Implement
I will start explaining the garden creation from scratch.
In the coming years will not be necessary to redesign the beds, unless this have not worked well for the school.
Getting ready to start
winter 2013
In the coming years will not be necessary to redesign the beds, unless this have not worked well for the school.
Getting ready to start
winter 2013
- It's been "cleaned" the weeds of the site
- We defined on the map the elements location
- We created the garden: define the path and beds shape
- It's been improved soil quality: Plowing, adding manure, compost and organic matter...
- And we made a nursey area
This way we had integrated into the site this "waste" (renewable resource) and keep the energy cycling into the garden system.
We did all the work of pulling the weeds and plowing at the same day because we could only borrow the rotator for one day.
At the same time my partner Nim start to move and replant the aromatic and medicinal perennial herbs into the wild zone, leaving a wonderful corner that's invite to implement. The second day that we put hands on we delimited access and shaped the beds.
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To do this we pulled strings coming out of the water point, and others emerging from the entrance (as I have explained at the design section). After crossing the strings we have shaped the paths and the beds. Bellow you can see a slideshow with some pictures of the building process.
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Spring 2014
Spring implementation plan for next years
- Where necessary we have weeding and mulching
- We repared and clean the plant nursery
- I prepared potting soil (1fine sand+ ½ fiber +1 1compost)
- We have germinated the plants in class (beans in yogurt for the most little kids)
Spring implementation plan for next years
- Same things of spring 2014
- Harvest winter food
- Seed saving from winter food
- Prepare the beds for summer anual plants
- Sow and transplant(seasonal)
Because the school didn't have experience with the mulch they didn't take seriously its function. They take to long to get the straw and weeds had grown taller everywhere. These weeds were mostly nettles which are very good for the soil, but not much for children.
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After chasing teachers for mulch on time and not get it I had to remove weeds practically alone, as there had no more than one teacher that wanted to be involved in the task.
At least a lot of nettles were compiled into the compost pile. So I was pulling weeds just to prepare the beds that was needed, one at a time to be ready for planting and transplanting what came out of nursery. Once prepared the ground I started to make poting workshops and plant mix with the most little children (3-6 year old). |
As they are the youngest children the explanations were very basic, small and slow , creative, and dynamic to integrate into them mind marjins issues such as soil life, photosynthesis, seeds and different types of plants, all in a very practical and visual way. I wanted them to make the poting mix so they could experiment with the smells and textures diversity. To give them some notions of biodiversity I brought them different pumpkins, so they could touch and see it's different uses and characteristics.
And for potting I used broad beans because are large and easier to handle and plant inside the yogurt pots that they brought from home. |
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With older kids classes I have planted the smaller seeds. Besides potting mixes and plant needs, I have covered more complex explanations adding topics as:
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During the class we talked about today's agriculture and we have made comparisons with the organic way.
Once the plants were big enough we have went to the garden to transplant them, starting of course with the smallest kids which had the quickest growers plants as the beans.
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Small scale Intensive system
I have also donated some of my nursery plants to supplement some varieties that they did not have, or have not grown well in the school, adding a little more diversity of flavors, aromas and textures. |
On the above pictures you can see my nursery that although has been as small as a bathtub, has been intensive system to give me enough to provide my garden and share with the school.
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After giving the activities program and doing some workshops to motivate and set an example for teachers, my visits to the garden have been more sporadic, only at times that it was easy to match with my daily life.
During these visits I have not been so in touch with students, but with some parents and curious passers-by the school, who have a keen interest in issues such as mulch or companion planting. |