Permaculture design

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  • Permaculture Design will run at Otago Polytechnic,Dunedin,NZ from July 22 - November 18 2010.Everyone is welcome to follow along online as we publish recordings and study materials to this web page, and communicate through the discussion forum.
  • Click here for more course details
  • Hortykim would like to thank and acknowledge the resources and information provided by the Permaculture design short course learning facilitators in 2008-thank you Peta Hudson and Jason Ross!I would also like to thank all the real life and "virtual" participants who helped create the permaculture garden at L block,Otago Polytechnic,Dunedin N.Z.Please call Hortykim on 021 735 498 to arrange a visit to this fantastic learning resource.


Contents

Aim

  • This course provides an introduction to permaculture design principles and methods which when applied will lead you down the path to long term sustainable systems for your home or working environment.
  • Learning outcomes for this course:
  1. Understand and describe the principles of permaculture
  2. Outline procedures used to analyze a site for permaculture
  3. Create a permaculture plan for a selected site and describe considerations when implementing the permaculture plan.
  • By the end of the course the participants will have a design for a selected site & a portfolio of information which they can then can continue to work with & expand on.

Course Schedule

Introduction to permaculture ethics & principles

Session 1 (July 22 5.30 pm-7.30 pm) Thursday

To do

  1. Introductions and welcome.
  2. The main part of your assessment will focus on creating a permaculture plan for a selected site.It would be ideal if you could choose a site over the next week.Choose a site which you can visit frequently in order to observe the characteristics,take measurements and in time implement your design.
  3. What is Permaculture?The word permaculture is a portmanteau of permanent agriculture and permanent culture.Permaculture is an approach to designing human settlements and agricultural systems that mimic the relationships found in natural ecologies.Permaculture is a broad-based and holistic approach that has many applications to all aspects of life.
  4. Explore permaculture ethics.At the heart of permaculture design and practice is a fundamental set of ‘core values’ or ethics:
  • Earth care – recognizing that Earth is the source of all life and that we are a part of Earth, not apart from it. Permaculturalists have introduced new ways of practicing agriculture. These ways are fundamental in restoring a mutually beneficial (and healthy) relationship between humans and the environmental factors indispensable to our survival.
  • People care – supporting and helping each other to change to ways of living that do not harm ourselves or the planet, and to develop healthy societies.
  • Fair share (or placing limits on consumption) - ensuring that Earth's limited resources are used in ways that are equitable and wise.

Questions related to permaculture ethics

  1. Watch the film, Food Inc. and identify examples within the documentary that do not support each of the three main ethics of permaculture.Identify examples within the movie that do support each of the three main ethics of permaculture. (Food, Inc. is a 2009 American documentary film directed by Emmy Award-winning filmmaker Robert Kenner.The film examines corporate farming in the United States, concluding that agribusiness produces food that is unhealthy in way that is abusive of animals and environmentally harmful. The documentary generated extensive controversy in that it was heavily criticized by large American corporations engaged in industrial food production.)

Homework

  1. Before our next session, find an Internet connection and look for resources and video related to permaculture ethics. Free access to computers and the Internet is available at Otago Polytechnic Community Learning Centres.Please take note of any good information you find so we can add it to our list of resources.You may want to start by watching this video by Permaculture expert Penny Livingston-Stark shows how natural systems can teach us better design practices. Learning to work with the earth not only creates a healthier environment, it also nourishes the people who live in it.
  2. Watch this video on permaculture principles.You will be allocated one of the following principles which you will be required to describe how you already honour that principle or perhaps an example of how you could.These will be discussed at the beginning of next week's class so please be prepared.
  • Observe and interact - By taking the time to engage with nature we can design solutions that suit our particular situation.
  • Catch and store energy - By developing systems that collect resources when they are abundant, we can use them in times of need.
  • Obtain a yield - Ensure that you are getting truly useful rewards as part of the work that you are doing.
  • Apply self-regulation and accept feedback - We need to discourage inappropriate activity to ensure that systems can continue to function well.
  • Use and value renewable resources and services - Make the best use of nature's abundance to reduce our consumptive behaviour and dependence on non-renewable resources.
  • Produce no waste - By valuing and making use of all the resources that are available to us, nothing goes to waste.
  • Design from patterns to details - By stepping back, we can observe patterns in nature and society. These can form the backbone of our designs, with the details filled in as we go.
  • Integrate rather than segregate - By putting the right things in the right place, relationships develop between those things and they work together to support each other.
  • Use small and slow solutions - Small and slow systems are easier to maintain than big ones, making better use of local resources and producing more sustainable outcomes.
  • Use and value diversity - Diversity reduces vulnerability to a variety of threats and takes advantage of the unique nature of the environment in which it resides.
  • Use edges and value the marginal - The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system.
  • Creatively use and respond to change - We can have a positive impact on inevitable change by carefully observing, and then intervening at the right time.

Ecology and its relationship to permaculture principles

Session 2 (July 29 5.30 pm-7.30 pm) Thursday

To do

  1. Welcome and attendance.
  2. Suggest that we also look out for any interesting articles related to permaculture and post them on the classroom noticeboard.I have brought one along to kick us off.
  3. Watch this powerpoint to guide us thru a quick review of last week's class.
  4. Has everyone chosen a site for their permaculture plan?Could everyone give a brief run down on their chosen site please?
  5. The purpose of your homework activity is to embrace the importance of how natural ecosystems underpin our goals in creating a cultivated ecosystem.Watch this video of permaculturist ,Peta Hudson,which explains the purpose of the exercise in exploring natural ecosystems.
  6. Volunteer please, to read from *Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.).Page 17-26(This is one of the recommended books for this course)
  7. If time allows we will look at some plans from last year's class.

Questions related to permaculture ethics and principles

  1. Get into groups of 2-3 and reflect on film-Food Inc.How many examples did you find that supported permaculture ethics?What were some that did not?
  2. Last week's homework.Permaculture principles.What principle were you given and how do you honor that principle?

Homework

  1. Visit Lovelock Bush in the Dunedin Botanic Garden and make some observations about what is happening in this ecosystem.A guide for the area will be provided as well as a detailed outline of what observations the participants will want to look for.(If you do not live in Dunedin then choose some bush in your city)
  2. The desired learning outcomes would be:
  • Use your senses to gather information about various aspects of any ecosystem or section of land
  • Describe how materials & energy cycle through an ecosystem
  • Describe the co-operative relationships within the ecosystem
  • Understand and link the ecological foundations of permaculture principles
  • Pay special attention to the diversity of the edge.
  • Observe the stacking effect of the forest from ground covers to canopy & the various relationships that occur between the plants begin to understand how a permaculture system make maximum use of space, & how placing plants in good relationship aids the cycling of matter.
  • Observe the various roles of the primary producers(plants),the consumers(animals and insects)& the decomposers (fungi,insects, & micro-organisms)
  • Look for the flows of energy through the forest in terms of water & air flows, & the way light moves through the forest.
  • Observe the different growth habits of the plants and in turn their different needs.For example: dark,large leaves are suited to shade.
  • Identify five native plants.List their botanic name,maori name and common name.

Getting started on your site plan

Session 3 (August 5 5.30 pm-7.30 pm) Thursday

To do

  1. How did everyone go with their visit to Lovelock Bush? What observations did you make about a natural ecosystem?
  2. What principles may apply to this exercise?
  3. Ask each student to share their observations.
  4. Why did we do the observation exercise and what does it all mean?
  5. Refer to Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.) Chapter 3 Ecology:life's networks,Pages 17-26.
  6. Student activity:form small groups and provided with discussion topics which relate to the questions below nutshell your topic for the rest of the class.
  7. Discuss ecological imperative,our ethical tasks,our ecological design aims,closed systems,healthy ecosystems.
  8. Hand out scrap books for those students who require.

Questions related to observing natural ecosystems

  1. How did everyone go with their visit to Lovelock Bush? What observations did you make about a natural ecosystem?
  2. What permaculture principles may apply to this exercise?
  3. What is an ecological footprint?
  4. What is the Gaia hypothesis?
  5. What is Network science?
  6. What are energy flows in ecosystems and how does surplus cause pollution?
  7. What are foodchains and food webs? What roles do succession,stacking and edges play in an ecosystem?
  8. What is the ecological imperative?
  9. What does interdependence mean?

Homework

  • Use all of your senses to observe what is happening on your site.(Observe and interact)Use a notebook/scrap book to record these observations.Pay attention to boundary areas, temperatures, winds, types of living organisms, anything you can notice about the space.Do this as regularly as you can and it will become a useful resource for years to come.
  • Attend HortTalk on August 6 12-1 Botanic Garden Centre, Lovelock Ave.

Another World Wide Web – exploring the soil food web. Cherryl Prew, Lab Director, Soil Foodweb Institute of New Zealand. Cherryl will dig deep into the fascinating world beneath our feet and explain the important interactions between the billion microorganisms found in one teaspoon of healthy soil and explain why healthy soil makes healthy food.

The Designer's Checklist

Session 4 (August 12 5.30 pm-7.30 pm) Thursday

To do

  • Who went to the HortTalk and who would like CD of recorded talk?
  • Hand out permaculture book list.
  • A quick review of last week.
  • What are our ethical and ecological tasks when designing our sites?
  1. Design systems that encourage healthy productive species and strive to preserve/encourage genetic diversity.
  2. Design systems that use energy effectively.
  3. Design systems that encourage perpetual ecosystems/closed systems and respect the right of all species to contribute and exist.
  • What are the features of a closed system?
  1. A system that can meet it's own needs with little or no human management.What needs would be included: pest management,nutrients for all species,temperature control,soil production and maintenance,wind management,pollination,germination and pruning.
  • So our aims are to design a permaculture garden that will eventually be as close as we can get to a healthy closed system which will produce and support life,produce clean air and water,produce healthy soil,and mange pest and diseases using an integrated approach.
  • Hand out Designer's Checklist and discuss.
  • Hand out activity topics that include negative and positive stories about issues facing our world,students will nutshell and present to class.

Questions related to the designer's checklist

Homework

  • For next week start your base plan for your chosen site on an A2 or A3 piece of paper. Draw everything that is on your site. A base map is a drawing that captures everything that is already on your chosen site. It includes buildings, fences, trees, hedges, pathways and driveways, power lines and services. Use a scale of 1:100(1cm.=1 meter)or 1:50(2cm.=1 meter)

Base plan and site analysis plan

Session 5(August 19 5.30 pm-7.30 pm) Thursday

To do

  • Welcome and how did everyone go with starting their base plan?
  • Could everyone briefly show class how their base plan is progressing.
  • Explain how the DCC web maps may come in handy.
  1. Go to Dunedin City Council home page.
  2. Click on maps which will take you to a pop up where you can do a search for the address of your chosen site.The map will be a bird's eye view of your site.
  3. For even more information on your site you may click onto the "Contact Us"link and request specific information about the site.For example,you may request a high resolution photo of the site,any services that you want to locate(Phone line,electricity,water,sun and shade maps)
  • Look at plans from last year's students for a sense of direction/goals.
  • Hand out more paper for site analysis map-this may be more cartridge paper or tracing paper may be used.
  • If time allows then we will do seed ball/guerrilla gardening activity

Base Plan/Map

  • On an A2 or A3 piece of paper draw everything that is on your site. A base map is a drawing that captures everything that is already on your chosen site. It includes buildings, fences, trees, hedges, pathways and driveways, power lines and services. Use a scale of 1:100(1cm.=1 meter)or 1:50(2cm.=1 meter)Create a key that will be useful for identifying the different features as per examples shown in class.

Site Analysis Map

  • Start your site analysis map by observing the factors that originate from outside your site.You may want to think of your site as being affected from four different sectors(north ,south,east and west)
  • What energies are affecting your site and how best can you utilize them and work with them.(Observe and interact.) This will also help you identify your zones and zone placement.
  • What is the sun's path in summer and winter?
  • What are the prevailing wind and rain directions?
  • Where are the main areas of people activity?
  • What existing paths are in place and how do you move across the site?
  • What is the aspect? Where is north?
  • Where does rainwater collect or flow to?
  • Where are any areas of shade/full sun?
  • Site Analysis will expand on the factors from outside you boundaries and begin to go into more detail Use all of your senses to observe what is happening on your site. (Design from patterns to details.)
  • Use a notebook to record these observations and/or draw directly onto your site analysis plan.
  • Observations could include:temperatures and micro climates,prevailing winds,the different types of living organisms,soil conditions,the types of weeds you are finding,what plants are self seeding/doing well or maybe not so well,what plants are perennial,evergreen or deciduous?You will want to create some sort of key that will be useful for identifying the different features as per examples shown in class.
  • Observe your site often and transfer as much information as possible onto your site analysis plan.

Homework

  • Complete your base plan and continue work on your site analysis plan.
  • Think about our visit to Lovelock bush and how we observed naturally occurring relationships between the elements in the bush-how can you transfer these examples to your site? (Use edges and value the marginal)For example,a pond needs: shelter from wind, some sun, a water source/catchment, plants, fish, and aeration. It provides extra humidity & light to the area surrounding it, moisture to the edges, thermal mass (holds heat & radiates it out in the evening), food & beauty. It’s needs will be met, if placed in good relationship to other elements & in return their needs will be met by it.Start to make a list of all the elements you would like to have on your site.

The elements and zones in a permaculture garden

Session 6 (August 26 5.30 pm -7.30 pm) Thursday

To Do

  • Even on a small site all zones from 0~5 can be included. See “Earth Users Guide to Permaculture Design” by Rosemary Morrow for more detail. Zones are about creating & placing areas of activity in good relationship to their needs & yields.
  • ZONE 0 — The house, or home centre. Here permaculture principles would be applied in terms of aiming to reduce energy and water needs, harnessing natural resources such as sunlight, and generally creating a harmonious, sustainable environment in which to live, work and relax
  • ZONE 1 — The zone nearest to the house, the location for those elements in the system that require frequent attention, or that need to be visited often, such as salad crops, herb plants, soft fruit like strawberries or raspberries, greenhouse and cold frames, propagation area, worm compost and bin for kitchen waste.
  • ZONE 2 — This area is used for siting perennial plants that require less frequent maintenance, such as occasional weed control (preferably through natural methods such as spot-mulching) or pruning, including currant bushes and orchards. This would also be a good place for beehives and larger scale composting bins.
  • ZONE 3 — The area where maincrops are grown, both for domestic use and for trade purposes. After establishment, care and maintenance required are fairly minimal (provided mulches and similar things are used), such as watering or weed control once a week or so.
  • ZONE 4 — A semi-wild area. This zone is mainly used for forage and collecting wild food as well as timber production. An example might be coppice-managed woodland.
  • ZONE 5 — A wild area. There is no human intervention in zone 5 apart from the observation of natural eco-systems and cycles. Here is where the most important lessons of the first permaculture principle of working with, rather than against, nature are learned.


Resources

Course information

Workshops and talks

Grafting Workshop - How to Graft Your Own Apple and Plum Trees

Learn to graft onto rootstock , seedlings or existing trees with new varieties. 28th August. 1-4pm. $5. North West corner of Bland Park, Waitati. Bring a very sharp pocket knife or other fine bladed knife, loppers, secateurs and shopping bags. Rootstock and grafting wood for a good range of heritage and disease resistant apples and plums will be for sale on the day for $10 a set.If you have your own special apple tree that you would like to reproduce then now’s the time to collect cuttings. Make 20cm long pencil thick cuttings from the base of the new growth (last summer’s growth) at the tips of branches. Wrap in just damp newspaper, seal in a plastic bag and refrigerate till the workshop. Workshop run by Jason Ross of Sutherland Nursery for Waitati Open Orchards, all welcome. Jason, 4822625. Waitatiopenorchard@gmail.com Any folk keen to help with running the event please contact me!

Learn How to Plant, Fertilise, Mulch & First Prune Fruit & Nut Trees

Planting Bee and Two free practical workshops with Jason Ross of Sutherland Nursery Presented by W aitati O pen O rchards Workshops: 10-11am and 1:30-2:30pm Planting of Open Orchard trees throughout the day: 11am to 4:30pm Saturday 24th July. Orokonui Road Open Orchard Patch, opposite number 16 Orokonui Rd Tea & Coffee Provided at 12:30 Bring: Warm clothes, gloves, spades, grubbers, secateurs & picnic lunch We also need compost and bulk newspapers if you can bring some, thanks If raining postponed till Sunday 25th, phone Jason at 4822625 if doubtful!

Numeracy and literacy

  • Suggested DATS for selected sessions.

Session One

Session Two

  • This unit of study on permaculture design may involve readings and references that contain terms that are new to us,have a look at this glossary of terms related to permaculture and identify at least five terms that you are unfamiliar with and jot those down in your scrap book.For example,hugelkultur was a new one for me!
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