TEACHING PERMACULTURE ETHICS AND DESIGN PRINCIPLES IN THE ELEMENTARY SCHOOL
LESSON 1 (Part 1) Time: 1 hour
Objectives: Students will explore their connection with the natural world
Students will understand the concept of permaculture ethics
Suitability: Grades 4-7
Materials needed: The Man Who Planted Trees by Jean Giono (book) or video (
Chart paper, pens, markers
FRAMEWORK:Permaculture (permanent agriculture) is not simply a new way to garden. Instead permaculture is the thoughtful design and maintenance of agriculture which mimics patterns and relationships found in natural ecosystems. Generally, a healthy natural ecosystem, such as a forest ecosystem, demonstrates a high level of diversity, stability, and resilience. Thus the goal of permaculture is to create agriculturally productive ecosystems. It is the harmonious integration of the lithosphere, hydrosphere, atmosphere and biosphere where people work with nature to provide food, energy, shelter, and other material and non-material needs in a sustainable way.
Permaculture design is a system of bringing together ideas, material and strategies in patterns which function to benefit life in all its forms. Its philosophy is one of working in a regenerative way with, rather than trying to conquer, nature; of extensive and thoughtful observation, rather than lengthy and thoughtless actions to control; of considering systems in all their functions, rather than expecting only one yield of them; and of allowing systems to demonstrate their own evolutions.
Permaculture is based on three ethical principles:
1.Care of the Earth – to care for and nurture all life supporting systems and assist in the regeneration of natural capital.
2.Care of People – to look after self, kin and community by meeting their needs in compassionate and
simple ways.
3.Fair Share – by governing our own needs and setting limits to our consumption and reproduction we can redistribute surplus and share with “others” which furthers the preceding principles.
Teaching an introduction to permaculture ethics and design to students is important because students have a right to learn about a way of viewing the world that focuses on the big picture of living in sustainable ways on Earth. It provides students with opportunities to explore the ethics of living on this planet, their role in taking responsibility for their own existence and for other living things, the principle of cooperation within systems which is essential to support life, and to begin to understand how design, when considered carefully and holistically, can benefit rather than do harm to life systems.
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Suggested Procedures:
Read “The Man who Planted Trees” or view movie. Distribute chart paper with questions to groups of 4. Studentswork together discussing and responding to questions.
- What made M. Bouffier want to plant trees? (Possible responses – he wanted to bring back life to the region he lived in, he was restoring the natural ecosystem, he felt a sense of happiness)
- What kind of a person was he? (Possible responses – kind, generous, compassionate, caring, helpful, quiet, observant, thoughtful)
- What skills and knowledge did he have? (Possible responses – he was able to separate healthy and unhealthy seeds to ensure strongest growth, he knew how to plant seeds, he had knowledge of water sources, he knew about different trees and where to plant them, he knew that planting a forest would lead to regeneration of the ecosystem, he knew about sheep and bees, he was self-sufficient)
- How did he help the earth, how did he help people? (Possible responses – planting trees stabilized the earth, restored nutrients and brought water back so that other living things could thrive. With water and soil people could return and become farmers and re-establish communities. His work restored beauty to the area and happiness to people.)
To conclude this activity bring the whole group together and spend a few minutes brainstorming key words reflecting the theme. Tell students that they will share their responses next lesson.
Options: Grade 7 students could respond to the questions in a World Cafe format.
LESSON 1: Part 1 (Alternative for Grades K-3) Time: 30 minutes
Read “Wangari’s Trees of Peace” by Jeanette Winter. As you are reading pause for the students to visually record what they are hearing (see attached template).
Suggestions: (1) What Kenya looked like when she was a child (2) What Kenya looked like when she returned (3) Planting trees (4) Jail (5) Diversity returns (6) Greening of Africa
Talk about how the world was a better place because of what Wangari did.
LESSON 1 (Part 2) Time: 45 minutes
Objectives and Framework (see Part 1)
Materials needed: Paper, scissors, magazines, responses from Part 1
Have the questions and responses from Part 1 of the lesson displayed around the room. Put the words PERMACULTURE ETHICS on the board.
Grades 4 – 7: Lead a whole group discussion of questions from Part 1. Explain that Permaculture Ethics is how we care for each other and the earth, linking this to “The Man Who Planted Trees.”
Read “Wangari’s Trees of Peace.” Wangari also planted trees to heal the earth and foster community. Brainstorm other ways of caring for the earth and caring for people.
Activity: Complete a T-Chart (Headings Care of Earth, Care of People)
Or do a class mural, cutting pictures from magazines to illustrate Care of Earth e.g. Recycling, gardening,
walking, planting trees and Care of People e.g. giving, sharing, nurturing, community activities.
Grades K – 3 Print words PERMACULTURE ETHICS on the board. Review the book “Wangari’s Trees of Peace and lead a discussion about caring for the earth and caring for people. Brainstorm ways of caring for the earth and caring for people. Explain that this is the meaning of Permaculture Ethics.
Activity: Do a class mural (see above)
Options/Extensions: Grades 6 and 7 could explore the word Ethics using a Place Mat Activity (Beyond Monet: The artful science of instructional integration by Barrie Bennett and Carol Rolheiser). Older students could also do research into Wangari’s life.
LESSON 2 (Part 1) Time: I hour Suitability: Grades K-7
Objectives: Students will understand the difference between needs and wants
Students will understand the Permaculture Ethic of Fair Share
Students will demonstrate awareness of areas in their community where fair share
is being practised
Framework: (see Lesson 1 for background to Permaculture Ethics) In order to have an understanding of Fair Share students need to understand the difference between wants and needs. Needs are universal, wants are individual. e.g Does everyone on earth need video games? No, but everyone on earth has a need for fun and play. Likewise cars meet the need for transportation, computers meet the need for communication and entertainment.
Materials needed: Set of picture cards (e.g. For NEEDS pictures of food, water, sleep, play, community, friends, learning, skills. For WANTS pictures of money, a computer, cake)
Chart paper, markers
Suggested procedures:
Distribute one picture card to each student. Divide the classroom board into two sections, NEEDS and WANTS. The students decide on which side their card belongs and take it in turns to place their card in the appropriate place. Discuss the difference between wants and needs. During the discussion students may want to move where they have placed their card.
Ask the question: “What do you do when you have more than you need?”
In small groups of 4 students brainstorm this idea through these two case studies:
(A)Ms. Green has thinned out her forest by cutting down 4 medium sized trees. She is wondering what she will do with this abundance of wood. She’s thinking of leaving them in the forest. What other things could she do with these trees?
(B)One day Sam looks in his toy chest that is overflowing with toys. Some of these toys he hasn’t played with for a long time but they are all in good condition. He realizes that he has more than he needs. What do you think he could do?
To conclude bring the whole group back together to discuss the case studies. Connect their ideas to the Permaculture concept of Fair Share and where in the community fair share is being practised (e.g. Public Library, Service Clubs, Food Bank when excess garden products are being shared, Recycling Depot.)
Options: Introduce Maslow’s Hierarchy of Needs to Grades 6 and 7
LESSON 2 (Part 2) Estimated time: 30 minutes
As a supplementary activity to Part 1 the Inuit story “Tiggak” could be told. (Taken from The Giving Heart, Folktales for Exploring Generosity by Margo McLoughlin)
There was a man named Tiggak whose only son drowned in the sea. And such a powerful grief came to the old man that he set up his hut right next to his son’s grave. The very first night he was awakened by noises. An ice-bear, a walrus, and a fox were busy removing the stones from the grave. Tiggak was furious and threatened them with his spear.
“But how do you think that we get our teeth?” said the fox.
“How do you think that we got our whiskers?” the walrus said.
“We must perforce steal from the dead,” declared the ice-bear.
Whereupon Tiggak allowed them to take whatever they wanted from his son. The grateful animals repaid his kindness many times over, for there wasn’t a day after that when he didn’t have good hunting.
The students could be invited to reflect on what is hard and what is easy for them to share. They could tell a story or dramatize a situation when they were asked to share something precious.
Options/Extensions: Explore the First Nations potlatch tradition
LESSON 3 – Grades 1 - 7Estimated Time: 2 sessions of 60 minutes
Objectives: Students will understand the background behind Permaculture
Students will increase awareness of the 12 Design Principles of Permaculture
Framework: Who is Bill Mollison?
Bill Mollison founded and developed the Permaculture concept. He was born in a remote fishing village in Tasmania. From childhood he developed survival skills in the wildest of lands and at sea. He has been passionately devoted to the study of Earth care: first as a scientist, naturalist, and university professor, then as a vigorous campaigner against environmental and social exploitation. In 1974 he and David Holmgren developed the science of Permaculture as a proactive means to restore nature’s balance. This collaboration led to the publication of Permaculture One. Since leaving the University of Tasmania in 1978 Bill has devoted all his energies to furthering the system of permaculture and spreading the idea and principles worldwide. He has taught thousands of students, and has contributed many articles, curricula, reports, and recommendations for farm projects, urban clusters and local governments. In his extensive travels he has witnessed the devastation results of environmental degradation and has implemented solutions for people and the land wherever possible. In 1981 Bill received the Right Livelihood Avard (Alternative Nobel Prize) for his work in environmental design. He is the founder of the original Permaculture Institute, established in 1979 to teach the practical design of sustainable soil, water, plant, and legal and economic systems to students worldwide. His life has been devoted to successfully building a worldwide permaculture movement from back porch to bio-region.
Excerpts from: and
The 12 Design Principles of Permaculture
- Observe and Interact
Thoughtfully observe what is. Observe relationships. Ask, “What am I seeing, hearing, smelling, touching, tasting? What am I not sensing and why?” This information is critical for the development of effective, harmonious design.
- Catch and store energy
Energy can be collected and stored over time (i.e. Sunlight converted toheat or electrical energy; water used for plant growth or the produce power; save seeds for planting for the next harvest.) This energy can then be released immediately, at a later time when needed, and shared with others.
- Obtain a yield
Meet your needs within a small ecological footprint, and share the abundance. Look at obtaining a yield in
terms of how many different functions can be achieved that benefit all living things in the system.
- Apply self-regulation and accept feedback
The earth has physical limits that we need to understand and apply to our consumption and reproduction
rates. This means we must be self-responsible for what we take from the earth. Giving back to nature is
important so we don’t exceed nature’s limits. Being conscious of nature’s feedback tells us something
about our actions and what we can do to act with earth care in mind.
- Use and value renewable resources and services
Renewable resources and services are clean (they produce low or no pollution) and they do not harm
the environment. They are of great value in shifting from our dependence on fossil fuels. We must be
careful to use them only at a rate at which they are naturally formed.
- Produce no waste
There is no such thing as waste. Follow the Rs – refuse, reduce, reuse, repair and recycle. Rather than a
linear production system move to a closed loop system where everything can be put into another
production loop (i.e. food scraps to compost to garden to food to food scraps.)
- Design from patterns to details
There are a number of patterns that appear in nature over and over again. Knowing these patterns we can see them in the Big Picture as well as in the small details. Understanding these patterns helps us develop good permaculture designs.
- Integrate rather than segregate
Working in collaboration and putting things together often results in multiplying the benefit whereas doing
work separately uses more effort and yields fewer benefits.
- Small and slow solutions
Start at a basic level with a small footprint, make thoughtful observations and read nature’s feedback, decide
Then what changes may be needed as you learn the relationships in the system.
- Use and value diversity
Having a large variety of functioning connections in a system there is more support for the system to thrive
and be resilient.
- Use edges and value the margins
It is at the edges that we see diversity peak – “it is where the action is”. It is the space where the
intermingling of different groups occurs. These groups often share some commonalities and support each
other.
- Creatively use and respond to change
Change is a given. Ask yourself how you react to change. Often one’s response varies between a
positive or progressive action to a negative or feeling of frustration where one thinks of giving up or doing
nothing. Try to accept how you are feeling, then turn the page. When change happens make the most of it
And use it for your benefit (i.e. food goes bad, compost it.)
Remember all 12 principles can be used in all aspects of life and society, not just gardening. How might some
of these principles be evident in your life now?
Materials Needed:
Poster of the 12 Design Principles
Suggested Procedures: Grades 1 - 7
Talk about the work of BillMollison (see Framework). Introduce the first 6 principles and discuss (a Powerpoint with illustrations is helpful). Following the discussion students draw a symbol to go with each principle. If necessary review examples of criteria for a symbol. At next session repeat with next 6 principles.
LESSON 4 AND 5
Objectives: Students will develop their understanding of the 12 Design Principles
Framework (see Lesson 3)
Materials needed:
Individual “passports”, drawing materials
Magnifiers (Stations 1 and 10)
Microscopes (stations 2 and 12)
Corn, bean and squash seeds, planting medium, paper cups, memory game cards (Station 3)
Ball of yarn (Station 4)
Design patterns laminated on cards (Station 7)
String (Station 10)
Laminated picture of an ocean meeting a beach (west coast or appropriate to area) (Station 11)
Nurse Log (Station 12)
Suggested Procedures: (Grades K – 7) Estimated time: 20 minutes for each station.
Teachers set up the following 12 stations to guide students through to an understanding of the 12 Design Principles of Permaculture. The stations could be introduced as an adventure trail or a journey with a passport into Permaculture. After completion of each station “passports” could be stamped or signed. These activities are designed for a forest setting but could be adapted to other natural settings.
STATION 1 – Design Principle: Observe and Interact
In the forest, within a certain boundary students observe something living, make a selection, draw
what they observe using magnifiers to add details. The emphasis here is on careful observation
and detailed drawing (including labeling and writing for older students).As a focusing activity