Growing Fish & Vegetables as a Cross-Curicular Project at JP

The Canadian Press covers Aquaponics at Jasper Place High School

Just before the Holiday break, a reporter and a photographer from The Canadian Press, came to JP to check out our newly established aquaponics system. Today, the story appeared in the Winnipeg Free Press. Below is a copy of the story as it appears on the Winnipeg Free Press website.

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Ashoka Changmakers Contest: FNMI Learning

Indigenous Permaculture

Last Spring, I had the amazing experience of teaching the Aboriginal Studies curriculum with one of our local Elders; together, we called the class ‘Indigenous Permaculture’ and seeks to teach the Ab. Studies curriculum through permaculture design.

This Fall, Jasper Place High School Principal, Jean Stiles, asked me to submit the program in an online competition looking for ‘Inspiring Approaches to Fist Nations, Metis, and Inuit Leaning” Below, is a portion of our submission to the Ashoka Changemakers competition; we would love for you to take a look at it and ‘like’ it (if you do).

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Students from the Indigenous Permaculture Class tending the three sisters; corn, beans, and squash, which, when placed together, benefit each other and are more successful then they would be on their own.

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“Like” the Indigenous Permaculture Submission

Summary of Our Indigenous Permaculture Proposal:

Those cultures among us who have learnt to live with and honour these ecological patterns and principals through their worldviews, traditions, customs, stories, and legends have been able to live harmoniously with ecology for thousands of years; participating in, working with, and adding to its rich complexity. With this in mind, I was asked to pair with Indigenous Elder Isabelle Kootenay from Alexis Nakota Sioux Nation to teach the Alberta Aboriginal Studies 30 curriculum through the study of permaculture design; a design science that seeks to apply ecological patterns and principals to human systems. We came to call this course, Indigenous Permaculture; an innovative approach to the first Aboriginal Studies class taught in the Edmonton Public School Board.
Who waters an ecosystem? Who fertilizes it? How is it that ecology doesn’t need tilling, weeding, or chemicals? Why it it that if you walk away from a forest and return a hundred or a thousand years later, it’s still thriving?
For billions of years, ecological systems have been refining the patterns and principals that give them their remarkable resiliency. With endless relationships, connections, and pathways, ecology has learnt to harvest, build, and reuse every available resource. With time, these ecological systems gather nutrients, build stability, and increase in complexity to the benefit of the Earth and to those who choose to embrace it.
…continue, to read more or ‘like’.

City of Edmonton’s ‘The Way We Green’ Speaker Series

An ‘Ecological’ Model for Eduction

A few months ago, I was asked to present on the steps of city hall as part of the City of Edmonton’s ‘The Way We Green’ speaker series; if you’re unfamiliar with the initiative, ‘The Way We Green’ is an environmental strategic plan that the city has put together that strives to build a common vision of an ecologically healthy future. As part of this vision, they have been highlighting a series of speakers from around the city, province, and world. Very fortunately for me, I was asked to present my ecological theory of education.

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What is Ecological Education?

No, it’s not teaching students about the environment, though, that is certainly important and should be better integrated into the curriculum. What I’m talking about is remodelling our educational institutions to reflect the patterns and principals found in nature. Why would we want to do that? Because ecology is the most resilient and stable model we have; ecosystems benefit everything, they increase in complexity over time, are self-assembling, use every resource as many times as possible, and like social institutions, are made up of countless individual elements networking together.

As an example: in some of my earlier posts, I’ve argued that the more connected something is, the more resilient it is; what then, is a resilient student? What if our goal, as a society, wasn’t to cram ‘knowledge’ into the heads of students but to expose them to as many different ideas, concepts, and experiences as possible so that by the time they leave high school they have more options then they’d ever though imaginable? Security in diversity.

For more on this thought and other educational applications of ecology, please take a look at my presentation at City Hall;

‘The Way We Green’ Speaker Series: Ecological Education (41m 21s in length) For Specific Applications of Ecology in Education scroll to time 35m 30s

For more on the City’s environmental strategy, check out the entire ‘The Way We Green’ PDF.

Fish Friday

Jasper Place Receives a Shipment of ~100 Tilapia from MDM Aqua Farms

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Above: 20 of 100 tilapia in a 40 Gallon fish tank in the JP Culinary Arts Classroom.

Some exciting news on Friday; after a good six months of planning, aquaponics research, and construction, the tilapia have arrived. In all we received around a hundred fish weighing around thirty-five pounds in today (~ one-third of a pounds/fish). After receiving our commercial B fishing licence, we were able to order in some tilapia from MDM aqua farms in Souther Alberta. Mark, the owner, was extremely helpful on the phone and graciously donated the fish to Jasper Place; he was even able to send them to us on his regular Friday shipment to Edmonton (via heated truck).

From the MDM Aqua Farms website:

        “After 30 years of raising hogs, the decision was made to turn the barns into a fish rearing facility. Mark and Curt did many hours of research to come to this decision. March of 1999 saw the last of the hogs, and renovations were made to accommodate the first trout eggs in the barn. At this time there were 14        fiberglass tanks in the original hog barn. Trout were raised for pond stocking. The farm was incorporated into MDM Aqua Farms. In 2001, Tilapia became the fish of choice, and minor changes were made to suit the warm water environment for these fish. They are delivered to live markets in Calgary and Edmonton.”

I met Andrew, the truck driver, outside of TNT (at West Edmonton Mall) to pick the fish up. Any was able to help transfer the fish into my fancy fit holding container (a.k.a coleman camping cooler) at which point, I drove the seven block back to Jasper Place High School. As you can imagine, the students were very excited to finally get their fish!

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Above Left: ~100 fish in a coleman cooler… a short, but perhaps not incredibly comfortable 7 block trip.

Above Right: Much better; newly arrived tilapia are distributed amongst 344 Gallons of fish tanks and one aquaponics system.

Re-Setting Up The Aquaponics System

Aquaponics Moved to the JP Culinary Arts Room

As previously mentioned, Aquaponics is the combination of aquaculture (farming fish) and hydroponics (growing without soil). Individual, both of these systems require a lot of work:

In aquaculture, fish produce waste in the form of their effluent; this waste, if not filtered or removed, builds up to toxic levels in the environment and can kill the very fish that you’re trying to go. Hydroponics, on the other hand, requires the meticulous and continuos use of chemical fertilizers and minerals to maintain plant health. In terms of a Needs & Yields Analysis:

Aquaculture has a yield that isn’t being used (fish effluent) = waste

Hydroponics has a need that isn’t being fulfilled (nutrients) = work

But wait! What if we connect these two system?

If we created a system where the waste from the aquaculture component becomes the nutrients for the hydroponics component; …and aquaponics is born!

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Above: Students construct the frame and support of the hydroponics component of the system.

A flood and drain hydroponics system sits above and flows into the aquaculture system below.

JP Receives Fish Culturing Licence

JP Aquaponics In The News: First School To Receive Fish Culturing Licence

We’ve recently received a great deal of interest around the acquisition of our commercial B fishing license, which allows us to culture Atlantic, Chinook, Salmon, and Sockeye/Kokanee Salmon, Freshwater Prawn, Goldfish, Koi, Tilapia, Bigmouth Buffalo Fish, American Eel, and Apple Snail. We, however, will stick to raising Tilapia (at least for now) in that they are fast growing hearty, omnivores; perfect for starting out.

Within a few day’s, and as the result of a simple tweet, the JP Aquaponics project has gathered a lot of attention. Linked below are two articles highlighting the project:

Metro News (Print): School Reels In Licence

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Alberta Primetime (Video): Growing Fish At Jasper Place High School (Click For Video)

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From Garden to Table

Students From the JP Culinary Class Learn to Grow Food

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JP Culinary Students Collects Herbs From the School’s Earthboxes

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Student Holding Up Some Poplar Trees That Had Rooted Themselves An Earthbox

Culinary Students Adding Food Scraps To the Compost Bins

Social Permaculture

What Ecology Can Tell Us About Us

Think of it this way; if you’ve been following the blog, you’ve no doubt heard me talk about connections and how diverse system with many connections tend to be more stable and more resilient. Let me explain what I mean.

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A mycorrhizal fungi and a poplar tree pair together in mutually beneficial relationships (Note that an organism with 8 beneficial relationships is better off than another with only 3).

In the picture above, we have a fungi and a poplar tree… both of them are quite different but are connected; the fungi is mycorrhizal, meaning that it lives on and in the roots of the poplar tree, seeking out and finding minerals and water that it delivers to the tree in exchange for photosynthesized sugars. This relationship is mutually beneficial and, as a result, these two very different organisms are better off than they would be if they were alone; in fact, you could argue that it’s because of their differences that their partnership works so well. In this way, we can start talking about resiliency as the direct result of connections; when looking at systems we can conclude that the more connected something is, the more resilient it becomes. As social ecologist Peter Drucker wrote, coming together results in the “alignment of strengths, making [our] weaknesses irrelevant”. We can imagine how resiliency is further compounded by the addition of a third, fourth, and firth element; even more so, if these elements are diverse. Diversity creates more opportunity for connections and hence resiliency, for this reason, it is important to protect.

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Above: A muir web is a map of an ecosystem’s relationships (From Mannahatta). Above Left: A map of a social network

What takes care of an ecosystem? Nothing… or more accurately, no one thing! Ecosystems are so interconnected and so rich in diversity that they are intrinsically resilient; they are self-assembling and in near constant dynamic equilibrium. As a result, they act as nets that capture and store energy, carbon, water, and nutrients. Imagine a drop of rain landing in an ecosystem; because of the number of connections and the amount of diversity, this one drop of water may take hundreds of years to leave and through its journey, benefits dozens or even hundreds of living organisms. The capacity for prolonging the journey allows for even more connections which, in turn, allow for even more capture and storage. In his book Seeing Nature, Paul Krafel refers to this as nature’s “upward spiral”. Permaculture shows us that we can, and should only, work with the upward spiral of nature; this looks beyond sustainability and actively seeks to increase ecological resiliency.

A Social Net?

People, in addition to being an integral part of ecological networks, are social beings and, and as such, belong to social networks. (It’s important to note that social networks aren’t only online; though, social media (Facebook, Twitter, Google+, etc) are tools for virtual extending traditional social networks). Because both ecology and social networks are systems we’re able to make some correlations between them; both consist of relationships and connections and thus follow similar patterns and principals. As an example, we can start thinking of a resilient person as someone who has many social supports (family member, friends, interests and hobbies, numerous skills ect.), resilient communities as diverse (bringing many people, groups, and organizations together), and resilient cities, as Richard Register writes in his book Ecocities, a place for “maximizing connections”. Social networks offer the exchange of thoughts, ideas, questions, answers, and the occasional flu virus. Not unlike the drop of water in an ecosystem, an idea flowing though a social network has the ability to cycle for hundreds of years and, in doing so, builds connections, links to other ideas, and becomes resilient. Applying permaculture principals to social systems would then say that we can, and should only, work to increase social connections and the capacity for social resiliency.

School As Ecosystem

As the ‘Social Permaculturalist’ at Jasper Place High School, it is clearly my job to pursue both ecological and social resilience; to date, much of this blog has been about the former. In the coming year, I hope to document my experience working to build, maintain and map the social network of a large educational institution. What is a resilient school? What do resilient staff members and students look like? How closely can we link what’s happening within our hallways to the outside community? In the coming month, I hope to answer these questions.

Herb Gathering

JP Culinary Students Work with JP Permaculture

On a two week rotation, students from the Jasper Place Culinary 10 program will be working in the food forest courtyard and in the greenhouse to collect and grow food for their program, which inevitably ends up bellies of student and staff. Below are some pictures of the herbs we’ve been growing in EarthBoxes over the summer. One of the great things about growing in EarthBoxes is that they’re easy to move and will be brought inside (either to the greenhouse or to the Culinary classroom) to continue growing all winter.

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Left: A JP Culinary Arts student gathering flat leafed parsley. Right: Thai Basil, French Tarragon, and Summer Savoury

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Above: Herbs getting ready for drying.