I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN WASECA LEARNING ENVIRONMENT 580 TALLASSEE RD, ATHENS, GA, 30606
H U NGRY GNOM E GARDENSCAPES empowering people to grow food
OVERVIEW Waseca, located at 580 Tallassee Road, in Athens, GA, on a 6.69 acre parcel of land zoned RS15* Conditional use (Montessori School), has been in existence since 1993. The main campus houses the educational facility for infants ages 2 to 18
TH E FARMHOUSE
immanent widening of Tallassee Rd. convinced Waseca to wait until Tallassee Rd was widened to move forward with Phase I. Since 2005, the plans for the property have changed as other properties have become available to Waseca for purchase including the day care across the street, the adjacent Grubbs property to the west of the main campus, and the property, owned by Peter Sanders, to the west of the Grubbs property. Now they are looking for a revised plan that will incorporate the ideas of the 2005 plan, the new property prospects, and the goals of Montessori learning and permaculture into an integrated educational landscape master plan that can be implemented in stages. PETER SAN DERS’ PROPERTY
GRU BBS PROPERTY WASECA PROPERTY
months and children up to 6 years old. It is fondly known as the Farmhouse. The Elementary program (ages 6 to 12) is housed in a nearby Christian Church facility, at 295 Tallassee Rd. The Farmhouse property was once a cotton farm. Terraced remnants and a thin layer of topsoil are all that remain to tell this story. Once cotton was no longer a viable industry for the previous landowner, the TH E FARMHOUSE BUILDI NG BLOCKS DAY CARE PROPERTY property was planted with pecans and pine for future harvest. Visioning Statement In the late 90’s, the Southern Pine Beetle invaded the pine stand and destroyed most of the Our campus is a living, thriving community where respect for the child as a being, capable of selfplantation. Today, only a few pines remain. The pecans however, are large and productive. They development and independence is at the core of our experience. We strive to help children establish a shade much of the land around the farmhouse and are loved by all the teachers and children for strong connection with nature and to view the world as an interconnected biosphere through our work in their shape and productivity. the gardens, wetlands, forests, fields, and environmentally conscious built structures. The campus treads In 2005 Waseca commissioned a Special Use Site Plan from Raymond & Associates, P.C. lightly on the land; composting all food scraps, cycling nutrients from the people and the farm animals and This plan included 5 new built structures, new parking lots with a maximum of 90 spaces at full collecting water that might otherwise contribute to stormwater pollution. Our new buildings are designed build-out, a greenhouse, and water storage. These plans were phased such that Phase I would to be passively heated and cooled while other types of renewable energy are employed as teaching provide classroom space and parking for 200 students and 34 staff. Phase II would allow for 450 tools and as methods for lighter living on the earth. The entire campus has been designed to flow with students and 58 staff. The current need projected is space for 35 parking spaces, and a structure the rhythms of children and natural cycles. Our students see their world from a naturalist’s perspective: for gatherings of people up to 150 individuals. everything tells a story that needs to be retold so that we may not loose the history that teaches us how The plans for this project were, however, put on hold, as they required the construction of a to live healthier, happier lives. turning lane on Tallassee Road. The substantial cost of this aspect of the project, combined with the
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
1/18
Regional Description
Goals in order of importance:
Located in Clarke County which lies in the Piedmont of North Georgia. The nearest town, Athens, is only 4 miles to the center yet Waseca has a very rural setting. The bustling city of Atlanta, GA is only 1.5 hours away making this location very convenient for families. Types of soil : CYB2 - Cecil sandy loam, eroded, & CYC2 - Cecil sandy loam, eroded Virgin Cecil soils support forests dominated by pine, oak and hickory, and have a topsoil of brown sandy loam. The subsoil is a red clay which is dominated by kaolinite and has considerable mica. Few Cecil soils are in their virgin state, for most have been cultivated at one time or another. Indifferent land management has allowed many areas of Cecil soils to lose their topsoils through soil erosion, exposing the red clay subsoil. This clay is amenable to cultivation, responds well to careful management, and supports good growth of pine where allowed to revert to forest. Like other well-drained Ultisols, it is ideal for urban development; however, in common with other kaolinite-dominated clays, it has little ability to recover from soil compaction. Total potassium in the Cecil is higher than typical for Ultisols due to the presence of mica. Properties and qualities TYPICAL SOIL PROFILE Slope: 2 to 10 percent 0 TO 7 I NCH ES: SAN DY LOAM Depth to restrictive feature: More than 80 inches 7 TO 11 I NCH ES: SAN DY CLAY LOAM Drainage class: Well drained 11 TO 50 I NCH ES: CLAY 50 TO 75 I NCH ES: SAN DY CLAY Depth to water table: More than 80 inches
1. Education - develop the land to transition from the elementary to the middle school Biomes curriculum 2. Make a statement to show children where food comes from 3. Grow organic food (vegetables, greens, fruits, nuts) 4. Children’s play areas 5. Locate structures including animal barn, green house, pavilion gathering area 6. Ecosystem regeneration 7. Attract wildlife 8. Drought tolerant plant suggestions 9. Low maintenance plant suggestions 10. Rainwater mitigation, capture, and use 11. Livestock (chickens, maybe fiber animals) 12. Entertaining (family gatherings) 13. Woodlot development (regenerate the Oak/Hickory forest of old) 14. Flower garden 15. Exercise 16. Meditation
* ATH ENS
*
LOCATION GRAPHICS OF WASECA I N RELATION TO ATH ENS, ATLANTA, AN D TH E STATES OF GEORGIA, NORTH CAROLI NA, SOUTH CAROLI NA, ALABAMA, AN D FLORIDA
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
2/18
The Waseca Landscape The property is primarily wooded with a mixed canopy of deciduous pecans, sweetgum and saw tooth oak, as well as pine. The Farmhouse, a 3,105 square foot structure, is the center of activity on the property. The caretakers house is a 720 square foot structure. There are also 3 small structures: a tool shed, a chicken coop and a stable between the caretaker’s house and the playground.
MILLER (U N DEVELOPED LAN D)
JA
CABAN ISS PROPERTY
GRU BBS (VACANT LOT)
CK
SO
N
EM
C
T&
N ME
PO
W
SAN DERS PROPERTY
ER
E AS
LI
NE
LI
HIGH POI NT
EA SE
M
R
EN
T
SMITH PROPERTY
E NE
WE
&
O CP
SE
RV
EM
K
IC
E
Waseca is bordered by single family properties to the east and west, a large, undeveloped lot to the north and Tallassee Rd to the south. They hope to purchase and expand into the Grubbs lot in the future. This property will be considered in the new plan.
N SO
LI
JAC
30’
NE
MIXED CANOPY FOREST PARKI NG VEGETABLE GARDEN
EXIT LOW POI NT
30’
AREA OF EROSION
CARETAKER’S HOUSE
TOOL SH ED CHICKEN COOP
W ET AREA ENTRANCE
*1 TAL L
MAI N ENTRANCE
FARMHOUSE
ASS E
ER
D.
LOW POI NT PLAYGROU N D
*1 PANORAMA OF TH E PLAYGROU N D LOOKI NG NORTH
010
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
3/18
Access & Circulation Observations • • • • • • • • • •
Parking is scattered and limiting Parking blocks the connection between the farmhouse and the garden Signage is limited Fences are numerous in the playground area and garden There are 14 gates in the fenced in areas The school sign is set back from the street and not high visibility Effective car traffic signage The faculty parking lot is in the middle of the campus between the Farmhouse and the Garden Trees, both planted and natural, are visual and functional blocks to access all over the property Jackson EMC easements make access to the north end of the property more challanging
Greater Implications • • • • • • • •
A new campus needs clear signs for traffic Parking should be developed on the outter edges of the property The property should be integrated with the biomes curriculum Where fences are needed, include gates that will allow access to all parts of the property. Emergency and handicap vehicle access need to be added for any new buildings Maintain access to the caretakers house Keep most of the vehicular traffic out of the center of campus Jackson EMC must agree to any use of their easements
VEGETABLE GARDEN
EXIT
CARETAKER’S HOUSE GATES TOOL SH ED SELDOM USED FOR EDUCATION
CHICKEN COOP ENTRANCE
OFTEN USED FOR EDUCATION
TAL L MAI N ENTRANCE
FARMHOUSE
ASS E
ER
D.
PLAYGROU N D
PARKI NG AREAS
FREQU ENT FOOT TRAFFIC FENCE LI N E DIRECTION OF TRAFFIC
010
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
4/18
Canopy Cover, Sun & Shade Observations • • •
•
• •
Much of the tree canopy around the property is deciduous creating shady, cool areas A large oak to the south of the house shades some of the farmhouse roof but leaves the northern most south facing roof face open to the sun for most of the day The areas with the most sunlight on the property include the farmhouse roof, the vegetable garden and the space to the south of the farmhouse where mulch is delivered and dumped. The existing canopy species reflect the species in the Pine-oak-hickory region of the temperate biome but are not distributed naturally (plantations of pine, sweetgum and pecan) The understory is primarily composed of exotic species A line of trees to the north of the vegetable garden
Greater Implications •
• • •
There are only a few locations on the property and nearby, for good solar gain. These are areas where solar hot water or electricity panels can be located immediately. Canopy cover helps shade the property during the summer keeping buildings cooler, while allowing winter sunlight to warm buildings Some land will need to be cleared if the school decides to have fiber animals, more buildings and a field for playing running games Consider forest management and regeneration with native climax species as well as native understory species
VEGETABLE GARDEN CARETAKER’S HOUSE
CANOPY COVER EVERGREEN AN D DECIDUOUS
TOOL SH ED CHICKEN COOP
BEST LOCATION FOR SOLAR GAI N
TAL L
FARMHOUSE
ASS E
ER
010
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
D.
PLAYGROU N D
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
5/18
Landform and Water
Observations
• Land slopes away from the high point to the east, west and south creating a gradual ridge across the northern half of the property • Much of the property is sloping however the majority is relatively flat, with slopes between 0 and 5% • Slope is greatest near the south east corner where they reach 11% • The farmhouse offers approximately 3,900 square feet of rainwater capture and has only 3 downspouts from gutters along the north side of the building • The caretaker’s house offers 700 square feet of rainwater catchment with no gutter • Existing gutter downspouts flow into small 55 gl catchments or into the sewer • Very little water is actively caught and stored and even less of the water caught is used • There is a natural wetland already existing on the property • Erosion is seen where the steeper slope is combined with play areas.
* HIGH POI NT
VEGETABLE GARDEN *
Greater Implications • Rotate play around the campus - create multiple play areas so that no one area can be degraded by foot traffic • There is potential for water damage on the north side of the house where gutter downspouts direct water from the roof and onto the ground • Existing and proposed buildings should be designed to collect all rainwater runoff in cisterns that can water the garden or be used in a water feature.
* *
AREA OF LEAST SLOPE AROU N D 2%
CARETAKER’S HOUSE
TOOL SH ED CHICKEN COOP
AREAS OF GREATEST SLOPE AROU N D 11% *
DOW NSPOUT
TAL L
FARMHOUSE
ASS E
ER
D.
PLAYGROU N D
DIRECTION OF WATER FLOW POTENTIAL POOLI NG WATER
010
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
6/18
Final Design
REGEN ERATI NG FOREST
N EW SCHOOL BUILDI NG
PARKI NG 2
PLAYI NG FIELD
PAVILION BARN PASTU RE PARKI NG 1
FARM
W ETLAN D
FARM HOUSE
0 10
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
7/18
Final Design TRASH AN D RECYCLI NG WALLED READI NG GARDEN CIRCU LAR DROP-OFF
W EATH ER TOW ER
GREENHOUSE KICKBALL DIAMON D
FUTU RE PARKI NG LOT - 21 SPACES TWO-WAY DRIVEWAY
PLANTED SHADE BOARDER GREENHOUSE/ TOOL SH ED
BACK-I N PARKI NG LOT
VEGETABLE GARDEN
FARM PON D
CHICKEN COOP CARETAKER’S HOUSE
PLAY AREA AN D PICN IC TABLES SPILLWAY FOR FARM PON D
WALLED READI NG GARDEN FOOD FOREST PROJ ECTS
U N DERSTORY REFORESTATION ZON E
0 10
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
FARM HOUSE EXTENSION
8/18
Water Storage and Flow
REGEN ERATI NG FOREST
N EW SCHOOL BUILDI NG
PLAYI NG FIELD
PARKI NG 2
PAVILION BARN PASTU RE PARKI NG 1
FARM
W ETLAN D
FARM HOUSE
WATER FLOW WATER CATCHM ENT GATE
FENCE LI N E
0 10
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
9/18
Renewable Energy
REGEN ERATI NG FOREST
N EW SCHOOL BUILDI NG
PARKI NG 2
PLAYI NG FIELD
PAVILION BARN PASTU RE PARKI NG 1
FARM
W ETLAN D
FARM HOUSE
SOLAR HOT WATER SOLAR ELECTRICITY
0 10
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
10/18
Final Design Description Waseca has turned its eyes inward and begun to develop the groundwork for it’s students awareness of the world and their place in it.
The buildings and parking lot create a permeable boundary around the open hub of life for Waseca - the gardens. For the most part, the center of the campus is open with gardens, playing fields, and grazing land for animals. The fenced vegetable garden is similarly located to it’s existing location but is smaller so very little soil amending will be necessary for this area. Some trees are removed to the north, east and west, of the gardens to make space for the pavilion, fruit trees and farm pond. A black walnut and one saw tooth oak remain to the east of the garden. Fewer trees in the center will open up lines of site from the school buildings and allow ample light for production in the vegetable gardens. The vegetables grown in the gardens and greenhouses can be harvested for sale at market or used in the school kitchen. The orchard trees are inside the fenced in garden to protect them from the deer. The 8 apples and pear trees will produce lots of fruit for fresh eating and storage in the late summer and fall. Chickens and compost are also within the fenced garden. Chickens can break down lots of compost and leaves which can then be used as soil amendment or mulch in the gardens. A greenhouse along the south side of the event pavilion helps warm the pavilion in the winter and is directly connected with the garden for easy access. The pavilion and gardens are
centrally locate for all students to enjoy. Access to the pavilion from the parking lot is direct, making it clear for visitors. Safety is priority on campus so vehicular traffic is minimized in the hub to only allow for emergency access to all buildings and some drop off/pick up traffic. Parking is outside the hub and vehicles back into parking spaces so children are prevented from running into the center of the parking lot by open doors. Crosswalks provide clear places for pedestrians to cross the driveway. Classroom work translates into action outdoors through plant identification in the regenerating native woodland surrounding the
campus. Soil pits around the property, as well as a stream explore nutrient deposition and movement. The pond has a dam and overflow that can be manipulated to increase or decreased the flow down stream. Into the future, if fiber animals become part of the Waseca experience, there is plenty of room to expand around the caretaker’s
PASTU RE
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
house. This is ideal since animals need care on the weekends and when school is out. Water catchment from every structure helps feed the pond, stream and wetland as well as irrigate the gardens in the center of
the campus and around the buildings. Attached to the new school building, at the north end of the property, are two structures, a weather and observation tower and another greenhouse where students can grow food during the winter. The tower will house a weather station and will also provide an elevated perspective on the landscape. The greenhouse will help heat the building in the winter. It can be used as extra growing space in the summer for heat loving plants like sweet potatoes, melons and squash. Wild, native and non-native food is found throughout the property as well as useful plants. In the wetland, cattail and arrow head can be harvested for food, and long leaf pine needles for weaving baskets. Bordering the playing field, shrubs or blueberry, pomegranate and serviceberry keep the kids from running across the driveway. Around the forest edge, birds and mammals are found eating forage plants, allowing children with binoculars to watch them. Pecans and Black walnuts are harvested for food and dies. A food forest behind a rustic wood fence welcomes students and guests to the campus. Here nut and fruit trees grow with perennials vegetables, berry bushes, and herbs, all of which are harvested and prized by students at the school.
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
11/18
Color Rendering
VEGETABLE GARDEN CARETAKER’S HOUSE
TOOL SH ED CHICKEN COOP
FARMHOUSE PLAYGROU N D
0 10
40
80ft
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
12/18
Section Views
B'
SECTION - A-A'
Gardens
A
ine e ty l way r ous e h e p n v i o e Pr c Dr Gre ffi d a n r na yt ilio -wa v o a P Tw
ce Fen
Pasture line
e
ous
H er's k a t
e Car
ne
y li ert p o Pr
A' SECTION - B-B'
B Gardens
Section views of the campus show that topography is gradual for the majority of campus and the scale of the proposed buildings and the proposed new plantings is comparable and not out of scale with the existing trees and buildings.
010
40
80ft
on nsi
p Pro
ne y li ert m Far
use
Ho
e Ext
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
e
m Far
us Ho
Old
n ilio Line ole v a P ce C p Fen n EM so ack
e ine ree nce L Pond ous T h k e n a m F Far ee O Gr
J
Play Field ng and ildi e u s er ou ol B enh r Tow Scho e r G athe ew N We
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
ne
y li ert p o Pr
13/18
Play!
Play is one of the basic needs for children's development and everywhere we turn we hear about the importance of play. What type of play are your child, or the children you care for, doing? What type of play do they enjoy most? This may depend upon their age and stage of development as explained in the main stages of play: Solitary play - The child plays alone Parallel play - The children play alongside each other Associative play - The children begin to interact Cooperative play - The children play co-operatively together
Other kinds of play: Active play - using the whole body to be move Constructive play - using something to make something new Creative play - creating things Dramatic play - imagining, pretending Exploratory play - investigating and exploring materials Manipulative play - handling small things with fingers and hands Sensory play - learning through our senses Symbolic play - objects represent other things Imitative play - copy the actions of others
Children need hands on experience to learn Children do not divide their learning into categories: one play activity can encompass many kinds of play and learning. For example sand play can be solitary, parallel, associative or cooperative play and can help us learn skills in language, science, math and is active and manipulative and sensory play and can be constructive, creative, dramatic and exploratory. Children need freedom to explore and learn on their own terms. In the redesigned landscape, Waseca will have ample opportunity to explore more of these natural play areas including, forest, soil, structures, and food production.
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
14/18
Permaculture at Waseca
The Waseca Learning Environment is well under way to exemplifying the 12 core principals of permaculture design and living. Of the 12 core principals, Waseca is strong in the 1st , 4th, 7th, 8th, 10th, 11th, and 12th. The redesigned learning environment will further their accordance with the 2nd, 3rd, 5th, 6th, and 9th permaculture principals. The following list details ways in which the new master plan strengthens Waseca's dedication to being the role models of permaculture design in Athens, GA: Catch and Store Energy The master plan recommends locations for photo voltaic and solar hot water panels around the property. Further structural design and construction will lead to greater energy use and storage efficiencies. Energy, in the form of water, is stored in cisterns near each built structure. A system of buried pipes connect the overflow from these cisterns to a farm pond where water. Overflow from this pond follows a built, natural stream bed, down to the existing
wetland. Water from the parking lots flows into rain gardens which overflow into pipes that take extra water into the wetland.
animal waste as well. We are all comfortable with recycling domesticated barnyard animal waste but when it comes to humans, cats, and dogs, there is something very difficult about knowingly using it as a soil amendment in the garden. The book 'The Humanure Handbook' Use & Value Renewable Resources & by Joseph Jenkins is a thorough resource in Services the capture, composting, and use of human manure. If designed and developed well, Renewable resources on site include water, air, plants, and sun. By implementing the redesigned Waseca could be the source for education on composting and use of human manure in learning environment, Waseca will be using and Athens. Most schools that have implemented valuing their resources much better. Beyond the some form of human waste composting on site changes included in this design, development use a structure called a Clivus Multrum where of a plan for woodlot development. Future human waste is layered with wood and paper development woodlot is a good way for Waseca and allowed to decompose over time. It is said to further follow this principle. Current heating and cooling on the property is primarily done with that within 7 years the materials deposited electricity. If the Grubbs property is purchased by in the Clivus Multrum will have decomposed down to 2% Of the total material that was Waseca, part of that lot can be designated wood deposited. The final product can be use in the lot for fuel wood and building materials. garden but we recommend limiting its use to perennial gardens and tree crops. Produce no Waste can be found throughout the new design. Further detailed development of the planting plan will be necessary to maximize potential yield from this property.
Composting as a tool to reduce waste, is used on campus, however the composted material is By slowly harvesting sweetgum trees for mushroom not incorporated into the gardens as efficiently as it could be and many old piles of compost logs and replacing them with long-lived canopy are left standing. A more efficient method for species like oaks, hickories, and pines, carbon is composting is using chickens to break down and broken down for food in the form of mushrooms, and carbon is stored in the form of new tree growth. use the scraps for food and egg production. In the redesigned plan, chickens and compost work New plantings of native, understory plants under the pecans and oaks on the property periphery, also together to produce healthy chickens, eggs, and nutritious compost to use in the garden as store carbon in their tissue. a soil amendment. Whatever the chickens eat is broken down and turned into fertilizer in the Obtain a Yield form of manure. Anything left by the chickens is scratched into the thick leaf litter (Thick leaf Following one of their main goals to show students litter is a must for this process) and decomposed where their food comes from, making better use by microbes and fungi. After a few weeks, the of the gardens, and growing food is a major yield leaves and compost are turned into a lose fluffy that Waseca hopes to gain from the redesign of black soil amendment that can be immediately the campus. 50% of the new plantings in this plan should provide some source of produce, either in Food waste is easy to deal with compared to food or material. The new garden, with its ample some other forms of waste. Paper, plastic, space for annual vegetables, orchard plants and perennial vegetables will be a major source for food, metal and glass can and are recycled currently, however, a true permaculture system recycles however, fruits, nuts, wild edibles, and materials
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
Use Small & Slow Solutions This may be one of the harder principals to follow when working with a large master plan for a school since many elements like buildings, parking and access all need to be built at the same time. This design process lays out the final product of a large project so it is tempting to jump right in, however, more planning, time, money, coordination, detailed designs, work and compromise will all be a part of the final product. Considering the bigger picture and then working in a logical progression toward the final build out will allow this master plan to come together. The Sustainable Sites Initiative, described in more detail on the following page, is one process, by which projects are done consciously and carefully.
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
15/18
Sustainable Sites The Sustainable SITES Initiative™ (SITES™) is a program dedicated to fostering resiliency and transforming land development practices toward regenerative design. It is a joint effort between the American Society of Landscape Architects, the Lady Bird Johnson Wildflower Center at The University of Texas at Austin, and the United States Botanic Garden. The central message of SITES is that any landscape holds the potential to both improve and regenerate the natural benefits and services provided by ecosystems in their undeveloped state. These benefits - such as the supply and regulation of clean air and water, the provision of food and renewable resources, and the decomposition of waste, to name only a small handful - are essential to the health and well-being of all life on the planet.
Part 4 - Site Design - Soil & Vegetation 1. Create and communicate a soil and management plan 2. Control and manage invasive plants 3. Use appropriate plants 4. Conserve healthy soils and appropriate vegetation 5. Conserve special status vegetation 6. Conserve and restore native plants 7. Conserve and restore native plant communities 8. Optimize biomass 9. Reduce urban heat island effects 10. Use vegetation to minimize building energy use 11. Reduce risk of catastrophic wildfire
The SITES Initiative follows closely to the principles expressed in Permaculture design. We recommend, whenever possible, that clients follow these following guidelines, even if they aren't applying to be graded by these criteria. We have done our best to follow these criteria in the design process.
Part 5 - Site Design - Materials 1. Eliminate the use of wood from threatened tree species 2. Maintain on-site structures and paving 3. Design for adaptability and disassembly 4. Reuse salvaged materials and plants 5. Use recycled content materials 6. Use regional materials 7. Support responsible extraction of raw materials 8. Support transparency and safer chemistry 9. Support stainability in materials manufacturing 10. Support stainability in plant production
Part 1 - Site Context: 1. Limit development on farmland 2. Protect floodplain functions 3. Conserve aquatic ecosystems 4. Conserve habitats for threatened and endangered species 5. Redevelop degraded sites 6. Locate site within existing developed areas 7. Connection to multi-modal transportation networks Part 2 - Pre-Design Site Assessment and Planning 1. Use and integrative design process 2. Conduct a pre-design site assessment 3. Designate and communicate vegetation and soil protection zones 4. Engage users and stakeholders Part 3 - Site Design - Water 1. Manage precipitation on site 2. Reduce water use for landscape irrigation 3. Manage precipitation beyond baseline 4. Reduce outdoor water use 5. Design functional stormwater features as amenities 6. Restore aquatic ecosystems
Part 7 - Construction 1. Communicate and verify sustainable construction practices 2. Control and retain construction pollutants 3. Restore soils disturbed by construction 4. Restore soils disturbed by previous development 5. Divert construction and demolition materials from disposal 6. Divert reusable vegetation, rocks, and soil from disposal 7. Protect air quality during construction Part 8 - Operation & Maintenance 1. Plan for sustainable site maintenance 2. Provide for storage and collection of recyclables 3. Recycle organic matter 4. Minimize pesticide and fertilizer use 5. Reduce outdoor energy consumption 6. use renewable sources for landscape electricity needs 7. Protect air quality during landscape maintenance Part 9 - Education & Performance Monitoring 1. Promote stainability awareness and education 2. Develop and communicate a case study 3. Plan to monitor and report site performance 4. Innovation or exemplary performance
Part 6 - Site Design - Human Health & Well-begin 1. Protect and maintain cultural and historic places 2. Provide optimum site accessibility safety and way-finding 3. Promote equitable site use 4. Support mental restoration 5. Support physical activity 6. Support social connection 7. Provide on-site food production 8. Reduce light pollution 9. Encourage fuel efficient and muti-modal transportation 10. Minimize exposure to environmental tobacco smoke 11. Support local economy
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
16/18
Native Plants TREES Acer barbatum Southern Sugar Maple Acer rubrum Eastern Red Maple Betula nigra River Birch Carya alba Mockernut Hickory Carya glabra Pignut Hickory Carya ovalis Red Hickory Carya pallida Sand Hickory Celtis laevigata Southern Hackberry Diospyros virginiana Eastern Persimmon Fagus grandifolia American Beech Fraxinus americana White Ash Fraxinus pennsylvanica Green Ash Ilex opaca American Holly Juglans nigra Black Walnut Juniperus virginiana Eastern Red Cedar Liquidambar styraciflua Sweet Gum Liriodendron tulipifera Tulip-tree Magnolia acuminata Cucumber-tree Nyssa sylvatica Sour Gum Oxydendrum arboreum Sourwood Pinus echinata Shortleaf Pine Pinus taeda Loblolly Pine Platanus occidentalis Sycamore Quercus alba White Oak Quercus coccinea Scarlet Oak Quercus falcata Southern Red Oak Quercus marilandica Blackjack Oak Quercus michauxii Swamp Chestnut Oak Quercus montana Rock Chestnut Oak Quercus nigra Water Oak Quercus phellos Willow Oak Quercus rubra Red Oak Quercus shumardii Shumard Oak Quercus stellata Post Oak Quercus velutina Black Oak Salix nigra Black Willow Sassafras albidum Sassafras Tilia americana var. heterophylla White Basswood Ulmus alata Winged Elm VINES Bignonia capreolata Cross-vine Campsis radicans Trumpet-creeper Clematis virginiana Virgin's-bower Decumaria barbara Climbing Hydrangea Dioscorea villosa Wild Yam Gelsemium sempervirens Carolina Jessamine Lonicera sempervirens Coral Honeysuckle Matelea carolinensis Carolina Spinypod Parthenocissus quinquefolia Virginia-creeper Passiflora incarnata Passion Flower
Smilax glauca Whiteleaf Greenbrier Vitis rotundifolia Muscadine Wisteria frutescens American Wisteria SMALL TREES Acer leucoderme Chalk Maple Amelanchier arborea Downy Serviceberry Asimina triloba Common Pawpaw Carpinus caroliniana American Hornbeam Castanea pumila Common Chinquapin Celtis tenuifolia Dwarf Hackberry Cercis canadensis Eastern Redbud Chionanthus virginicus Fringe-tree Cornus florida Flowering Dogwood Frangula caroliniana Carolina Buckthorn Halesia tetraptera Carolina Silverbell Magnolia tripetala Umbrella Magnolia Magnolia virginiana Sweetbay Malus angustifolia Wild Crab Apple Morus rubra Red Mulberry Ostrya virginiana American Hop-Hornbeam Prunus umbellata Hog Plum Rhus copallinum Winged Sumac Rhus glabra Smooth Sumac Symplocos tinctoria Sweetleaf Viburnum nudum Southern Wild Raisin Viburnum prunifolium Black Haw SHRUBS Aesculus sylvatica Painted Buckeye Alnus serrulata Tag Alder Aralia spinosa Devil's-Walking-stick Aronia arbutifolia Red Chokeberry Asimina parviflora Dwarf Pawpaw Callicarpa americana Beautyberry Calycanthus floridus Eastern Sweetshrub Ceanothus americana New Jersey Tea Cephalanthus americanus Buttonbush Cornus amomum Silky Dogwood Crataegus uniflora One-flowered Haw Crataegus marshallii Parsley Hawthorn Crataegus spathulata Littlehip Hawthorn Euonymus americanus Strawberry Bush Hamamelis virginiana Witch-hazel Hydrangea arborescens Smooth Hydrangea Hypericum hypericoides St. Andrew's Cross Ilex decidua Possum-haw Holly Ilex verticillata Winterberry Itea virginica Virginia-willow Kalmia latifolia Mountain Laurel Lindera benzoin var. pubescens Hairy Northern Spicebush Rhododendron canescens Piedmont Azalea Rhododendron flammeum Oconee Azalea Sambucus canadensis Common Elderberry
Styrax americanus American Snowbell Styrax grandifolius Big-leaf Snowbell Vaccinium arboreum Sparkleberry Vaccinium elliottii Mayberry Vaccinium pallidum Hillside Blueberry Vaccinium stamineum Deerberry Viburnum acerfolium Mapleleaf Viburnum Viburnum rufidulum Southern Black Haw Xanthorhiza simplicissima Yellowroot
Tiarella cordifolia Foamflower GC Tipularia discolor Cranefly Orchid Trillium catesbaei Catesby’s Trillium Trillium cuneatum Sweet Betsy Trillium rugelii Southern Nodding Tuillium Uvularia perfoliata Perfoliate Bellwort
FORBS FOR SHADE/PART SHADE Amianthium muscitoxicum Fly-poison Anemonella thalictroides Rue-anemone Antennaria plantaginifolia Plantain Pussytoes GC Arisaema triphyllum Jack-in-the-pulpit Cardamine diphylla Toothwort Chamaelirium luteum Fairy Wand Chimaphila maculata Pipsissewa Chrysogonum virginianum Green-and-gold GC Cimicifuga racemosa Black Cohosh Collinsonia anisata Southern Horsebalm Dodecatheon meadia Eastern Shooting Star Elephantopus carolinianus Leafy Elephant’s-foot GCS Erythronium umbilicatum Dimpled Trout Lily Eurybia divaricata White Wood Aster Galax urceolata Galax GC Gentiana saponaria Soapwort Gentian Geranium maculatum Wild Geranium Goodyera pubescens Downy Rattlesnake-orchid Hepatica americana Round-lobed Hepatica Heuchera americana Alumroot Hexastylis arifolia Little Brown Jug Impatiens capensis Orange Jewelweed Iris cristata Dwarf Crested Iris GCS Lilium michauxii Carolina Lily Lobelia cardinalis Cardinal Flower Lobelia puberula Downey Blue Lobelia Maianthemum racemosum False Solomon’s-seal Medeola virginiana Indian Cucumber-root Mimulus ringens Allegheny Monkeyflower Mitchella repens Partridge-berry GC Osmorhiza claytonii Sweet Cicely Phlox divaricata Eastern Blue Phlox GC Podophyllum peltatum May-apple Polygonatum biflorum Solomon’s-seal Potentilla canadensis Dwarf Cinquefoil Sanguinaria canadensis Bloodroot Sanicula canadensis Black Snakeroot Saururus cernuus Lizard’s-tail Silene stellata Starry Campion Silene virginica Fire-pink Sisyrinchium angustifolium Blue-eyed-grass Solidago caesia Axillary Goldenrod Spigelia marilandica Indian-pink Stellaria pubera Star Chickweed
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
FORBS FOR SUN/PART SUN Ageratina altissima Common White Snakeroot Amsonia tabernaemontana Wideleaf Blue-stars Anemone virginiana Thimbleweed Angelica venenosa Hairy Angelica Aquilegia canadensis Eastern Columbine Asclepias tuberosa Butterfly-weed Asclepias variegata White Milkweed Centrosema virginianum Butterfly Pea Chamaecrista fasciculata Partridge Pea Chelone glabra White Turtlehead Chrysopsis mariana Golden Aster Conoclinum coelestinum Mistflower Coreopsis auriculata Lobed Coreopsis GC Coreopsis grandiflora Largeflowered Coreopsis Coreopsis major Woodland Coreopsis Delphinium carolinianum Carolina Larkspur Erigeron pulchellus Robin’s-plantain Eryngium yuccifolium Rattlesnake-master Eupatorium fistulosum Joe-pye-weed Eupatorium perfoliatum Boneset Helianthus angustifolius Narrowleaf Sunflower Helianthus divaricatus Spreading Sunflower Helianthus microcephalus Small-headed Sunflower Hibiscus moscheutos Eastern Rose-mallow Liatris graminifolium Blazing Star Monarda fistulosa Appalachian Bergamot Monarda punctata Spotted Horse-mint Penstemon australis Southern Beard-tongue Phlox amoena Hairy Phlox Phlox carolina Thick-leaf Phlox Pityopsis graminifolia Grass-leaved Goldenaster GC Pycnanthemum incanum Mountain Mint Pycnanthemum pycnanthemoides Southern Mountain Mint Pycnanthemum tenuifolium ..Narrowleaf Mountain-mintGCSu Rudbeckia hirta Black-eyed Susan Rudbeckia laciniata Cutleaf Coneflower Salvia lyrata Lyre-leaf Sage GC Scutellaria integrifolia Skullcap Silphium asteriscus Starry Rosinweed Silphium compositum Rosinweed Solidago nemoralis Gray Goldenrod Solidago odora Licorice Goldenrod Solidago rugosa Wrinkle-leaf Goldenrod Symphyotrichum concolor Eastern Silvery Aster Symphyotrichum lateriflorum Calico Aster Symphyotrichum patens Common Clasping Aster Vernonia noveboracensis Ironweed
Viola pedata Bird’s-foot Violet Yucca filamentosa Curlyleaf Yucca FERNS Asplenium platyneuron Ebony Spleenwort Athryrium asplenioides Southern Lady Fern Botrychium biternatum Southern Grapefern Botrychium virginianum Rattlesnake Fern Diphasiastrum digitatum Running-cedar GC Onoclea sensibilis Sensitive Fern Osmunda cinnamomea Cinnamon Fern Osmunda regalis var. spectabilis Royal Fern Phegopteris hexagonoptera Broad Beech Fern Pleopeltis polypodioides Resurrection Fern Polystichum acrostichoides Christmas Fern Pteridum aquilinum Southern Bracken Fern GC Theylpteris noveboracensis New York Fern GCS Woodwardia areolata Netted Chain Fern GCS GRASSES Andropogon glomeratus Bushy Bluestem Andropogon ternarius Splitbeard Bluestem Andropogon virginicus Broomsedge Arundinaria gigantea River Cane Carex cephalophora Oval-leaf Sedge Carex nigromarginata Black-edged Sedge Chasmanthium latifolium River Oats Chasmanthium sessiliflorum Longleaf Spikegrass- GCS Danthonia sericea Silky Oat-grass Danthonia spicata Poverty Oat-grass GCS Elymus virginicus Virginia Wild-rye Grass Eragrostis spectabilis Purple Lovegrass Juncus effusus Common Rush Luzula acuminata Wood-rush Muhlenbergia capillaris Hairgrass Muhlenbergia schreberi Nimbleweed GCS Panicum anceps Beaked Panic Grass Piptochaetium avenaceum Eastern Needlegrass Saccharum alopecuroideum Silver Plume Grass Schizachyrium scoparium Little Bluestem GCSu Scirpus cyperinus Woolgrass Bulrush Sorghastrum nutans Yellow Indiangrass Tridens flavus Purpletop Tridens Tripsacum dactyloides Gamma Grass GC = Groundcover for sun or shade GCS=Groundcover/shade GCSu=Groundcover/sunNon
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
17/18
Permaculture Fruit Plants TREES Malus domestica sp. Apple Aronia melanocarpa Aronia Crataegus x Lavallei. Azarole Cornus mas Cornelian Cherry Ficus carica Fig Elaeagnus multiflora Goumi Gleditsia triacanthos Honey Locust Ziziphus jujuba Jujube Amelanchier species Juneberry Crataegus aestivalis and opaca Mayhaw Mespilus germanica Medlar Cudrania tricuspidata Melon Tree Morus species Mulberry Asimina triloba Pawpaw Pyrus species Pear Diospyros virginiana Persimmon Cydonia oblonga Quince Rhyus typhina 'Dissecta' Sumac Corylus avellana European Hazelnut, Filbert SHRUBS Rubus ulmifolius Blackberry Vaccinium Ashei Blueberry Prunus tomentosa Nanking Cherry Hardy Citrus - Trifoliate orange Viburnum trilobum Highbush Cranberry Ribes species Currant Ribes hirtellum Gooseberry Rubus idaeus Raspberry Rosa rugosa RoseHips Ribes x culverwellii Jostaberry
Preliminary Budget Estimate Phase 1 - $100,000- $200,000 1. Tree clearing and milling on site for use in the new buildings 2. Driveway to the new school building 3. Parking lot 1 and parking relocating near Farmhouse 4. New School Building and Farmhouse extension Phase 2 - $50,000-$75,000 1. Pavilion and Greenhouse 2. Garden, Fencing, Orchard and Chickens 3. Play field landscaping 4. Soil pits and curriculum development related to Waseca land Phase 3 - $20,000-$30,000 1. Water catchment from all buildings 2. Farm pond 3. Overflow stream from farm pond and surrounding landscaping 4. Solar hot water and electricity Phase 4 - $30,000-$50,000 1. Forest regeneration 2. Reading Gardens 3. Barn and animals 4. Parking lot 2 Total Estimated budget $200,000 - $355,000
GROUNDCOVERS Vaccinium macrocarpum American Cranberry VINES Actinidia arguta Hardy Kiwi FORBES Helianthus tuberosus Sunchoke Symphytum x uplandicum Comfrey Asparagus officinalis Asparagus Armoracia rusticana Horseradish Perennial leek
I NTEGRATED EDUCATIONAL LAN DSCAPE MASTER PLAN
H U NGRY GNOM E GARDENSCAPES DESIGN ER: GARETH CROSBY WI NTER 2013-14 CONCEPT PLAN, NOT FOR CONSTRUCTION
18/18