helping your learners achieve the required outcomes. Yours sincerely,
Genevieve Koopman Director: Curriculum Development

making the difference programme | Module 8: PG 3
1:
educator notes
what is permaculture?
Permaculture comes from the words PERMA nent and agriCULTURE . What this means is that permaculture is a holistic, sustainable way of food gardening and farming that uses conscious design to create and maintain agricultural ecosystems that are as stable, diverse and robust as healthy, natural ecosystems. Food-rich environments are created by using natural resources wisely and by following the patterns we observe in nature. Permaculture takes into account plants, animals, people, buildings, water, soil and energy and helps us understand the complex relationships between them better. For example: A plant may provide a habitat for certain animals and food for others, and may also serve as a windbreak that protects smaller plants. By always considering the relationships between the organisms and natural elements in a system we can create our own ecologically sound, economically feasible foodproducing systems. The systems we create should mirror nature. They must be self-sufficient systems that provide for their own needs without requiring costly inputs or generating waste that creates pollution. Like a healthy natural system, our system of food gardening will then be sustainable. Permaculture is unique in how it combines the observation of natural systems and the wisdom and experience of ancient cultures with modern scientific and technological knowledge. The philosophy of permaculture is to work with nature.

2: permaculture ethics
Permaculture is rooted in an ethical foundation that includes four basic principles: Caring for the earth With a long future in mind, we look after the planet, natural resources and every living thing. This principle is put into action by: understanding and appreciating how nature works and how it supports all life on Earth; understanding how current human decisions and activities impact on the Earth in the long-term; considering the environment in all our decision-making, and acting only on decisions that are good for and will not harm the natural environment; preventing waste and pollution; maintaining healthy soil and water systems; fostering and sustaining healthy ecosystems; rehabilitating degraded environments.
Caring for people We look after each other. This principle is put into action by: understanding and appreciating how, as with all living things, people are connected to each other and make an impact on each others well-being; making decisions and acting in ways that recognise that human well-being goes beyond economic factors to include access to clean water; clean air; fertile soil; safe, healthy environments; and opportunities for lifelong learning, meaningful life experiences and satisfying relationships with others and the natural world; making decisions and acting in ways right now that will ensure that we leave a healthy, sustainable planet for our children and future generations; respecting each other; including others; helping each other; protecting and upholding Human Rights. Sharing our resources We share our surplus resources with others so that they too may live healthy, productive and prosperous lives. This principle is put into action by: avoiding waste by giving to others dont throw things away that other people may need; saving what we have so that we can share with others when they are in need; passing on our knowledge and expertise, especially when it can help others to improve self-reliance; looking for opportunities to practice generosity; always being grateful for what we have, even if what we have may seem at the time to be little. Promoting all life We acknowledge that all forms of life have a right to exist. In our conscious design we only make decisions that enhance and promote life in its many different and wondrous forms. This principle is put into action by: understanding and appreciating that every different form of life plays a valuable role in a living system; acknowledging that the loss of a life form in any ecosystem weakens and degrades the whole environment; designing systems that harbour a diversity of species; avoiding monoculture in gardening systems and landscapes; avoiding the use of insecticides, herbicides, fungicides, artificial fertilisers and any other chemical additives that degrade and pollute natural environment.

3:
the challenges of sustainable living - why permaculture is so important
For the first time in the history of human life on Earth there is substantial evidence that human beings are compromising the sustainability of our planet. This is known as a crisis of unsustainability; in other words, we are currently living outside of the limits of nature. This means that we are currently: using too much of the planets non-renewable (limited) resources, such as land and oil; using too much of the planets renewable resources, such as trees and fish; using land unwisely, causing damage to natural ecosystems and the extinction of species; polluting the air, changing the Earths atmosphere and causing rapid climate change; polluting and changing water systems causing damage to ecosystems and the extinction of species. The urgent call for people to live sustainably is the current response to the ongoing degradation of the environment due to human activity. Permaculture is important because it is a sustainable and healthy approach to food production that can be used by individuals, groups, communities and the agricultural sector. By growing our own good food in our own communities using permaculture principles and techniques, we are making a vital contribution to sustainable living. We will effectively reduce our dependence on large-scale farming, manufacturing and transportation.
4:
the benets of a school permaculture food garden
Your school community children, educators, parents and neighbours will have access to naturally-produced fruits, vegetables, herbs and nuts that are essential in a balanced, healthy eating regime. You can help to combat malnutrition in children by supplementing the schools feeding scheme with nutrient-rich fresh vegetables and fruit. Your permaculture food garden can include a medicinal plant section, a valuable community resource that contributes towards well-being and basic health care. Unemployed parents and community members could become involved in the development and maintenance of the food garden. They can learn permaculture techniques and benefit from produce in exchange for their work in the school garden. Alternatively, your school may consider a reduction in school fees based on the work that unemployed parents do in the garden. Outreach programmes can be established, with surplus food being given to learners-in-need or to local HIV/AIDS centres and care facilities. Networks with other schools can be established to share knowledge, skills and experience. Your school can contribute towards the development of environmentally responsible youth who could later pursue careers related to environmental education, botany, zoology, conservation, sustainable living and farming. School and community environments can be greatly enhanced by greening and hosting thriving ecosystems. The school grounds become more attractive, robust and healthy. Many schools with well-managed, healthy school environments more easily attract other outside interest and support. Community permaculture food gardens help to alleviate poverty and contribute to food security in South Africa. Many educators who initiate and maintain permaculture food gardens at their schools expand their influence to become champions of food security and sustainable living in their communities. A permaculture food garden can foster the development of entrepreneurial skills within the school community. For example: Educators, learners and parents can get involved in marketing and selling produce to local shops and community members. They could also set up a revenue-generating nursery, and some schools create added value production projects by processing and bottling jams, pickles, preserves and preparing dried fruit products.

A Living Learning Laboratory A permaculture food garden becomes an important asset to any school. For an under-resourced school it may be their only vital, well-equipped laboratory. There are many activities, relating to all the learning areas that can take place in the permaculture environment. For example: Maths counting plants; identifying the geometric shapes of vegetable beds; calculating profit and loss from sales of produce; drawing graphs; conducting measurements of length, width and mass. Languages writing of business letters for sponsorships; producing notices of environmental club meetings, recording minutes of meetings in the required format, debating environmental issues; report-writing on garden and environmental activities. Natural Science learning about ecosystems, biodiversity, pollution, conservation, photosynthesis, soil ecology, germination and food chains. Life Orientation learning about permaculture as a rehabilitation programme and as a means of survival or job creation for the unemployed; discussing healthy lifestyles, physical exercise, diets and the need for fresh food. Social Sciences History learning about the history of farming, researching the medicinal uses of plants through the ages. Social Sciences Geography discussing human use of natural resources; exploring topography, doing map work, researching wind and wind dispersal. EMS identifying opportunities to be service providers such as gardening services, community nurseries; discussing packaging, the distribution of produce and food processing; learning about profit/loss, budgets and marketing. Technology Constructing A-frames and cooking boxes, developing implements and recycling. Arts and Culture exploring parallels in different cultures, e.g. medicinal and religious uses of plants; researching methods of storage of seeds; identifying cultural differences and similarities in the various methods of food preparation; producing dance and drama, songs and poetry; discussing cultural rights and rituals with the focus on the role of animals.
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how to participate in woolworths trust eduplant
If you would like additional knowledge, more experience and interaction with others in order to take full advantage of the benefits of your permaculture food garden, we recommend that you consider participating in the national Woolworths Trust EduPlant programme. The programme offers introductory permaculture workshops which give you the opportunity to learn more about permaculture from experts. Your school will also have the opportunity to enter the annual Woolworths Trust EduPlant competition. More than 60 finalist schools are chosen from all nine provinces. All finalists travel to Gauteng to attend an exciting 3-day event, where they present to a panel of judges and attend workshops and an awards ceremony. The finals also present an opportunity for schools to network with each other, share ideas and learn more about each others projects. Held in September, the Woolworths Trust EduPlant finals is an occasion to recognise and reward schools for their great achievements. There are cash prizes and gardening resources to be won. To nd out more about the Woolworths Trust EduPlant programme, contact: Food & Trees for Africa Telephone: (011) 803 9750 Email: info@trees.org.za

1:
lesson focus: denition of permaculture
Learning Area: Languages LO 4 : Writing. AS 2 : Develops and organises ideas through a writing process: Organises ideas into paragraphs using simple and compound sentences. Produces a first draft with appropriate language and conventions for the specific purpose and audience. Publishes final draft by sharing with relevant audience and educator. AS 4 : Applies knowledge of language at various levels: Uses topic and supported sentences to develop a coherent paragraph. Uses appropriate grammar, spelling and punctuation. LO 6 : Language Structure and Use. AS 3 : Works with text. Uses topic and supporting sentences to develop a coherent paragraph.
Lesson Format
Duration of lesson: One hour (Half hour discussion with learners and half hour learner activity) Interactive discussion with learners followed by group activity. Briefly explain to learners what permaculture is about. Highlight appropriate terminology. Learners are given dictionaries to look up meaning of words. Prepare sets of cards with the following words: An exercise could be given to the learners as homework where the task will be to find the meanings of the words using a dictionary. permaculture a natural food people air ecological pollution is food way poverty food water healthy knowledge growing in resources skills animals land approach culture security sustainable alleviation needs plants herbs relationships experience about using creating of soil medicinal economically philosophy
Divide learners into groups of 3 and 4. Hand each group a set of cards.
Group Activity
Retain the learner activity in the classroom. Learners work in groups. By using the cards provided, they develop a definition of permaculture. Write the definition on a chart and display. Peers assess each definition. When a group presents their definition, the other groups of learners should be given an opportunity to rate the definition presented according to the assessment criteria.

Follow-up activity
Teacher to select the activity that is most suited to the learners and the school. Theme: Farming methods of the past vs. modern farming Option 1 (worksheet 1) Interview: Learners are required to interview an elder in the family/community. Completed questionnaires to be handed in for evaluation and discussion. Class can be divided into groups to discuss the presented reports. Groups to compile a list of similarities and differences between permaculture and the farming methods described in the reports. Worksheet 1 provided on page 25. Option 2 A farmer can be invited to come and speak to the learners. Presentation to include farming methods used in the past. How modern farming differs from methods used in the past. Option 3 Dramatisation: Two learners are dressed up as farmers one is a farmer from the past and the other a modern farmer. They will discuss farming methods, how things have changed and why. Option 4 Learners are given a background on farming and are divided into groups. Groups are to decide if methods used in the past were the best methods. Has modern farming improved and if so, explain why.
2:
Lesson Format
lesson focus: site analysis and identifying resources
Learning Area: Natural Science LO 2 : Constructing Science Knowledge. AS 1 : Recalls meaningful information. (Able to list resources from the picture and explain the benefits of the listed resources.) AS 2 : Categorises information. (Able to identify suitable site with available resources.)
Duration of lesson: One hour theory and discussion One hour learner activity Class discussion followed by group activity The concept of resources should be explained.

Educator Notes
Resources are things that we can use to make our system work. These include natural cycles (water cycle, energy cycle), buildings, plants, animals, land, manpower, equipment, capital (money) etc. The emphasis should be on the use of biological resources (plants and animals) wherever possible to save energy and to do the work. Plants and animals can provide fuel, compost, manure, soil aeration, nutrient recycling, prevent soil erosion, and help with predator and weed control. Observation and research of a site is used to identify the resources and the limitations of the site. A map of the area could be drawn, indicating wind direction, rainfall patterns and the plant species of the site. Local residents could also be asked about pest problems and the successful techniques that they have been using in growing food.
Resources
Can be classified according to the usage. USAGE 1. Sustained through moderate use 2. Unaffected by usage 3. Disappear or degrade if not used 4. Is depleted through continuous use 5. Pollute other resources EXAMPLE When plants are pruned or coppiced, the new foliage/ growth increases the resource available. Solar energy and wind energy cannot be depleted. Ripe crops, non-harvested annuals, human skills, knowledge and seeds. Minerals and water. Chemicals and fertilisers
Worksheet 2
Learners examine a picture and identify resources. Worksheet 2 provided on page 26.

Follow-up activity
1. 2. 3. Identify a suitable site on the school premises suitable for establishing a permaculture food garden. Make sure this site is not too far away from buildings and is close your water sources, e.g. a part of the playground, the area behind admin blocks or near the school hall. Draw a simple diagram of the area. Identify and list all the resources identified on the site.
3:
lesson focus: soil analysis
Learning Area: Natural Science LO 1 : Scientic Investigations. AS 2 : Conducts investigation and collects data. (Able to identify the types of soil present on site.) AS 3 : Evaluates data and communicates ndings. (Able to identify the soil type and relates to the purpose of the investigation.)
Lesson Format
Duration of lesson: 15 minute discussion 45 minute learner activity Discussion followed by practical work
Educator Notes
Soil is inhabited by millions of micro-organisms and larger organisms. Gardeners should disturb the soil as little as possible. Healthy soil gives rise to healthy plants and animals. The soil type may be sandy, salty loam, clay, loam and other combinations. Garden soils need to be tested before you cultivate them. Healthy soil has nutrients, moisture content and water retention capacity, depth, good texture, sandy/loamy, worms, micro-organisms and humidity.
Worksheet 3
Groups proceed to sites they have chosen to do their gardens. Each learner is provided with a worksheet on soil testing. Learners work independently and thereafter compare results obtained. Worksheet 3 provided on page 27.

4:
Lesson Format
Duration of lesson: Half an hour of theory One hour practical session
lesson focus: soil conditioning (compost making and fertility trench beds)
Learning Area: Natural Science LO 2 : Constructing Science Knowledge. AS 1 : Recalls meaningful information. (Able to collect necessary material required for the compost heap and can explain the functions of each component.) AS 2 : Categorises information. (Follows instructions to set up a compost heap.)
Educator explains the process of setting up a compost heap diagramatically. Explain the method of setting up a compost heap and preparing a trench bed to the learners. Allow learners to decide whether they would prefer to build a compost heap or a trench bed. Learners source their resources and set up a compost heap and/or fertility bed.
Educator Notes
Soil often needs to be restored before it will grow good food. Various strategies can be used to make our soil more fertile, increase its water-holding capacity and encourage earthworms. Strategies include: Planting legumes (such as peas, beans, nuts and Acacia trees) to fix nitrogen in the soil. Using organic matter such as mulch. Mulch keeps the soil warm, retains moisture and reduces weeds. (Examples of mulch are dry grass, leaves, newspapers, and stones etc. which cover the ground. This keeps the soil warm, retains moisture and reduces weeds). Making your own compost using grass cuttings, sticks, fallen leaves, plant trimmings and vegetable waste. Add crushed egg shells and bone meal to the soil to provide calcium. Add green kitchen waste to provide the trace elements/make trench beds to recycle organic waste.

Worksheet 4.1 & 4.2

Learners make a compost heap and/or fertility bed. A task is assigned to each member of the group, e.g. collect the necessary material, measure out the area and carry out processes. Worksheet 4.1 provided on page 28 and worksheet 4.2 on page 29. COMPOST HEAP
FERTILITY BED

5:
lesson focus: design and planting
Learning Area: Natural Science. It can be integrated into EMS but the result of this investigation will relate to Science because the learners will have to select full species according to the needs of people. LO 2 : Constructing Science Knowledge. AS 1 : Recalls meaningful information. AS 2 : Categorises information.
Lesson Format
Duration of lesson: One hour Set up an interactive session with learners. Encourage discussions on: What would learners like to grow? What do they need to make their products more marketable? Who will buy their products? Where would they sell their products? From where can the initial capital required for set-up be obtained? Who is going to control the funds, keep records, report to others, etc? Identify the purpose of each site. (This is a follow-up of worksheet 2. Learners have identified a site already.) The group will have to decide what they are going to plant on these sites.
Educator Notes 5.1 The design process

To acquire adequate knowledge about the site on which the garden is to be designed, learners need to observe and research aspects of the site. The following tools are used to generate a base map incorporating all the required information: Observation: Transect Walk : Walk across the land and observe the landscape features around you, such as the condition of the soil and types of plants around. Mapping : Draw a map of the site indicating features of the land, its slope angle, the direction it faces, its rises and falls, etc.
Slope Characteristics: North Slope : Very hot and dry in summer good for plants and animals that can withstand heat and dryness. Irrigation will be an important factor here. Plant trees. East Slope : Gets morning sun and warms up quickly. Ideal for the placement of nurseries. South Slope : Cool and moist ideal for moisture-loving plants and trees. It can, however, get cold and shady here in the winter and frost will be a problem. Good for water storage. West Slope : Gets sun late in the morning so this side can be cold during early mornings. West slopes can get very hot in the afternoons. Herbs and indigenous plants can do well here.

Resource Mobilisation : Assess all the natural resources present on the site and in the surrounding environment. These include rivers, sources of composting materials, wood and the presence of productive plant species and infrastructure on the site. This information will give you an idea of what building blocks you have at your disposal when you start. Biological Indicators : Assess the nature and condition of the plant and animal species present in the garden and surrounding area. This will give you an indication of the sites history. Stakeholder Analysis : This is an assessment of all the beneficiaries involved and may include chiefs, councillors, learners, educators and/or the surrounding community. This information will allow us to harmoniously integrate the stakeholders and beneficiaries into our permaculture system. Base Mapping : We now gather all this information and draw up a scale map of the site on which data is filled in from your situational analysis. The base map provides an overview of the site and helps you work out the connections and relationships between the components on the ground. These relationships will give you an indication of how to develop your design around the natural features and the human dynamics on site. Discuss significant food species that will thrive in their area. Introduce learners to companion planting.
5.2 Companion Planting

Companion Planting is where plants help each other to grow. Ways in which plants help each other: Through root secretions, e.g. marigold roots secrete a substance that protects the roots of tomatoes and spinach from nematodes. Provide specific nutrients, e.g. beans, pigeon peas and acacia fix nitrogen. Nitrogen is used by plants to create carbohydrates. It helps the plant to eat, and therefore promotes vigorous growth and good colour. The nitrogen cycle is one of the many mineral cycles that take place between the soil and the surface. A simple diagrammatic explanation of the nitrogen cycle is below. Aroma/strong smells from the plants repel insects, e.g. onions, shallot, marigold, garlic.

companion plants
Beetroot Onions
Carrots
Peas, lettuce, onions, tomatoes
Onions
Beetroots, strawberries, tomatoes, lettuce
Egg plant / Aubergine
Beans
Cabbage
Potatoes, beetroots, onions
Green peppers
All vegetables
Lettuce
Carrots, radishes, strawberries, cucumbers
Pumpkin
Mielies
Swiss Chard
Strawberries, spinach

companion plants
Tomatoes Onions, carrots
Mielies
Peanuts, peas, beans, cucumber, pumpkins, potatoes
Sunflowers
Cucumbers
Beans
Potatoes, carrots, cabbage, most other vegetables
Group Activity
Learners work in groups of three. They could start planting using trench beds which have been set up in Activity 4.2 or set up additional beds. Choose the vegetables that they are going to grow. Purchase seedlings or sow their own seeds (transplant when seedlings are ready). Plant out the beds. Rows of seedlings should be approximately 20 cm apart. Alternate the rows of seedlings that are planted. (Plant one row of seedlings of a species that produces food below the ground, and one that produces food above the ground.) Water well. Mulch thoroughly.

Follow-up Activity
Learners to water beds early in the morning or late afternoon. The least amount of evaporation occurs at these times of the day. Water is conserved. Monitor growth of plants. Monitor crops for predators. Predators and pests are insects which damage and destroy the plants, e.g. aphids, scale insects, mealy bug, white fly, locusts and cut worms. Harvest when crop is ready.
6:
Lesson Format
lesson focus: pest control
Learning Area: Natural Science LO 1 : Scientic Investigations. AS 2 : Conducts investigations and collects data. (Notes the types of pests attacking plants and the changes on the plants; develops methods to combat pest invasion.)
Duration of lesson: Half an hour of theory Half an hour of practical work Discussion followed by on-site observation by learners. Learners can prepare the suggested teas at home and bring to school.
Educator Notes
As an environmentally friendly system of gardening and farming, permaculture promotes the use of natural methods of pest control rather than relying on chemical pesticides. Using chemical pesticides may kill off natural predators such as birds, praying mantis, ladybirds, wasps, frogs and even harmless snakes which all help to control pest problems in a friendly garden. Ingredients for natural insect repellents may easily be found in our gardens. In addition to being effective on targeted pests, they are also quite cost effective. IMPORTANT NOTE: Learners must always wash their hands after using the sprays. Please ensure that sprays are stored out of reach of children. The following natural remedies, which are referred to as teas, can be prepared and could be used to control the pests listed.
Plant teas for pest control:

1. Buttermilk Spray Mix 1 tablespoon buttermilk with cup flour in 2 litres of water. This spray destroys adult spider mites and their eggs, which are enveloped in the sticky mixture. Decant mixture into spray bottle. Spray every alternate day for a week. Keep mixture in fridge.

2. General Spray Chop or grind 1 onion, 1 hot pepper (or 1 tablespoon cayenne pepper), 1 garlic bulb. Soak overnight and strain. Dilute to 1 part in 5 parts of water. This is an all-purpose pest repellent and fungicide. Spray daily for heavy infestations. Spray can be stored in the fridge. 3. Milk Spray Milk straight from the bottle or cow (or sour milk), diluted with nine parts of water. Checks virus diseases like tomato mosaic and kills red spider mites, caterpillars and tomato worms. Prepare a fresh spray daily for use and use frequently. 4. Onion Spray Grind onions alone or with chives and garlic or onion tops in a blender, adding twice the amount of water, or simmer the ingredients in water for two hours. Spray several times for blight on potatoes and tomatoes, for apple scab, curly leaf of peach trees, powdery mildew, aphids and red spider mites. Spray can be stored for about a week in the fridge. 5. Wormwood Tea Pouring 1 litre of boiling water over a handful of wormwood (Artemisia absinthium). The wormwood plant contains a toxic substance called absinthin and can be used to repel aphids, black flea beetles, flies, cabbage white butterflies and slugs. It may be also be used as a bath to chase fleas from cats and dogs. Store in the fridge. IMPORTANT NOTE: Wormwood contains toxic substances and should not be taken internally. It should be handled with care and only used by learners under supervision.
Group Activity
Learners monitor their plants and make a list of the pests they see and the negative impact that they are having on the plants and vegetables. When a pest population or disease becomes evident, the learner identifies the pest or disease and suggests the appropriate method of control. It is important to remember that natural remedies are used to treat specific problems and must be used at the right time. It is also vital that pests or diseases are dealt with before they become too wide spread. Certain pests prefer moist conditions it is therefore important to avoid over-watering and to be sure to direct the water to the roots.
7:
lesson focus: marketing and costing of produce
Learning Area: EMS LO 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
Duration of lesson: Two hours Discussion during which definitions of the words are looked up in dictionaries, followed by learner activity. Discuss the importance of developing entrepreneurial skills. Focus on the high unemployment rate in South Africa, the lack of opportunities on the open labour market and the need to create self-employment. Encourage learners to use their time and resources productively in promoting a healthy and economically viable environment. Explain the following concepts to learners: producer cost labour cost supply marketing loss consumer selling price budget demand profit packaging
Discuss simple methods of calculating the selling price of produce, e.g. seedlings. 1. 2. 3. 4. 5. Packet of lettuce seeds Seedling tray Labour costs Water Seedling packs (R1.00 x 20 packs) R 9.00 R 4.00 R 20.00 R 10.00 R 20.00 R 63.00
TOTAL COST OF PRODUCTION
One pack of lettuce seeds will generate approximately 150 seedlings. One six-pack seedling tray sells at R7.99. If 20 packs are sold, total sales will be R159.80. Profit will be total sales minus total production cost = R96.80. Once the total cost has been established, ask learners to suggest ways in which they could reduce the cost. Direct their thinking, e.g. using biscuit or egg packaging as seedling trays, harvesting rainwater from buildings or bringing kitchen and bath water from home.
Worksheet
Learners harvest their produce, weighs and packs them into bundles. Vegetables are sold and sales are recorded. Worksheet 5 provided on page 30.
Assessment Strategy Test

Worksheet 6 provided on page 31.

8:
lesson focus: seed saving
Learning Area: Natural Science LO 1 : Scientic Investigations. AS 2 : Conducts investigations and collects data. LO 2 : Constructing Science Knowledge. AS 1 : Recalls meaningful information. (Describes various processes that can be used to harvest and save seeds and able to interpret and apply methodologies in the storage of the seeds).
Lesson Format
Duration of lesson: One hour discussion (Read articles/books, other references pertaining to seed saving) This can be a discussion or learners could be given the task of researching the topic in advance and bringing information to the class.
Educator Notes
The food varieties we enjoy today are the result of centuries of selection and breeding. Potatoes and tomatoes, for example, are South American plants that were originally inedible, but through selection became edible. Wheat was once grass and our indigenous sorghum was probably also a grass of sorts. We developed local varieties of edible crops through natural breeding processes. Gardeners and farmers bred and saved their favourite varieties of seeds until recent times. Food varieties travelled the world, as people did, thereby spreading food crops far and wide. As we became progressively industrialised, there were fewer farmers providing food for more people (especially in cities) and things began to change. Varieties were lost, as families no longer passed seeds down to family members. Seed companies became major sources of seed. The purpose of growing and harvesting our own seeds is to: Eat food that has better flavour, texture and nutritional value. Help preserve genetic diversity in food plants and make this genetic diversity available to people who grow food. Save true types of seeds (i.e. the new seedling sown will show the same traits as the parent plants). Avoid purchasing seeds which have been genetically modified. An extract from the Sunday Tribune 10/06/07 Genetically modied (GM) crops do not necessarily increase productivity, as numerous scientic studies have shown that GM soya, the worlds most widely grown GM food crop, yields 5% to 10% less than high yielding non-GM varieties, and gures from the US Department of Agriculture show that GM soya uses two and a half to ve 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. Seed Selection: Only seeds from the healthiest looking plants should be saved. Do not collect seeds from unhealthy or poorly producing plants. Select seeds from a few plants of the same type to maintain a wider diversity.

Seed Collection: Seeds can be collected from: 1. Pods when the pods are dry. 2. Over-ripe fruits and vegetables containing seeds, which are no longer good for consumption. 3. Root crops which are harvested from disease-free plants in the dormant stage, i.e. when the leaves die back. The best time of the day to collect seeds is mid-morning when the dew has evaporated, as moisture could cause seeds to rot. Cleaning: Dry pods are rubbed or beaten to release seeds. Soft fruit and vegetable seeds are removed and rinsed, then dried on screens or paper. Seeds need to be dried (inside and outside their pods) carefully in a dark, dry place. They can be dried on screens, on paper, in a bowl, in high, warm places in damp weather - but not at more that 45 C. Tomato and cucumber seeds are fermented in containers of water to rid seeds of disease. After they froth, rinse well and dry. Storage: Seeds should mostly be stored at 5 C, in a paper bag or in a glass jar in the dark. Keep moisture and air out of the containers. Check that there is no evidence of insects or insect damage. Freezing for two days will kill most insects and eggs. Allow container to return to room temperature before opening. Label the seeds with: date of harvest, area, name of seed variety and anything unusual that you may want to remember. Containers: Film canisters, screw top jars, airtight containers. Put seeds into plastic bank packets or paper bags before putting them into the container. You can keep several seeds in the same jar this way. Germination: Test your seeds to see if theyll grow by sprouting some of them between two layers of wet paper towel, in a plastic bag, on a warm windowsill. Count them - 10s and 100s are good numbers with which to work. After a few days, open them to see if they have germinated. After a week, calculate the percentage of seeds which have germinated in order to determine their germination and fertility rates e.g. 8 out of 10 seeds geminated = 80% success. Use your seeds as soon as possible, but do not plant them all in case of crop losses. Some seeds will keep for a few years, but it is better to grow them every season, and keep as fresh a stock of seed as possible.
Group Activity
1. 2. 3. 4. The learners should be taken on a walkabout of the school garden and asked to identify STOCK PLANTS. (Plants from which the seeds are to be harvested - they are the strongest, healthiest looking plants which are disease free and have healthy fruit and flowers). Mark out the plant identified for seed harvesting; tie a ribbon or a piece of string on a branch. (This will indicate that the plant should not be harvested.) Harvest the seeds when they are mature. Learners will then have to clean, dry, label and store the seeds for the next planting season.
Follow-up Group Activity

1. 2. 3. Learners should be asked to identify plants in their gardens at home that can be harvested for seeds. Harvest, clean, dry, pack and label the seeds. Have a SEED EXCHANGE day where learners have an opportunity to bring their collected seeds to school. Explain the food type and germination period and thereafter exchange seeds. Ex grade 4s hand their seeds over to the new grade 4 class. This can be linked to market day where learners could sell vegetables grown in their gardens or make soup.

9:
lesson focus: medicinal plants
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: Languages LO 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
Duration of lesson: One hour Comprehension. (Learners to be given an information sheet)
Educator Notes
The earliest gardens were herb gardens. People had special gardens from which they manufactured their cosmetic, domestic and medicinal products for their families. Medicinal plant gardens, combined with skills and information, can empower people to take responsibility for their own health. We can grow and use our own medicines responsibly.
Preparation of medicines
Traditionally, medicines are taken into the body in many ways. Orally, as ointments, as enemas, through saunas (steaming, bathing and external washing) and through scarification - where small incisions are made into the body and the medicine put into the incision. Explain to learners that the difference between medicine and poison is the dosage. Infusions: There are two types of infusions: (a) Hot infusions are made by placing the plant material into water that has been boiled and removed from the heat. Allow it to stand for approximately 20 minutes. (b) Cold water infusions are made from chopped up plant materials that have been left in cold water for a short period. (This method spoils quickly; therefore the infusion must be used on the same day). Decoctions: Boil plant material for anywhere between 10 minutes to 10 hours. (Average time for most medicines is approximately 30 minutes). This method is used to extract the medicinal properties from hard barks of plants. Tinctures: These are made by infusing dried powdered plant material into alcohol. One can use a brown glass medicine bottle to prepare a tincture. The bottle could be covered with foil to make it light-proof.

The Living Pharmacy is our medicinal herb gardens which are designed specifically for the health needs of the community. * Educators can identify and discuss some local species which have medicinal value under the following headings: Parts used. Medicinal uses. Preparation and dosage. Warning.
Examples of a few frequently used medicinal plants: Name of Plant Parts Used Medicinal Uses Mint Leaves Teas are drunk for coughs and colds Also used to treat headaches, indigestion, urinary tract infection and menstrual pains Ginger Fresh or dried rhizome Rosemary Leaves and young shoots
Respiratory infections Warming herb - increases such as colds, flus and blood circulation bronchitis For stress and mild Used to treat indigestion, depression flatulence, digestive Relieves gas and is infections and nausea detoxifying
Preparation and Dosage
50 grams of fresh or dry 5 drops to a glass of Branches gathered during leaves is added to one water summer and dried in the litre of boiling water and Simply cut a 2 - 3 cm long shade allowed to stand for 15 rhizome into thin slices 1 teaspoon crumbled minutes and add boiling water to leaves to 1 cup boiling Crushed leaves may be make a tea water put into the nostrils for the relief of headaches Chew a few leaves to freshen the breath Place under the bedding of a person suffering from breathing problems None Relatively safe but do not use continuously Can cause stomach distress Very strong doses are poisonous
Warning
Group Activity (Worksheet 7)

Learners answer a questionnaire on the preparation of medicines. Worksheet 7 provided on page 33.
Assessment Strategy Assignment (Worksheet 8)

Learners discuss two medicinal plants under the headings: name, parts used, medicinal uses, preparation and dosage and warning. Worksheet 8 provided on page 34.

interview: farming methods of the past versus modern farming

1. Describe the method of farming that was used.
worksheet 1
2. List the plants that were grown.
3. What were the plants used for?
4. How did they keep the soil healthy?
5. Do you presently grow any type of food?
6. What method is currently used to grow food?

worksheet 2
site analysis and identifying resources
Examine the picture above and answer the following questions. 1. Draw a table and list all the resources that you observe in the picture. 2. How can you use these resources in a beneficial way?

soil analysis
Soil Testing
1. 2. 3. 4. 5.
worksheet 3
Take a handful of soil. Feel the soil. Is it rough, smooth or sticky? Wet the soil in your hand and try to make a worm. Look at the table below and decide what kind of soil it is. Tick the block that best describe the soil. What does the soil feel like? Can it roll into a worm? What does the worm look like? Type of soil
Very rough
No
Very sandy
Rough
Cannot bend
Sandy
Rough
Can bend a little
Sandy loam
A little sandy, quite smooth but not sticky
Can bend halfway round
Loam or silt loam
A little sandy quite smooth and sticky
Can bend more than halfway round
Clay loam or sandy loam
Smooth and sticky
Can bend into a ring
Clay
Describe the colour of the soil on your site. Are there any worms or living organisms in the soil? Smell the soil. What does it smell like? If you nd 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.

worksheet 4.1
soil conditioning
compost heap:
Measure out an area 1,5 metre by 1,5 metre.
First layer:
Lay out 30 cm in height of dry sticks - allows for aeration and drainage.
Second layer:
30 cm of green leafy materials - called composting material. Comfrey leaves are a particularly good compost activator.
Third layer:
5 cm of activating material - old compost, manure or soil. Repeat layers 2 and 3 until a height of 1,5 metres is reached. Once the height has been reached, water thoroughly. Cover with a thick layer of grass. Place a pole in the middle through the heap for aeration. NB: Heap will get hot within a few days. The heap will need to be turned after three to six weeks. Compost will be ready in 3 months.

soil conditioning
worksheet 4.2
fertility trench bed:
Mark out a bed, 1 spade wide and 2 spades long. Remove the top soil to a depth of 30 cm and place next to the bed on one side. Remove the sub soil to a depth of 30 cm and place on a separate pile. Fill the bottom of the trench with organic material - of bed. Have a good mixture of different materials. Pack the layer firmly - this will prevent sinking at some future time. Finally, place top soil back on top of the organic layer. If the sub soil is of good quality, it can be spread around fruit trees and other crops. Cover with mulch; the trench bed is now ready for planting.

worksheet 5
1. 2. 3. 4. Harvest the vegetables. Weigh the vegetables or pack the vegetables into bunches. Sell the vegetables. Record sales on the sheet provided.
marketing and costing of produce
Record of Sales
Date Crop type Number of bunches/kg sold Income in Rands

marketing and costing of produce

Assessment Strategy Test
worksheet 6
Explain the following terms:
Section 1 1.1 Producer: 1.2 Consumer: 1.3 Budget: 1.4 Profit:
Section 2
Calculate the following:
2.1 Sipho spent R20.00 on bean seeds. He charged R45.00 for labour and used water to the value of R15.00. Calculate the total expenditure.
2.2 Sipho harvested 15 kg of beans. He sold them at R10.00 per kg. What was his income?
2.3 How much profit did Sipho make?

Section 3 3.1 Sipho has a problem. He wants to know whether he should sell 100 seedlings at R5 or 80 of his favourite plants at R10. What would you suggest?
3.2 Refer to the graph below and answer the questions that follow: 25 20 kg Harvested 15 10 5 0 Carrots Cabbages Spinach Beans
3.2.1 Which vegetables had the biggest harvest?
3.3 Next year Sipho would like to create more diversity and plant a garden with a greater variety of food. Suggest names of crops which will grow well with the existing crops and also help increase the yield.

medicinal plants
Answer the following questions.
worksheet 7
1. What is the difference between a hot and cold infusion?
2. From where did people in the past get their cosmetics and medicines?
3. List four ways of preparing medicines.
4. Why would you use foil when preparing tinctures?
5. Other than drinking medicines, how can they be taken in by the body?
6. Which infusion will last the longest and why?
7. Why is alcohol used in tinctures?
8. Which infusion needs to be used quickly?
9. What is scarification?
10. What is the difference between a medicinal herb being beneficial and poisonous?

worksheet 8
medicinal plants
Assessment Strategy: Assignment
Name of Learner: Discuss two plants of medicinal value using the headings below: (Traditional names and specimens of plant should accompany information) Name of Plant.
Part used. (e.g. roots, leaves etc.)
Medicinal uses. (e.g. headaches, fever etc.)
Preparation and Dosage. e.g. leaves are boiled and steam inhaled. Warning. (e.g. do not use if pregnant)

the difference
To nd out more about the Woolworths Trust EduPlant programme, contact: Food & Trees for Africa Telephone: (011) 803 9750 Email: info@trees.org.za

the difference
www.woolworths.co.za

Module 8

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Permaculture - Growing Food Naturally

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Genevieve Koopman Director: Curriculum Development

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