From Classroom to Garden: Bridging Education and Ecology in School Landscapes

Abstract

From Classroom to Garden explores the integration of permaculture principles into the planning and design of an urban farm strategically located adjacent to the newly constructed Swift Waters Elementary School in Brockville, Ontario. This study focuses on achieving two pivotal objectives: designing outdoor learning spaces and promoting local food production. The broader context of this research is set within the overarching goal of revitalizing the intricate ties that bind individuals to the land, food, and community.

As we confront an environmental crisis, we also find ourselves in an era of nature deficiency. The convergence of climate change, widespread environmental degradation, and a growing disconnect between people - especially children - and the natural world has created a critical need for innovative solutions. Today’s children are growing up with limited direct exposure to the natural environment, a reality that not only impairs their understanding and appreciation of ecological systems but also impacts their physical and mental well-being. This disconnection poses challenges to fostering sustainable practices and cultivating environmental stewardship in future generations.

This thesis is a response to the urgent need for reconnection with the environment by providing a multifunctional space that meets both educational and community needs. The 158,200-square-meter urban farm offers diverse opportunities for learning and community engagement. The academic spaces, both indoor and outdoor, enable students to connect with the natural world in ways that extend beyond traditional classrooms. Featuring themed gardens—such as herb and sensory gardens—the farm functions as living laboratories where students can explore plant biology and sustainable agriculture. Indoor facilities, including teaching kitchens and greenhouses, provide hands-on experiences with the entire food cycle, from cultivation and harvesting to cooking and nutrition, giving students a holistic view of food systems and sustainability.

Complementing the farm, a reimagined Ontario Elementary Curriculum is proposed to support outdoor education. Supported by thoughtfully designed outdoor learning spaces, this curriculum aims to inspire a pedagogical shift that reestablishes nature as a central component of education, encouraging students to reconnect with nature and develop sustainable practices for the future. The design process for this thesis is informed by extensive site research, including multiple visits and seasonal analyses to understand the landscape’s evolving conditions. Contextual research on the surrounding area further grounds the design in local environmental and social dynamics. Methodologically, the project draws from case studies of outdoor learning environments, literature on experiential education, and an in-depth analysis of the Ontario Elementary Curriculum to ensure the designed spaces effectively support pedagogical goals. By aligning spatial design with curriculum needs, this thesis develops outdoor environments that actively facilitate hands-on learning, ecological literacy, and community engagement, demonstrating a holistic approach to education and landscape design.