DISCLAIMER STATEMENT

Transcription

1 DISCLAIMER STATEMENT Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document. Agricultural & Extension Education North Carolina State University Box 7654, 520 Brickhaven Drive Raleigh, NC Career and Technical Education North Carolina Department of Public Instruction 6361 Mail Service Center Raleigh, NC All materials in this guide may be reproduced for educational purposes only.

2 FOREWORD This curriculum guide, Horticulture II - Landscaping, was developed to assist teachers in preparing students to meet the North Carolina State Board of Education s Guiding Mission that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st century. The course is rigorous and relevant, is based on state and national content standards, and engages technology to teach today s generation of students. Related business and industry partners have endorsed this course as one that helps to prepare students for high-skill, high-wage, and/or high-demand occupational opportunities. This course focuses on major components of the landscape industry. Employability and business skills along with technical and practical knowledge of landscape design, landscape installation and maintenance provide students the opportunity to secure the skills needed for a successful post-secondary landscaping education or entry level employment within the landscaping industry. Students are instructed in the criteria for professional development and success within the industry and its many organizations. Hands on instruction and experiential learning are a major part of the instructional model for this course. Students learn to perform calculations necessary to provide estimates and quotes as well as how to market a landscaping enterprise. Principles of landscape design and fundamentals of design development provide students the expertise they need to develop a effective landscape and/or irrigation plan. However, the course does culminate in the plan. Students will apply procedures to install and maintain landscapes. Students will learn the science of a successful landscape and have the opportunity to become proficient in the use of equipment and practices to install and maintain turf and plants within a landscape. Practices such as fertilization, pest control, staking/guying, mulching and hardscaping will give students many opportunites to excel in the landscape industry. Resources for this course include but are not limited to the North Carolina Landscape Contractor s Association skill standards for Certified Landscape Technicians. This guide contains instructional activities that enhance the core academic areas of reading, writing, mathematics, and science. It includes instructional support materials and performance assessments that are aligned to the course content. Formative assessments provide continuous feedback to measure student learning throughout the course. A companion classroom assessment bank aligned, valid, and reliable is available for your use after the first year of implementation and provides summative assessments for each objective.

3 The North Carolina Department of Public Instruction s Career and Technical Education division developed this guide using two dimensions of Revised Bloom s Taxonomy present in A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives (Addison Wesley Longman, Inc., 2001). We are grateful to the course developers for their work. We trust these significant efforts will guide North Carolina s teachers in their mission to prepare globally competitive students for a successful, 21 st -century life. June St. Clair Atkinson, Ed.D. State Superintendent of Public Instruction William C. Harrison, Ed.D. Chairman and Chief Executive Officer State Board of Education

4 INTERNET POLICY Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the school s Internet policy must be held accountable for their actions and face appropriate consequences deemed necessary at the school in accordance with the school s policies. Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the teacher determines that a website used in an activity is inappropriate, or that students are not mature enough to behave properly and according to the school s Internet policy, the teacher should make alternate arrangements for completing the activity.

5 ACKNOWLEDGEMENTS Many agricultural educators and business and industry leaders have given a great deal of time and energy to the development of the blueprint and content/teaching outline for this course. Without the collaboration of knowledgeable and committed professionals, it would not be possible to provide current curriculum materials necessary for effective instruction in agricultural education programs. The continual advancement of technology and constant changes in the technology industry make collaboration an essential part of the process of preparing young people to become competent members of the workforce. The following agricultural educators are commended for their professionalism in the process of researching, collaborating, developing, and editing the Horticulture II - Landscaping curriculum: Curriculum Team and Writers Roy Eubanks, Curriculum Consultant Aaron L. Fleming, Lee County Schools Michael Johnson, NBCT Wake Forest Rolesville High School Brantley Murphy J.F. Webb High School Christy Thornton, NBCT North Mecklenberg High School Doug Vernon, NBCT Northwest Cabarrus High School Project Director Horace Johnson Central Region Agricultural Education Coordinator Agricultural & Extension Education North Carolina State University Box 7654, 520 Brickhaven Drive Raleigh, NC Agricultural Education Career and Technical Education North Carolina Department of Public Instruction 6358 Mail Services Center, Raleigh, NC

6 Table of Contents Horticulture II - Landscaping Horticulture II - Landscaping Curriculum Guide Cover and SBE List Disclaimer Foreword Internet Policy Acknowledgements Table of Contents A Message from Dr. Lorin W. Anderson... i About This Guide... viii Going Green: A Guide to using Curriculum for Environmental Sustainability... x Course Description... xi Course Blueprint... xii Equipment List... xvi Using the Horticulture II - Landscaping Guide... xvii An Overview of Career and Technical Student Organizations... xviii An Overview of FFA... xx Unit A: Employability and Business Skills...1 Unit B: Landscape Design Unit C: Landscape Installation and Maintenance

7 A MESSAGE FROM DR. LORIN W. ANDERSON Teachers objectives may be explicit or implicit, clearly or fuzzily conceived, easily measurable or not. They may be called something other than objectives. Regardless of how they are stated and what they are called, objectives are present in virtually all teaching. Stated simply, when we teach, we want our students to learn. What we want them to learn as a result of our teaching are our objectives (A Taxonomy for Learning, Teaching, and Assessing. Anderson, Krathwohl, et al., 2001, p. 3). When a teacher sets his or her own objectives, it is assumed that those objectives are understood by the teacher. It is also assumed that the ways in which that teacher teaches and assesses his or her students are consistent with the objectives as stated and understood. When objectives are set by people other than the teacher, the validity of both of these assumptions is called into question. The way a teacher understands a particular objective may not be the same as those who wrote it. Furthermore, this difference in understanding is likely to result in methods of teaching and assessing that are inconsistent with the intended meaning of the objective. When objectives are set at a state level (as is the case for North Carolina Career and Technical Education), a common framework is needed to promote a shared understanding of objectives and a careful alignment of teaching and assessing with the objectives based on this shared understanding. In 2005, the North Carolina Division of Career and Technical Education unanimously adopted the Revised Bloom s Taxonomy (RBT) as the common framework for all new courses in the division. In simplest terms, the RBT is a two-dimensional framework that corresponds with the grammatical form of virtually all statements of objectives, namely, SUBJECT- VERB-OBJECT. The SUBJECT is the student or the learner. The OBJECT indicates that content that students are expected to learn. The content may be methods for repairing 6882 Horticulture II Landscaping Summer 2009 i

8 an automobile panel, key concepts in food technology, or the various symbols used in electric wiring. The VERB indicates the way that students are expected to process the content. Are they supposed to remember it, understand it, or apply it? Are they supposed to analyze it, evaluate it, or create it? Unlike the OBJECTS, which are subject-specific, the same VERBS tend to cut across all subject matters. The two-dimensions of the RBT correspond with the verbs (the horizontal dimension) and the objects (the vertical dimension). The horizontal dimension is referred to as the Cognitive Process Dimension and includes six categories: (1) Remember, (2) Understand, (3) Apply, (4) Analyze, (5) Evaluate, and (6) Create. The vertical dimension is labeled the Knowledge Dimension and contains four types: (A) Factual, (B) Conceptual, (C) Procedural, and (D) Metacognitive. Because each objective contains a verb and an object, each objective can be classified in terms of the various cells of the RBT illustrated in Table 1. Table 1: The Taxonomy Table 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge Consider, for example, the following objective: The student will be able to interpret graphs depicting the relationship between supply and demand. The verb is 6882 Horticulture II Landscaping Summer 2009 ii

9 interpret, and the object is graphs depicting the relationship between supply and demand. The object contains three important concepts: graphs, supply, and demand. The verb, interpret, is a cognitive process associated with Understand. Therefore, this objective would be classified B2: Understand Conceptual Knowledge. Consider a second objective: The student will be able to implement procedures for wiring parallel electrical circuits. The verb is implement, and the object is procedures for wiring parallel electrical circuits. Explicit in the object is the type of knowledge: Procedural. The verb, implement, is a cognitive process associated with Apply. Therefore, this objective would be classified C3: Apply Procedural Knowledge. So, how does the RBT impact on the course blueprints? There are two primary impacts. First, because of the RBT, there are fewer objectives included. The reason for this decrease in objectives is that objectives specified using the RBT are moderate in scope, typically requiring a week or more for students to master. Using the RBT, then, each objective included on the course blueprints will take at least 3% of the total instructional time to teach well. Because of this limitation, there will be fewer objectives that require students to simply memorize factual information (which would be classified as A1 within the RBT). Second, as was true in the past, objectives are organized around competencies. Competencies are simply more general or global objectives. In the vernacular, a competency is the glue that holds a related set of objectives together. Because they are, in fact, objectives, competencies are also written in the SUBJECT-VERB-OBJECT form. The VERB in the competency, however, must be at the same cognitive level as 6882 Horticulture II Landscaping Summer 2009 iii

10 the VERB in at least one of the associated objectives. If, for example, the VERB in the competency is analyze, then at least one of the objectives associated with that competency must include the VERB analyze. The VERBS in the other associated objectives must be at that same level ( analyze ) or lower ( apply, understand, and remember ). As mentioned earlier, classifying objectives in terms of the RBT promotes a shared understanding of the intent and meaning of the objectives. Classifying objectives in terms of the RBT also enables teachers to plan more effective instruction and assessment. Again, consider the first objective mentioned above. Teachers need to help students understand the meaning of graphs, supply, demand, and the relationships between supply and demand. This aspect of teaching comes from the OBJECT portion of the objective. In addition, however, teachers must help students learn to interpret graphs that is, to be able to take information displayed in graphs and represent it in different forms (e.g., words). This aspect of teaching comes from the VERB portion of the objective. Planning effective instruction requires that both the OBJECT and the VERB portion of objectives are considered. With respect to assessment, students must be asked to interpret graphs that contain information about supply, demand, and the relationship between them. Asking students to define supply and demand, to give examples of supply and demand, or to predict what would happen to costs if supply decreases and demand increases are not valid assessments of the objective as stated EVEN THOUGH they certainly involve 6882 Horticulture II Landscaping Summer 2009 iv

11 supply and demand. As is the case for instruction, both the OBJECT and the VERB portion of objectives must be considered if valid assessments are to be designed. So, how does the RBT impact on curriculum guides? Simply stated, the curriculum guides provide the link between the course blueprints and the students who enroll in the course. Think of the curriculum guide as a bridge connecting what students know and can do when they begin a course to what students should know and be able to do when the leave the course. In an objectives-based curriculum, such as the CTE curriculum, we build the bridge backwards that is, from where we want students to be at the end of the course to where they are when they enroll in the course. To be an effective backwards bridge, two principles of curriculum must be applied. First, the content included in the objectives must be unpacked so students can learn it. Any old definitions of terms must be replaced with definitions that make sense to students. Procedures, often taken for granted by teachers, must be laid out in a detailed step-by-step fashion. Rather than include everything that can be taught about key concepts, the curriculum guide must include those aspects of the concepts that students must really understand to understand the concepts. When unpacking content, a concern for what students need to know must replace the concern of what is nice to know (but not really needed). Second, the curriculum guide must include activities that engage students in the process of learning AND, when completed, result in students achieving the objectives included on the course blueprint. If the activity is a lecture, for example, the lecturer 6882 Horticulture II Landscaping Summer 2009 v

12 must be dynamic and interesting (which engages students) AND the content of the lecture must be directly related to a clearly specified objective. To make sure the connection between the lecture and the objective is clear to the students, a set of questions may be given to the students prior to the lecture. They should be asked to answer the questions after the lecture has concluded. All activities, be they lecture, demonstration, discussion, seatwork, group work, simulations, hands-on, or computer-assisted, must meet these two criteria: engagement and effectiveness. What are commonly referred to as performance assessments are, many times, activities. In fact, in some cases they are called culminating activities, capstone activities, or cornerstone activities. As a consequence, performance assessments are included as activities in the curriculum guide for all objectives that contain the verb create and many of the objectives that contain the verb apply. Because we all look at the world through different lenses, we see different things and interpret them in different ways. When it comes to educational objectives, the RBT is intended to provide a common lens one that provides a common focus and helps to develop a shared understanding of what is seen. Each course blueprint contains a common set of objectives and competencies objectives and competencies that a team of classroom teachers and experts in the field believe to be essential in defining the intended learning outcomes for all students enrolled in the course. The curriculum guides are intended to be, as their name suggests, guides. They are not mandates. They are, however, consensually determined best practices. They include ways of unpacking content to make it more likely that students understand and can use it Horticulture II Landscaping Summer 2009 vi

13 They include sequences of activities (and related materials) that course design team members have endorsed as effective. Because they are guides, however, teachers must make decisions about how to use them. We suspect that novice and lateral-entry teachers will stay fairly close to the curriculum guides initially. As they gain expertise, however, they are likely (and encouraged) to make modifications to better fit their beliefs about teaching and their understanding of their students. Dr. Lorin W Anderson Senior Editor and Contributing Author A Taxonomy for Learning Teaching and Assessing Columbia, SC 6882 Horticulture II Landscaping Summer 2009 vii

14 About This Guide This guide is designed to assist teachers in delivering instruction to students in a manner that enhances the students likelihood of achieving the course objectives. The course is designed using the Revised Bloom s Taxonomy (RBT) and contains the following parts. Blueprint The course blueprint provides the basic structure of the course and is written using educational objectives that require several days or weeks to achieve. The blueprint is designed with a specific sequence of objectives that builds cognitive skills and understanding of content. The sequence of the objectives should not be changed. Column four of the course blueprint contains course weight, which must be converted by the LEA to hours of instruction for each objective. This weight also corresponds to the weight of secure state assessments. The academic calendar of each LEA is used in conjunction with the blueprint weights to plan instructional time by objective. The course weight of objectives should not be changed. Unpacked Content On the first page of each objective, the content is disclosed or unpacked in a format that connects the content to the student. This unpacked content also reflects the RBT designation and wording of the objective. For example, if the objective is to apply a procedure, the content will be unpacked as specific steps of the specific procedure. This manner of organizing content should be explained to students and used to enhance their understanding of how the content fits together. Assessments are aligned directly to the objective and specific content unpacked for each objective. Assessments are also directly aligned to the RBT level of the objective and the reflective manner in which the content is organized. For example, if content is unpacked as facts, then test items will ask factual information. If a procedure is unpacked, then test items will ask about steps in the procedure. Instructional Activities Instructional activities reflect best practice as determined by highly qualified and successful teachers. The activities follow a specific sequence that is designed to build understanding of the objective and the specific content. The full sequence of all the activities is the essential minimum needed to achieve the objective. The set of activities has been planned to be achieved in the lower percentage range of the recommended hours of the blueprint. All activities should be taught and in the sequence offered Horticulture II Landscaping Summer 2009 viii

15 Often the initial instructional activity is designed to introduce the topic, capture student interest, and introduce personal relevance to the topic. The subsequent instructional sequence is designed to build students knowledge and thinking skills necessary to achieve the objective. The relevance column to the right of each instructional activity explains the relevance of the instructional activity to student achievement of the objective. Instructional Support Materials Instructional materials follow each set of instructional activities. These materials are aligned to and support the instructional activities. These materials are designed to be interesting to students and to support the cognitive process of the RBT objective designation. Curriculum Alignment All parts of this guide, and the corresponding assessments, are highly aligned both in cognitive processes and in content. Before making any changes to the curriculum package, teachers must thoroughly understand the use of cognitive processes, as well as the specific content, found in the objectives. Misalignment of these factors will result in lower student achievement of the objective Horticulture II Landscaping Summer 2009 ix

16 GOING GREEN: A GUIDE TO USING CTE CURRICULUM FOR ENVIRONMENTAL SUSTAINABILITY Many of the Instructional Support Materials (ISMs) are developed to help students organize and use the unpacked content relative to the designated Revised Bloom s Taxonomy (RBT) verb. These are designed to help students study and retain relevant information. Ideally, each ISM would be duplicated and handed to students in class. Realistically, teachers may have to find alternative approaches for implementing the ISMs in the classroom. Teachers may have to show what each ISM looks like and rely on students drawing each in either a journal or on paper that is accumulated in a notebook. Consider these alternative approaches for using the Instructional Support Materials in the classroom: Draw the ISM on the board. Duplicate the ISM and hand out one per group and collect at the end of class for use in another. To add longevity, consider laminating or using sleeve protectors for each ISM. Laminate and have students use dry-erase marker pens if they need to write on the ISM. An alternative would be to place the ISM in a sleeve protector and have the students use dry-erase marker pens. Prepare a transparency of the ISM and show it on an overhead projector. Display the file in electronic form (PowerPoint or Word) through a digital projector. Display the file in electronic form on an interactive whiteboard. Display the file in electronic form via a document camera and digital projector. Deliver the file electronically via an internal network, Blackboard, Moodle, or secure website. This would provide added benefit to homebound and absent students needing to make up work. Other helpful conservation hints Always use both sides of the paper!! If a student needs to redo an assignment, whenever possible, have the student use a different color pen or pencil and work on the same paper. We hope these ideas will help conserve paper and other valuable resources! 6882 Horticulture II Landscaping Summer 2009 x

17 Course Description 6882 Horticulture II - Landscape Construction Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: This course focuses on major components of the landscape industry. Employability and business skills along with technical and practical knowledge of landscape design, landscape installation and maintenance provide students the opportunity to secure the skills needed for a successful post-secondary landscaping education or entry level employment within the landscaping industry. Students are instructed in the criteria for professional development and success within the industry and its many organizations. Hands on instruction and experiential learning are a major part of the instructional model for this course. Students learn to perform calculations necessary to provide estimates and quotes as well as how to market a landscaping enterprise. Principles of landscape design and fundamentals of design development provide students the expertise they need to develop a effective landscape and/or irrigation plan. However, the course does culminate in the plan. Students will apply procedures to install and maintain landscapes. Students will learn the science of a successful landscape and have the opportunity to become proficient in the use of equipment and practices to install and maintain turf and plants within a landscape. Practices such as fertilization, pest control, staking/guying, mulching and hardscaping will give students many opportunities to excel in the landscape industry. Resources for this course include but are not limited to the North Carolina Landscape Contractor s Association skill standards for Certified Landscape Technicians. FFA leadership activities and Supervised Agricultural Experiences are an integral part of this course and provide additional opportunities to apply instructional competencies to authenticate instruction. Prerequisite: Horticulture I 6882 Horticulture II Landscaping Summer 2009 xi

18 Career and Technical Education Agricultural Education Course Blueprint 6882 Horticulture II Landscaping Public Schools of North Carolina State Board of Education Department of Public Instruction Academic Services and Instructional Support Division of Career and Technical Education North Carolina State University College of Agriculture and Life Sciences Department of Agricultural & Extension Education State Agricultural Education/FFA Program Horace Johnson, Project Director Raleigh, North Carolina Summer 2009 Special thanks to the following educators who developed this blueprint. Roy Eubanks Curriculum Consultant Aaron L. Fleming Lee County Schools Michael Johnson Wake Forest Rolesville High School Brantley Murphy J. F. Webb High School Christy Thornton North Mecklenburg High School Doug Vernon Northwest Cabarrus High School This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry. Contact for more information Horticulture II Landscaping Summer 2009 xii

19 CTE Course Blueprint A course blueprint lays out the framework of the curriculum for a given course. The blueprint includes units of instruction, competencies in each unit, and the specific objectives for each competency. The blueprint illustrates the relative weight of the units, competencies, and objectives within the course. Since skill development is not always linear, and often complex, it is not required that objectives be taught in the order they appear on the blueprint. Each competency and objective reflects the intended level of learning through two dimensions that reflect the Revised Bloom s Taxonomy (RBT). The Knowledge Dimension is represented with letters A-D, and the Cognitive Process Dimension is represented by numbers 1-6. The blueprint should be used by teachers to plan the course of work for the year, prepare daily lesson plans, and construct instructionally valid interim assessments. Statewide assessments are aligned directly with the course blueprint. This blueprint and other aligned curriculum products and assessments are developed using the Revised Bloom s Taxonomy. For additional information about this blueprint, contact VoCATS@dpi.state.nc.us or Curriculum, Division of Career and Technical Education, North Carolina Department of Public Instruction, 6359 Mail Service Center, Raleigh, North Carolina Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, Interpretation of Columns on CTE Course Blueprints No. Heading Column information 1 Comp# Comp=Competency number (two digits); Obj.=Objective number (unique course identifier plus competency number and two-digit objective number). Obj.# 2 Unit Titles/Competency and Objective Statements of unit titles, competencies per unit, and specific objectives per competency. Each competency statement or specific objective begins with an action verb and makes a complete sentence when combined with the stem The learner will be able to... (The stem appears once in Column 2.) Outcome behavior in each competency/objective statement is denoted by the verb plus its object. Statements 3 Local Use Space for use by Local Education Agencies 4 Course Weight Shows the relative importance of each objective, competency, and unit. Course weight is used to help determine the percentage of total class time that is spent on each objective. 5 RBT Designation 6 Integrated Skill Area 7 Core Supp Classification of outcome behavior in competency and objective statements in Dimensions according to the Revised Bloom s Taxonomy. (Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create) (Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge) Shows links to other academic areas. Integrated skills codes: A=Arts; E=English Language Arts; CD=Career Development; CS=Information/Computer Skills; H=Healthful Living; M=Math; SC=Science; SS=Social Studies Designation of the competencies and objectives as Core or Supplemental. Competencies and objectives designated "Core" must be included in the Annual Planning Calendar and are assessed on the statewide assessments. Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document. Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies related to workplace needs Horticulture II Landscaping Summer 2009 xiii

20 AGRICULTURAL EDUCATION COURSE BLUEPRINT for 6882 HORTICULTURE II LANDSCAPING (Recommended hours of instruction: hours) Comp # Unit Titles/Competency and Objective Statements Local Course RBT Integrated Skill Core Obj # (The Learner will be able to:) Use Weight Designation Areas Supp Total Course Weight 100% A EMPLOYABILITY AND BUSINESS SKILLS 17% LC01.00 Understand leadership and employability skills in the landscape industry. 9% B2 CD/E/M/SS LC01.01 Understand leadership and worked-based learning skills used in the landscape industry. 6% B2 CD/E/M/SS Core LC01.02 Recognize professional organizations and certifications available to those employed in the landscape industry. 3% A1 CD/E Core LC02.00 Apply procedures to perform calculations and to market landscape enterprises. 8% C3 E/M/SS LC02.01 Apply procedures to perform calculations used in estimates and quotes. 5% C3 E/M Core LC02.02 Understand characteristics of effective marketing. 3% B2 E/SS Core B LANDSCAPE DESIGN 28% LC03.00 Understand the processes used to select plants in the landscape industry. 9% B2 E/SC LC03.01 Recognize plants based on use. 6% A1 E/SC Core LC03.02 Understand factors used to select plants. 3% B2 E/SC Core LC04.00 Apply procedures to develop plans, estimates, and quotes. 19% C3 A/M LC04.01 Remember elements and principles of design, irrigation system components and 10% A1 A/M Core measurements, and symbols used to develop landscape and irrigation plans. LC04.02 Apply procedures to develop landscape and irrigation plans. 6% C3 A/M Core LC04.03 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans. 3% A1 M Core C LANDSCAPE INSTALLATION AND MAINTENANCE 55% LC05.00 Apply procedures to install landscapes. 29% C3 A/H/M/SC LC05.01 Remember the uses for materials and hand tools used to install landscapes. 3% A1 H/M/SC Core 6882 Horticulture II Landscaping Summer 2009 xiv

21 Comp # Unit Titles/Competency and Objective Statements Local Course RBT Integrated Skill Core Obj # (The Learner will be able to:) Use Weight Designation Areas Supp LC05.02 Apply procedures to use equipment to install landscapes. 5% C3 H/M/SC Core LC05.03 Apply procedures to install turfgrass. 9% C3 H/M/SC Core LC05.04 Understand procedures used to plant, stake/guy, and mulch landscape plants. 6% B2 M/SC Core LC05.05 Apply procedures to incorporate hardscapes into landscapes. 6% C3 A/M/SC Core LC06.00 Apply procedures to maintain landscapes and landscape equipment. 26% C3 A/H/M/SC LC06.01 Apply procedures to prune, fertilize, and mulch landscape plants. 8% C3 A/H/M/SC Core LC06.02 Understand pests and their control in landscapes. 6% B2 H/M/SC Core LC06.03 Apply procedures to maintain turfgrass. 6% C3 A/H/M/SC Core LC06.04 Apply procedures to maintain landscape equipment and tools. 6% C3 H/M/SC Core 6882 Horticulture II Landscaping Summer 2009 xv

22 Equipment List for 6882 Horticulture II Landscape Construction The following are minimum equipment requirements for all public schools in North Carolina to offer this course: 1. All tools and matierals required for 6841 Horticulture I 2. All tools and materials required for Horticulture II 3. All plants from Horticulture II-Landscape Construction Plant List (See Curriculum Guide.) 4. (1) Computer workstation per student. CPU, Monitor, CDRW 5. (1) Color Laser printer per classroom 6. High Speed/Broadband Internet Connection per computer 7. Landscape Design Software (Pro Landscape OR other equivalent) 8. Skid Steer Tractor 9. Tractor (min 30 hp) 10. Utility Tractor (4x4 or 4x6) (Example: John Deere Gator) 11. Dual Axel utility trailer (min 7000lb load) 12. Concrete Mixer\ 13. All handtools ad equipment as listed in Compentecy Rotary mower 15. Reel mower 16. Zero-radius commercial mower 17. Alum building 16x Various Staking and guying kits 19. Materials and tools as listed in objective Irrigation supplies as listed in objective Pruning tools as listed in objective Personal Protective Equipment as listed in objective Class set of the Certified Landscape Technician Manual by the North Carolina Landscapers Association 24. Class set of the Certified Plant Professional Manual by the North Carolina Landscapers Association 6882 Horticulture II Landscaping Summer 2009 xvi

23 Using the Horticulture II Landscaping Guide This guide as already alluded to in the section About This Guide is a comprehensive tool for teachers to use to ensure they cover the competencies and objectives of this course. The guide is arranged in the manner in which it should be taught. While the Instructional Activities have been prepared by experienced teachers, they are in no way to be considered the only activities that will work to meet the objectives of the course. All teachers will find them helpful, but more experienced teachers may have activities they have proven over years of application that will be just as effective. The major goal is to help teachers achieve the intended teaching objectives for the course. Teachers should feel free to supplement the activities included in this guide with other equally effective ones. Teaching aids and PowerPoints produced for this course may be improved to make them even more effective. Teachers should use these materials in conjunction with any other materials they have found to be effective for teaching these objectives. This guide is not intended to be optional and teachers should be cautious when determining not to use components of this guide. Much time and effort were extended to make this guide a valuable tool to enhance the instruction for this course and its proper use will accomplish that purpose. Neither is the use of the guide intended to be the only means utilized by the teacher. Supervised Agricultural Experience (SAE) activities and records should be a vital part of this course. Students will apply the things learned in the course through SAE and FFA involvement. As such, these components should be graded appropriately to recognize student achievement Horticulture II Landscaping Summer 2009 xvii

24 Overview of Career and Technical Student Organizations (CTSO) Introduction Career and Technical Student Organizations provide the opportunity for students to connect to business and industry professionals and career options. Additionally, CTSOs motivate students to higher level academic achievement and build interpersonal and employability skills. CTSOs are co-curricular, meaning they complement the state curricula in the classroom and incorporate realistic educational experiences not available through classroom instruction alone. Teachers must coordinate with local CTE directors to enhance the delivery of state curricula through CTSO activities. Through this coordinated effort, teachers improve student achievement on state and national Career and Technical Education (CTE) accountability measures. The Carl D. Perkins Career and Technical Education Act of 2006 allows CTE directors to fund certain CTSO activities as identified in the 2009 NC CTE Fiscal and Policy Guide. What are CTSOs? The three components of a quality Career and Technical Education program include classroom instruction, workforce readiness and on-the-job training, and Career and Technical Student Organizations. CTSOs have been a part of Career and Technical Education since the passage of the Smith-Hughes Act of CTSOs are found in middle and high schools and post-secondary institutions throughout the nation and around the world. It is important to realize that CTSOs are not just clubs, but instructional tools that work best when integrated into the curricula. CTSOs: Support and enhance related school-based and work-based learning, Provide students with skills and knowledge to succeed in the new global economy, Provide career exploration and competence, Provide students with the opportunity to experience competition related to classroom instruction, Encourage students to experience community service projects, and Provide and enhance the development of leadership skills in students. Carl D. Perkins Career and Technical Education Act of 2006 Defined The Carl D. Perkins Career and Technical Education Act of 2006 (Public Law ) is the vehicle through which federal support is distributed to states, local school districts, and postsecondary institutions to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical educations programs. (Source: CTSO Guide to accessing Federal Perkins Funds, 2008) 6882 Horticulture II Landscaping Summer 2009 xviii

25 What are the benefits of CTSOs? Develop meaningful business partnerships Develop school and community leaders Enable students to achieve high academic and occupational standards Enhance student self-esteem and self-confidence Help students to integrate contextual and academic learning Link school-based learning to the real world of work and family Motivate youth to become better students and productive citizens 6882 Horticulture II Landscaping Summer 2009 xix

26 OVERVIEW OF NORTH CAROLINA FFA ASSOCIATION Defined The North Carolina FFA Association is a not-for-profit 501 (c) 3 youth development organization managed by a 20-member board of directors. Any student between the ages of 12 and 21 who is enrolled in a systematic course of instruction in agricultural education may become a member. Organization of FFA FFA is one of three integral components of an agricultural education program designed to incorporate real-world educational experience not available through classroom instruction alone. FFA provides the student incentives to achieve in the classroom and in their Supervised Agricultural Experiences (SAE) through competitive events, team building activities, and leadership opportunities and recognition. There are almost 350 agricultural education programs in the state with FFA as a vital part of the instructional program for all students. Each local chapter is responsible for developing a program of activities that meets the needs of its members and the local agricultural program. Members at the local chapter level may further their development through active membership at the federation, region, state, and national levels. Scope of FFA There are almost 17,000 FFA members statewide which are also members of the National FFA Organization. The National FFA Organization has almost 510,000 FFA members in over 7,000 local FFA Chapters throughout the United States, Puerto Rico, and the Virgin Islands. The United States Congress in recognition of the contribution that FFA makes to agricultural education and the development of its members renewed its Federal Charter in The FFA Mission FFA is dedicated to making a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success Horticulture II Landscaping Summer 2009 xx

27 Ways and Means FFA utilizes a host of methods to accomplish its mission in the lives of its student members. Increased awareness of the global and technological impact of agriculture on the lives of all people is foremost among the goals of a quality agricultural education program. However, without quality leadership to work in agriculture, little would be accomplished. The local program of activities is a good starting point to help students develop leadership, citizenship, character, and the qualities of teamwork that help students become active members of their school and community. Students may further their development through participation in forty-two Career Development Events as well as almost 50 proficiency award areas that recognize students for exceptional individual work in various areas of agriculture. Leadership conferences, camps, and conventions all provide students the opportunity to interact with other members to foster communication and cooperation, develop interpersonal skills, while developing competent and assertive agricultural leadership. Almost $2.0 million in scholarships were awarded nationally last year to help student members Horticulture II Landscaping Summer 2009 xxi

28 Using the Horticulture II Landscaping Guide This guide as already alluded to in the section About This Guide is a comprehensive tool for teachers to use to ensure they cover the competencies and objectives of this course. The guide is arranged in the manner in which it should be taught. While the Instructional Activities have been prepared by experienced teachers, they are in no way to be considered the only activities that will work to meet the objectives of the course. All teachers will find them helpful, but more experienced teachers may have activities they have proven over years of application that will be just as effective. The major goal is to help teachers achieve the intended teaching objectives for the course. Teachers should feel free to supplement the activities included in this guide with other equally effective ones. Teaching aids and PowerPoints produced for this course may be improved to make them even more effective. Teachers should use these materials in conjunction with any other materials they have found to be effective for teaching these objectives. This guide is not intended to be optional and teachers should be cautious when determining not to use components of this guide. Much time and effort were extended to make this guide a valuable tool to enhance the instruction for this course and its proper use will accomplish that purpose. Neither is the use of the guide intended to be the only means utilized by the teacher. Supervised Agricultural Experience (SAE) activities and records should be a vital part of this course. Students will apply the things learned in the course through SAE and FFA involvement. As such, these components should be graded appropriately to recognize student achievement Horticulture II Landscaping Summer 2009 xxii

29 HORTICULTURE II LANDSCAPING 6882 UNIT A Employability and Business Skills RBT Classification Course Weight A EMPLOYABILITY AND BUSINESS SKILLS 17% LC01.00 Understand leadership and employability skills in the B2 9% landscape industry. LC01.01 Understand leadership and worked-based learning skills B2 6% used in the landscape industry. LC01.02 Recognize professional organizations and certifications available to those employed in the landscape industry. A1 3% LC02.00 Apply procedures to perform calculations and to C3 8% market landscape enterprises. LC02.01 Apply procedures to perform calculations used in C3 5% estimates and quotes. LC02.02 Understand characteristics of effective marketing. B2 3% 6882 Horticulture II Landscaping Summer

30 UNIT A: Employability and Business Skills Unit Overview This unit focuses on leadership and business management skill development needed by students in an advanced horticulture course and as a prospective employee and/or owner of a landscape/green industry related enterprise. Specific instructional supplies required for this unit consist of: o A current Supervised Agricultural Experience program record book. o A current FFA Official Manual and a current FFA Student Handbook. o Use of the internet to access various websites related to the landscape industry and the agricultural education instructional program such as o Sample forms and list of requirements in order for a landscape professional to become certified or to become a member of professional organizations within the industry. o Hand-held calculators to perform different types of calculations used in landscaping. Instructional support materials and websites for instructional activities suggested in this curriculum guide can be found at the end of each competency s instructional outline. Since this is the first unit of the course, there are several important tasks that will require the attention of the teacher and students while instruction for Unit A is ongoing. These include getting to know the students, establishing classroom rules and procedures, preparing for and beginning supervised agricultural experiences, establishing class routines, and laying the groundwork for cocurricular FFA activities. Rather than trying to complete all of these tasks before beginning instruction from the content, teachers are encouraged to plan daily lesson plans that include classroom and laboratory organization, FFA, supervised agricultural experiences, and activities from the instructional content. Be sure to read the guide and plan ahead. Become familiar with websites prior to assigning activities. After the IMS classroom test items have been through the validation and reliability steps by SDPI and are released, the teacher will probably want to use those test items and may not want to or need to use all the classroom tests included in the Instructional Activities Horticulture II Landscaping Summer

31 COURSE: 6882 Horticulture II Landscaping UNIT A Employability and Business Skills COMPETENCY: % B2 Objective: % B2 Understand leadership and employability skills in the landscape industry. Understand leadership and work-based learning skills used in the landscape industry. Essential Questions: What types of careers are available in the landscape industry? What opportunities for leadership are available in the landscape industry? What are the different types of work-based learning skills in the landscape industry? How do I keep records of my worked-based learning project? What is included in a net worth statement? UNPACKED CONTENT Landscape Architect a person trained in engineering, graphic arts, and architectural technology to design landscapes. o Usually their work is on a larger scale such as parks, shopping centers, golf courses, and large corporate complexes. o Often in business for themselves. Landscape Designer individual trained in the art of design and the science of growing horticultural plants. o These individuals work primarily with residential home sites and small corporate sites. o Many are employed by a landscape company, nursery, or garden centers. Landscape Contractor person hired to install the landscape. o This is the individual that transfers the design from paper to actual piece of land. o This person can be hired by the designer, work for the same company as the designer, or can serve as the designer as well. o Contractors also. Are in charge of ordering plants and materials. Must have knowledge of plant identification. Can read, understand, and interpret designs. Manage a work crew. Operate equipment. Will subcontract hire other companies to do part of the landscape Horticulture II Landscaping Summer

32 Other Categories o Many companies will specialize in one of the following areas of landscaping. Landscape Installation Landscape Construction Landscape Maintenance o Larger companies will have separate divisions within the same company that will handle these areas. Installation refers to the actual placing and planting of plant material into a landscape. Will often include items such as laying sod, installing irrigation lines, grading, and staking trees. Construction deals with the installation of larger items such as patios, walkways, retaining walls, and pools. (Hardscapes) Hardscapes are items in the landscape that are not living. Examples: rocks, walls, walkways, pathways, and fountains. Maintenance refers to the care and upkeep of a landscape. Can be items such as watering, cutting fertilizing, weeding, pruning, and spraying. Can include items such as changing out of annual plants. Parts of a total agricultural education program for the landscape student. o Classroom and laboratory instruction. o Supervised Agricultural Experience (SAE). o FFA. Opportunities in leadership organizations in the Landscaping industry o Officers and committees know duties and how those experiences can be used in the landscape industry. Examples President preside over industry board meetings; Secretary keep minutes of meetings for special committees; Treasurer keep financial records; Reporter serve on industry related association committees, etc. o Program of activities helps in setting goals and developing plans and steps to reach those goals. o Career development events speaking events, parliamentary procedure to learn how to participate in business meetings, skills events such as Nursery Landscape. o Proficiency awards entrepreneurship or individual placement awards growing out of a student s SAE program. o Banquets, conventions, conferences, social events, community service, etc Horticulture II Landscaping Summer

33 Types of Supervised Agricultural Experience programs for work-based learning. o Entrepreneurship planning, implementing, operating, and assuming financial risks in an agricultural business or farming activity such as starting your own landscape company. o Experimental planning and conducting an agricultural experiment using the scientific process or scientific method such as testing to see which fertilizer is best on Centipedegrass. o Analytical identifying an agricultural problem that cannot be solved by experiments and designing a plan to investigate and analyze the problem such as a marketing display. o Placement placing students in jobs outside the regular classroom hours and may be paid or unpaid work such as working at a landscape design company or lawn and garden store. o Exploratory helps students learn about agriculture and become aware of possible agricultural careers through short times spent observing, shadowing, or helping an individual in the field. Career days can also be an example. o Improvement a series of activities that improves the value or appearance of the place of employment, school, home, or community; the efficiency of a business or an enterprise; or the living conditions of the family. Examples include building a fence, computerizing records, remodeling a building, or repairing a propagation bench. o Supplementary Performing one specific agricultural skill outside of normal class time. This skill is not related to the major SAE but is normally taught in an agricultural program; involves experiential learning and contributes to the development of agricultural skills and knowledge on the part of the student. The activity is accomplished in less than a day and does not require a series of steps such as pruning a tree, staking tomatoes, or changing oil. The SAE Record Book and the types of entries required for each type of SAE. o Enterprise type of enterprise, amount bought or sold, expenses, income, efficiency factors, etc. o Experimental review of literature, hypothesis, data log, findings, recommendations, etc. o Analytical title of activity, identification of problem, background information, steps to solve problem, project log of what was done, results and recommendations. o Placement training agreement signed by student, teacher, employer, and parent or guardian stating which each will do, record of work, hours and income. o Exploratory date, activity, observation and comments, hours. o Improvement date started, date completed, improvement activity and steps or tasks involved in the project, hours, and costs. o Supplementary date, supplementary activities and comments, hours Horticulture II Landscaping Summer

34 Key Terms Used to Complete a Net Worth Statement o Assets things of tangible value that a person owns. Current items quickly converted to cash or that will be sold within 12 months examples: cash, checking, savings, stocks, and non-depreciable inventory of crops, livestock, etc. Non-current items that have a useful life of more than one year examples: land and depreciable items such as machinery, breeding livestock, etc. Total assets = current assets + non-current assets o Liabilities debts Current debts that are due to be paid this year examples: fertilizer and feed bills, tractor and building payments, and part of mortgage due this year. Non-current debts not due this year examples: mortgages not including this year s payment. Total liabilities = current liabilities + non-current liabilities o Net worth = total assets minus total liabilities o Inventory an itemized list of things owned by a business with the beginning value and depreciated value. Non-depreciable items that will be used up or sold within a year example: feed, supplies, etc. Depreciable items that have a useful life of more than one year and lose value because of age, wear or becoming out-of-date because of technology advancements. Land is NOT depreciable property Horticulture II Landscaping Summer

35 Objective: 1.01 B2 6% Understand leadership and work-based learning skills used in the landscape industry. INSTRUCTIONAL ACTIVITIES 1. Define and discuss the categories of careers in the landscape industry. Assign students to use Worksheet for Instructional Activity 1-- Different Types of Landscaping Careers from Appendix 1.01 to take notes. 2. Invite a guest speaker representing one of the careers and encourage students to ask questions. 3. Assign students to complete Test Landscaping Careers from Appendix Use ANSWER KEY (in front of test) to grade Test and discuss results with students. 4. Define and discuss the three components of a total program for students in the landscaping course and the opportunities in each component. Assign students to take notes on their own paper 5. Discuss opportunities for leadership in the landscaping industry. Discuss opportunities for FFA leadership activities and CDE participation. Assign students to take notes on their own paper. 6. Define and discuss the various types of work-based learning programs available to students and provide examples of possible choices for each type of program. Assign students to use Worksheet for Instructional Activity 6 Types of Supervised Agricultural Experiences from Appendix 1.01 to take notes. 7. Explain to students how their supervised agricultural experience program fits into FFA proficiency awards and FFA degree requirements. Assign students to take notes on their own paper. 8. Check for understanding of the various types of work-based learning programs in the landscape industry. Assign students to complete Test SAE Categories from Appendix Use ANSWER KEY (in front of test) to grade Test and discuss results with students. 9. Discuss the financial recordkeeping terminology and give examples of how each type of entry is used in both a landscape business and in a work-based learning program. Assign students to take notes on Worksheet Financial Record Keeping Key Terms from Appendix RELEVANCY TO OBJECTIVE 1. Helps students UNDERSTAND B2 the career categories in landscaping. 2. Helps students UNDERSTAND B2 the career categories in landscaping. 3. Helps students UNDERSTAND B2 the career categories in landscaping and provides assessment. 4. Helps students UNDERSTAND B2 the three components of a total agricultural education program. 5. Helps students UNDERSTAND B2 the basis for leadership organizations in the landscape industry. 6. Helps students UNDERSTAND B2 the different types of workbased learning programs. 7. Helps students UNDERSTAND B2 opportunities available to them in their landscaping course. 8. Helps students UNDERSTAND B2 how to associate a scenario with the type of work-based learning program and provides assessment. 9. Helps students UNDERSTAND B2 the types of entries in a financial ledger in horticulture Horticulture II Landscaping Summer

36 10. Assign students to complete Worksheet Financial Ledger from Appendix 1.01 and provide guided practice for financial recordkeeping through the financial ledger activity. 11. Assign students to complete Test Financial Ledger from Appendix Use ANSWER KEY (in front of test) to grade Test and discuss results with students. 12. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 10. Helps students UNDERSTAND B2 how to select and categorize entries in a financial ledger. 11. Helps students UNDERSTAND B2 how to select and categorize entries in a financial ledger and provides assessment. 12. Provides students and teacher with feedback on each student s mastery Horticulture II Landscaping Summer

37 Objective: 1.01 B2 6% REFERENCES Understand leadership and work-based learning skills used in the landscape industry WEBSITES National FFA Organization Student Handbook Horticulture II Landscaping Summer

38 OBJECTIVE 1.01 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II Landscaping Summer

39 Name Date Worksheet for Instructional Activity 1 Different Types of Landscaping Careers Type Who Are They? What Do They Do? Landscape Architect Landscape Designer Landscape Contractor How are the types of careers similar? How are the types of careers different? Horticulture II Landscaping Summer

40 ANSWER KEY ANSWER KEY ANSWER KEY Test Landscaping Careers 1. How are Landscape Architect, Landscape Designer, and Landscape Contractor careers alike? a. All are horticulture/landscaping careers. b. All help improve landscapes. c. All depend on each other for work. (There may be other acceptable answers.) 2. How are Landscape Architect, Landscape Designer, and Landscape Contractor careers different? a. Landscape Architects usually design on a larger scale than Landscape Designers and are usually in business for themselves. b. Landscape Designers usually design on a smaller scale than Landscape Architects and may or may not be in business for themselves. c. Landscape Contractors install and may or may not design landscapes and may or may not be in business for themselves. (There may be other acceptable answers.) 6882 Horticulture II Landscaping Summer

41 Name Date Test Landscaping Careers 1. How are Landscape Architect, Landscape Designer, and Landscape Contractor careers alike? a. b. c. 2. How are Landscape Architect, Landscape Designer, and Landscape Contractor careers different? a. b. c Horticulture II Landscaping Summer

42 Name Date Worksheet for Instructional Activity 6 Types of Supervised Agricultural Experiences Directions: Use the table below to take notes on SAE. Type of SAE Description Examples Entrepreneurship Experimental Analytical Placement Exploratory Improvement Supplementary Horticulture II Landscaping Summer

43 ANSWER KEY ANSWER KEY ANSWER KEY Test SAE Categories SAE Description James is working for a company that uses tissue culture to propagate plants. Kara is giving horse riding lessons with a horse she purchased for her farm. Adam created a dog sitting service for the people in his neighborhood. Marcel is performing an experiment testing which potting soil works best for bedding plants. Ashley has taken a part-time job working at a local garden center. Justin is preparing a research presentation on Bt crops for the local Extension Office. Wes is thinking about a career as a landscape designer. He is spending 2 hours shadowing a landscape designer in his community. Adrian did an experiment designed to test different fertilizers on grasses in his lawn. Brooke is looking for possible future careers and is searching the requirements of becoming a veterinarian. Steve is working at a local greenhouse that sells bedding plants and poinsettias. Check the correct type of SAE based upon the description provided Entrepreneurship SAE Analytical SAE Experimental SAE _ X _ Placement SAE Exploratory SAE X Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE X Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE X Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE X Placement SAE Exploratory SAE Entrepreneurship SAE X Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE X Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE X Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE X Placement SAE Exploratory Total Points Earned Points Earned 6882 Horticulture II Landscaping Summer

44 Name: Date: Test SAE Categories Directions: Read the following descriptions of students SAE Projects. Select the type of SAE that the student has by placing a check in column 2 next to the correct SAE type for the entry provided. You will be given 10 points per correct answer. SAE Description James is working for a company that uses tissue culture to propagate plants. Kara is giving horse riding lessons with a horse she purchased for her farm. Adam created a dog sitting service for the people in his neighborhood. Marcel is performing an experiment testing which potting soil works best for bedding plants. Ashley has taken a part-time job working at a local garden center. Justin is preparing a research presentation on Bt crops for the local Extension Office. Wes is thinking about a career as a landscape designer. He is spending 2 hours shadowing a landscape designer in his community. Adrian did an experiment designed to test different fertilizers on grasses in his lawn. Brooke is looking for possible future careers and is searching the requirements of becoming a veterinarian. Steve is working at a local greenhouse that sells bedding plants and poinsettias. Check the correct type of SAE based upon the description provided Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory SAE Entrepreneurship SAE Analytical SAE Experimental SAE Placement SAE Exploratory Total Points Earned Points Earned 6882 Horticulture II Landscaping Summer

45 Name Date Worksheet Financial Record Keeping Key Terms for Instructional Activity 9 (1 of 2 pages) Directions: Write the definition of each Key Term and give examples for both Landscape Businesses and SAE Programs. Key Terms Definitions Landscape Business Examples SAE Program Examples Assets Current Assets Non-current Assets Total Assets Liabilities Current Liabilities 6882 Horticulture II Landscaping Summer

46 Key Terms Definitions Landscape Business Examples SAE Program Examples Non-current Liabilities Total Liabilities Net Worth Inventory Nondepreciable Depreciable 6882 Horticulture II Landscaping Summer

47 Name Date Directions: Worksheet Financial Ledger Use the information in the table below to complete the Financial Statement on the following page. Determine the items that fit into the appropriate categories and total up the amounts for each category. Financial Entries for Stone s Landscaping for January 1 Cash on Hand $ Land Owned $100, Mortgage on the property due beyond 12 months $40, Plants and supplies $2, Life Insurance cash value $10, Money owed from others $ Depreciable inventory $2, Note due to bank within 12 months $6, Horticulture II Landscaping Summer

48 Financial and Net Worth Statement for Stone s Landscaping Assets and Liabilities Dollar Amount A. Current Assets (List all current assets below) B. Total Current Assets C. Non-Current Assets (List all non-current assets below) D. Total Non-Current Assets E. Total Assets (B+D = E) F. Current Liabilities (List all current liabilities below) 1. G. Total Current Liabilities H. Non-Current Liabilities (List all non-current liabilities below) I. Total Non-Current Liabilities J. Total Liabilities (G+I = J) K. Net Worth Total (E-J = K) 6882 Horticulture II Landscaping Summer

49 ANSWER KEY Financial and Net Worth Statement for ABC Landscaping Assets and Liabilities Dollar Amount A. Current Assets (List all current assets below) 1. Cash on hand 1, Plants, fertilizer, and supplies 4, Money owed to company 1, Cash value of Life Insurance 20, B. Total Current Assets 26, C. Non-Current Assets (List all non-current assets below) 1. Land Owned 150, Depreciable Inventory 8, D. Total Non-Current Assets 158, E. Total Assets (B+D = E) 184, F. Current Liabilities (List all current liabilities below) 1. Payment due to bank next month 6, G. Total Current Liabilities 6, H. Non-Current Liabilities (List all non-current liabilities below) 1. Mortgage on property due beyond 12 months 50, I. Total Non-Current Liabilities 50, J. Total Liabilities (G+I = J) 56, K. Net Worth Total (E-J = K) 128, Horticulture II Landscaping Summer

50 Name Date Test Financial Ledger Directions: Use the information in the table below to complete the Financial Statement on the following page. Determine the items that fit into the appropriate categories and total up the amounts for each category. Financial Entries for ABC Landscaping Company for January 1 Value of Land Owned $150, Cash on Hand $ Plants, fertilizer, and other supplies $4, Money owed to the company $ Cash value of Life Insurance $20, Depreciable inventory $8, Payment due to the bank within the next month $6, Mortgage on the property due beyond 12 months $50, Horticulture II Landscaping Summer

51 Financial and Net Worth Statement for ABC Landscaping Company Assets and Liabilities Dollar Amount A. Current Assets (List all current assets below) B. Total Current Assets C. Non-Current Assets (List all non-current assets below) D. Total Non-Current Assets E. Total Assets (B+D = E) F. Current Liabilities (List all current liabilities below) 1. G. Total Current Liabilities H. Non-Current Liabilities (List all non-current liabilities below) I. Total Non-Current Liabilities J. Total Liabilities (G+I = J) K. Net Worth Total (E-J = K) 6882 Horticulture II Landscaping Summer

52 COURSE: 6882 Horticulture II Landscaping UNIT A Employability and Business Skills COMPETENCY: % B2 Objective: % A1 Essential Questions: Understand leadership and employability skills in the landscape industry. Recognize professional organizations and certifications available to those employed in the landscape industry. What are the names, abbreviations, missions, and goals of some common landscape professional organizations? What benefits can professional organizations provide to its members? What are available professional certifications in the landscape industry? UNPACKED CONTENT Professional Organizations NCNLA-North Carolina Nursery and Landscape Association (North Carolina Association of Nurserymen and North Carolina Landscape and Grounds Management Association merged in 2006 to form NCNLA.) o Mission - The NCNLA mission is to be a flexible, knowledgeable, responsive, environmentally conscious organization providing the nursery industry with leadership, technological and business advancement opportunities and information services. o Goals Benefit its members economic, professional and personal growth. TCNC - Turfgrass Council of North Carolina. o Mission The TCNC is committed to the advancement of the turfgrass industry in North Carolina. o Goals Promote education and research for turfgrass programs in NC. ASLA - American Society of Landscape Architects. o Mission The ASLA works to increase the public s awareness of and appreciation for the profession of landscape architects. o Goals Promotes continuous learning experiences which improve and increase skills through publications, activities and online information Horticulture II Landscaping Summer

53 Benefits of Professional Organizations o Allow professionals the opportunity to network, learn, and communicate with other individuals that are in the same profession. o Provide trade shows and journals to update members on new methods, products, and technology for their profession. o Use membership dues to finance commodity advertisement, trade journals, and educational programs for members. Professional Certifications CPP Certified Plant Professional o To become a CPP, the applicant must: pass the written test. pass a plant identification test. document 12 months of experience in plant production or sales. CTP Certified Turfgrass Professional o To become a CTP the applicant must: be a member of the North Carolina Turfgrass Council. pass a written knowledge exam. document employment in the turf industry for 24 months. CLT Certified Landscape Technician o To become a CLT, the applicant must: successfully complete and pass the Installation Core test. demonstrate skills necessary to take a landscape blueprint and implement the design in the field. complete and pass the Maintenance Core test which shows a person has the skills to maintain a landscape project in a professional manner. pass Plant Identification test Horticulture II Landscaping Summer

54 Objective: % A1 Recognize professional organizations and certifications available to those employed in the landscape industry. INSTRUCTIONAL ACTIVITIES 1. Ice Breaker Direct students to look through trade magazines or do on-line searches to determine professional organizations dedicated to the landscape industry. 2. Assign students to meet in groups to discuss their findings from Activity 1 and report to the class the professional organizations they learned that exist. Names of organizations will be written on the board. 3. Assign students to brainstorm how the missions and goals of professional organizations in the landscape industry influence the industry. 4. Refine and discuss the missions, goals, and benefits of professional organizations in the landscape industry. Assign students to take notes on their own paper. 5. Invite representative from Landscape Organizations and/or Professional Landscape Certifications to speak to class and encourage students to ask questions. 6. Assign students to use Worksheet Web Quest for Landscape Organizations in Appendix 1.02 to help students focus on the mission and goals of the major landscape organizations in North Carolina. 7. Assign students to complete Test Landscape Organizations in Appendix 1.02 to help assess each student s knowledge of the mission and goals of the major landscape organizations in North Carolina. 8. Define and discuss the role of various certifications available to professionals in the landscape industry. Assign students to take notes on Worksheet Professional Landscape Certifications in Appendix Assign students to complete Test Professional Landscape Certifications in Appendix 1.02 to assess each student s knowledge of certification requirements. 10. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. RELEVANCY TO OBJECTIVE 1. Helps students to RECALL A1 various professional organizations dedicated to the landscape industry. 2. Helps students to RECALL A1 the major professional organizations that impact the landscape industry. 3. Helps students RECOGNZE A1 the possible roles of a professional organization. 4. Helps students REMEMBER A1 knowledge about the professional organizations in the landscape industry. 5. Helps students RECOGNZE A1 the possible roles of a professional organization and certifications. 6. Helps students REMEMBER A1 missions and goals of major professional organizations in NC. 7. Helps determine if students REMEMBER A1 missions and goals of major professional organizations in NC. 8. Helps students REMEMBER A1 professional certifications. 9. Helps determine if students REMEMBER A1 requirements for professional certifications. 10. Provides students and teacher with feedback on each student s mastery Horticulture II Landscaping Summer

55 Objective: % A1 REFERENCES Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Recognize professional organizations and certifications available to those employed in the landscape industry. WEBSITES html Horticulture II Landscaping Summer

56 OBJECTIVE 1.02 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II Landscaping Summer

57 Name Date Worksheet Web Quest for Landscape Organizations 1) Using the following web address answer the following questions about the North Carolina Nursery and Landscape Association. a) What is the mission of the organization? b) What are the goals of the organization? c) How much does it cost to become a member of the organization? 2) Using this web address a) Identify the mission of the North Carolina Turfgrass Council. b) List goals of the North Carolina Turfgrass Council. c) List two benefits of membership in the North Carolina Turfgrass Council Horticulture II Landscaping Summer

58 3) Using the following web address answer the following questions about the American Society of Landscape Architects. a) What is the mission of the organization? b) What are the goals of the organization? c) List two benefits of membership in the American Society of Landscape Architects Horticulture II Landscaping Summer

59 ANSWER KEY ANSWER KEY ANSWER KEY Test Landscape Organizations Directions: Fill in the blanks with the correct answers. 1. The abbreviation for the North Carolina Nursery and Landscape Association is NCNLA. 2. The abbreviation for the Turfgrass Council of North Carolina is TCNC. 3. The abbreviation for the American Society of Landscape Architects is ASLA. 4. To be a flexible, knowledgeable, responsive, environmentally conscious organization providing the nursery industry with leadership, technological and business advancement opportunities, and information services is the mission of the North Carolina Nursery and Landscape Association. 5. The advancement of the turfgrass industry in North Carolina is the mission of the Turfgrass Council of North Carolina. 6. To increase the public s awareness of and appreciation for the profession of landscape architects is the mission of the American Society of Landscape Architects. 7. To promote education and research for turfgrass programs in NC is a goal of the Turfgrass Council of North Carolina. 8. To promote continuous learning experiences which improve and increase skills through publications, activities, and online information is the goal of the American Society of Landscape Architects. 9. To benefit its members economic, professional and personal growth is the goal of the North Carolina Nursery and Landscape Association. 10. North Carolina Association of Nurserymen and North Carolina Landscape and Grounds Management Association merged in 2006 to form North Carolina Nursery and Landscape Association Horticulture II Landscaping Summer

60 Name Date Test Landscape Organizations Directions: Fill in the blanks with the correct answers. 1. The abbreviation for the North Carolina Nursery and Landscape Association is. 2. The abbreviation for the Turfgrass Council of North Carolina is. 3. The abbreviation for the American Society of Landscape Architects is. 4. To be a flexible, knowledgeable, responsive, environmentally conscious organization providing the nursery industry with leadership, technological and business advancement opportunities, and information services is the mission of the. 5. The advancement of the turfgrass industry in North Carolina is the mission of the. 6. To increase the public s awareness of and appreciation for the profession of landscape architects is the mission of the. 7. To promote education and research for turfgrass programs in NC is a goal of the. 8. To promote continuous learning experiences which improve and increase skills through publications, activities, and online information is the goal of the. 9. To benefit its members economic, professional and personal growth is the goal of the. 10. North Carolina Association of Nurserymen and North Carolina Landscape and Grounds Management Association merged in 2006 to form Horticulture II Landscaping Summer

61 Name Date Worksheet Professional Landscape Certifications Identify the requirements to participate in the following certification exams and what types of items you will be expected to complete during the exam. a) Certified Turfgrass Professional Requirements: Types of Items: b) Certified Plant Professional Requirements: Types of Items: c) Certified Landscape Technician Requirements: Types of Items: 6882 Horticulture II Landscaping Summer

62 ANSWER KEY ANSWER KEY ANSWER KEY Test Professional Landscape Certifications Directions: Fill in the blanks with the correct answers. 1. The abbreviation for Certified Plant Professional is CPP. 2. The abbreviation for Certified Landscape Technician is CLT. 3. The abbreviation for Certified Turfgrass Professional is CTP. 4. To successfully complete and pass the installation core test and the maintenance core test is a requirement to be certified as a Certfied Landscape Technician. 5. Being a member of the North Carolina Turfgrass Council is a requirement to be certified as a Certified Turfgrass Professional. 6. Passing a plant identification test and documenting 12 months experience in plant production or sales is a requirement to be certified as a Certified Plant Professional Horticulture II Landscaping Summer

63 Name Date Test Professional Landscape Certifications Directions: Fill in the blanks with the correct answers. 1. The abbreviation for Certified Plant Professional is. 2. The abbreviation for Certified Landscape Technician is. 3. The abbreviation for Certified Turfgrass Professional is. 4. To successfully complete and pass the installation core test and the maintenance core test is a requirement to be certified as a. 5. Being a member of the North Carolina Turfgrass Council is a requirement to be certified as a. 6. Passing a plant identification test and documenting 12 months experience in plant production or sales is a requirement to be certified as a Horticulture II Landscaping Summer

64 COURSE: 6882 Horticulture II-Landscaping UNIT A Employability and Business Skills COMPETENCY: % C3 Apply procedures to perform calculations and to market landscape enterprises. Objective: % C3 Apply procedures to perform calculations used in estimates and quotes. Essential Questions: Why do landscaping students need to learn how to perform calculations? What types of calculations are used to develop estimates and quotes? What are the procedures for calculations needed to develop estimates and quotes? UNPACKED CONTENT Reasons to Learn How to Perform Calculations 1. To compute area to determine amounts of seeds, sod, stolons, plants, fertilizer, pesticides, pavers or railroad ties 2. To compute volume to determine amounts of soil, mulch or concrete 3. To calculate amounts of labor and materials and their total costs Procedures for Calculating o Basic Calculations Area = length X width (for squares, rectangles, and trapezoids) Length in feet X width in feet = square feet Total square feet 9 = square yards 200' 120' 120' 200' Example: 200' X 120' = 24,000 sq. ft. 24,000 sq. ft. 9 = sq. yd. For trapezoids: 1. Use tape or wheel to take measurements at 90 degree angles to get an accurate length or width measurement. 2. Add the unequal opposite sides (length or width) together. 3. Divide the two opposite sides total by 2 to get average length or average width. 4. Multiply the average length times the average width to get total square feet. 5. Divide total square feet by 9 to get total square yards Horticulture II Landscaping Summer

65 225' ' ' Example: Average Length = 225' + 325' = 550' = 275' 2 2 Area = 275' X 112' = 30,000 square feet 30,000 sq. ft. 9 = square yards Area = ½ base X height (for triangles) 234' 222' For triangles: 1. Use tape or wheel to take measurements for base and for height. 2. Divide the base measurement by Multiply the ½ base measurement times the height measurement to get total square feet. 4. Divide total square feet by 9 to get total square yards. Example: ½ base = 222' 2 = 111' 111' X 234' = 25,974 sq. ft. 25,974 sq. ft. 9 = 2886 sq. yd. Area = π r² ( area = pi times radius squared for circles) Notes: π = 3.14 radius = ½ diameter 20' For circles: 1. Use tape or wheel to take measurements for diameter. 2. Divide the diameter measurement by 2 to get radius measurement. 3. Multiply the radius measurement times π = 3.14 to get total square feet. 4. Divide total square feet by 9 to get total square yards Horticulture II Landscaping Summer

66 Example: radius = 40' 2 = 20' Area = 3.14 X 20² = 1256 square feet 1256 sq. ft. 9 = square yards Volume = length X width X height Feet X feet X feet = cubic feet Cubic feet 27 = cubic yards 8' 4' 5' For cubes: 1. Use tape or wheel to take measurements for length, width and height. 2. Multiply the length times the width times the height to get total cubic feet. 3. Divide the total cubic feet by 27 to get total cubic yards. Example: 8' X 5' X 4' = 160 cubic feet 160 cubic feet 27 = 5.93 cubic yards Percentage = number divided by 100 For percentage: 1. Divide the number by 100 which will give two decimal places. 2. The number of hundredths equals the percentage. Example: =.09 = 9% Ratio = one number compared to another such as 3:1 Example: 3 shovels of sand to 1 shovel of cement = a 3:1 ratio Labor Cost = number hours X cost per hour (set by landscaper) Example: 10 hours times $8.00 per hour = $80.00 Materials = quantity X cost per unit (Examples are shown in each category below.) o Plant Calculations Number of plants needed for linear feet (hedge, foundation, etc.) 1. Divide the linear feet of space by the distance apart plants will be. 2. Add one plant for the starter plant. Example: How many plants are needed for a 100' row if plants are 10' apart? Number of plants = 100' 10' = 10 plus 1 = Horticulture II Landscaping Summer

67 Square feet of sod needed (use area formula and steps) Example: How many square feet of sod are needed for a lawn area that measures 60' X 80'? How many square yards? Sq. ft. = 60' X 80' = 4800 sq. ft. Sq. yd. = 4800 sq. ft. 9 = sq. yd. Number of plants needed per square foot of groundcover Divide square feet by number of square feet each plant needs. Example: How many plants are needed for a 50 square feet flower bed if each plant requires 2 square feet? Number plants = 50 sq. ft. 2 sq. ft. = 25 plants Cost is number of plants X price per plant Example: 4 plants times $25.00 per plant = $ Quantity of seeds, stolons or sprigs needed 1. Divide square feet by Multiply that number by the amount of seeds, stolons or sprigs needed per 1000 square feet. Example 1: How many lbs. of seed are needed for 44,000 square feet of lawn area if recommended rate is 2 lb of tall fescue seeds /1000 square feet? 44,000 sq. ft sq. ft. = 44 X 2 = 88 lbs. Cost is amount needed X price per unit (lbs., bushels, each, etc.) Example: 100 lbs. of grass seeds needed X $1.75/ lb. seed cost = $175 Example 2: How many bushels of Bermuda grass stolons are needed for 20,000 square feet of lawn area if the recommended rate is 10 bushels/1000 square feet? Number bushels = 20,000 sq. ft sq. ft. = 20 x 10 = 200 bushels o Hardscape calculation Brick pavers Number of pavers 1. Divide area to be paved by area of each paver. 2. Add the amount needed for waste. 3. Remember to convert inches to feet. Either use fractions of feet (4" =.33 ft. or multiply inches by inches and divide by 144 sq. inches to get sq. feet.) Example: How many 4" X 8" brick pavers are needed for a patio that measures 25' X 15'? How many if 10% waste is expected? Area to be paved = 25' X 15' = 375 sq. ft. Area of paver =.33' X.67' =.22 sq. ft Horticulture II Landscaping Summer

68 or Area of paver = 4" X 8" = 32 sq. inches 144 =.22 sq. ft. Number of pavers = = 1705 Number with 10% waste = 1705 X 1.10 = 1876 Note: 100% + 10% = 1.10 (You can also calculate 10% (.10) of 1705 which is 171 and add the two ( = 1876) Yards of concrete (use volume formula and steps) Volume = length X width X depth (convert inches to feet) Feet X feet X feet = cubic feet Cubic feet 27 = cubic yards Example: How many cubic yards of concrete are needed for a 4" deep driveway that is 60' long X 9' wide? 12" 4" =.33 ft. Volume = 60' X 9' X.33' = cubic feet Cubic yards = cu. ft. 27 = 6.6 cubic yards. Retaining walls Steps to finding the number of railroad ties or timbers needed for a wall 1. Calculate the area of the face of the wall (part of wall that is visible when you look at the installed wall). 2. Calculate the area of the face of the tie (part of tie that is visible when you look at the installed tie). 3. Divide the area of the wall face by the area of the tie face to find number of ties needed. 4. Be certain to convert inches to feet. (6" =.5 feet) Example: How many railroad ties are needed for a 40' X 6' retaining wall if the ties measure 6" X 6" X 8'? wall area = 40' X 6' = 240 sq. ft. tie face area =.5' X 8' = 4 sq. ft. number needed = 240 sq. ft. 4 sq. ft. = 60 o Soil/mulch calculations Yards of mulch for beds (use volume formula and steps) Volume = length X width X depth (convert inches to feet) Feet X feet X feet = cubic feet Cubic feet 27 = cubic yards Example: How many cubic yards of pine bark mulch are needed for a bed that measures 12' X 8' if the mulch depth is 3"? 12" 3" =.25 feet Volume = 12' X 8' X.25' = 24 cubic feet Cubic yards = 24 cu. ft. 27 =.89 cubic yard 6882 Horticulture II Landscaping Summer

69 Yards of soil for beds (use volume formula and steps) Volume = length X width X depth (convert inches to feet) Feet X feet X feet = cubic feet Cubic feet 27 = cubic yards Example: How many cubic yards of soil will be needed to construct a flower bed 4" deep that measures 12' X 10'? 12" 4" =.33 feet Volume = 12' X 10' X.33' = 39.6 cubic feet Cubic yards = 39.6 cu. ft. 27 = 1.47 cubic yards Bales of pine needles Calculate area to be covered divided by area each bale will cover (use area formula) Example: How many bales of pine needles are needed to cover a natural area that is 80' long by 25' wide if each bale will cover a 50 sq. ft. area? Area to be covered = 80' X 25' = 2000 square feet Bales needed = 2000 sq. ft. 50 sq. ft. = 40 o Fertilizer Calculations Calculate the amount of fertilizer required to get a specific amount of nitrogen. Formula Number of pounds of Nitrogen divided by percent of Nitrogen in fertilizer equals the amount of that analysis fertilizer needed. Lbs. Fertilizer = Lbs. N % N Example: How much fertilizer is needed if the soil test report recommends three pounds of nitrogen per 1000 square feet? 3 lbs. nitrogen 12% (.12) = 25 pounds of per 1000 square feet. o Pesticide Calculations Pesticide labels contain the percentage of active ingredient and inert ingredients on the container. Example: If 41% of Round-up is the active ingredient Glyphosate, the remainder of the container (100% - 41% = 59% is a mixture of other ingredients called inert ingredients. Students can calculate the amount of pesticide necessary to spray an area if they know the size of that area and the application rate of the pesticide or the proper concentration of the pesticide Horticulture II Landscaping Summer

70 Example 1: Controlling Spurweed in established turf might require 0.67 lb. of Sencor 75 DF per acre. If the area to be treated is 2 ½ acres, then the amount of Sencor needed is 0.67 X 2.5 = lbs. of Sencor 75 DF Example 2: Azaleas can be treated with Dimethoate 400 for lacebugs at a rate of ¾ teaspoons per gallon. How much chemical should be mixed to fill a 3 gallon sprayer? 0.75 X 3 = 2.25 teaspoons. Similar calculations can be repeated to produce a yearly spray schedule including costs of materials. Example: How much would it cost to treat Azaleas and Japanese Andromedas around a home with Orthene if the rate is 2 tablespoons per gallon of spray, 2 ½ gallons of spray are necessary for each application, the shrubbery has to be treated every 2 weeks from April 1 to September 30, and Orthene costs $12.00 per pint (there are 32 tablespoons in a pint)? April 1 to September 30 is 183 days (6 months)/ 14 day intervals = 13 applications, and there are 2.5 (gallons) X 2 tablespoons = 5 tablespoons per application. Therefore, the season spraying program would require 13 X 5 = 65 tablespoons of spray. If there are 32 tablespoons in a pint then 65 / 32 = 2.03 pints (2 pints). Since 2 pints of Orthene cost $12.00, then $12.00 X 2 = $24.00 cost of Orthene for season Horticulture II Landscaping Summer

71 Objective: 2.01 C3 5% INSTRUCTIONAL ACTIVITIES 1. Ask Essential Questions, give students time to answer, and then discuss questions. 2. Discuss with students the reasons they need to learn how to perform calculations. 3. Demonstrate to students how to calculate Area problems in the Unpacked Content. 4. Assign students to complete Area problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 5. Demonstrate to students how to calculate Volume problems in the Unpacked Content. 6. Assign students to complete Volume problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 7. Demonstrate to students how to calculate Percentage, Ratio, Labor Costs, and Materials Costs problems in the Unpacked Content. 8. Assign students to complete Percentage, Ratio, Labor Costs, and Materials Costs problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 9. Demonstrate to students how to calculate Plant problems in the Unpacked Content. 10. Assign students to complete Plant problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 11. Demonstrate to students how to calculate Hardscape problems in the Unpacked Content. Apply procedures to perform calculations used in estimates and quotes. RELEVANCY TO OBJECTIVE 1. Helps students UNDERSTAND B2 what is in the objective. 2. Helps students UNDERSTAND B2 why they need to learn how to do calculations. 3. Helps students to UNDERSTAND B2 correct calculation procedures. 4. Helps students APPLY C3 procedures to perform calculations and provides formative assessment. 5. Helps students to UNDERSTAND B2 correct calculation procedures. 6. Helps students APPLY C3 procedures to perform calculations and provides assessment. 7. Helps students to UNDERSTAND B2 correct calculation procedures. 8. Helps students APPLY C3 procedures to perform calculations and provides assessment. 9. Helps students to UNDERSTAND B2 correct calculation procedures. 10. Helps students APPLY C3 procedures to perform calculations and provides assessment. 11. Helps students to UNDERSTAND B2 correct calculation procedures Horticulture II Landscaping Summer

72 12. Assign students to complete Hardscape problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 13. Demonstrate to students how to calculate Soil and Mulch problems in the Unpacked Content. 14. Assign students to complete Soil and Mulch problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 15. Demonstrate to students how to calculate Fertilizers problems in the Unpacked Content. 16. Assign students to complete Fertilizers problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 17. Demonstrate to students how to calculate Pesticides problems in the Unpacked Content. 18. Assign students to complete Pesticides problems on Worksheet in Appendix 2.01 and monitor their work. Check work for accuracy. 19. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 12. Helps students APPLY C3 procedures to perform calculations and provides assessment. 13. Helps students to UNDERSTAND B2 correct calculation procedures. 14. Helps students APPLY C3 procedures to perform calculations and provides assessment. 15. Helps students to UNDERSTAND B2 correct calculation procedures. 16. Helps students APPLY C3 procedures to perform calculations and provides assessment. 17. Helps students to UNDERSTAND B2 correct calculation procedures. 18. Helps students APPLY C3 procedures to perform calculations and provides assessment. 19. Provides students and teacher with feedback on each student s mastery Horticulture II Landscaping Summer

73 Objective: 2.01 C3 5% REFERENCES Apply procedures to perform calculations used in estimates and quotes. WEBSITES Ingles, J. E. (2004). Ornamental Horticulture: Science, Operation, and Management. Albany, NY: Delmar Learning. Sauter, David (2005). Landscape Construction. Clifton Park, NY: Thompson Delmar Learning. Boor, Mary Ann (1994). Math for Horticulture, Answer Key. Columbus, Ohio: Curriculum Materials Service, The Ohio State University. Boor, Mary Ann (1994). Math for Horticulture, Student Manual. Columbus, Ohio: Curriculum Materials Service, The Ohio State University Horticulture II Landscaping Summer

74 OBJECTIVE 2.01 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II Landscaping Summer

75 Teacher s Answer Key for Worksheet Problems Worksheet Worksheet , sq. ft sq. yds sq. ft sq. ft , Worksheet Worksheet Worksheet Worksheet : $ $ $ $ Worksheet Worksheet , teaspoons Horticulture II Landscaping Summer

76 Name Date Worksheet for Instructional Activity 4 Area Calculations Area = length X width Sq. Yd. = Sq. ft. 9 (for squares, rectangles and trapezoids) 1. What is the area in square feet of a lawn that measures 160' X 160'? 2. How many square feet are in a landscape bed that measures 40' X 8'? How many square yards? 3. What is the area of a circular flower bed that has a diameter of 18'? Area of circle = π r² Pi = What is the area of a triangular shaped herb garden that has a base of 14' and a height of 16'? Area of triangle = ½ base X height 5. How many square feet are in a trapezoid shaped building lot that is 350' long on one side, 250' long on the other side and 150' wide? Area of Trapezoid = length + length X width 2 6. How many acres are in property that measures 400' X 1,200'? Acres = Sq. ft. 43, Horticulture II Landscaping Summer

77 Name Date Worksheet for Instructional Activity 6 Volume Calculations Volume of a box = area of the bottom (length X width) X height (depth) 1 cubic yard = 27 cubic feet (Inches have to be converted to feet. Example: 6 inches =.5 feet) Pi = How many cubic feet of peat moss are needed to amend a flower bed 4" deep that measures 12' X 6'? 2. How many cubic yards of concrete are needed for a 4" deep sidewalk that is 30' long X 4' wide? 3. How many cubic yards of pine bark mulch are needed for a circular bed if the bark is 3" deep and the bed is 20' in diameter? 4. How many cubic yards of rock screenings are needed for 2" of base material for a 20' X 20' brick paver patio? (Figure base material based on 2 decimal places) 5. How many cubic yards of sand are needed for a sand box that measures 18' X 12' if the sand is 8" deep? 6882 Horticulture II Landscaping Summer

78 Name Date Worksheet for Instructional Activity 8 Percentage, Ratio, Labor Costs, and Materials Costs Calculations 1. If 500 pavers are needed for a patio, how many extra pavers should be purchased to allow for 10% waste? 2. If a pesticide label recommends 1 gallon of chemical per 100 gallons of water, what is the ratio of chemical to water? 3. If a landscaping job takes 8 hours and labor costs $9.00 per hour, what is the labor cost for the job? 4. What is the total cost of 4" X 8" pavers for a 10' X 10' patio if the cost of each paver is $.60? 5. If 25 plants are needed for a landscaping job and each plant costs $12.00, what is the total cost of the plants? 6. If 80 pounds of grass seeds are needed for a lawn and seeds cost $2.00 per pound, what is the total cost of the seeds? 6882 Horticulture II Landscaping Summer

79 Name Date Worksheet for Instructional Activity 10 Plant Calculations 1. How many Leyland cypress plants are needed for a hedge that is 100' long and spacing o.c. (on center) is 5'? (Remember to add one for the starting point.) 2. How many square feet of sod are needed for a 120' X 200' lawn? 3. How many plants are needed for a 100 square feet bed if each plant requires 2 square feet of space? 4. How many pounds of seed are needed for a 25,000 square feet lawn if the recommended rate is 3 pounds per 1000 square feet? 5. How many bushels of stolons are needed for a 160' X 225' lawn if the recommended rate is 10 bushels per 1000 square feet? 6882 Horticulture II Landscaping Summer

80 Name Date Worksheet for Instructional Activity 12 Hardscape Calculations 1. How many 4" X 8" pavers does it take to cover a 10' X 12' patio? (Add 10% for waste) 2. How many bricks will be required to build a 3' X 40' sidewalk if 10% is added for waste and approximately 4.5 pavers are needed per square foot? 3. How many cubic yards of concrete are needed for a 4" deep sidewalk that is 50' long and 4' wide? 4. How many 6" X 6" X 8' railroad ties are needed for a retaining wall 60' long X 6' wide? 5. To build a dry stack stone wall 2' high and 60' long, how many pallets of stone are needed if one pallet is enough to build a wall 1' high and 30' long? 6. If a landscape plan calls for a 1 ½' high dry stack stone wall 40' long, how many pallets will need to be purchased if one pallet is enough to build a wall 1' high and 30' long? 6882 Horticulture II Landscaping Summer

81 Name Date Worksheet for Instructional Activity 14 Soil and Mulch Calculations 1. How many cubic yards of pine bark mulch are needed to cover a 20' X 5' bed 3" deep? 2. How many cubic yards of soil are needed to make a flower bed 12' X 18' and 6" deep? 3. How many bales of pine straw are needed to mulch 50' x 30' if each bale covers 50 square feet? 4. How many cubic yards of peat moss are needed to cover a 10' X 10' bed 4" deep? 5. How many cubic yards of sand are needed to fill a 1' X 8' X 10' sand box? 6882 Horticulture II Landscaping Summer

82 Name Date Worksheet for Instructional Activity 16 Fertilizer Calculations 1. How many pounds of fertilizer are needed for a 1,000 sq. ft. area if the soil test report recommends 4 pounds of nitrogen per 1,000 sq. ft.? 2. How many pounds of fertilizer are needed for a 500 sq. ft. area if the soil test report recommends 5 pounds of nitrogen per 1,000 sq. ft.? 3. How many pounds of fertilizer are needed for a 20,000 sq. ft. area if the soil test report recommends 3 pounds of nitrogen per 1,000 sq. ft.? 4. How many pounds of fertilizer are needed for a 2,000 sq. ft. area if the soil test report recommends 6 pounds of nitrogen per 1,000 sq. ft.? 5. How many pounds of fertilizer are needed for a 10,000 sq. ft. area if the soil test report recommends 4 pounds of nitrogen per 1,000 sq. ft.? 6882 Horticulture II Landscaping Summer

83 Name Date Worksheet for Instructional Activity 18 Pesticide Calculations Amount = sq. ft. divided by 1,000 and multiply that number by amount per 1,000 sq. ft. (For liquids, amount = amount per gallon multiplied by number of gallons.) 1. How many pounds of pesticide are needed to treat a 25,000 sq. ft. lawn if the label recommends 2 pounds/1,000 sq. ft.? 2. If the insecticide label recommends 1 teaspoon per gallon, how much insecticide is needed for 5 gallons of water? 3. If the manufacturer recommends 5 pounds/1,000 sq.ft., how many pounds of herbicide are needed for a 30,000 sq.ft. lawn? 4. If the pesticide label recommends 4 teaspoon per gallon, how much pesticide is needed for 12 gallons of water? 5. Azaleas can be treated with a pesticide at a rate of 1/2 teaspoon per gallon. How many teaspoons of chemical should be mixed to fill a 3 gallon sprayer? 6882 Horticulture II Landscaping Summer

84 COURSE: 6882 Horticulture II-Landscaping UNIT A Employability and Business Skills COMPETENCY: % C3 Objective: % B2 Apply procedures to perform calculations and to market landscape enterprises. Understand characteristics of effective marketing. Essential Questions: Why do businesses need to market? What are the differences between advertising, promotion, publicity and public relations? What is the difference between immediate response advertising and attitude advertising? What are advantages and disadvantages of various media used to get advertisements to potential customers? What are major differences between a good advertisement and a poor one? UNPACKED CONTENT o Why market the business To sell items or services that your business offers. To generate both sales and profits and generate them in quantities greater than could be expected without marketing. o Advertising, promotion, publicity, and public relations Advertising focuses public attention on products or services that are for sale. Examples include purchased space in print media or on websites and billboards and purchased time on broadcast media. Promotion establishes good will and to further the growth of the business. Examples include sponsoring clinics or shows and sending cards, newspaper clippings, or gifts to important customers on special occasions. Publicity and public relations bring the business and staff to the attention of the public to generate a favorable opinion. Examples include writing articles for print media, being a guest speaker at a garden or civic club, and supporting recreational teams. Major differences are that advertising pays for space or time to sell a product or service, promotion does things to develop good will, and publicity and public relations do things to bring the business to the public s attention in a favorable way Horticulture II Landscaping Summer

85 o Immediate response advertising and attitude advertising Immediate response advertising is used if you want immediate or seasonal business. (Now) Examples include: holiday flowers, home landscaping or spring annuals. Attitude advertising is used if you want customers to keep in mind your business for future purchases. (Later) Examples include advertising on a regular basis about products and services offered. Major difference between the two is that immediate tries to get immediate seasonal sales and attitude builds the reputation of the business for future sales. o Media used to get advertisements to potential customers Newspapers Advantages: can keep and refer to later Disadvantages: print only and no sound, number of newspaper subscribers is down Magazines Advantages: can keep and refer to later, covers wider population than newspapers Disadvantages: print only and no sound Internet web pages Advantages: reach a broad audience Disadvantages: many people do not have computers Billboards Advantages: work 24 hours a day 7 days a week Disadvantages: customers have to go where they are Telephone directories Advantages: help reach new people in area Disadvantages: not very helpful to long-time residents Radio Advantages: sound, can be heard at home or in vehicles Disadvantages: cannot refer back to information such as telephone number or location Television Advantages: large audience, can be seen in motion and heard Disadvantages: expensive, cannot refer back to information such as telephone number or location Direct mail Advantages: rather inexpensive for the number of potential customers reached, can refer back to it later Disadvantages: considered junk mail and often discarded Hand bills (flyers) Advantages: can be directed to a specific target group, can refer back to it later Disadvantages: requires labor to distribute, may cause bad public relations if left as trash Display windows Advantages: remain for longer period of time, usually low cost Disadvantages: customers have to go where they are, require labor and take up space in building 6882 Horticulture II Landscaping Summer

86 o Characteristics of good and poor advertisements Good Advertisements Time based on buying patterns of customers. Advertise representative products and services. Price to give customers good value for their money. Include definite prices. Describe the benefits of purchases. Suggest that potential customers need the product or service. Encourage immediate action. (Buy now.) Are simple and accurate. Use a recognizable format that will be identified with the business. Use broadcast advertisements that are conversational. Can be measured for effectiveness. Poor Advertisements Time based on products and services for the wrong season. Advertise non-representative products and services. Offer products that will not grow well in the area. Mislead customers with price ranges. Do not explain the benefits of purchases. Do not suggest that potential customers need the product or service. Do not encourage immediate action. (Do not try to close the sale.) Are complex, confusing, and inaccurate. Use a totally different style of advertisement each time. Use broadcast advertisements that are formal and hard to understand. Cannot be measured for effectiveness Horticulture II Landscaping Summer

87 Objective: % B2 Understand characteristics of effective marketing. INSTRUCTIONAL ACTIVITIES 1. Ask students, Why do businesses need to market? and ask a student to write responses on the board. 2. Explain to students what marketing includes and why businesses need to market. Assign students take notes on their own paper. 3. Assign students to read Ornamental Horticulture, pp and take notes on Worksheet in Appendix 2.02 to understand how advertising, promotion, publicity and public relations are used to market landscape enterprises. 4. Invite landscape business owner/manager and/or advertising representative to speak to students and encourage students to ask questions. 5. Assign students to bring in examples of marketing landscape enterprises. Use examples that students brought to class to classify into categories of advertising, promotion, publicity and public relations. Save advertising examples for Activities 6 and 9 below. 6. Explain to students and students use Worksheet in Appendix 2.02 to take notes on immediate response advertising and attitude advertising. Use examples that students brought to class to exemplify and compare examples of immediate response and attitude advertising. 7. Use PPT PowerPoint Advertising Media to explain to students and have students use Worksheet from Appendix 2.02 to take notes on Advantages and Disadvantages of Different Media Used for Marketing. 8. Make handout from Content Organizer and/or use PPT PowerPoint - Characteristics of Good and a Poor Advertisements and use to explain differences to students. Students use Worksheet from Appendix 2.02 to take notes. 9. Use examples of advertising from Activity 4 and Worksheet for students to evaluate examples as good or poor advertisements. RELEVANCY TO OBJECTIVE 1. Helps students begin to UNDERSTAND B2 marketing. 2. Helps students UNDERSTAND B2 marketing. 3. Helps students UNDERSTAND B2 and COMPARE B2 how different types of marketing are used. 4. Helps students UNDERSTAND B2 marketing. 5. Helps students CLASSIFY B2 and COMPARE B2 different types of marketing. 6. Helps students EXEMPLIFY B2 and COMPARE B2 different types of advertising. 7. Helps students UNDERSTAND B2 advantages and disadvantages of different media. 8. Helps students COMPARE B2 good and poor advertisements. 9. Helps students EVALUATE advertisements as good or bad Horticulture II Landscaping Summer

88 10. Explain to students FFA CDE opportunities related to marketing and encourage participation. 11. Assign students to complete Test Marketing from Appendix 2.02, grade test, and discuss results with students. 12. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 10. Helps students UNDERSTAND B2 marketing opportunities in the FFA. 11. Helps students UNDERSTAND B2 marketing and provides formative assessment. 12. Provides students and teacher with feedback on each student s mastery Horticulture II Landscaping Summer

89 Objective: % B2 REFERENCES Understand characteristics of effective marketing. WEBSITES Ingles, J. E. (1997). Landscaping Principles and Practices. Albany, NY: Delmar-Thompson Learning, Inc. Ingles, J. E. (2004). Ornamental Horticulture: Science, Operation, and Management. Albany, NY: Delmar Learning Horticulture II Landscaping Summer

90 OBJECTIVE 2.02 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II Landscaping Summer

91 Name Date Worksheet for Instructional Activity 3 Differences Between Types of Marketing Type Purpose Examples Advertising Promotion Publicity & Public Relations How are the types of marketing similar? How are the types of marketing different? Horticulture II Landscaping Summer

92 Name Date Worksheet for Instructional Activity 6 Directions: For each type of advertising, write the purpose in column 2, examples in column 3, and major differences at the bottom. Differences between immediate response advertising and attitude advertising Type Advertising Purpose Examples Immediate response Attitude Major Differences 6882 Horticulture II Landscaping Summer

93 Name Date Worksheet for Instructional Activity 7 Advantages and Disadvantages of Various Media Type of Media Newspapers Advantages Disadvantages Magazines Internet Web Pages Billboards Telephone Directories Radio Television Direct Mail Hand Bills (Flyers) Display Windows 6882 Horticulture II Landscaping Summer

94 Name Date Worksheet for Instructional Activity 8 Characteristics of Advertisements Good Advertisements Poor Advertisements Summary 6882 Horticulture II Landscaping Summer

95 Name Date Worksheet for Instructional Activity 9 Directions: Evaluate each advertisement as good or poor based on the Characteristics of Advertisements Notes from Activity 8 Worksheet 4. Example Number Good Poor Criteria That Were Met or Not Met to Make Advertisement Good or Poor Horticulture II Landscaping Summer

96 Name Date 1. Why do businesses need to market? Test Marketing 2. What are the major differences between advertising, promotion, and public relations? a. b. c. 3. What is the major difference between immediate advertising and attitude advertising? 4. What are one advantage and one disadvantage of these advertising media? a. newspapers b. television c. radio d. display windows e. billboards f. internet web page g. direct mail 5. What are four differences between a good and a poor advertisement? a. b. c. d Horticulture II Landscaping Summer

97 HORTICULTURE II LANDSCAPING 6882 UNIT B LANDSCAPE DESIGN RBT Classification Course Weight B LANDSCAPE DESIGN 28% LC03.00 Understand the processes used to select plants in the B2 9% landscape industry. LC03.01 Recognize plants based on use. A1 6% LC03.02 Understand factors used to select plants. B2 3% LC04.00 Apply procedures to develop plans, estimates, and quotes. LC04.01 Remember elements and principles of design, irrigation system components and measurements, and symbols used to develop landscape and irrigation plans. LC04.02 Apply procedures to develop landscape and irrigation plans. LC04.03 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans. C3 19% A1 10% C3 6% A1 3% 6882 Horticulture II Landscaping Summer

98 Unit B: Landscape Design Unit Overview This unit focuses on the skills necessary to develop appropriate landscape designs. Appropriate landscape designs are aesthetically pleasing and add value to the business, residence, or property. Specific instructional skills necessary are: o Plants to meet environmental and cultural requirements. o Site preparation requirements and techniques. o Fundamentals and principles of landscape design. o Fundamentals and principles of irrigation design. o Various sample scenarios from industry that deal with case studies where students develop bids, estimates, or quotes on landscape projects for both residential and commercial customers. Instructional support materials and websites for instructional activities suggested in this curriculum guide can be found at the end of each competency s instructional outline. Opportunities for students to participate in FFA activities and supervised agricultural experiences should be available for students. Be sure to read the guide and plan ahead. Become familiar with websites and instruments prior to assigning activities. After the IMS classroom test items have been through the validation and reliability steps by SDPI and are released, the teacher will probably want to use those test items and may not want to or need to use all the classroom tests included in the Instructional Activities Horticulture II Landscaping Summer

99 COURSE: 6882 Horticulture II--Landscaping UNIT B Landscape Design COMPETENCY: % B2 Understand the processes used to select plants in the landscape industry. Objective: % A1 Recognize plants based on use. Essential Questions: What is a botanical name? What is a common name? What is a tree? What is a shrub? What is an herbaceous perennial? What is a ground cover? What are identifying features used to identify plants? What are the botanical name, the common name, and type of plant based on use for selected plants? UNPACKED CONTENT Plant Names o Botanical name the scientific name of plants, which includes genus and species in Latin. Example: Acer rubrum o Common name regional, non-latin name often used by industry persons and lay people. Example: Red Maple Plant Categories (based on use) o Tree any woody perennial plant which normally has one well-defined stem and a definitely formed crown. It is usually considered to have a minimum mature height of 15. o Shrub a plant that has persistent woody stems and a relatively low growth habit, and that generally produces several basal shoots instead of a single trunk; differs from trees by its low stature and non-tree form. o Herbaceous perennial plants with soft, succulent stems whose tops are killed back by frost in many temperate and colder climates, but whose roots and crowns remain alive and send out top growth when favorable growing conditions return. o Ground cover any of many different low growing plants, usually perennials, which grow well on sites on which grass does not thrive; such as banks, terraces, shady areas, etc Horticulture II Landscaping Summer

100 Plant Identification (specimen plants) (See Plant ID List for 6882 Landscaping on next page.) o Trees Botanical name Common name Identifying features location, shape, size, color, leaves, buds, bark, flowers, fruit o Shrubs Botanical name Common name Identifying features location, shape, size, color, leaves, buds, bark, flowers, fruit o Herbaceous perennials Botanical name Common name Identifying features location, shape, size, color, leaves, buds, flowers, fruit o Ground covers Botanical name Common name Identifying features location, shape, size, color, leaves, buds, flowers, fruit 6882 Horticulture II Landscaping Summer

101 Plant ID List for 6882 Landscaping Page 1 Botanical (Scientific) Name TREES Acer palmatum Acer rubrum Betula nigra Cornus florida Cornus kousa Ilex x ttenuate Fosteri Lagerstromeia indica Liquidumbar styraciflua cv. Rotundiloba Magnola grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata SHRUBS Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans Ilex x ttenuate Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Myrica cerifera Nandina domestica Prunus laurocerasus Otto Luyken Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis Common Name Japanese Maple Red Maple River Birch Flowering Dogwood Chinese Dogwood Fosteri Holly Crape Myrtle Fruitless Sweetgum Southern Magnolia Bradford Pear Willow Oak Zelkova Aucuba Butterfly Bush Common Camellia Sasanqua Camellia Leyland Cypress Dwarf Gardenia Fosteri Holly Dwarf Burford Holly Helleri Holly Sky Pencil Holly Ligustrum Loropetalum Wax Myrtle Heavenly Bamboo/ Standard Nandina Otto Luyken Laurel Indian Hawthorn Azalea American Arborvitae 6882 Horticulture II Landscaping Summer

102 Plant ID List for 6882 Landscaping Page 2 HERBACEOUS PERENNIALS Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Helleborus orientalis Hemerocallis cv. Hosta sp. Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata GROUND COVERS Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor Astilbe Canna Shasta Daisy Clematis Carolina jessamine Lenton Rose Daylily Hosta Iris Liatris Peony Garden Phlox Ajuga English Ivy Candytuft Shore juniper Creeping juniper Liriope Mondo grass Pachysandra Periwinkle 6882 Horticulture II Landscaping Summer

103 Objective: 3.01 A1 6% Recognize plants based on use. INSTRUCTIONAL ACTIVITIES 1. Use Introduction to Horticulture, pp and NC Certified Landscape Technician Study Manual, pp to define and discuss botanical names and common names used in landscape plant identification and give examples of the same plants using both names. Students take notes on their own paper. 2. Show students PPT PowerPoint - Plant Identification Based on Uses, pictures, slides, sketches, and/or real plants to describe characteristics of the four categories of plants based on use and assign students to take notes using Worksheet from Appendix Show students pictures, slides, sketches, and/or real plants and use N. C. FFA Floriculture/Nursery/Landscape Plant ID CD and Landscape Plants: Their Identification, Culture, and Use, pp to recognize use, botanical name, common name, and identifying features for each plant on Information Sheet for Plant ID List for 6882 Landscaping in Appendix Assign students to use Worksheet from Appendix 3.01 to take notes. 4. Assign students to create flash cards with the scientific name on one side and the common name on the other side to study for homework. 5. Assign students to use Worksheet from Appendix 3.01 to create mind binders (a 3" X 5" note card, cut into 4 pieces) and punch a hole in the upper left corner. Students create drawings, cut out pictures, etc. for one side and write botanical name, common name, use, and identifying features on the other side. RELEVANCY TO OBJECTIVE 1. Allows students to RECOGNIZE A1 botanical and common names used to identify plants. 2. Helps students RECOGNIZE A1 plants based on their uses. 3. Helps students RECOGNIZE A1 categories of plants based on their uses. 4. Helps students RECOGNIZE A1 plants by correct names. 5. Helps students RECOGNIZE A1 plants and their uses Horticulture II Landscaping Summer

104 6. Assign students to complete Worksheet from Appendix 3.01 to list common names of plants. 7. Plan a field trip to an arboretum, nursery, or plant farm and prepare students for purposes of and expected behavior for trip. 8. Show students pictures, slides, sketches, and/or specimen plants and use Test for Instructional Activity 8 from Appendix 3.01 to assess student s mastery of botanical name, common name, use, and identifying features for each plant on the Plant ID List for 6882 Landscaping in Appendix Use Test for Instructional Activity 9 for students to take to help determine mastery of objective. (KEY follows test.) 10. Show students pictures, slides, sketches, and/or specimen plants that have been numbered for identification purposes and assign students to use Test for Instructional Activity 10 from Appendix 3.01 to identify specific plants chosen by the teacher. 11. Discuss with students their opportunities to participate in FFA Nursery/Landscape CDE. 12. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Reteach as needed based on assessment results. 6. Helps students CLASSIFY B2 common and botanical names of plants. 7. Helps students RECOGNIZE A1 plants by correct names. 8. Helps students REMEMBER A1 plants and provides students and teacher feedback on each student s mastery. 9. Provides students and teacher with feedback on each student s mastery. 10. Provides students and teacher with feedback on each student s mastery. 11. Helps students UNDERSTAND B2 opportunities to participate in FFA Nursery/Landscape CDE. 12. Provides students and teacher with feedback on each student s mastery Horticulture II Landscaping Summer

105 Objective: 3.01 A1 6% Recognize plants based on use. REFERENCES WEBSITES Bridwell, F. M. (2003). Landscape Plants: Their Identification, Culture, and Use. Albany, NY: Delmar-Thompson Learning, Inc. Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. cialhort.php Reiley, H. E. & Shey, C. L. (2004). Introductory Horticulture. Albany, NY: Delmar Learning. Schroeder, C. B., Seagle, E. D., Felton, L. M., Ruter, J. M., Kellery, W. T., and Kremer, Gerald (2004). Introduction to Horticulture. Pearson, Upper Saddle River, New Jersey. Smith, Julian (2007). NC FFA Floriculture/Nursery Landscape Plant ID, Goldston, NC. Julian Smith, P. O. Box 83, Goldston, NC Horticulture II Landscaping Summer

106 OBJECTIVE 3.01 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

107 Name Date Worksheet for Instructional Activity 2 Directions: Use the form below to take notes on the characteristics of the four categories of plants. Categories Tree Characteristics of Four Categories of Plants Based on Use Characteristics Shrub Herbaceous perennial Ground cover 6882 Horticulture II-Landscaping Summer

108 Name Date Worksheet for Instructional Activity 3 (1 of 3 pages) Plant ID List for 6882 Landscaping Directions: Write the common name, use, and identifying features for each plant. Botanical Name Acer palmatum Acer rubrum Betula nigra Common Name Use Identifying Features Cornus florida Cornus kousa Lagerstromeia indica Liquidumbar styraciflua cv. Rotundiloba Magnola grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans 6882 Horticulture II-Landscaping Summer

109 Name Date Worksheet for Instructional Activity 3 (2 of 3 pages) Plant ID List for 6882 Landscaping Directions: Write the common name, use, and identifying features for each plant. Botanical Name Ilex x attenuata Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Myrica cerifera Nandina domestica Prunus laurocerasus Otto Luyken Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Helleborus orientalis Hemerocallis cv. Common Name Use Identifying Features 6882 Horticulture II-Landscaping Summer

110 Name Date Worksheet for Instructional Activity 3 (3 of 3 pages) Plant ID List for 6882 Landscaping Directions: Write the common name, use, and identifying features for each plant. Hosta sp. Botanical Name Common Name Use Identifying Features Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor 6882 Horticulture II-Landscaping Summer

111 Worksheet for Activity 5 Mind Binders 1. Take a 3 X 5 note card and cut it into 4 equal pieces. 2. Punch a hole in the upper left hand corner of each card. Give each student a book ring. 3. Have students write, draw, or place a picture on the front side of the card and put pertinent information on the back side of the card. FACTOR Categories, Descriptions and Examples This activity can be used with many objectives Horticulture II-Landscaping Summer

112 Name Date Worksheet for Instructional Activity 6 (1 of 2 pages) Plant ID List for 6882 Landscaping Directions: Write the common name for each plant. Botanical (Scientific) Name TREES Acer palmatum Acer rubrum Betula nigra Cornus florida Cornus kousa Ilex x attenuata Fosteri Lagerstromeia indica Liquidumbar styraciflua cv. Rotundiloba Magnola grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata Common Name SHRUBS Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans Ilex x attenuata Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Myrica cerifera Nandina domestica Prunus laurocerasus Otto Luyken Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis 6882 Horticulture II-Landscaping Summer

113 Name Date Worksheet for Instructional Activity 6 (2 of 2 pages) Plant ID List for 6882 Landscaping Directions: Write the common name for each plant. Botanical (Scientific) Name HERBACEOUS PERENNIALS Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Helleborus orientalis Hemerocallis cv. Hosta sp. Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata Common Name GROUND COVERS Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor 6882 Horticulture II-Landscaping Summer

114 Name Date Test for Instructional Activity 8 (1 of 2 pages) Plant ID List for 6882 Landscaping Directions: Write the common name, use, and identifying features for each plant. Botanical Name Acer palmatum Acer rubrum Betula nigra Cornus florida Cornus kousa Lagerstromeia indica Liquidumbar styraciflua cv. Rotundiloba Magnola grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans Ilex x attenuata Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Myrica cerifera Nandina domestica Prunus laurocerasus Otto Luyken Common Name Use Identifying Features 6882 Horticulture II-Landscaping Summer

115 Name Date Test for Instructional Activity 8 (2 of 2 pages) Plant ID List for 6882 Landscaping Directions: Write the common name, use, and identifying features for each plant. Botanical Name Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis Common Name Use Identifying Features Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Helleborus orientalis Hemerocallis cv. Hosta sp. Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor Total Score 6882 Horticulture II-Landscaping Summer

116 ANSWER KEY ANSWER KEY ANSWER KEY Test for Instructional Activity 9 1. c 2. d 3. d 4. d 5. b 6. b 7. c 8. a 9. a 10. c 11. a 12. a 13. b 14. b 15. c 16. a 17. b 6882 Horticulture II-Landscaping Summer

117 Name Date Test for Instructional Activity 9 Page 1 of 3 Directions: Select best answer for each test item. Either circle letter in front of answer or use answer sheet as instructed by your teacher. 1. Which plant is used as a tree in the landscape? a. Aucuba b. Butterfly Bush c. Japanese Maple d. Sasanqua Camellia 2. Which plant is used as a tree in the landscape? a. Azalea b. Peony c. Wax Myrtle d. Zelkova 3. Which plant is used as a tree in the landscape? a. Daylily b. Fosteri Holly c. Heavenly Bamboo d. River Birch 4. Which plant is used as a tree in the landscape? a. Myrica ceriferia b. Paeonia sp. c. Phlox paniculata d. Quercus phellos 5. Which plant is used as a tree in the landscape? a. Canna x generalis b. Cornus kousa c. Hosta sp. d. Juniperus horizontalis 6. Which plant is used as a shrub in the landscape? a. Astilbe b. Loropetalum c. Peony d. Red Maple 6882 Horticulture II-Landscaping Summer

118 Name Date Test for Instructional Activity 9 Page 2 of 3 7. Which plant is used as a shrub in the landscape? a. Hosta sp. b. Iris x germanica c. Myrica cerifera d. Zelkova serrata 8. Which plant is used as an herbaceous perennial in the landscape? a. Astilbe b Helleri Holly c. Red Maple d. Zelkova 9. Which plant is used as an herbaceous perennial in the landscape? a. Garden Phlox b. Helleri Holly c. Red Maple d. Zelkova 10. Which plant is used as an herbaceous perennial in the landscape? a. Ajuga reptans b. Cornus florida c. Hosta sp. d. Magnola grandiflora 11. Which plant is used as a ground cover in the landscape? a. English Ivy b. Helleri Holly c. Red Maple d. Zelkova 12. Which plant is used as a ground cover in the landscape? a. Candytuft b. Helleri Holly c. Red Maple d. Zelkova 6882 Horticulture II-Landscaping Summer

119 Name Date Test for Instructional Activity 9 Page 3 of Which plant is used as a ground cover in the landscape? a. Helleri Holly b. Mondo grass c. Red Maple d. Zelkova 14. Which plant is used as a ground cover in the landscape? a. Helleri Holly b. Pachysandra c. Red Maple d. Zelkova 15. Which plant is used as a ground cover in the landscape? a. Helleri Holly b. Red Maple c. Vinca d. Zelkova 16. Which plant is used as a ground cover in the landscape? a. Creeping Juniper b. Helleri Holly c. Red Maple d. Zelkova 17. Which plant is used as a ground cover in the landscape? a. Canna x generalis b. Hedera helix c. Lagerstromeia indica d. Ligustrum japonicum 6882 Horticulture II-Landscaping Summer

120 Name Date Test Plant ID List for 6882 Landscaping Instructional Activity 10 (1 of 2 pages) Directions: Write the identification number in the column on the right for each numbered plant. Botanical (Scientific) Name TREES Acer palmatum Acer rubrum Betula nigra Cornus florida Cornus kousa Ilex x attenuata Fosteri Lagerstromeia indica Liquidumbar styraciflua cv. Rotundiloba Magnola grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata Identification Number SHRUBS Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans Ilex x attenuata Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Myrica cerifera Nandina domestica Prunus laurocerasus Otto Luyken Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis 6882 Horticulture II-Landscaping Summer

121 Name Date Test Plant ID List for 6882 Landscaping Instructional Activity 10 (2 of 2 pages) Directions: Write the identification number in the column on the right for each numbered plant. HERBACEOUS PERENNIALS Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Helleborus orientalis Hemerocallis cv. Hosta sp. Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata Identification Number GROUND COVERS Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor Total Score 6882 Horticulture II-Landscaping Summer

122 COURSE: 6882 Horticulture II-Landscaping UNIT B Landscape Design COMPETENCY: % B2 Understand the processes used to select plants in the landscape industry. Objective: % B2 Understand factors used to select plants. Essential Questions: What are the three plant exposures to sun? What are the three soil moisture conditions for plant sites? What are plant hardiness zones for North Carolina? Why is the plant size factor important? What other factors are used when selecting landscape plants? UNPACKED CONTENT Plant Exposure to the Sun o Sun at least 6 hours of full sun o Semi-shade morning sun, protected from the hot afternoon sun o Shade filtered light with little or no direct sun. Soil Moisture Conditions o Dry soil dry to the touch o Moist soil moist to the touch o Wet soil spongy to the touch Plant Hardiness Zones (See N. C. Map on p. 3.5 in North Carolina Certified Landscape Technician Study Manual.) o The larger the number, the warmer the zone Example: Zone 10 is warmer than Zone 1. o In North Carolina, Zones range from 6 to 8. o Plants grow best in the recommended zones. However, many (BUT NOT ALL) plants will grow in other hardiness zones, especially in zones that are warmer. Size o Plants of certain maximum or minimum sizes are needed for specific locations in a landscape. Examples: Foundation plants do not need to be tall enough to block windows and shade trees need to be tall enough to provide adequate shade Horticulture II-Landscaping Summer

123 Other Factors o Growth habits including shape Trees (See Figure 13-2 on p. 143 in Landscaping Principles and Practices.) Wide-oval Vase-shaped Pyramidal Round Columnar Tall and weeping Shrubs (See Figure 14-1 on p. 126 in Landscaping Principles and Practices.) Globular Low and weeping Spreading Arching Pyramidal Upright and loose Columnar Groundcovers Small plants used to cover the ground in the place of turf Small shrubs Others o Color of leaves and flowers Different shades of green leaves Various colors of leaves in the fall Various colors of flowers Time of flowering o Texture and density of foliage Large leaves make course texture, and small leaves make fine texture. Density is determined by how much sunlight or wind can pass through the foliage. More density lets less sunlight or wind pass through plant s foliage. Texture and density should be considered based on the function of the plant. o Cost and availability Affordable by client Available from local source It does not matter if plant meets other requirements if it is not available and if the client cannot afford it Horticulture II-Landscaping Summer

124 Objective: % B2 Understand factors used to select plants. INSTRUCTIONAL ACTIVITIES 1 Ask What factors should be considered when selecting landscape plants? and write student responses on board. 2. Assign students to use REFERENCES and WEBSITES on the Internet to complete Worksheet Plant Selection Factors Chart from Appendix Use Teacher s Copy of Plant Selection Factors Chart to orally and/or visually present information so that students can correct and complete Worksheet from Activity 2 above. 4. Assign students to use Worksheet from Appendix 3.02 to create mind binders (a 3" X 5" note card, cut into 4 pieces) and punch a hole in the upper left corner. Students create drawings, cut out pictures, write plant selection factor, etc. for one side and write categories, descriptions and examples on the other side. 5. Show and discuss with students various plants and their selection factors by using the school campus or a field trip. 6. Use Plant Selection Factors Test from Appendix 3.02 to test student s mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 7. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. RELEVANCY TO OBJECTIVE 1. Helps students REMEMBER A1 plant selection factors. 2. Helps students RECOGNIZE A1 factors used to select landscape plants. 3. Helps students REMEMBER A1 factors used to select landscape plants. 4. Helps students REMEMBER A1 factors used to select landscape plants by seeing differences and examples. 5. Helps students REMEMBER A1 factors used to select landscape plants by seeing the factors in a landscape. 6. Provides students and teacher with feedback on student s mastery. 7. Provides students and teacher with feedback on student s mastery Horticulture II-Landscaping Summer

125 Objective: % B2 Understand factors used to select plants. REFERENCES WEBSITES Bridwell, F. M. (2003). Landscape Plants: Their Identification, Culture, and Use. Albany, NY: Delmar- Thompson Learning, Inc. Dirr, M. A. (1998). Manual of Woody Landscape Plants: Their Identification, Ornamental Characteristics, Cultural, Propagation and Uses. Champaigne, IL: Stipes Publishing Co. Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Smith, Julian (2007). NC FFA Floriculture/Nursery Landscape Plant ID, Goldston, NC. Julian Smith, P. O. Box 83, Goldston, NC Still, S. M. (1994). Herbaceous Ornamental Plants. Champaigne, IL: Stipes Publishing Co html r/factsheets/trees-new/ilex_attenuatafosteri.html blications/ newsletters/01-97fall/news01-97fal.html r/factsheets/trees-new/quercus_phellos.html ercialhort.php Horticulture II-Landscaping Summer

126 OBJECTIVE 3.02 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

127 Name Date Worksheet Plant Selection Factors Chart Page 1 of 4 PAGES USE THIS KEY FOR ABBREVIATIONS TO COMPLETE EXPOSURE AND SITE CONDITIONS COLUMNS. Plant exposure 1. Sun at least 6 hours of full sun--fs 2. Semi-shade morning sun, protected from the hot afternoon sun--ss 3. Shade filtered light with little or no direct sun--s Site conditions 1. Dry soil dry to the touch--ds 2. Moist soil moist to the touch--ms 3. Wet soil spongy to the touch WS Botanical (Scientific) Name TREES Acer palmatum Common Name Exposure Site Condition Japanese Maple Size In ft. Hardiness Zone Acer rubrum Betula nigra Cornus florida Cornus kousa Lagerstroemia indica Liquidambar styraciflua cv. Rotundifolia Magnolia grandiflora Pyrus calleryana Bradford Quercus phellos Zelkova serrata Red Maple River Birch Flowering Dogwood Chinese Dogwood Crape Myrtle Fruitless Sweetgum Southern Magnolia Bradford Pear Willow Oak Zelkova 6882 Horticulture II-Landscaping Summer

128 Name Date Worksheet Plant Selection Factors Chart Page 2 of 4 PAGES USE THIS KEY FOR ABBREVIATIONS TO COMPLETE EXPOSURE AND SITE CONDITIONS COLUMNS. Plant exposure 1. Sun at least 6 hours of full sun--fs 2. Semi-shade morning sun, protected from the hot afternoon sun--ss 3. Shade filtered light with little or no direct sun--s Site conditions 1. Dry soil dry to the touch--ds 2. Moist soil moist to the touch--ms 3. Wet soil spongy to the touch WS Botanical (Scientific) Name SHRUBS Aucuba japonica Buddleia davidii Camellia japonica Camellia sasanqua X Cupressocyparis leylandii Gardenia jasminoides Radicans Ilex x attenuata Fosteri Ilex cornuta Burfordi Nana Ilex crenata Helleri Ilex crenata Sky Pencil Ligustrum japonicum Loropetalum chinense Common Name Exposure Site Condition Aucuba Butterfly Bush Common Camellia Sasanqua Camellia Leyland Cypress Dwarf Gardenia Fosteri Holly Dwarf Burford Holly Helleri Holly Sky Pencil Holly Ligustrum Loropetalum Size In ft. Hardiness Zone 6882 Horticulture II-Landscaping Summer

129 Name Date Worksheet Plant Selection Factors Chart Page 3 of 4 PAGES USE THIS KEY FOR ABBREVIATIONS TO COMPLETE EXPOSURE AND SITE CONDITIONS COLUMNS. Plant exposure 1. Sun at least 6 hours of full sun--fs 2. Semi-shade morning sun, protected from the hot afternoon sun--ss 3. Shade filtered light with little or no direct sun--s Site conditions 1. Dry soil dry to the touch--ds 2. Moist soil moist to the touch--ms 3. Wet soil spongy to the touch WS Botanical (Scientific) Name SHRUBS - Continued Nandina domestica Prunus laurocerasus Otto Luyken Raphiolepis sp. Rhododendron sp. (Azalea) Thuja occidentalis HERBACEOUS PERENNIALS Astilbe cv. Canna x generalis Chrysanthemum x superbum Clematis x jackmanii Gelsemium sempervirens Common Name Exposure Site Condition Heavenly Bamboo/ Standard Nandina Otto Luyken Laurel Indian Hawthorn Azalea American Arborvitae Astilbe Canna Shasta Daisy Clematis Carolina jasamine Size in ft. Hardiness Zone 6882 Horticulture II-Landscaping Summer

130 Name Date Worksheet Plant Selection Factors Chart Page 4 of 4 PAGES USE THIS KEY FOR ABBREVIATIONS TO COMPLETE EXPOSURE AND SITE CONDITIONS COLUMNS. Plant exposure 1. Sun at least 6 hours of full sun--fs 2. Semi-shade morning sun, protected from the hot afternoon sun--ss 3. Shade filtered light with little or no direct sun--s Site conditions 1. Dry soil dry to the touch--ds 2. Moist soil moist to the touch--ms 3. Wet soil spongy to the touch WS Botanical (Scientific) Name HERBACEOUS PERENNIALS - continued Helleborus orientalis Hemerocallis cv. Hosta sp. Iris x germanica Liatris spicata Paeonia sp. Phlox paniculata GROUND COVERS Common Name Lenton Rose Daylily Hosta Iris Liatris Peony Garden Phlox Ajuga reptans Ajuga Hedera helix English Ivy Iberis sempervirens Candytuft Juniperus conferta Shore juniper Juniperus horizontalis Creeping juniper Liriope muscari Liriope Ophiopogon japonicus Mondo grass Pachysandra Pachysandra terminalis Vinca minor Periwinkle Exposure Site Condition Size in ft. Size in inches Hardiness Zone 6882 Horticulture II-Landscaping Summer

131 TEACHER S KEY--Plant Selection Factors Chart Page 1 of 2 Botanical (Scientific) Name Common Name Exposure Site Condition Size In ft. Hardiness Zone TREES Acer palmatum Japanese SS, S MS Maple Acer rubrum Red Maple FS, SS, S MS Betula nigra River Birch SS WS Cornus florida Flowering SS MS Dogwood Cornus kousa Chinese FS, SS MS Dogwood Lagerstroemia indica Crape Myrtle FS MS Liquidambar Fruitless FS, SS MS styraciflua cv. Rotundifolia Sweetgum Magnolia grandiflora Southern FS, SS MS Magnolia Pyrus calleryana Bradford Pear FS, SS MS Bradford Quercus phellos Willow Oak FS MS Zelkova serrata Zelkova FS, SS MS SHRUBS Aucuba japonica Aucuba S MS Buddleia davidii Butterfly Bush FS DS Camellia japonica Common Camellia SS, FSnorthern MS exposure FS, SS MS Camellia sasanqua Sasanqua Camellia X Cupressocyparis Leyland FS MS leylandii Cypress Gardenia jasminoides Dwarf Gardenia FS, SS MS Radicans Ilex x attenuata Fosteri Holly FS, SS MS Fosteri Ilex cornuta Burfordi Dwarf Burford FS, SS MS Nana Holly Ilex crenata Helleri Helleri Holly FS, SS, S MS Ilex crenata Sky Sky Pencil Holly FS, SS MS 10 7 Pencil Ligustrum japonicum Ligustrum FS, SS, S MS Loropetalum Loropetalum FS, SS MS, WS chinense 6882 Horticulture II-Landscaping Summer

132 TEACHER S KEY--Plant Selection Factors Chart Page 2 of 2 Botanical (Scientific) Name Nandina domestica Common Name Exposure Site Condition Heavenly Bamboo/ Standard Nandina FS, SS MS Size Hardiness in ft. Zone Prunus laurocerasus Otto Luyken Otto Luyken Laurel FS, SS, S MS Raphiolepis sp. Indian Hawthorn FS, SS, S MS Rhododendron sp. Azalea SS, S MS (Azalea) Thuja occidentalis American Arborvitae FS, SS MS HERBACEOUS PERENNIALS Astilbe cv. Astilbe SS, S MS, WS Canna x generalis Canna FS MS, DS Chrysanthemum x Shasta Daisy FS, SS MS superbum Clematis x jackmanii Clematis FS MS, WS 10 5 Gelsemium Carolina jasamine FS, SS, S MS sempervirens Helleborus orientalis Lenton Rose S MS Hemerocallis cv. Daylily FS, SS, S MS, DS Hosta sp. Hosta SS, S MS, WS Iris x germanica Iris FS, SS MS, DS Liatris spicata Liatris FS, SS MS Paeonia sp. Peony FS, SS MS Phlox paniculata Garden Phlox FS, SS MS GROUND COVERS Size in inches Ajuga reptans Ajuga SS, S MS, WS 6-8" 4-8 Hedera helix English Ivy SS, S MS, WS 6-8" 4-7 Iberis sempervirens Candytuft FS MS 6-8" 4-8 Juniperus conferta Shore juniper FS, SS DS 12-18" 6-8 Juniperus horizontalis Creeping juniper FS DS 12-24" 3-9 Liriope muscari Liriope FS, SS, S MS 24" 4 Ophiopogon Mondo grass FS, SS, S MS 36" 7 japonicus Pachysandra Pachysandra S MS 6-12" 3-8 terminalis Vinca minor Periwinkle SS, S MS, DS 3-6" Horticulture II-Landscaping Summer

133 Worksheet for Activity 4 Mind Binders 4. Take a 3 X 5 note card and cut it into 4 equal pieces. 5. Punch a hole in the upper left hand corner of each card. Give each student a book ring. 6. Have students write, draw, or place a picture on the front side of the card and put pertinent information on the back side of the card. FACTOR Categories, Descriptions and Examples This activity can be used with many objectives Horticulture II-Landscaping Summer

134 TEACHER S KEY for Test Plant Selection Factors 1. b 2. b 3. d 4. c 5. a 6. d 7. a 8. a 9. a 10. b 11. d 12. b 13. d 14. b 15. a 16. d 17. a 18. b 19. a 20. a 21. a 22. d 23. b 24. c 25. a 6882 Horticulture II-Landscaping Summer

135 Name Date Test Plant Selection Factors for Instructional Activity 6 Directions: Select best answer for each test item. Either circle letter in front of answer or use answer sheet as instructed by your teacher. 1. A landscape designer is selecting a shrub for an extremely sunny portion of a landscape. Which plant is the BEST selection for this location? a. Aucuba b. Butterfly Bush c. Lirope d. Loropetalum 2. A landscape designer is selecting a tree for an extremely shady portion of a landscape. Which plant is the BEST selection for this location? a. Crape Myrtle b. Japanese Maple c. Leyland Cypress d. Vinca 3. A landscape designer is selecting a tree for an extremely sunny portion of a landscape. Which plant is the BEST selection for this location? a. Aucuba b. Candytuft c. Dogwood d. Willow Oak 4. A landscape designer is selecting a ground cover for an extremely shady portion of a landscape. Which plant is the BEST selection for this location? a. Candytuft b. Dogwood c. Pachysandra d. Wax Myrtle 5. A landscape designer is selecting a ground cover for an extremely sunny portion of a landscape. Which plant is the BEST selection for this location? a. Candytuft b. Pachysandra c. Red Maple d. Wax Myrtle 6882 Horticulture II-Landscaping Summer

136 6. Which plant selection factor do Southern Magnolia and Willow Oak trees have in common? a. Full shade b. Semi-shade c. Shade d. Sun 7. A landscape designer is selecting a ground cover for an extremely wet portion of a landscape. Which plant is the BEST selection for this location? a. Ajuga b. Loropetalum c. Nandina d. Vinca 8. A landscape designer is selecting a ground cover for an extremely dry portion of a landscape. Which plant is the BEST selection for this location? a. Creeping Juniper b. Dogwood c. Pachysandra d. Wax Myrtle 9. A landscape designer is selecting an herbaceous perennial for an extremely wet portion of a landscape. Which plant is the BEST selection for this location? a. Astilbe b. English Ivy c. Lenton Rose d. Zelkova 10. Which soil moisture condition do Crape Myrtle and Bradford Pear trees have in common? a. Dry soil b. Moist soil c. Standing water d. Wet soil 11. Which soil moisture condition do Loropetalum and River Birch plants have in common? a. Dry soil b. Moist soil c. Standing water d. Wet soil 6882 Horticulture II-Landscaping Summer

137 12. Which soil moisture condition do Loropetalum and Azalea shrubs have in common? a. Dry soil b. Moist soil c. Standing water d. Wet soil 13. Which plant selection factor do Leyland Cypress and Butterfly Bush plants have in common? a. Full shade b. Semi-shade c. Shade d. Sun 14. Which plant selection factor describes how cold or how hot the climate is? a. Growth habit b. Hardiness zone c. Soil moisture d. Sun exposure 15. Which is the coldest plant hardiness zone? a. 1 b. 3 c. 5 d A specimen plant that is too small at maturity is an example of which plant selection factor? a. Color b. Density c. Shape d. Size 17. Which shape do most evergreen Christmas trees have? a. Pyramidal b. Round c. Weeping d. Wide-oval 18. Which type landscape plants have some plants with a vine shape? a. Bulbs b. Ground covers c. Shrubs d. Trees 6882 Horticulture II-Landscaping Summer

138 19. Some deciduous trees are used for their special beauty in the fall. Which plant selection factor is used to select these trees? a. Color b. Density c. Shape d. Size 20. Which plant selection factor describes how dark or how light green the leaves on plants are? a. Color b. Density c. Shape d. Size 21. Which plant selection factor usually is most important when considering flowers on flowering plants? a. Color b. Density c. Shape d. Size 22. Which leaf size causes plants to have the finest texture? a. Large b. Small c. Very large d. Very small 23. Which plant selection factor describes how much wind or sunlight can pass through the plant s foliage? a. Color b. Density c. Shape d. Size 24. Which plant selection factor describes whether the client has enough money to pay for the plant? a. Availability b. Color c. Cost d. Shape 25. Which plant selection factor is being able to buy a plant locally? a. Availability b. Color c. Density d. Shape 6882 Horticulture II-Landscaping Summer

139 COURSE: 6882 Horticulture II-Landscaping UNIT B Landscape Design COMPETENCY: % C3 Objective: % A1 Apply procedures to develop plans, estimates, and quotes. Remember elements and principles of design, irrigation system components and measurements, and symbols used to develop landscape and irrigation plans. Essential Questions: What are the elements of landscape design? What are the principles of landscape design? What are the methods of grouping plants in landscape design? What criteria are used for lettering, numbering, and using scales to develop landscape plans? What are the two types of irrigations systems? What is included in an irrigation system? Why are symbols used on a landscape plan? UNPACKED CONTENT ELEMENTS OF DESIGN Elements of design create moods or feeling in the observer. o Form shape of the individual plants. Examples include circles, squares, triangles or combinations of shapes. o Line the continuity of a landscape. Geometric shapes and curved patterns allow the observer s eye to move around the landscape. Examples include (1) straight lines that intersect suggesting change of view or change of direction and (2) curved lines suggesting a casual or relaxed movement. o Texture the coarseness or fineness of the materials in a landscape. Examples include small leaves vs. large leaves or sand vs. crushed rocks. PRINCIPLES OF DESIGN Principles of design the standards by which designs can be created, measured, discussed and evaluated. Balance the even distribution of materials on opposite sides of a central axis. o Symmetric one side of the landscape is a reflective mirror image of the opposite side. Both sides are identical. o Asymmetric the visual weight on opposite sides of the landscape is the same, but the materials used and their placement may vary Horticulture II-Landscaping Summer

140 Proximal/distal is asymmetric balance but carries it further by dealing with depth in the field of vision. In addition to balancing from side to side in the landscape, there is a need to balance near and far. Focalization selects and positions visually strong items into the landscape. A focal point catches the eye of the viewer and draws it to a key feature in the landscape. Examples would be hardscapes, color movement, an unusual or unique plant or specimen plant. Simplicity seeks to make the viewer feel comfortable within the landscape. Proportion concerned with size relationship between all the features of the landscape. Rhythm and line when something repeats itself enough times with a standard distance between repetitions, a rhythm is established. Examples: lamp posts, fencing or patterned sidewalks. Unity when all the separate pieces contribute to the creation of the total design. Unity is the master principle combining all the other principles. METHODS OF GROUPING PLANTS Corner planting one of the most natural locations for a focal point. This planting is placed in the corner of the landscape. Examples: a bench or hardscape (yard art) or a plant may be used as a focal point. Foundation planting a very prominent line planting; plants are planted along the foundation of a building, the entry way of a building to soften and blend into the landscape. Typically taller plants are planted at the corners of the foundation while shorter plants are planted under windows. Foundation plantings may extend beyond the walls of the structure. This will focus the observer s eye on the entrance. Line planting creates a wall or line in the landscape. They are used for privacy and can screen particular areas from view. Mass planting a group of plants that fill a large area or cluster in the landscape. Accent plant creates particular beauty or interest in the landscape. It draws the observer s eye to a particular plant or area. It may be one or a mass of plantings or hardscapes. Accent plants should not be placed in the middle of the lawn area. They are often planted or placed to the side or in an area to create an illusion that the area is larger than it appears. CRITERIA FOR LETTERING AND NUMBERING PLANS AND FOR USING SCALES Lettering and Numbering o Use single strokes when forming letters and numbers. o Use all capital (UPPER CASE) letters. o Use light strokes when lettering or numbering to avoid smudges. o Draw letters and numbers vertically. o Use appropriate spacing when lettering and numbering. o Draw letters and numbers to touch both bottom and top guideline. o Show uniformity in letters and numbers Horticulture II-Landscaping Summer

141 Using Scales o Either an architect or an engineering scale may be used to represent actual dimensions of land or objects on the drawing paper. A scale of 1/8" = 1' is good place to start with an architect scale, and 1" = 10' is a good place to start with an engineering scale. Then, the scale can be changed before starting to draw the objects so that they will fit on a reasonable size paper. See Figure 5-10 on page 42 in Landscape Principles & Practices by Ingles to see how to read a scale. IRRIGATION SYSTEM COMPONENTS Types of Irrigation Systems o Sprinkler Irrigation applies water under pressure over the tops of plants. o Drip or Trickle Irrigation supplies water directly to the root system of a plant. Types of Sprinkler Heads o Spray Heads sprinklers in which the water is distributed in a set pattern over a fixed area. Usually have no moving parts Can only propel water 14 to 16 feet before wind becomes a problem Used most commonly for shrubs and flowerbeds o Rotary Sprinklers sprinklers that have a spray head that moves over the area to be irrigated. Have moving parts May or may not pop-up All move in full or partial circles Can throw water up to 110 feet May be gear driven or impact driven o Pop-up Sprinklers sprinkler heads that rise above ground level when water pressure is applied and retracts to ground level when pressure is cut off. Positive retract uses a spring to return the nozzle back to ground level May be rotary sprinklers or spray heads o Emitter a device designed to take the place of a sprinkler head for trickle irrigation. o Microspray low volume emission device that waters the entire hydrozone and operates similarly to a conventional spray head but at much lower flow rates. Drip irrigation uses 30-50% less water than sprinkler systems Uses mesh filters to prevent clogging from debris Other Sprinkler Components o Back Flow Preventer device that ensures water from irrigation system does not return to main water source. A requirement in some counties for anyone who uses city water supplies for irrigation systems o Remote Control Valves devices that open and close to allow pressurized water to flow through pipes. Placed in the water line and controlled by an electrical contact with the irrigation system controller 6882 Horticulture II-Landscaping Summer

142 o Controller device that automatically opens and closes the valves in an irrigation system according to a pre-set program. Sold by number of valves they will control in the landscape Controllers are set with a program o Program set of instructions that tell a controller which valves are open on which days and for how long to leave them open. o Zone area of lawn and a group of sprinklers operated by one remote control valve also called a block of heads. o Cycle one complete run of a controller through all programmed stations. o Main Line Main source of water in an irrigation system and has water pressure or water flowing through at all times. o Lateral Line Secondary line of an irrigation system that has water pressure only when valve is open. Irrigation Measurements o GPM Gallons per minute. Measures amount of water that flows through an irrigation system. o GPH--Gallons per hour. Measures amount of water that flows through an irrigation system. o PSI Pounds per square inch. Measures the force at which water moves in an irrigation system Horticulture II-Landscaping Summer

143 SYMBOLS PLANT SYMBOLS Evergreen tree Deciduous tree Evergreen shrub Deciduous shrub Ground cover On a landscape plan, annuals do not have a symbol. One must simply draw an arrow on the plan to the area where Annuals annuals are to be planted and put the word Note. Then in the listing of plants, the annuals are listed by the word note. For reference to symbols included in this table and for additional symbols see: Introduction to Horticulture, 4 th edition pages 398 Landscaping Principles and Practices, 6 th edition, pages Horticulture II-Landscaping Summer

144 HARDSCAPE SYMBOLS Paver - brick Water feature Lighting T Concrete Wood For reference to symbols included in this table and for additional symbols see: Introduction to Horticulture, 4 th edition pages 398 Landscaping Principles and Practices, 6 th edition, pages Horticulture II-Landscaping Summer

145 IRRIGATION SYMBOLS Sprinkler Main line Lateral line Control box Water meter (water source) M Backflow preventer -N- Throw area of sprinkler 6882 Horticulture II-Landscaping Summer

146 Miscellaneous Symbols North arrow North North North Scale 1" = 20' SCALE 1" = 20' Title box NAME: DRAWN FOR: DATE: SCALE: X or In the center of the plant symbol represents the center of the plant on the landscape design. For additional symbols see Landscaping Principles and Practices, 6 th edition, pages Horticulture II-Landscaping Summer

147 Objective: % A1 INSTRUCTIONAL ACTIVITIES 1. Ask students Why do landscaping students need to understand how to develop and read landscape and irrigation plans? and have a student write responses on board. 2. Use UNPACKED CONTENT to discuss with students the three elements of design and assign students to take notes on their own paper. 3. Assign students to read pp in Ornamental Horticulture: Science, Operation, and Management to complete Worksheet Principles of Landscape Design in Appendix Assign students to read pp in Ornamental Horticulture: Science, Operation, and Management to complete Worksheet Methods of Grouping Plants in Appendix Discuss with and demonstrate to students criteria used to hand draw letters and numbers using appropriate shape, spacing, and uniformity. 6. Assign students to hand draw letters and numbers using appropriate shape, spacing, and uniformity on Activity LETTERING in Appendix Use Lettering Rubric in Appendix 4.01 to score lettering. 7. Discuss with and demonstrate to students how to use both architect and engineering scales. 8. Assign students to measure and draw lines using both an architect and an engineering scale on the Worksheet USING SCALES in Appendix Grade the worksheet and discuss results with students. Remember elements and principles of design, irrigation system components and measurements, and symbols used to develop landscape and irrigation plans. RELEVANCY TO OBJECTIVE 1. Helps students UNDERSTAND B2 reasons for learning how to develop landscape plans. 2. Helps students UNDERSTAND B2 elements of design. 3. Helps students UNDERSTAND B2 principles of landscape design. 4. Helps students REMEMBER A1 how to group landscape plants. 5. Helps students REMEMBER A1 different lettering techniques used in the landscape industry. 6. Helps students APPLY C3 criteria for lettering landscape and irrigation plans. 7. Helps students REMEMBER A1 how to measure and draw lines using both an architect and an engineering scale. 8. Helps students APPLY C3 use of both architect and engineering scales and provides assessment Horticulture II-Landscaping Summer

148 9. Use UNPACKED CONTENT to define and discuss the types of irrigation systems, types of sprinklers, other components of an irrigation system, and irrigation measurements. Assign students to use Worksheet Types of Irrigation Systems, Sprinkler Heads, Sprinkler Components, and Irrigation Measurements from Appendix 4.01 to take notes. 10. Discuss with and demonstrate to students how to identify and draw a variety of landscape symbols using templates, compass, scales, triangles, or stamps used for rendering a design. 11. Assign students to identify and draw a variety of landscape symbols using templates, compass, scales, triangles or stamps used for rendering a design. Complete Practice Exercise A 1-10, page 56, in Landscaping Principles and Practices. 12. Assign students to complete Worksheet Plant Symbols in Appendix Assign students to complete Worksheet Hardscape Symbols in Appendix Assign students to complete Worksheet Irrigation Symbols in Appendix Assign students to complete Worksheet Miscellaneous Symbols in Appendix Assign students to complete Symbols Quiz in Appendix Grade quiz and discuss results with students. 17. Use Classroom Test Items to generate tests and administer tests to assess student s ability to master this objective and to assess the need to re-teach. 9. Helps students REMEMBER A1 types of irrigation systems, the components of an irrigation system, and irrigation measurements. 10. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 11. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 12. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 13. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 14. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 15. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation design. 16. Provides students and teacher with feedback and assessment on each student s RECALL A1 of symbols. 17. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

149 Objective: % A1 REFERENCES Remember elements and principles of design, irrigation system components and measurements, and symbols used to develop landscape and irrigation plans. WEBSITES Ingles, J. E. (1997). Landscaping Principles and Practices. Albany, NY: Delmar-Thompson Learning, Inc. Ingles, J. E. (2004). Ornamental Horticulture: Science, Operation, and Management. Albany, NY: Delmar Learning. Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association Horticulture II-Landscaping Summer

150 OBJECTIVE 4.01 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

151 Name Date Worksheet Principles of Landscape Design Directions: Write in the circles the definition and an example for each principle of landscape design. Balance Focalization Proportion Simplicity Unity Rhythm and Line 6882 Horticulture II-Landscaping Summer

152 Name Date Worksheet Methods of Grouping Plants Directions: Write the characteristics of each method in the second column, and write the major differences between grouping methods at the bottom of page. Methods of Characteristics Grouping Plants Corner Planting Foundation Planting Line Planting Mass Planting Accent Plant What are the major differences between the different methods of grouping plants? Horticulture II-Landscaping Summer

153 Name Date Period ACTIVITY LETTERING Directions: Complete the lettering activity by carefully forming the letters and numbers. Each line should have at least 15 letters/numbers created by the students. Form your letters/numbers carefully. A B C D E F G H I J K L M N O P Q 6882 Horticulture II-Landscaping Summer

154 R S T U V W X Y Z Horticulture II-Landscaping Summer

155 Student s Name: Period: Assessment: LETTERING RUBRIC LANDSCAPING Evaluation Criteria Excellent Good Fair Poor Score How effectively did the student: Use single strokes when forming letters and numbers Use all capital (upper case) letters Use light stokes when lettering to avoid smudges Draw letters and numbers vertically Use appropriate spacing when lettering Draw letters and numbers touching both guidelines Show uniformity in letters and numbers Neat, used all single strokes 20 Printed in all capital letters 10 Strokes are light and are void of smudges 10 All are drawn vertically 20 Consistently used appropriate spacing 15 All touched both guidelines 15 All showed uniformity 10 9 out of 10 used single strokes 19 N/A Strokes are light with some smudges 9,8 9 out of 10 are drawn vertically 19 9 out of 10 are spaced appropriately 14 9 out of 10 touched both guidelines 14 9 out of 10 showed uniformity 9 8 out of 10 used single strokes 18 N/A Strokes are dark with no smudges 7 8 out of 10 are drawn vertically 18 8 out of 10 are spaced appropriately 13 8 out of 10 touched both guidelines 13 8 out of 10 showed uniformity 8 7 or fewer used single strokes 17 or below Did not print in all capital letters 0 Strokes are dark with some smudges 6 or below 7 or fewer letters and numbers are drawn vertically 17 or below 7 or fewer are spaced appropriately 12 or below 7 out of 10 touched both guidelines 12 or below 7 out of 10 showed uniformity 7 or below Total Possible Points: 100 Total Score: Comments: 6882 Horticulture II-Landscaping Summer

156 Name Date Period WORKSHEET USING SCALES Directions: Use a scale to measure the following. 1. Using the scale 1" = 10', how long is the line below? 2. Using the scale 1/4" = 1', how long is the line in #1? 3. Using the scale 1"= 40', how long is the line below? 4. Using the scale 1/8" = 1', how long is the line in #3? 5. Using the scale 1" = 10', what is the diameter of this circle? 6. Using the scale 1/2" = 1', what is the diameter of the circle in #5? 7. Using the scale 1" = 20', what is the radius of the circle in #5? 8. Using the scale 1" = 10', draw a line that is 25 long. 9. Using the scale 1/4" = 1', draw a line that is 15 long. 10. Using the scale 1" = 20', draw a circle that has a diameter of Horticulture II-Landscaping Summer

157 Name Date Worksheet for Instructional Activity 7 Types of Irrigation Systems, Sprinkler Heads, Sprinkler Components, and Irrigation Measurements Directions: Use this form to take notes on the types of items listed above. Type Description Sprinkler Drip or Trickle Spray Heads Rotary Sprinklers Pop-up Sprinklers Emitter Microspray Back Flow Preventer 6882 Horticulture II-Landscaping Summer

158 Worksheet Continued Types of Irrigation Systems, Sprinkler Heads, Sprinkler Components, and Irrigation Measurements Directions: Use this form to take notes on the types of items listed above Type Description Remote Control Valves Controller Program Zone Cycle Main Line Lateral Line GPM GPH PSI 6882 Horticulture II-Landscaping Summer

159 Name Date Period Directions: Use templates, compass, scales, triangles, or stamps to draw the correct plant symbol for each type plant. WORKSHEET PLANT SYMBOLS Evergreen tree Deciduous tree Evergreen shrub Deciduous shrub Ground cover 6882 Horticulture II-Landscaping Summer

160 Name Date Period Directions: Use templates, compass, scales, triangles, or stamps to draw the correct hardscape symbol for each type hardscape. WORKSHEET HARDSCAPE SYMBOLS Paver brick Water feature Lighting Concrete Wood 6882 Horticulture II-Landscaping Summer

161 Name Date Period Directions: Use templates, compass, scales, triangles, or stamps to draw the correct irrigation symbol for each part of the irrigation system. WORKSHEET IRRIGATION SYMBOLS Sprinkler Main line Lateral line Control box Water meter (water source) Backflow preventer 6882 Horticulture II-Landscaping Summer

162 Name Date Period Directions: Use templates, compass, scales, triangles, or stamps to draw the correct symbol for each miscellaneous item used in landscape plans. WORKSHEET MISCELLANEOUS SYMBOLS North arrow Scale Title block 6882 Horticulture II-Landscaping Summer

163 ANSWER KEY ANSWER KEY ANSWER KEY 1. Draw the symbol for an evergreen tree SYMBOLS QUIZ 2. Draw the symbol for a deciduous shrub. 3. Draw the symbol for a backflow device. -N- 4. Draw the symbol for a brick patio. 5. Draw the symbol for a ground cover Horticulture II-Landscaping Summer

164 Name Date Period SYMBOLS QUIZ 1. Draw the symbol for an evergreen tree. 2. Draw the symbol for a deciduous shrub. 3. Draw the symbol for a backflow device. 4. Draw the symbol for a brick patio. 5. Draw the symbol for a ground cover Horticulture II-Landscaping Summer

165 COURSE: 6882 Horticulture II Landscaping UNIT B Landscape Design COMPETENCY: % C3 Apply procedures to develop plans, estimates, and quotes. Objective: % C3 Apply procedures to develop landscape and irrigation plans. Essential Questions: What procedures are used to select methods to develop plans? What procedures are used to develop a landscape plan? What procedures are used to develop an irrigation plan? UNPACKED CONTENT PROCEDURES USED TO SELECT APPROPRIATE METHOD TO DEVELOP PLANS Survey available design tools, supplies, equipment, and software. o Hand drawn the landscape plan is drawn by hand using instruments. Instruments o pencils o papers o surfaces (drafting board) o T-square o triangles o scales o template o eraser o erasing shield o Computer aided software is used to draw the landscape and the landscape features. Instruments o computer with adequate memory and hard drive capacity o design software programs o storage devices (CD, DVD, memory stick, etc.) o printer or plotter Inventory skills and abilities of designer. Try to accommodate desires of the client. Choose the appropriate method to use. Use the chosen method to implement landscape development procedures Horticulture II-Landscaping Summer

166 PROCEDURES USED TO DEVELOP LANDSCAPE PLANS The Program or Planning Phase o Conduct a client interview the client will have information about the site, the wants and needs of the client when interviewed by the designer. This is a good time to educate the client about the many possibilities the outdoor site has to offer. Use these steps to conduct the client interview. Ask the client how he/she learned about you and your services. Ask the client why he/she chose you or your business. If the client heard about you or your business from another client, talk with the previous client to get information about likes and dislikes of new client. Ask the client questions to get the information needed to plan a design. (Use the information needed to complete Activity 1 in Appendix 4.02 to guide the types of questions that need to be asked.) o Conduct a site analysis the designer examines the natural, man-made, cultural, physical, and visual characteristics of the site. This collection should be a thorough inventory of the site s positive and negative qualities. Conduct a site analysis to identify existing features in the area to be landscaped. Identify orientation of the house on the lot. Identify direction that the house faces. Identify natural conditions. Soil Existing plant material Existing shade (microclimate) Presence of wildlife Winds (breezes) Terrain features Identify man made features Recreational areas (swimming pools, etc.) Lighting Off site views Noise Architectural style Closeness of neighbors Parking areas Utilities Existing structures Identify cultural features (features associated with human society) Zoning regulations Closeness of public transportation o Develop a problem statement defines the scope of the project in sentences and explains the project to give direction to the designer. It points out the current situation including the strengths and weaknesses Horticulture II-Landscaping Summer

167 o Determine the objectives for the design project use the client interview, site survey, and problem statement to determine the objectives. The general objectives should state what is going to be done to address the situations in the problem statement. From the general objectives, a list of how to meet the objectives should be developed. This list does NOT address how the project will be completed because this will be done in the design phase. o Draw a functional (bubble) diagram referred to as bubble diagram because it uses loosely drawn freeform shapes to represent the use areas or spaces that will accommodate the client s wants and needs. This is the concept or first look at what the design will be. Public area the portion of the landscape that will be seen from the street and is often the front of the house. Select plants that are aesthetically pleasing. The public area has three main functions: Create an attractive setting for the front of the house. Create a point of entry (focal point around the front entry door). Create access to the entry. Family living area the portion of the landscape where the family can bring their social lives outdoors. Examples: an outdoor dining area, outdoor kitchen, patio, pool, play equipment, etc., where family and friends can get together. This area is usually an extension of the home s living room, dining room or family room. Service area the portion of the landscape that is utilitarian. It is usually near the back or side of the house separate from the public and private areas. In this area you may find a storage building, trash cans, pet area, compost pile, vegetable garden, etc. This area is usually close to the kitchen. Private living area the portion of the landscape that typically joins the master bedroom, it generally is not in view of the public. Examples: an area for adults to relax and read or enjoy a summer afternoon in a quiet place. This area is usually small and may or may not be screened. If there is no access from the bedroom, a private living area may not be used in the design. The Design Phase o Draw a preliminary design breaks the bubbles to reveal the designer s first draft vision of how each area of the landscape will be shaped. The preliminary design superimposes the concepts from the bubble diagram to the space of the site to show where they are located on the site. This is the design where trial and error can be done rather quickly and easily. More than one preliminary design can and probably should be made for the site so that they can be evaluated with the best one being chosen to develop into the final plan Horticulture II-Landscaping Summer

168 o Draw the final plan incorporates all the suggestions and reactions of the client into a master drawing that is detailed and completely specific in its intent for the landscape. Select a scale that will allow the total site to be reproduced on a workable size paper and still leave room for title block, notes, and other needed information. Place paper on a drawing board. Use a T-square to square the paper on the drawing board and tape down the corners of the paper to the drawing board. Select the appropriate drawing instruments needed to begin the plan. Begin the sheet layout. Title Information (Title Block) should be located on right bottom or extreme right side of sheet. o Client and designer information client s name client s address designer s name designer s address o Drawing information sheet title scale North arrow date Location on the paper o Plan should be off center toward the left and/or toward the top of the paper to allow for title block, legend, notes, etc. in blank white space on the right and/or at the bottom of the paper. o Draw a border about ½ inch to 1 inch at the top, bottom, and right side of paper and make the left side border about an extra inch 1 ½ to 2 inches from the side to allow for stapling or fastening the pages together. Assign use areas to appropriate parts of the property. Select focal points and locate them within the appropriate use areas. Shape each use area to direct attention to the focal point and to relate focal point to adjoining use areas. Retain the shapes from the step above and convert the lines to planting beds and other outdoor wall elements. Define the function to be served by each plant in the design. Select plant species that will serve the roles needed and use symbols to represent their mature size and plant type. Select enclosure, surfacing, and enrichment items to complement the total design and use symbols to represent them. Label all elements of the plan and keep the lettering on or near the symbols. Compile a list of all plant species used and the total number needed of each. Trace the completed design on appropriate type paper if hand-drawn. If using computer design program, print appropriate size plan Horticulture II-Landscaping Summer

169 PROCEDURES USED TO DEVELOP IRRIGATION PLANS The Program or Planning Phase o Analyze characteristics of the site to determine water requirements of the plants to be irrigated. o Determine the needs and desires of the clients. o Match needs of clients and capabilities of the site as closely as possible. o Determine the Gallons Per Minute (GPM) that the main water supply can provide to the irrigation system. o Divide the number in half and that is the maximum amount of gallons per minute that can be sent to any zone at one time. o Analyze the area to be irrigated and determine the best type of sprinkler to use in that location. o Take notice of the shape of the area and the irrigation needs of the plant. May be able to use a spray head instead of a rotary sprinkler. o The sprinkler throw areas need to overlap to the sprinkler head. This allows for good coverage in windy conditions. o Divide the sprinklers into zones based on the water usage of the sprinklers in that area and the types of sprinklers in the area. o Use the correct symbols to represent materials that will be used. o Locate the main water supply line. All irrigation for the system will come from the main supply line. o Determine if water supply source is public or private. All systems that use a public water supply must have a back flow preventer off the main line to the irrigation system. The symbol on an irrigation plan for a back flow preventer is: o For each Zone you will need a remote control valve. The symbol for a remote control valve is: o The sprinkler is designated with a small round circle Ex: o To show the throw area of a sprinkler, draw in the approximate area of the throw Horticulture II-Landscaping Summer

170 The Design Phase o Select a scale that will allow the total site to be reproduced on a workable size paper and still leave room for title block, notes, and other needed information. o Place paper on a drawing board. Use a T-square to square the paper on the drawing board and tape down the corners of the paper to the drawing board. o Select the appropriate drawing instruments needed to begin the plan. o Begin the sheet layout. Title Information (Title Block) should be located on right bottom or extreme right side of sheet. client and designer information client s name client s address designer s name designer s address Drawing information sheet title scale North arrow date Location on the paper Plan should be off-center toward the left and/or toward the top of the paper to allow for title block, legend, notes, etc. in blank white space on the right and/or at the bottom of the paper. Draw a border about ½ inch to 1 inch at the top, bottom, and right side of paper and make the left side border about an extra inch 1 ½ to 2 inches from the side to allow for stapling or fastening the pages together. o Draw or copy existing features from the lot including buildings, property lines, utilities, plants, hardscapes, etc. o Select irrigation components that will serve the roles needed and use symbols to represent their types and locations. o Label all elements of the plan and keep the lettering on or near the symbols. o Compile a list of all irrigation components used and the total number needed of each. o Trace the completed design on appropriate type paper if hand-drawn. If using computer design program, print appropriate size plan Horticulture II-Landscaping Summer

171 Objective: % C3 Apply procedures to develop landscape and irrigation plans. INSTRUCTIONAL ACTIVITIES 1. Ask students Why do landscaping students need to understand how to develop and read landscape and irrigation plans? and have a student write responses on the board. 2. Discuss with students procedures used to select the different methods and instruments used to develop landscape and/or irrigation plans. Students take notes on their own paper. 3. Demonstrate to students how to use different methods and instruments to develop landscape and/or irrigation plans and discuss advantages and disadvantages of each method. 4. Assign students to use procedures to select the appropriate method to use to develop a landscape and/or an irrigation plan. Use Checklist for Procedures to Select Appropriate Method to Develop Plans. 5. Ask students, Which method do you prefer and why? and summarize their responses on the board. 6. Discuss with students the differences between the program or planning phase and the design phase to develop landscape plans. 7. Discuss with students the procedures to conduct a client interview and have students take notes on their own paper. RELEVANCY TO OBJECTIVE 1. Helps students UNDERSTAND B2 reasons for learning how to develop and read landscape and irrigation plans. 2. Helps students UNDERSTAND B2 procedures used to select methods and instruments used to develop landscape and or irrigation plans. 3. Helps students COMPARE B2 methods and instruments used to develop landscape and irrigation plans. 4. Helps students APPLY A1 procedures to select appropriate method to develop plans and provides assessment. 5. Helps students UNDERSTAND B2 methods and instruments used to develop landscape and irrigation plans. 6. Helps students COMPARE B2 different phases of developing landscape plans. 7. Helps students UNDERSTAND B2 procedures to conduct a client interview Horticulture II-Landscaping Summer

172 8. Assign students to complete a client interview with a classmate or a family member using Worksheet in Appendix Helps students APPLY C3 procedures to conduct a client interview to determine landscape design needs. 9. Assign students to use pp in Residential Landscape Architecture: Design Process for the Private Residence to identify and recognize natural, man made, and cultural characteristics in a given landscape. Discuss with students the steps used to conduct a site analysis. Students will take notes on their own paper. Students will draw and/or find two pictures for each of the following: natural, man-made, and cultural features in landscapes. 10. Discuss with students how to develop a problem statement for a landscape plan and assign students to take notes on their own paper. 11. Discuss with students how to determine the objectives for a problem statement and assign students to take notes on their own paper. 12. Assign students to develop a problem statement and determine objectives for a specific landscape situation and grade their work. 13. Use Figure 9-38 Steps in the layout of a residential landscape plan from pp in Ornamental Horticulture: Science, Operation, and Management to discuss with and demonstrate to students the steps used to develop a landscape plan. 14. Assign students to use the partially completed landscape on page 95 in Landscaping Principles and Practices, to create a bubble diagram incorporating the public, family living, private, and service areas using a given landscape and incorporating at least 5 items in each functional area. Use Outdoor Room Concept Rubric in Appendix 4.02 to score diagram. 9. Helps students UNDERSTAND B2 how to locate natural, man made, and cultural features in a landscape and how to conduct a site analysis. 10. Helps students UNDERSTAND B2 how to develop a problem statement. 11. Helps students UNDERSTAND B2 how to determine objectives for a problem statement. 12. Helps students APPLY C3 the steps to develop problem statements and objectives and provides assessment. 13. Helps students UNDERSTAND B2 the steps used to develop landscape and irrigation plans. 14. Helps students UNDERSTAND B2 use areas and their functions (public, family living, private, and service) and provides assessment Horticulture II-Landscaping Summer

173 15. Assign students to use Worksheet Landscape Design Project sheet from Appendix 4.02 to develop a landscape design incorporating the above activities including the principles of design. Use Final Design Rubric from Appendix 4.02 to score the landscape design. 16. Discuss with students the differences between the program or planning phase and the design phase to develop irrigation plans. 17. Use UNPACKED CONTENT to discuss with students the procedures used in the planning phase to develop irrigation systems and assign students to take notes on their own paper. 18. Use UNPACKED CONTENT to discuss with students the procedures used in the design phase to develop irrigation plans and assign students to take notes on their own paper. 19. Use Worksheet in Appendix 4.02 to show students a completed irrigation plan and have students locate key components such as: sprinkler heads, back flow preventer, main lines, lateral lines, and remote control valve. 20. Obtain an irrigation plan, make copies for students, and take students on a field trip to see implementation of the plan. Students use plan to find and identify irrigation components on the site. 21. Assign students a sample site to develop an irrigation plan using Landscaping Principles and Practices, pp Use Worksheet in Appendix 4.02 to develop irrigation plans. Use Rubric for Home Irrigation Design Project from Appendix 4.02 to evaluate irrigation plans and discuss results with students. 22. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 15. Provides students the opportunity to APPLY C3 skills necessary to complete a landscape plan and provides assessment. 16. Helps students COMPARE B2 different phases of developing irrigation plans. 17. Helps students UNDERSTAND B2 planning phase procedures used to develop irrigation systems. 18. Helps students REMEMBER A1 steps used to develop an irrigation plan. 19. Helps students REMEMBER A1 key symbols on an irrigation plan and how they are used. 20. Helps students REMEMBER A1 key symbols on an irrigation plan and how they are used. 21. Helps students APPLY C3 procedures to develop irrigation plans and provides assessment. 22. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

174 Objective: % C3 REFERENCES Booth, N. K. & Hiss, J. E. (1991). Residential Landscape Architecture: Design Process for the Private Residence. Englewood Cliffs, NJ: Prentice Hall. Apply procedures to develop landscape and irrigation plans. WEBSITES Ingles, J. E. (1997). Landscaping Principles and Practices. Albany, NY: Delmar-Thompson Learning, Inc. Ingles, J. E. (2004). Ornamental Horticulture: Science, Operation, and Management. Albany, NY: Delmar Learning Horticulture II-Landscaping Summer

175 OBJECTIVE 4.02 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

176 Name Date Checklist for Using Procedures to Select Appropriate Method to Develop Plans. Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Survey available design tools, supplies, equipment, and software. 2. Inventory skills and abilities of designer. 3. Try to accommodate desires of the client. 4. Choose the appropriate method to use. 5. Use the chosen method to implement landscape development procedures Horticulture II-Landscaping Summer

177 Name Date Period Worksheet Client Interview (page 1 of 2) Directions: Interview a classmate or a family member to get the information needed and then complete Worksheet Client Interview. Family members Name Age Sex Hobbies Public Area Type of driveway: gravel asphalt concrete other: Number of cars used by the family: Is off street parking necessary? Privacy from the street? Landscape lighting? Where: Hardscapes: fences brick pavers walls other Outdoor Living Area Personal landscape maintenance time: minimal moderate a great deal Gardening interest: Type of plants Variety Variety Variety Variety Vegetables Perennials Annuals Trees Shrubs 6882 Horticulture II-Landscaping Summer

178 Name Date Period Worksheet Client Interview (page 2 of 2) Entertaining: small groups large groups other: Yard games: Outdoor kitchen: Type of equipment Details and Description Sink Grill: gas charcoal Seating: permanent temporary Fire pit Overhead covering Floor covering Lighting Electricity Water Storage Refrigerator Wet bar Entertainment equipment Swimming pool: size: permanent not permanent Decking/Patio: Type of material Flagstone Brick paver Concrete stamped Concrete Wood Location/ Use Service Area Item Compost bin Dog kennel/ run Garage cans Storage areas Children s play area Location/ Use Other notes or comments: 6882 Horticulture II-Landscaping Summer

179 Student s Name: Period: Assessment: OUTDOOR ROOM CONCEPT LANDSCAPING RUBRIC Evaluation Criteria Excellent Good Fair Poor Score How effectively did the student: Use a straight edge to draw and divide the outdoor room into four areas Color code the outdoor room as instructed by the teacher Use appropriate symbols for trees, shrubs and hardscapes Used a straight edge to divide all outdoor rooms 10 Used correct colors to identify the outdoor rooms 10 All symbols used were correct and accurate 30 N/A Used 3 of 4 correct colors to identify the outdoor rooms 9 2 to 3 symbols were used incorrectly 29, 28, 27, 26, 25 N/A Used 2 correct colors to identify the outdoor rooms 8 3 to 4 symbols were used incorrectly 24, 23, 22, 21, 20 Did not use a straight edge to divide all outdoor rooms 0 Used 1 correct color to identify the outdoor rooms 7 or below More than 5 symbols were used incorrectly 19 and below Total Possible Points: 50 Total Score: Comments: 6882 Horticulture II-Landscaping Summer

180 Name: Date: Worksheet LANDSCAPE DESIGN PROJECT This Landscape Design Project booklet will be numbered in reverse order. The back or last page will be number 1 progressing to the top or first page which will be number 5. The top four pages will be vellum paper. Page 1 On the graph paper provided, draw a house, drive and patio. Conduct a client interview with your table partner. Page 2 Draw existing trees and shrubs you want to keep and storage buildings. Page 3 Divide the plan into the four outdoor room areas and label. Page 4 Draw the bubble diagrams of the areas to be landscaped. Page 5 Draw correct symbols for trees, shrubs, planting beds and hardscapes to scale and color your completed landscape design. On a separate sheet of paper, type the names of all the plants used in the completed landscape design citing the scientific name and common names for the plant material Horticulture II-Landscaping Summer

181 Student s Name: Period: Assessment: FINAL DESIGN LANDSCAPING RUBRIC Evaluation Criteria Excellent Good Fair Poor Score How effectively did the student: Correctly measure and draw the landscape. Conduct a client interview with his/her table partner or a family member. Demonstrate proper use of the drawing instruments. Demonstrate appropriate lettering. Incorporate the outdoor room concept. Demonstrate proper use of symbols. Effectively incorporate the principles of design. Comments: Neat, lightly drawn Neat Somewhat neat with some smudges 7, 6, ,8 Conducted an interview 10 N/A N/A All drawing instruments were used appropriately 10 All letters used were correct and accurate 10 All outdoor room areas were justified by appropriate placement of plant material and hardscapes 10 All symbols used were correct and accurate 20 Proper demonstration of all 6 principles of design 30 Some drawing instruments were used appropriately 9, 8, letters were used incorrectly 9, 8 3 outdoor room areas were justified by appropriate placement of plant material and hardscapes 9, symbols were used incorrectly 19, 18 Proper demonstration of 5 of 6 principles of design 29, 28, 27, 26 Total Possible Points: 100 Few drawing instruments were used appropriately 6, 5, letters were used incorrectly 7, 6 2 outdoor room areas were justified by appropriate placement of plant material and hardscapes 7, 6 3 to 4 symbols were used incorrectly 17, 16, 15, 14 Proper demonstration of 4 of 6 principles of design 25, 24, 23, 22 Sloppy and smudged 4 or below Did not conduct a client interview. 0 There was no evidence of drawing instruments used 3 or below More than 5 letters were used incorrectly 5 or below There was no evidence of the outdoor room concept used 5 or below More than 5 symbols were used incorrectly 15 or below Proper demonstration of 3 or fewer principles of design 21 or below Total Score: 6882 Horticulture II-Landscaping Summer

182 Name Date Worksheet Irrigation Planning Sheet 6882 Horticulture II-Landscaping Summer

183 Name: Date: Worksheet Home Irrigation Design Project Your Landscape Design Company has been asked to develop an irrigation plan for the Smith Residence. In this design they want every part of their lawn covered with automatic sprinklers. The town does not allow impact sprinklers for residential designs. The town also requires the use of a backflow preventer in any irrigation system within city limits. The GPM use for the system is not to exceed 12 GPM. Since your company has a contract with Rain Bird, all items used in the design will be Rain Bird. You are to develop a plan for the Smith Residence including items such as a controller, valves and even the placement of the PVC lines for the sprinklers and their respected zones. When project is completed, you are to have the following items: 1. The design layout on the grid line paper 2. A separate key for the sprinklers, lines, and items in the irrigation system for the design layout The completed proposal is due. See attached rubric for grading information Horticulture II-Landscaping Summer

184 Name: Date: Rubric for Home Irrigation Design Project Category Drawing Sprinkler Layout Supporting Irrigation Components Important Questions Was scale correct? Were items drawn to scale? Was drawing neat? Was key correct and legible? Were the correct sprinklers used? Was spacing of sprinklers correct? Was area of throw drawn correctly? Was the water main indicated? Was main line indicated? Were zones established correctly? Possible Points No Errors Few Errors Many Errors Extreme Errors 0-10 No Errors Few Errors Many Errors Extreme Errors 0-10 No Errors Few Errors Many Errors 6-10 Extreme Errors 0-5 Points Earned Earned Maximum Points = 100 Comments: Total Points 6882 Horticulture II-Landscaping Summer

185 COURSE: 6882 Horticulture II-Landscaping UNIT B Landscape Design COMPETENCY: % C3 Apply procedures to develop plans, estimates, and quotes. Objective: % A1 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans. Essential Questions: What is the purpose of an estimate? What is the main difference between a quote and an estimate? What abilities are needed to make estimates and quotes? What is included in estimates and quotes? UNPACKED CONTENT Key terms used in estimates and quotes o Estimates an approximate price to complete a specific project. o Bid (or bidding)--a fixed price on the landscape job to be completed. o Quote to give exact information on a specific project. o Specs (specifications)--written description of landscape materials needed, number of hours that the job will take and a timeline for the project completion. o Overhead the general cost of operating a business and is the most likely cost to be left out of estimates by a new landscaper. Assignable includes non-labor and non-material costs. Examples: special permits, equipment rental, special insurance, temporary utility costs. Unassignable includes the costs of operating a business that can not be credited directly to a specific project. Examples: cost of equipment, vehicles, gas, tools, insurance, payroll expenses, office expenses, benefits and sick leave. o Materials items used in a project. o Labor calculating the time required to install a project. (This is one of the most difficult tasks of the landscape contractor.) o Contingencies used if a contractor cannot predict weather issues, material delays, labor shortages, equipment which needs repair, etc. (A portion of the project costs should be reserved as a contingency fund which is usually 5%-10% of the total material and labor costs.) o Profit net income after expenses. o Lump sum a bid format in which all project costs are provided to the client in a single number. o Itemized a list of all items and their costs. o Time and Materials (cost plus) a type of bid that provides a set price for materials and unassignable overhead, plus an hourly cost for labor. o Unit costs cost per item Horticulture II-Landscaping Summer

186 Abilities needed to estimate or quote landscape installation and maintenance jobs o Read and interpret specifications (specs) and drawings for projects o Research costs used to estimate or quote o Know ability of your employees to perform project tasks o Know condition and special requirements for working in a particular region (piedmont, mountains, beach) o Know the client s wants and needs o Use interpersonal skills your ability to interact with your client and with others Items included in an estimate o Cover letter concerning the estimate o Quantities of each type material needed based on landscape or irrigation plan o The approximate cost of materials and labor for the landscape design or the irrigation plan if not provided by client o The approximate cost of clearing the site including labor if site clearing is needed o The approximate cost of plant materials including labor to install o The approximate cost of construction materials plus labor to install o The approximate cost of turfgrass installation materials plus labor to install o The approximate operating cost of equipment including fuel and labor o The approximate cost of sales taxes on materials o The approximate overhead costs (the % assigned to this project) This cost is usually added into the labor costs on estimates. Many inexperienced business owners forget to include overhead and profit when preparing estimates causing business failures. o The approximate total cost for the landscaping or irrigation project o Name of the person completing the estimate and the date of the estimate Items included in a quote o Cover letter concerning the quote o Quantities of each type material needed based on landscape or irrigation plan o The actual cost of materials and labor for the landscape design or the irrigation plan if not provided by client o The actual cost of clearing the site including labor if site clearing is needed o The actual cost of plant materials including labor to install o The actual cost of construction materials plus labor to install o The actual cost of turfgrass installation materials plus labor to install o The actual operating cost of equipment including fuel and labor o The actual cost of sales taxes on materials o The actual overhead costs (the % assigned to this project) This cost is usually added into the labor costs on quotes. Many inexperienced business owners forget to include overhead and profit when preparing quotes causing business failures. o The actual total cost for the landscaping or irrigation project o Name of the person completing the quote and the date of the quote o Allowance for contingencies The major difference between an estimate and a quote is that an estimate uses approximate costs and a quote uses actual costs. Since a quote uses actual costs, allowances are made for contingencies Horticulture II-Landscaping Summer

187 Objective: % A1 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans. INSTRUCTIONAL ACTIVITIES 1. Ask students, Why do landscapers need to know how to estimate jobs? and write their responses on the board. 2. Use UNPACKED CONTENT to define and discuss with students key terms, abilities needed, and items included in estimates and quotes. Assign students to take notes on Worksheet Terms and Abilities Needed To Prepare Estimates and Quotes from Appendix Use UNPACKED CONTENT to explain items included in estimates and quotes and the difference between the two and assign students to use their own paper take notes. 4. Assign students to use Worksheet Sample Estimate from Appendix 4.03 to prepare an estimate for a landscaping project. Grade and discuss results with students. 5. Assign students to use Worksheet Estimate Worksheet from Appendix 4.03 to prepare an estimate for a landscaping plan from Appendix Assign students to use websites or call local businesses for prices of materials. (Teacher may prefer to provide a price list.) Grade and discuss results with students. Reteach as needed based on assessment results. 6. Assign students to use Worksheet Estimate Worksheet from Appendix 4.03 to prepare an estimate for an irrigation plan from Appendix Assign students to use online store for component prices with PVC costing $1.00 for a 10-foot section. Elbows and T-s cost $0.20 each. (Teacher may prefer to provide a price list.) Grade and discuss results with students. Re-teach as needed based on assessment results. 7. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. RELEVANCY TO OBJECTIVE 1. Helps students UNDERSTAND B2 why they need to know how to estimate jobs. 2. Helps students REMEMBER A1 concepts and abilities used to prepare estimates and quotes. 3. Helps students and UNDERSTAND B2 items included in estimates and quotes and the difference between the two. 4. Helps students APPLY C3 procedures to prepare estimates and quotes and provides assessment. 5. Helps students UNDERSTAND B2 how to prepare estimates and quotes and provides assessment. 6. Helps students APPLY C3 procedures to prepare estimates and quotes and provides assessment. 7. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

188 Objective: % A1 REFERENCES Ingles, J. E. (1997). Landscaping Principles and Practices. Albany, NY: Delmar-Thompson Learning, Inc. Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans. WEBSITES Ingles, J. E. (2004). Ornamental Horticulture: Science, Operation, and Management. Albany, NY: Delmar Learning. Boor, Mary Ann (1994). Math for Horticulture, Answer Key. Columbus, Ohio: Curriculum Materials Service, The Ohio State University. Boor, Mary Ann (1994). Math for Horticulture, Student Manual. Columbus, Ohio: Curriculum Materials Service, The Ohio State University Horticulture II-Landscaping Summer

189 OBJECTIVE 4.03 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

190 Name Date Worksheet Terms and Abilities Needed To Prepare Estimates and Quotes Directions: Write the definition of the terms. Write the abilities needed to estimate or quote jobs. Terms Definitions Estimates Bid Quote Specifications Overhead Materials Labor Contingencies Profit Lump sum Itemized Time and Materials (Cost Plus) Unit costs Abilities Needed to Estimate or Quote Jobs 6882 Horticulture II-Landscaping Summer

191 Worksheet Sample Estimate Jones Landscape Co. 121 South Street Charlotte, NC Customer: John Smith 123 North Street Charlotte, NC Quantity Size Description Unit Price Extended Price Red Maple $ $ 1 5 gal. Spriea Little Princess $ $ 15 1 gal. Coreopsis, Moonbeam $ 8.50 $ 5 1 gal. Iris, Bearded $ 7.50 $ 3 3 gal. Holly, Helleri $ $ 1 - Bed prep $ $ 7 cu. Yd. - Top soil $ $ Brick for edging $ 1.75 $ 7 cu. Yd. - Mulch, cypress $ $ 1 Labor for installation $ $ Materials Subtotal $ Tax 7.5% $ Materials Total $ Labor Cost $ Total Cost of $ Project 6882 Horticulture II-Landscaping Summer

192 Worksheet ESTIMATE WORKSHEET Project Name Project Location Name of the Estimator: Date Prepared Description/ Dimensions Quantity/ Units Cost per Unit Materials Labor Equipment Sub- Totals Totals 6882 Horticulture II-Landscaping Summer

193 HORTICULTURE II LANDSCAPING 6882 UNIT C LANDSCAPE INSTALLATION AND MAINTENANCE RBT Classification Course Weight C LANDSCAPE INSTALLATION AND MAINTENANCE 55%5 LC05.00 Apply procedures to install landscapes. C3 29% LC05.01 Remember the uses for materials and hand tools used to A1 3% install landscapes. LC05.02 Apply procedures to use equipment to install landscapes. C3 5% LC05.03 Apply procedures to install turfgrass. C3 9% LC05.04 Understand procedures used to plant, stake/guy, and B2 6% mulch landscape plants. LC05.05 Apply procedures to incorporate hardscapes into C3 6% landscapes. LC06.00 Apply procedures to maintain landscapes and C3 26% landscape equipment. LC06.01 Apply procedures to prune, fertilize, and mulch landscape plants. C3 8% LC06.02 Understand pests and their control in landscapes. B2 6% LC06.03 Apply procedures to maintain turfgrass. C3 6% LC06.04 Apply procedures to maintain landscape equipment and tools. C3 6% 6882 Horticulture II-Landscaping Summer

194 Unit C: Landscape Installation and Maintenance Unit Overview This unit focuses on the skills necessary to install and maintain landscapes. Most of the objectives deal with procedures used to install and/or maintain landscapes. Safety should be taught, emphasized, and enforced since tools, equipment, and chemicals will be used. Specific instructional supplies and equipment required for this unit consist of: o Tiller, chain saw, tractor, and mower with Operator s Manuals. o Fuel, lubricants, and other materials needed to operate equipment. o Hand tools and landscaping supplies including hardscape materials. o Tools and equipment needed to maintain equipment and hand tools. Instructional support materials and websites for instructional activities suggested in this curriculum guide can be found at the end of each competency s instructional outline. Opportunities for students to participate in FFA activities and supervised agricultural experiences should be available for students. Be sure to read the guide and plan ahead. Become familiar with websites, tools, materials, and equipment prior to assigning activities. After the IMS classroom test items have been through the validation and reliability steps by SDPI and are released, the teacher will probably want to use those test items and may not want to or need to use all the classroom tests included in the Instructional Activities Horticulture II-Landscaping Summer

195 COURSE: 6882 Horticulture II-Landscaping UNIT C Landscape Installation and Maintenance COMPETENCY: % C3 Apply procedures to install landscapes. Objective: % A1 Remember the uses for materials and hand tools used to install landscapes. Essential Questions: What materials are used for landscape installation and how are they used? What hand tools are used for landscape installation and how are they used? UNPACKED CONTENT o How Different Landscape Materials Are Used Locate and obey safety precautions and instructions. Use supplies and materials for their intended purpose. Landscape fabric a geotextile used to prevent runoff (erosion) for new construction and steep slopes; and place fabrics underneath mulches to block weed growth (weed barrier). Fertilizers apply to improve soil fertility and provide necessary nutrients to plants. Chemicals control pests. Plant materials (bedding plants, bulbs, groundcovers, shrubs, trees, and sod) beautify, prevent erosion, make windbreaks, increase property value, provide comfort. Mulch moderate soil temperatures, conserve soil moisture, and reduce weed growth. Dry stack stone (Dry laid stone) stone laid without using mortar joints to make walls. Edging material material used along an edge to hold pavers or mulch in place. Pavers 4"X 8" a solid brick used for walks and patios. Screenings/sand a base material under pavers and to fill cracks between pavers. Woods (railroad ties, treated lumber) used as edging material or for retaining walls. Mason s twine used when excavating the site to help determine depth; used to help lay out hardscape areas. Stakes used to lay out excavation site and to stake/guy trees. Wire fasten tree supports to stakes when staking/guying trees. Fabric webbing fasten tree supports to stakes when staking/guying trees. Nylon strap fasten tree supports to stakes when staking/guying trees. Rope fasten tree supports to stakes when staking/guying trees. Flagging tape used to warn public of potential danger from materials used to stake/guy trees Horticulture II-Landscaping Summer

196 o How Different Hand Tools Are Used Locate and obey safety precautions and instructions. Visually inspect the tool to see if it is mechanically fit to use. Use tools for their intended purposes. Clean the tools and store in proper place. Rakes smooth or gather materials and debris. Shovels dig and spread materials and define edges. Hand saws cut wood for small projects. Garden trowels plant bedding plants. Mattocks dig and loosen hard compacted soil. Shears (pruning or hedge) trim, prune, and shape shrubs. Levels (mason s or line) level hardscape materials. Squares square hardscape materials. Hole diggers dig holes for fence posts. Tamp (tamper or vibraplate) pack or compact soil or base materials. Buckets transport materials. Hoses water new plants. Masonry trowels place mortar Pruning saws cut branches larger than 1 ½ inches in diameter. Mallets drive stakes and tap pavers into place. Transit (engineer s level) determine grade and elevation. Spreaders apply fertilizers and lime (push, drop, 3 point). Wheelbarrow move or transport soil and materials. Brick cutters (brick hammer, brick chisel, masonry saw) break or saw pavers and other masonry materials. Broom sweep screenings into cracks of completed patios or walks. Garden rake move materials to make them level. Knee pads protect knees when working on hard surfaces. Masonry hammer cut or break pavers or stone. Screed level screenings or concrete after it is placed Horticulture II-Landscaping Summer

197 Objective: 5.01 A1 3% Remember the uses for materials and hand tools used to install landscapes. INSTRUCTIONAL ACTIVITIES 1 Show slides, pictures, and/or real items to help students identify materials and hand tools and explain to students their uses. 2. Divide students into small groups and assign a group of materials or hand tools for students to find information about their uses from websites, manufacturer s instruction sheets, North Carolina Certified Landscape Technician Study Manual pp , and Agricultural Mechanics Fundamentals and Applications pp Each group uses Worksheet and/or Worksheet to record information. 3. Each group uses appropriate Worksheet and/or Worksheet to give a presentation to the class on findings. Each student uses his/her Worksheet and/or Worksheet to take notes on uses as presentations are given. 4. Administer Test and Test from Appendix 5.01 for students to complete. Score tests and give back to students so that they can see which answers they missed. Reteach as needed based on assessment results. 5. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. RELEVANCY TO OBJECTIVE 1. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes. 2. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes. 3. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes. 4. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes and provides assessment. 5. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

198 Objective: 5.01 A1 3% REFERENCES Herren, Ray V. & Cooper, Elmer L. (2004). Agricultural Mechanics-Fundamentals and Applications. Clifton Park, NY: Delmar Cengage Learning. Remember the uses for materials and hand tools used to install landscapes. WEBSITES hort.php Others for different brands of materials and tools. Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Manufacturer s Instruction Sheets 6882 Horticulture II-Landscaping Summer

199 OBJECTIVE 5.01 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

200 Name Date Worksheet Materials & Their Uses (Page 1 of 2) Directions: Use the references provided and write in the second column the correct use for each material listed in the first column. Materials Landscape fabric Uses Fertilizers Chemicals Plant materials Mulch Dry stack stone Edging material Pavers Screenings/sand Woods 6882 Horticulture II-Landscaping Summer

201 Name Date Worksheet Materials & Their Uses (Page 2 of 2) Directions: Use the references provided and write in the second column the correct use for each material listed in the first column. Materials Mason s twine Uses Stakes Wire Fabric webbing Nylon strap Rope Flagging tape 6882 Horticulture II-Landscaping Summer

202 Name Date Worksheet Hand Tools & Their Uses (Page 1 of 2) Directions: Use the references provided and write in the second column the correct use for each hand tool listed in the first column. Hand Tools Uses Rakes Shovels Hand saws Garden trowels Mattocks Shears (pruning or hedge) Levels (mason s or line) Squares Hole Diggers Tamp Buckets Hoses 6882 Horticulture II-Landscaping Summer

203 Name Date Worksheet Hand Tools & Their Uses (Page 2 of 2) Directions: Use the references provided and write in the second column the correct use for each hand tool listed in the first column. Hand Tools Masonry trowels Uses Pruning saws Mallets Transit Spreaders Wheelbarrow Brick cutters Broom Garden rake Knee pads Masonry hammer Screed 6882 Horticulture II-Landscaping Summer

204 ANSWER KEY for Test for Activity 4 k 1. j 2. i 3. h 4. g 5. f 6. e 7. d 8. l 9. c 10. m 11. b 12. a 13. n Horticulture II-Landscaping Summer

205 Name Date Test for Activity 4 Directions: Write the letter for the correct answers in the blanks (or on an answer sheet if instructed to do so by your teacher) to match the material with its use. Materials 1. Landscape fabric 2. Fertilizers 3. Chemicals 4. Plant materials 5. Mulch 6. Dry stack stone 7. Edging material 8. Pavers 9. Screenings/sand 10. Woods 11. Mason s twine 12. Stakes 13. Wire 14. Flagging tape Uses a. fasten tree supports to stakes b. stake or guy trees c. edging material or retaining wall d. solid brick used for walks or patios e. used along edge to hold pavers f. stone laid without using mortar g. conserve soil moisture h. shrubs, trees, and groundcovers i. control pests j. improve soil fertility and nutrients k. geotextile used to block weeds l. used under pavers m. lay out hardscape areas n. warn of potential danger 6882 Horticulture II-Landscaping Summer

206 ANSWER KEY for Test for Activity 4 s 1. u 2. t 3. w 4. v 5. r 6. q 7. p 8. o 9. n 10. g 11. l 12. m 13. k 14. j 15. h 16. i 17. f 18. e 19. d 20. a 21. c 22. b Horticulture II-Landscaping Summer

207 Name Date Test for Activity 4 Directions: Write the letter for the correct answers in the blanks (or on an answer sheet if instructed to do so by your teacher) to match the tool with its use. Hand Tools 1. Rakes 2. Shovels 3. Hand saws 4. Garden trowels 5. Mattocks 6. Shears (pruning or hedge) 7. Levels (mason s or line) 8. Squares 9. Hole Diggers 10. Tamp 11. Transit 12. Hoses 13. Masonry trowels 14. Pruning saws 15. Mallets 16. Spreaders 17. Wheelbarrow 18. Brick cutter 19. Broom 20. Garden rake 21. Knee pads 22. Masonry hammer 23. Screed Uses a. protect knees b. level screenings or concrete c. cut or break pavers or stone d. move materials to make level e. sweep screenings into cracks f. break or saw masonry materials g. determine grade and elevation h. apply fertilizers and lime i. transport soil and materials j. drive stakes and tap placers k. cut branches over 1 ½ inches l. water new plants m. place mortar n. pack soil or base materials o. dig holes for fence posts p. square landscape materials q. level hardscape materials r. trim, prune, and shape shrubs s. smooth or gather materials t. cut wood for small projects u. dig and spread materials v. dig and loosen hard soil w. plant bedding plants 6882 Horticulture II-Landscaping Summer

208 COURSE: 6882 Horticulture II- Landscaping UNIT C Landscape Installation and Maintenance COMPETENCY: % C3 Apply procedures to install landscapes. Objective: % C3 Essential Questions: Why is it important to use the correct owner s manual? What procedures are used to operate a rototiller? What procedures are used to operate a chain saw? What procedures are used to operate a tractor? UNPACKED CONTENT Use Landscape Equipment Apply procedures to use equipment to install landscapes. NOTE: USE THE CORRECT OWNER S MANUAL FOR EACH PIECE OF EQUIPMENT BECAUSE DIFFERENT BRANDS AND MODELS HAVE SOME PROCEDURES SPECIFIC TO THAT BRAND AND MODEL. o Rototiller Refer to Owner s Manual for important instructions. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Visually inspect to see if it is mechanically fit to start (belts, tines, and hoses). Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures. Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. Use proper safety gear, such as hearing protection. Start in a safe manner according to instructions in Owner s Manual for the brand and model rototiller used. Till a designated area to loosen soil to a depth of 3 using instructions in Owner s Manual for the brand and model rototiller used Horticulture II-Landscaping Summer

209 Shut down using instructions in Owner s Manual for the brand and model rototiller used. Park the machine using instructions in Owner s Manual for the brand and model rototiller used. o Chain saw Refer to Owner s Manual for important instructions. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Visually inspect the machine to see if it is mechanically fit to start. Inspect chain for tension and adjust to recommended tension. Remove gas cap, check gas, fill tank with recommended gasoline/oil mixture being careful not to overfill, and replace cap. Check air filters and clean or replace as recommended. Check chain oil and fill as needed. Wear proper safety equipment (chaps, eye protection, gloves, and hearing protection). Engage chain brake. Start saw on a flat surface in a safe manner. Position your body, hands, and feet in a manner that is safe in relation to the cutting bar before beginning the cut. Disengage brake. Cut a piece of wood in a smooth and even fashion, without pinching chain or placing blade in dirt to prune large limbs or to remove a tree. Apply the brake to lock the chain. Turn off machine and set it down on a level surface. o Tractor Refer to Owner s Manual for important instructions. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Visually inspect to see if it is mechanically fit to start (belts, attachments, and hoses). Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures Horticulture II-Landscaping Summer

210 Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. Use proper safety gear, such as ear plugs, seat belts and ROPS (roll over protection system). Start in a safe manner according to instructions in Owner s Manual for the brand and model tractor used. Use the tractor to move stockpiled material with tractor and the loader attachment and use tractor and box scrape blade attachment to grade a specific area following instructions in Owner s Manual for the brand and model tractor used. Park the machine using instructions in Owner s Manual for the brand and model tractor used. Lower all attachments. Shut down using instructions in Owner s Manual for the brand and model tractor used. Put on the emergency brake. Remove the key Horticulture II-Landscaping Summer

211 Objective: % C3 Apply procedures to use equipment to install landscapes. INSTRUCTIONAL ACTIVITIES 1. Provide Information Sheet from Appendix 5.02 and discuss the meaning and examples of Safety Words. 2. Provide owner s manual and discuss how to use it to find operating procedures for a specific piece of equipment. 3. Divide students into small groups and assign a piece of landscape equipment for students to find information about operating procedures from North Carolina Certified Landscape Technician Study Manual pp , , Owner s Manuals, and websites. Each group prepares a written report using Worksheets , , and in Appendix 5.02 and gives an oral report on findings. Other students take notes on their worksheets from the presentations of the other groups. 4. Use PPT PowerPoint - PROCEDURES TO USE A ROTOTILLER, PPT PowerPoint - PROCEDURES TO USE A CHAIN SAW, and PPT PowerPoint - PROCEDURES TO USE A TRACTOR to review correct operating procedures for rototillers, chain saws, and tractors, and students make corrections and additions to their own graphic organizers using Worksheets , , and from Instructional Activity 3 above. 5. Demonstrate to students how to operate landscape equipment listed in this objective s Unpacked Content. 6. Provide students opportunities to operate landscape equipment. Use Checklists , , and from Appendix 5.02 to evaluate student performance on each piece of equipment and to determine the need to re-teach. 7. Use website to get rules for FFA Tractor Safety and Skills CDE and Tractor Driving Diagrams. Explain to students and encourage them to participate in this FFA CDE. 8. Use Classroom Test Items to generate and administer tests to assess student s ability to work safely with landscape equipment and to assess the need to re-teach. RELEVANCY TO OBJECTIVE 1. Helps students REMEMBER A1 safety words and meanings. 2. Shows students how to Recognize A1 operating procedures for equipment. 3. Provides students experience in Remember A1 operating procedures for landscape equipment. 4. Helps students UNDERSTAND B2 correct operating procedures for landscape equipment. 5. Helps students see how to APPLY C3 correct operating procedures. 6. Allows students to APPLY C3 procedures to operate equipment in real situations and provides assessments to measure each student s performance. 7. Helps students APPLY C3 procedures, gain proficiency in tractor driving, and have opportunities for students to participate in FFA CDE. 8. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

212 Objective: % C3 REFERENCES Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Owner s Manuals Apply procedures to use equipment to install landscapes. WEBSITES Others for different brands 6882 Horticulture II-Landscaping Summer

213 OBJECTIVE 5.02 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

214 INFORMATION SHEET Safety Precautions and Common Safety Statements o o Warning - used to indicate the presence of a hazard that can cause severe personal injury, death, or substantial property damage if the warning is ignored. Explosive fuel- gas fumes or oils Rotating parts- blades, tines, pulleys, sprockets Hot parts- mufflers, engines Accidental starts- do not bypass safety switches Lethal exhaust gases- carbon monoxide Caution - used to indicate the presence of a hazard that will or can cause minor personal injury or property damage if the warning is ignored such as electrical shock. o Note - used to notify people of installation, operation, or maintenance information that is important but not hazard related. ALWAYS REFER TO THE EQUIPMENT OWNER S MANUAL FOR OTHER IMPORTANT SAFETY INFORMATION Horticulture II-Landscaping Summer

215 Name Date WORKSHEET USING A ROTOTILLER Directions: Record the details of each procedure for using a rototiller. Step 1. Procedure Refer to Owner s Manual for important instructions. Details: 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Details: 3. Visually inspect to see if it is mechanically fit to start (belts, tines, and hoses). Details: 6882 Horticulture II-Landscaping Summer

216 Step Procedure 4. Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures. Details: 5. Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. Details: 6. Use proper safety gear, such as hearing protection. Details: 7. Start in a safe manner according to instructions in Owner s Manual for the brand and model rototiller used. Details: 6882 Horticulture II-Landscaping Summer

217 Step Procedure 8. Till a designated area to loosen soil to a depth of 3 using instructions in Owner s Manual for the brand and model rototiller used. Details: 9. Shut down using instructions in Owner s Manual for the brand and model rototiller used. Details: 10. Park the machine using instructions in Owner s Manual for the brand and model rototiller used. Details: 6882 Horticulture II-Landscaping Summer

218 Name Date WORKSHEET USING A CHAIN SAW Directions: Record the details of each procedure for using a chain saw. Step Procedure 1. Refer to Owner s Manual for important instructions. Details: 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Details: 3. Visually inspect to see if it is mechanically fit to start. Details: 6882 Horticulture II-Landscaping Summer

219 Step Procedure 4. Inspect chain for tension and adjust to recommended tension. Details: 5. Remove gas cap, check gas, fill tank with recommended gasoline/oil mixture being careful not to overfill, and replace cap. Details: 6. Check air filters and clean or replace as recommended. Details: 7. Check chain oil and fill as needed. Details: 6882 Horticulture II-Landscaping Summer

220 Step Procedure 8. Wear proper safety equipment (chaps, eye protection, gloves, and hearing protection. Details: 9. Engage chain brake. Details: 10. Start saw on a flat surface in a safe manner. Details: 11. Position your body, hands, and feet in a manner that is safe in relation to the cutting bar before beginning the cut. Details: 6882 Horticulture II-Landscaping Summer

221 Step 12. Disengage brake. Details: Procedure 13. Cut a piece of wood in a smooth and even fashion, without pinching chain or placing blade in dirt to prune large limbs or to remove a tree. Details: 14. Apply the brake to lock the chain. Details: 15. Turn off machine and set it down on a level surface. Details: 6882 Horticulture II-Landscaping Summer

222 Name Date WORKSHEET PROCEDURES FOR USING A TRACTOR Directions: Record the details of each procedure for using a tractor. Step Procedure 1. Refer to Owner s Manual for important instructions. Details: 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. Details: 3. Visually inspect to see if it is mechanically fit to start (belts, attachments, and hoses). Details: 6882 Horticulture II-Landscaping Summer

223 Step Procedure 4. Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures. Details: 5. Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. Details: 6. Use proper safety gear, such as ear plugs, seat belts and ROPS (roll over protection system). Details: 6882 Horticulture II-Landscaping Summer

224 Step Procedure 7. Start in a safe manner according to instructions in Owner s Manual for the brand and model tractor used. Details: 8. Use the tractor to move stockpiled material with tractor and the loader attachment and use tractor and box scrape blade attachment to grade a specific area following instructions in Owner s Manual for the brand and model tractor used. Details: 9. Park the machine using instructions in Owner s Manual for the brand and model tractor used. Details: 6882 Horticulture II-Landscaping Summer

225 Step Procedure 10. Lower all attachments. Details: 11. Shut down using instructions in Owner s Manual for the brand and model tractor used. Details: 12. Put on the emergency brake. Details: 13. Remove the key. Details: 6882 Horticulture II-Landscaping Summer

226 Name Date Checklist for Using a Rototiller Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Refer to Owner s Manual for important instructions. 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. 3. Visually inspect to see if it is mechanically fit to start (belts, tines, and hoses). 4. Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures. 5. Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. 6. Use proper safety gear, such as hearing protection. 7. Start in a safe manner according to instructions in Owner s Manual for the brand and model rototiller used. 8. Till a designated area to loosen soil to a depth of 3 using instructions in Owner s Manual for the brand and model rototiller used. 9. Shut down using instructions in Owner s Manual for the brand and model rototiller used. 10. Park the machine using instructions in Owner s Manual for the brand and model rototiller used Horticulture II-Landscaping Summer

227 Name Date Checklist for Using a Chain Saw Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Refer to Owner s Manual for important instructions. 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. 3. Visually inspect the machine to see if it is mechanically fit to start. 4. Inspect chain for tension and adjust to recommended tension. 5. Remove gas cap, check gas, fill tank with recommended gasoline/oil mixture being careful not to overfill, and replace cap. 6. Check air filters and clean or replace as recommended. 7. Check chain oil and fill as needed. 8. Wear proper safety equipment (chaps, eye protection, gloves, and hearing protection. 9. Engage chain brake. 10. Start saw on a flat surface in a safe manner. 11. Position your body, hands, and feet in a manner that is safe in relation to the cutting bar before beginning the cut. 12. Disengage brake. 13. Cut a piece of wood in a smooth and even fashion, without pinching chain or placing blade in dirt to prune large limbs or to remove a tree. 14. Apply the brake to lock the chain. 15. Turn off machine and set it down on a level surface Horticulture II-Landscaping Summer

228 Name Date Checklist for Using a Tractor Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Refer to Owner s Manual for important instructions. 2. Locate and obey safety precautions indicated by the words Warning, Caution, or Note. 3. Visually inspect to see if it is mechanically fit to start (belts, attachments, and hoses). 4. Check fluids, air cleaner, tire pressure, maintenance schedule and maintenance records to determine if maintenance should be done. If maintenance is needed, refer to Objective 6.04 for procedures. 5. Remove gas cap and fill fuel tank to approximately 1-1/2 below top of neck being careful not to overfill. Replace the gas cap before starting the engine. 6. Use proper safety gear, such as ear plugs, seat belts and ROPS (roll over protection system). 7. Start in a safe manner according to instructions in Owner s Manual for the brand and model tractor used. 8. Use the tractor to move stockpiled material with tractor and the loader attachment and use tractor and box scrape blade attachment to grade a specific area following instructions in Owner s Manual for the brand and model tractor used. 9. Park the machine using instructions in Owner s Manual for the brand and model tractor used. 10. Lower all attachments. 11. Shut down using instructions in Owner s Manual for the brand and model tractor used. 12. Put on the emergency brake. 13. Remove the key Horticulture II-Landscaping Summer

229 COURSE: 6882 Horticulture II- Landscaping UNIT C Landscape Installation and Maintenance COMPETENCY: % C3 Apply procedures to install landscapes. Objective: % C3 Apply procedures to install turfgrass. Essential Questions: What procedures are used to select the most suitable turfgrass species? What procedures are needed to prepare the site for turf installation? What procedures are used to prepare the soil for turf installation? What procedures are used to plant turf? UNPACKED CONTENT Procedures to select grass species from available cultivars Step 1 Determine the intended use or wear of the grass. Select between utility, home lawn, athletic field, and golf course. For athletic fields and home lawns, select whether the grass is to be a high profile or low profile use. For golf courses, select whether the grass will be for greens, fairways/tees, or rough. Step 2 Evaluate the individual grass characteristics needed for the installation. Determine the shade tolerance needed by the grass for the site. Determine the heat/cold tolerance needed by the grass for the site. Determine the drought tolerance needed for the site. Step 3 Determine the appearance expectations. Identify the color preference and if there are any dormancy issues. Determine the texture and density requirements. Step 4 Determine maintenance issues. Determine the amount of time available to spend on maintaining the turf. Calculate the amount of money available to spend on turf maintenance. Step 5 Combine results from Steps 1 through 4 and use them to select the best turf Use the computer selection process from or Refer to Carolina Lawns for recommendations on the right turf Horticulture II-Landscaping Summer

230 Procedures to prepare the site for turf installation Step 1 Remove obstacles from the site. Remove any rocks larger than the diameter of a quarter. Remove trash and building debris from the site. If the site is heavily shaded, remove trees prior to turf installation. Step 2 Control perennial weeds with a nonselective herbicide (Refer to Objective 6.02). Follow all pesticide label directions including licensing requirements, safety procedures, rates of application, reentry times, etc. Spray the site to eliminate all vegetation. Step 3 Install drainage (if needed). Large areas that are low and wet may require underground tile or plastic drain lines installed. Smaller wet areas may require moving soil from other areas to fill in and level the surface. Step 4 Grade the site to establish a pleasing contour with 2 to 3 percent slope away from buildings to ensure proper drainage. Build protective walls around trees if the final grade is to be appreciably higher than the current level. Remove the top 4 to 8 inches of topsoil and stockpile prior to grading. Shape the underlying subsoil to the desired contour. Redistribute topsoil uniformly above the subsoil. Firm the soil with a weighted roller after shaping to the point that there are no visible footprints after walking on it. Step 5 Water the area to improve settling. Observe standing water. Redistribute soil to fill areas that settle unevenly. Procedures to prepare the soil for turf installation Step 1 If needed add soil amendments and incorporate into the top soil with a rotary tiller or tractor and disc (Refer to Objective 5.02). Mix 1 to 2 cubic yards of peat moss or compost per 1,000 square feet into the top 6 to 8 inches on heavy clay soil to alleviate compaction. Mix 1 to 2 cubic yards of peat moss or compost per 1,000 square feet into the top 6 to 8 inches of very sandy soil to improve water retention. Step 2 Take soil test to determine the amounts of lime and fertilizer needed. Obtain soil sampling materials for use in soil testing. o Visit the local North Carolina Agricultural Extension Service office or North Carolina Department of Agriculture Agronomic Division office in Raleigh. o Pick up Soil Sample Boxes and Soil Sample Information Form Horticulture II-Landscaping Summer

231 Secure tools to complete the sampling process. o Select sampling tools that are not made of brass, bronze, or galvanized metal. o Clean sampling tools (spade, soil probe, garden trowel, and plastic bucket) and allow drying prior to sampling. Inspect the area to be sampled for unique conditions and collect a separate sample for each unique grass or condition. o Note areas of poorly growing grass to sample separately. o Note different soil types to be sampled separately. Use sampling tools to collect random samples from each unique area. o Collect seven to eight core samples to a depth of 3-4" for small areas and place in the plastic bucket. o Collect ten to fifteen core samples to a depth of 3-4" for larger areas and place in the plastic bucket. Complete each unique sample separately. o Mix core samples thoroughly in the plastic bucket. o Use the mixture to fill the Soil Sample Box 2/3 full or to the red fill line on the box. o Do not tape the box or place the soil in a plastic bag prior to or after placing the soil in the Sample Box. o Place the Identifier number or letters you chose along with your name and address on the Soil Sample Box. (Fyard could be for the front yard, 1gree could be for the green on the first hole at the golf course, could be for either). o Make note of the identifier number for each sample for later reference. o Complete the Soil Sample Information form for the Identifier number with information about the lime and crops to be grown. o Discard the leftover mixture. o Clean the bucket and tools prior to taking samples from other unique areas. o Repeat the process for each unique sample. Prepare soil samples for delivery to the North Carolina Department of Agriculture Agronomic Division. o Place Soil Sample Box or Boxes in a sturdy mailing container and ship according to instructions included on the box. OR o Deliver Soil Sample Box(es) to the North Carolina Department of Agriculture Agronomic Division Soil Testing Section. Step 3 Apply pre-plant fertilizer based on soil test report recommendations (if no soil test report was obtained see the optional step 3 below). Select the appropriate fertilizer ratio of N-P-K to meet the soil test recommendations. Calculate the total pounds of fertilizer needed to supply the N-P-K for the area sampled. Divide the total pounds of fertilizer needed in half. Select a rotary or drop type spreader and move across the area in one direction to apply one half of the fertilizer. Spread the remaining half of fertilizer by moving the spreader at right angles to the first pass. Incorporate lime and fertilizer into the top 6 to 8 inches of the soil with a disk or rototiller, especially when planting sod Horticulture II-Landscaping Summer

232 Step 3 Optional for all grasses except centipede when a soil test report is not obtained. Apply and incorporate 75 pounds of ground limestone per 1,000 square feet as in step 3 above. Apply and incorporate as above a starter fertilizer at the rate of 40 pounds per 1,000 square feet of or 20 pounds per 1,000 square feet of , or 16 pounds of per 1,000 square feet. For sandy soils, increase the rates of lime and fertilizer by 20 percent. Step 4 Rake or harrow the planting site to establish a smooth and level final grade. Break up any crusty surface before planting. Hand raking is the best way to level the soil and work out hills and hollows. Firm the soil prior to planting seed, sprigs, plugs, or sod. Procedures to plant the turf by seed (Option 1). Step 1 Determine the optimum planting time and amount of seed needed per 1,000 square feet. Use Table 5 from Carolina Lawns to determine the best time for planting. Use Table 5 from Carolina Lawns to determine the amount of seed required. Step 2 Determine seed quality and select the best quality seed for planting. Use the seed tag to determine seed quality. Consider date of seed tag, variety, germination percentage, purity, percentage by weight of inert matter, percentage by weight of other crop seed, percentage by weight of weed seed, and price to determine the best seed to purchase. If possible, select certified seed as identified by the blue seed tag and purchase certified seed with a high germination percentage. Step 3 Spread the seed evenly over the area to be planted. Select a rotary or drop type spreader and move across the area in one direction to apply one half of the seed. Spread the remaining half of seed by moving the spreader at right angles to the first pass. Step 4 Ensure good soil to seed contact. Lightly cover the seed by hand raking or dragging. Roll the soil lightly to firm the surface. Step 5 Conserve moisture, control erosion, and reduce surface crusting until establishment. Use one bale per 1,000 square feet of weed-free hay or small-grain straw for warm-season grasses or two bales per 1,000 square feet of weed-free hay or small-grain straw for coolseason grasses as mulch. Stabilize the mulch by rolling or watering and applying twine netting as necessary Horticulture II-Landscaping Summer

233 Step 6 Water to keep the top 11/2 inches of soil moist for 7 to 21 days. Water lightly two to three a day. As seedlings grow water less frequently, but for longer periods to ensure deeper watering. Water bluegrass mixtures for longer periods as bluegrass takes 7 to 14 days longer than other grasses in the mixture to germinate. After the third mowing, water to a depth of 6 8 inches once a week as needed. Procedures to plant the turf by sod (Option 2). Step 1 Determine the optimum planting time and amount of sod needed For cool season grasses, sod can be laid anytime in the cooler portion of the growing season as long as the ground is not frozen. For warm season grasses, sod can be laid as long as the soil temperature is above 55 F as long as care is taken to keep the soil from drying out. Measure the area to be sodded to determine the square footage needed. Step 2 Purchase certified sod. Confirm that the sod is certified by the blue certified tag on the container. Install sod within 24 hours of delivery if possible. Unstack and unroll sod that can not be laid within 48 hours. Keep sod moist and fresh until planted and established. Step 3 Plant sod strips. Keep soil where sod is to be planted moist, but not overly wet by irrigating a couple of days prior to delivery. Keep sod in the shade while installation is taking place to avoid heat buildup. Start laying sod along a straight edge such as a sidewalk or driveway. Lay sod lengthwise across the face of slopes and stake in place if needed to prevent slippage. Butt strips of sod together in a bricklike pattern. Do not stretch the sod. Use a sharp knife or spade to cut sod to fit irregularly shaped areas. Use soil to even the height of the sod. Once sod is in place, roll the lawn to ensure good sod-to-soil contact. Step 4 Irrigate to maintain moisture until sod is established. Water deeper than when planting by seed. Water to a depth just below the root system. If you observe runoff, shut the system off and wait for the existing water to enter the soil. Go back and rewet until the water reaches the appropriate depth. Do not irrigate again until you see visual signs of wilt or foot-printing. A soil probe can aid in the visual estimate of moisture content Horticulture II-Landscaping Summer

234 Procedures to plant the turf by sprigs (Option 3 is applicable for some warm season grasses). Step 1 Determine the optimum planting time and amount of sprigs needed per 1,000 square feet. Use Table 5 from Carolina Lawns to determine the best time for planting. Use Table 5 from Carolina Lawns to determine the amount of sprigs required. Step 2 Purchase certified sprigs. Confirm that the sprigs are certified by the blue certified tag on the container. Keep sprigs moist and fresh until they are planted and established. Step 3 Plant sprigs with some part left above ground. Space or uniformly broadcast sprigs over the area to be planted. Press the sprigs into the top 0.5 to 1 inch of soil by hand or by using a disk set straight, special planter, cultipacker, or roller. Use the higher recommendation amounts in order for sprigs to give faster coverage. Step 4 Irrigate to maintain moisture until sprigs are established. Keep the top one and one-half inches of soil moist for the first two to three weeks. Once sprigs are established, water deeper. Follow guidelines established for irrigating sod. Procedures to plant the turf by plugs (Option 4 is applicable for some warm season grasses and is an excellent means of introducing a more adapted species into an old lawn). Step 1 Determine the optimum planting time and secure the plugs needed. Step 2 Select plugs from a certified source or use 2 inch or larger pieces existing material cut from other areas of the lawn. Step 3 Plant plugs in the area to be renovated on 6 or 12 inch centers. Plugs should be planted so that they are level with the existing lawn material. Use 6" centers for faster coverage. Step 4 Irrigate to maintain moisture until plugs are established. Follow irrigation procedure used for establishing sod Horticulture II-Landscaping Summer

235 Objective: % C3 INSTRUCTIONAL ACTIVITIES 1. (Optional - Take the class to the football field for a class discussion). Lead a class discussion and allow students to volunteer their answers. Some sample questions include: What is the difference between the grass on the football field and the grass in your lawn? What about the grass on a golf course compared to the grass on the football field or in your lawn? Apply procedures to install turfgrass. RELEVANCY TO OBJECTIVE 1. Stir students interest in the potential for learning about different turf and helps students UNDERSTAND B2 the differences in the turf that is growing around them. Give students Worksheet Students will record comparisons in different types of turf that they have seen growing in terms of color, texture, height, density, growth habit, etc. 2. Introduce the class to the NC State University Turf files website at by demonstrating how to navigate through the website to find information about various turfgrasses used in NC. (Omit this activity if there is no Internet access). 3. Use the completed worksheet from Worksheet above and the website from Activity 2 to complete Worksheet Scavenger Hunt. Display a map of the state of North Carolina. (Rest Areas along interstate highways usually will provide you one map for free). Assign one student Numbers 1, 8, and 9 and each other student three numbers from 2-7 of the Scavenger Hunt with the caveat that no two students can use the same counties. Have each student come to the map and identify the counties they found and tell what grasses are recommended for High profile Athletic Field. 4. (Optional activity in lieu of activities 2 and 3 above should internet access not be available). Prior to class, download Carolina Lawn, latest edition from essible.pdf. Make hard copies for students to use during class. Students will record in their notes the turfgrass species recommended for each turfgrass zone in North Carolina. Then, lead a class discussion on why different turfgrass species are used for different zones. Students will record basic reasons for each zone in their notes. 2. Helps students UNDERSTAND B2 a web resource that will help them in selecting the appropriate turfgrass for planting. 3. Helps students APPLY C3 principles of using a web resource and UNDERSTAND B2 that location can affect which turf is selected for a given use. 4. Helps students UNDERSTAND B2 how location affects the selection the appropriate turfgrass for planting Horticulture II-Landscaping Summer

236 5. Show the PPT PowerPoint It s Not Just Grass. Students will take notes on the materials covered by the PowerPoint and record them on their own paper. 6. Divide the class into four groups, the utility, the lawns, the athletic fields, and the golf courses. Further assign students within lawns and athletic fields as low profile and high profile and those in golf courses as greens, fairways/tees, and roughs. Finally, assign an eastern county, a western county, and a Piedmont county to each group. Have students use the Turf files website maintained by NC State University at to determine the best turf for their location and record their findings on Worksheet Then ask each group to research the grasses they found recommended for Worksheet and prepare a poster of cultural characteristics for their recommended grasses. The poster will be formatted according to Worksheet Assign each group member one aspect of the poster to share with the class. Resources to learn about distinguishing features include Carolina Lawns and the following websites. erdesc=grass Additional websites may be used at the teacher s direction or the student s initiative. 5. Helps students UNDERSTAND B2 the uses for turfgrass. 6. Helps students UNDERSTAND B2 that turfgrasses have different characteristics that make them more suitable for various geographic and climate zones as well as uses within the landscape. As each group reports their findings to the class, students will use Worksheet and Worksheet to record the findings from each group report. (This activity can be accomplished by printing materials from a computer with internet capability and then passing out hard copies in class). 7. Show the PPT PowerPoint Turfgrass Terminology. Students will use their own paper to take notes on the materials covered by the PowerPoint. Then, students will use notes from PPT and teacher demonstration to make pictorial drawings of shoot and root growth during the active and dormant growth periods for cooland warm-season grasses per Pictograph Helps students UNDERSTAND B2 the differences in turfgrass cultivars and species, especially cool-season grasses versus warmseason grasses. Students will then use Carolina Lawns to understand cultivars for each cool-season and warm-season grass listed on Worksheet Additional resource include: erdesc=grass 6882 Horticulture II-Landscaping Summer

237 8. Ask each student to use Checklist steps 1 5 of the Procedures to select grass species from available cultivars to recommend a grass for planting in the school land lab, a local golf course, or their home lawn. Evaluate each student s performance in selecting a grass for planting using Checklist and determine the need to reteach. 9. Show students how to develop a flow chart of the procedure for preparing the site for turf installation. Use Worksheet Key to help with the development of the flow chart. Discuss the procedure and decisions that influence each step of the procedure as you help the students construct the chart. Students may use Carolina Lawns, latest edition, page 11 as a reference. Evaluate each student s performance in Preparing a site for turf installation using Checklist and determine the need to re-teach. 10. Bring a bale of peat moss and some other soil amendment to class. Have students feel the materials and guess its uses. Lead a discussion and have students take notes on soil amendments noting the advantages and disadvantages of each kind. Pass out Worksheet and review it with students. Ask students to volunteer to answer the following questions: 1. What type of soil may need amendment and why? a. Sandy leaching of fertilizers and water that leaves plants subject to drought and lack of nutrients b. Clay Soil becomes compacted and restricts root growth 2. How much soil amendment is usually used? a. 1-2 cubic yards per 1,000 square feet 3. How is the amendment applied to the soil? a. Incorporate into the top 6 to 8 inches of soil with a disc or tiller 11. Go to the North Carolina Department of Agriculture website at and download the power-point on taking soil samples. Show the power-point Soil Sampling for Home Lawn and Gardens to the class and have students take notes on the sampling procedure. Students will take notes on their own paper for this activity. (An optional activity is to let students download the Soil Sampling for Home Lawn and Gardens if enough computers are available). 8. Helps students APPLY C3 procedures learned for selecting the best grass species and provides assessment. 9. Helps students APPLY C3 the procedure for preparing a site for turf installation and provides assessment. 10. Helps students UNDERSTAND B2 soil amendments. 11. Helps students UNDERSTAND B2 the importance of good sampling techniques Horticulture II-Landscaping Summer

238 12. Have students use Worksheet (Soil Sampling Information Sheet) to complete a soil sample for a turf site located on the school grounds. 13. Bring a bag of and a bag of fertilizer or some other similar fertilizer to class. Lead a class discussion of what the different ratios mean and how to determine the amount of each element that will be applied to the site. Have students use the internet or downloaded publications from the following websites from the North Carolina Department of Agriculture and North Carolina State University to complete Worksheet A Homeowner s Guide to Fertilizer Essential Plant Nutrients Keyword: Fertilizer Glossary Terms: Nitrogen, Nutrient Management, Quick Release Nitrogen, Slow Release Nitrogen 08.pdf Carolina Lawns 14. Review with students formulas for finding the area of rectangles, triangles, and circles from Objective Have students figure area for some practice sites on the board. 15. Pass out and review Table for applying pre-plant fertilizer. Have students use Table to record any notes during the review. Pass out Worksheet and have students use it to calculate and apply the correct pre-plant fertilizer. 16. Give students a demonstration on the techniques used for achieving a smooth and final grade for the turf installation site. Have students practice the techniques used to provide the final smooth grade on a school installation site. 12. Helps students APPLY C3 steps for soil sampling. 13. Helps students UNDERSTAND B2 the role that fertilizer elements play in supporting plant nutrition and how to determine application rates. 14. Helps students RECALL A1 how to calculate the square footage of a site in order to determine the fertilizer needed. 15. Helps students APPLY C3 correct pre-plant fertilizer. 16. Helps student UNDERSTAND B2 how to establish the final smooth grade for turf installation Horticulture II-Landscaping Summer

239 17. Use Checklist to evaluate each student s performance in preparing the soil for turf installation (Activities 10 16) and determine the need to re-teach. 18. Bring several different seed tags to class. Pass these out to students and have them record information they found on the tags on their own paper. Show the PPT PowerPoint - Guide to Buying Good Seed and have students take notes on the presentation on their own paper. 19. Pass out copies of Table 5 from Carolina Lawns or have students use the internet to review the tables as you lead a discussion of the importance of timing and seeding rate. 20. Pass out and review the steps in Worksheet Planting Turf Seed. Students will record notes from the review on Worksheet paper that was passed out. Use Worksheet to demonstrate and assist students in planting seed on the school campus. Use Checklist to evaluate each student s performance in planting seed. Determine the need to re-teach. 21. Have students read Carolina Lawns, pages 14-15, and Provide students with notes from the unpacked content and references on the procedures to plant turf by sod. Students will record notes on their own paper. Demonstrate the procedures to plant turf by sod and assist students in planting sod on the school campus. 17. Helps students APPLY C3 the procedure for preparing soil for turf installation and provides assessment. 18. Helps students UNDERSTAND B2 how seed differs, the important components of good seed, and how to secure good seed for planting. 19. Helps students UNDERSTAND B2 the time and seeding rate for different turfgrass species. 20. Helps students APPLY C3 the process for planting turfgrass from seed and provides assessment. 21. Helps students APPLY C3 the procedures for planting turf by sod and provides assessment. Use Checklist to evaluate each student s performance in planting sod. Determine the need to re-teach Horticulture II-Landscaping Summer

240 22. Have students read Carolina Lawns, pages 14-15, and Provide students with notes from the unpacked content and references on the procedures to plant turf by sprigs. Demonstrate the procedures to plant turf by sod and assist students in planting sprigs on the school campus. Use Checklist to evaluate each student s performance in planting sprigs. Determine the need to re-teach. 23. Have students read Carolina Lawns, pages 14-15, and Provide students with notes from the unpacked content and references on the procedures to plant turf by plugs. Demonstrate the procedures to plant turf by sod and assist students in planting plugs on the school campus. Use Checklist to evaluate each student s performance in planting plugs. Determine the need to re-teach. 24. Use Classroom Test Item Bank to generate tests that students will take to determine mastery of objective and to determine the need to re-teach. Re-teach as needed based on assessment results. 22. Helps students APPLY C3 the procedures for planting turf by sprigs and provides assessment. 23. Helps students APPLY C3 the procedures for planting turf by sprigs and provides assessment. 24. Provides students and teacher with feedback on each student s mastery Horticulture II-Landscaping Summer

241 Objective: % C3 Apply procedures to install turfgrass. REFERENCES WEBSITES Books are to be adopted summer Some references may change. Landscaping Principles and Practices, Lawn Construction N.C. Certified Landscape Technician Study Manual Horticulture II-Landscaping Summer

242 OBJECTIVE 5.03 APPENDIX INSTRUCTIONAL SUPPORT MATERIALS 6882 Horticulture II-Landscaping Summer

243 Name: Block or Period: Date: Worksheet Contrast Turf Differences Directions: Complete the chart for five different turfgrasses. Three of the five may be found on a golf course in the tee/fairways, greens, and rough. 1 Location/Use Color Differences Height of Cut Growth Habits Texture-Width and Size of Leaf Blade Density Thickness, Bunch-type or Spreading Horticulture II-Landscaping Summer

244 Name: Block or Period: Date: Worksheet Page 1 of 2 Turfgrass Scavenger Hunt Directions: Follow the directions for each question as you use the website to find the answers needed to complete the Scavenger Hunt. 1. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on your home county. a. Name of your home county: b. Grasses that are recommended: 2. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the northwestern part of the state. a. County name: b. Grasses that are recommended: 3. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the north-central part of the state. a. County name: b. Grasses that are recommended: 4. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the northeastern part of the state. a. County name: b. Grasses that are recommended: 6882 Horticulture II-Landscaping Summer

245 Name: Block or Period: Date: Worksheet Continued Page 2 of 2 5. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the southwestern part of the state. a. County name: b. Grasses that are recommended: 6. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the southeastern part of the state. a. County name: b. Grasses that are recommended: 7. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the south central part of the state. a. County name: b. Grasses that are recommended: 8. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a county in the mountains of the state. (Do not use the same or adjacent county to one you have already selected). a. County name: b. Grasses that are recommended: 9. Use the mouse on your computer to click on High profile Athletic Field. Next scroll over the state and click on a coastal county of the state. (Do not use the same or adjacent county to one you have already selected). a. County name: b. Grasses that are recommended: 6882 Horticulture II-Landscaping Summer

246 Name: Block or Period: Date: Worksheet Grasses for Various Uses Directions: Use the website or materials supplied by the teacher to record the recommended grasses for the three regions of our state for each use given. Date: Group Members: Class: Recommended Grasses Grass Use Eastern Piedmont Western Utility Lawns Low Profile High Profile Athletic Fields Low Profile High Profile Golf Courses Fairways/Tees Greens Roughs 6882 Horticulture II-Landscaping Summer

247 Name: Block or Period: Date: Worksheet (Page 1 of 2) Cultural Characteristics for (Type of Grass) Directions: Use Carolina Lawns (web or paper edition) to complete the information on the grass you have chosen. Can the grass be seeded? Yes No Use the star scale to rate the selected grass for shade, heat, cold, drought, and wear tolerance. Tolerance Ratings: 6 stars = excellent 5 stars = very good 4 stars = good 3 stars = fair 2 stars = poor 1 star = very poor Shade Tolerance: Heat Tolerance: Cold Tolerance: Drought Tolerance: Wear Tolerance: Record notes on the following categories: Appearance: Grass Color: Grass Texture: Special Notes/Description/Identifying Features: 6882 Horticulture II-Landscaping Summer

248 Name: Block or Period: Date: Worksheet Continued (Page 2 of 2) Cultural Characteristics for (Type of Grass) Rate the selected grass on its ability to become established from seed or vegetative means. Rate of Establishment: Fast = 4 Rabbits Moderate = 3 Rabbits Slow = 2 Turtles Very Slow = 1 Turtle Record the maintenance needs of the selected grass. Cutting Height in inches: Fertilizer (lb.n/1,000 sq ft/yr) Mowing Frequency: Special Maintenance needs for this grass: 6882 Horticulture II-Landscaping Summer

249 Pictograph Directions: Use the information provided by American-Lawns.com to complete drawings on your own paper that show the shoot and root growth associated with each season for both cool season and warm season grasses Horticulture II-Landscaping Summer

250 Name: Block or Period: Date: Worksheet Cultivars for Grasses Grown in North Carolina Directions: Use Carolina Lawns (either the web edition or a paper version) to locate two examples of cultivars for each grass type given on the left and provide any special characteristics learned about the sample cultivars. Cool-Season Grasses Grass Type Sample Cultivars Any Special Characteristics Tall Fescue Kentucky Bluegrass Fine Fescue Perennial Ryegrass Warm-Season Grasses Grass Type Sample Cultivars Any Special Characteristics Bermudagrass seeded cultivars Bermudagrass vegetative cultivars Centipedegrass St. Augustinegrass Zoysiagrass, coarsely textured varieties Zoysiagrass, finely textured varieties 6882 Horticulture II-Landscaping Summer

251 Name Block or Period Date Checklist Procedures to Select Grass Species Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Determine the intended use or wear of the grass. 2. Evaluate the individual grass characteristics needed for the installation based on heat/cold tolerance, shade tolerance, and drought tolerance. 3. Determine the appearance expectations as far as color and density requirements. 4. Determine maintenance issues based as time and cost. 5. Combine the results from Steps 1 4 to select the best turfgrass for the selected use Horticulture II-Landscaping Summer

252 Worksheet KEY Flow Chart for Procedure to Prepare the Site Teacher Key Use this flow chart to help students develop one that will include all steps. Step 1: Are there obstacles that need to be removed? YES Rocks larger than a quarter YES Remove NO YES Trash and Building Debris YES Remove YES Step 2: Is the planting site infested with weeds? NO YES Heavily shaded with less than 50% open sunlight or less than 4 hours of sunlight per day. Follow label instructions and spray with a nonselective herbicide YES Remove Trees OR Plant Ground Cover instead of grass Step 3: Continued on next page 6882 Horticulture II Landscaping Summer

253 Step 3: Are there water drainage problems on the site? YES NO Is entire site a low wet area? YES Install drainage lines (tile or plastic pipe) NO Step 4: Is grading needed on the site to establish the proper slope and appearance? Is a low wet spot within the site, but the overall site does not have drainage problems? YES Move soil to fill in the low spot within the site. NO Step 5: Water to observe low spots and improve settling. YES YES Firm the soil until no footprints are visible. Are trees present? YES Are large amounts of soil to be moved to get 3% slope from buildings and pleasing contour? Redistribute topsoil uniformly over graded subsoil. YES If final grade is to be considerably higher than the current grade, build retaining walls around the trees. Remove and stockpile the top 4 8 inches of topsoil for redistribution after grading. Grade the subsoil to the proper slope and contour Horticulture II Landscaping Summer

254 Name Block or Period Date Checklist Procedures to Prepare the Site for Turf Installation Did student demonstrate the procedure correctly? Procedures Comments Yes No Comments 1. Remove obstacles from the site. 2. Control perennial weeds with a nonselective herbicide. 3. Install needed drainage corrections. 4. Grade the site to establish a pleasing contour and 2 3% slope away from the buildings. 5. Water the area to improve settling Horticulture II Landscaping Summer

255 Name: Block or Period: Date: Worksheet Preparing the Soil for Turf Installation STEP 1: ADDING SOIL AMENDMENTS Directions: Use the Table below to record action taken in regard to adding soil amendments to the soil. Question Answer Action Needed Is soil heavy clay or is soil compaction an issue? YES NO Add 1 2 cubic yards of compost or peat moss per 1,000 square feet. NONE NEEDED Date Completed NONE NEEDED Action Needed Mix the soil amendment into the top 6 8 inches of soil. NONE NEEDED Date Completed Question Answer Action Needed Is soil very sandy or is there evidence that plants suffer during dry periods from lack of water and/or fertilizer? YES NO Add 1 2 cubic yards of compost or peat moss per 1,000 square feet. NONE NEEDED Date Completed NONE NEEDED Action Needed Mix the soil amendment into the top 6 8 inches of soil. NONE NEEDED Date Completed 6882 Horticulture II Landscaping Summer

256 Name: Block or Period: Date: Worksheet Soil Sample Information Sheet Directions: Check each item when completed. 1. Obtain sampling boxes and information sheets from the Agricultural Extension Service or North Carolina Department of Agriculture. 2. Select and clean sampling tools, including plastic bucket. 3. Air dry sampling tools, including plastic bucket prior to use. 4. Determine the number of samples needed (Table ) and the areas to be sampled. 5. Collect random core samples 3 4 inches deep from across one sample area. a. Collect 7 8 core samples in small areas (less than ½ acre). b. Collect core samples in large areas (more than ½ acre). 6. Mix the core samples in the clean plastic bucket. 7. Form the soil sample box by folding the bottom flaps together, but do not apply tape. 8. Fill the sample box 2/3 full with the mixed core samples in the bucket. (Do Not use a plastic bag inside the box). 9. Close the soil sample box by folding the top flaps together, but do not apply tape. 10. Write name and address on the sample box and include a field identifier or sample ID to identify the sample. 11. Include the mailing address on the soil sample information sheet and identify the sample ID on the sheet as done on the sample box. 12. Include soil treatments on the information sheet by the sample ID. 13. Discard all soil left in the bucket. 14. Repeat steps 2-12 for each sample area. 15. Place filled soil sample boxes in a sturdy mailer. 16. Include the soil information sheet in the mailer and ship to NCDA Agronomic Division Soil Testing Section Horticulture II Landscaping Summer

257 Worksheet KEY (Page 1 of 2) What s In the Bag and How to Use It Directions: Use the references given in Instructional Activity 20 to complete these questions. 1. What is the Law of the Minimum? "Plants will use essential elements only in proportion to each other, and the element that is in shortest supply in proportion to the rest will determine how well the plant uses the other nutrient elements." 2. How many nutrients are required to grow crops? Name the three elements (nutrients) supplied by air. Oxygen, Carbon, Hydrogen 4. What are the three primary elements that are sometimes called major nutrients? Nitrogen, Phosphorus, Potassium 5. Of the three secondary elements or nutrients (Calcium, Magnesium, and Sulfur) that are needed in smaller amounts, which two are mainly supplied by lime? Calcium and Magnesium 6. Why are iron, copper, manganese, zinc, boron, molybdenum, and chlorine called micronutrients? They are required by plants in extremely small amounts and may be toxic to plants in large amounts. 7. What are the symptoms of Nitrogen deficiency? Slow, stunted growth and unusually pale green color 8. To what does fertilizer grade refer? National standard represented by the three numbers on a bag of fertilizer that tells the percentage by weight for Nitrogen, Available Phosphate (phosphorus), and Soluble Potash (Potassium) in the bag. 9. How does one determine the amount of Nitrogen, Phosphorus, and Potassium that is in a bag of fertilizer? Take the ratio that is given by the three numbers on the bag and multiply each number by the weight of the bag to get the pounds for each element. 10. How much N-P-K does a 50 pound bag of contain? 50(.05) = 2.5 pounds of Nitrogen, 50(.10) = 5 pounds of Phosphorus, and 50(.10) = 5 pounds of Potassium. 11. If there are only 12.5 pounds of N-P-K in the 50 pound bag, what is the remaining material? Sand or granular limestone that is added to give the fertilizer bulk and weight to help in the distribution. 12. Why are Nitrogen, Phosphorus, and Potassium needed by turfgrasses? Nitrogen is needed for green color and good growth. Phosphorus is needed for good establishment and rooting. Potassium is needed to improve environmental and pest stress tolerance Horticulture II Landscaping Summer

258 Worksheet KEY (Page 2 of 2) - What s In the Bag and How to Use It 13. What is the difference in a bag of and ? does not have all three major elements. It is missing nitrogen, and is therefore an incomplete fertilizer has all three primary elements and is therefore called a complete fertilizer. 14. When applying fertilizer to sandy soils, what is generally recommended? Increase the rate of application by 20%. 15. In the absence of a soil test, what is the recommended ratio of N-P-K that should be used for a lawn? Either or can be used on established lawns, and or can be used pre-plant. 16. What is the most important fertilizer element in turfgrass culture? Nitrogen 17. How can one determine the amount of fertilizer needed to supply nitrogen or other elements? For 1 lb. of nitrogen per 1,000 square feet. Divide 100 by the first number on the fertilizer bag to determine the amount of product to be used per 1,000 sq ft. Example: A fertilizer. 100 divided by 12 equals Therefore, 8.33 pounds of fertilizer per 1,000 square feet will deliver 1 pound of nitrogen. If the lawn size is 20,000 square feet, divide 20,000 by 1,000 to get then number of one thousand feet units. (20,000 1,000=20) 20 x 8.33 pounds/1,000 sq. feet = pounds of fertilizer needed for the entire lawn. For better coverage, apply one half of the fertilizer or 83.3 pounds in one pass ( =83.3) and the other 83.3 pounds at a right angle to the first pass. To apply 0.5 lbs. of nitrogen per 1,000 square feet. Divide 50 by the first number on the fertilizer bag to determine the product to be used per 1,000 sq ft. Example: A fertilizer. 50 divided by 12 equals Therefore, 4.17 pounds of fertilizer per 1,000 sq ft will deliver 0.5 pound of nitrogen. 18. Why is nutrient management important? Conserve resources of time and money and prevent harm to the environment and plants and humans in the environment. 19. What are the advantages and disadvantages of fertilizers with sources of quick release nitrogen? Quick release sources (e.g., ammonium nitrate) are water-soluable and produce fast turf greening. These sources have a short residual and a high burn potential. 20. What are the advantages and disadvantages of fertilizers with sources of slow release nitrogen? Slow release sources of nitrogen (e.g., IBDU, Urea formaldehyde) are typically organic materials broken down over time by soil microorganisms. These materials produce slow turf green-up, have a long residual, and low burn potential Horticulture II Landscaping Summer

259 Name: Block or Period: Date: Worksheet (Page 1 of 3) What s In the Bag and How to Use It Directions: questions. Use the references given in Instructional Activity 20 to complete these 1. What is the Law of the Minimum? 2. How many nutrients are required to grow crops? 3. Name the three elements (nutrients) supplied by air. 4. What are the three primary elements that are sometimes called major nutrients? 5. Of the three secondary elements or nutrients (Calcium, Magnesium, and Sulfur) that are needed in smaller amounts, which two are mainly supplied by lime? 6. Why are iron, copper, manganese, zinc, boron, molybdenum, and chlorine called micronutrients? 7. What are the symptoms of Nitrogen deficiency? 8. To what does fertilizer grade refer? 6882 Horticulture II Landscaping Summer

260 Name: Block or Period: Date: Worksheet Continued (Page 2 of 3) What s In the Bag and How to Use It 9. How does one determine the amount of Nitrogen, Phosphorus, and Potassium that is in a bag of fertilizer? 10. How much N-P-K does a 50 pound bag of contain? 11. If there are only 12.5 pounds of N-P-K in the 50 pound bag, what is the remaining material? 12. Why are Nitrogen, Phosphorus, and Potassium needed by turfgrasses? 13. What is the difference in a bag of and ? 14. When applying fertilizer to sandy soils, what is generally recommended? Increase the rate of application by 20%. 15. In the absence of a soil test, what is the recommended ratio of N-P-K that should be used for a lawn? 16. What is the most important fertilizer element in turfgrass culture? 6882 Horticulture II Landscaping Summer

261 Name: Block or Period: Date: Worksheet Continued (Page 3 of 3) What s In the Bag and How to Use It 17. How can one determine the amount of fertilizer needed to supply nitrogen or other elements? 18. Why is nutrient management important? 19. What are the advantages and disadvantages of fertilizers with sources of quick release nitrogen? 20. What are the advantages and disadvantages of fertilizers with sources of slow release nitrogen? 6882 Horticulture II Landscaping Summer

262 Table Apply Pre-Plant Fertilizer Use the Table below to calculate the amount of Pre-Plant fertilizer that is needed. Then follow the teacher s direction and demonstration to apply the fertilizer to the site and incorporate it into the topsoil. A B C D E F Divide Multiply the recommended Divide the total rate from the soil test the square report by the number in number footage Column B from by Column 1,000 C in half Calculate the total square footage of the area to receive fertilizer Spread the resulting amount from Column D in one direction Spread the remaining half of fertilizer by moving at right angles to the first application Example: 100' x 300' = 30,000 square feet 30,000/ 1,000 = lbs x 30 = 1200 lbs. 1200/2 = 600 lbs. 600 lb 600 lb If a test report is not obtained, use the procedure below for all grasses, but centipede. Calculate the total square footage of the area to receive fertilizer Example: 100' x 300' = 30,000 square feet Divide the total square footage by 1,000 30,000/ 1,000 = 30 Use one of the following rates per 1,000 square feet, and multiply by the number from Column B. 40 lbs lbs lbs And 75 lbs of ground limestone 20 lbs of x 30 = 600 lbs. And 75 x 30 = 2250 lbs. of limestone Divide the number from Column C in half 600/2 = 300 lbs. And 1125 lbs. of ground limestone Spread the resulting amount from Column D in one direction 300 lb of And 1125 lbs. of ground limestone Spread the remaining half of fertilizer by moving at right angles to the first application 300 lb of And 1125 lbs. of ground limestone Incorporate lime and fertilizer into the top 6 8 inches of soil with a rotary tiller or tractor and disc Horticulture II Landscaping Summer

263 Name: Block or Period: Date: Worksheet Apply Pre-Plant Fertilizer Use the Table below to calculate the amount of Pre-Plant fertilizer that is needed. Then follow the teacher s direction and demonstration to apply the fertilizer to the site and incorporate it into the topsoil. A B C D E F Divide Multiply the recommended Divide the total rate from the soil test the square report by the number in number footage Column B from by Column 1,000 C in half Determine the total square footage of the area to receive fertilizer Spread the resulting amount from Column D in one direction Spread the remaining half of fertilizer by moving at right angles to the first application If a test report is not obtained, use the procedure below for all grasses, but centipede. Determine the total square footage of the area to receive fertilizer Divide the total square footage by 1,000 Use one of the following rates per 1,000 square feet, and multiply by the number from Column B. 40 lbs lbs lbs And 75 lbs of ground limestone Divide the number from Column C in half Spread the resulting amount from Column D in one direction Spread the remaining half of fertilizer by moving at right angles to the first application Incorporate lime and fertilizer into the top 6 8 inches of soil with a rotary tiller or tractor and disc Horticulture II Landscaping Summer

264 Name Block or Period Date Checklist Procedures to Prepare the Soil for Turf Installation Did student demonstrate the procedure correctly? Procedures Yes No Comments 1. Add soil amendments and incorporate into the top 6-8 inches with a tiller or disc. 2. Take soil test to determine the lime and fertilizer needed for the soil. 3. Apply pre-plant fertilizer based on soil test report or basic fertilizer and lime blend. 4. Rake or harrow the soil to achieve the final smooth grade needed for sowing grass Horticulture II Landscaping Summer

265 Name: Block or Period: Date: Worksheet (Page 1 of 2) - Planting Turf Seed Directions: Complete the information requested and check applications when completed. Type of turf to be planted: Optimum date for planting: Date on Seed Tag: Blue Certified Seed Tag present: Seed Germination Percentage of at least 85%: Pounds of seed recommended per 1,000 square feet for this grass: = Seeding rate/1,000 square feet Number of 1,000 square foot units being planted = Total Square Footage to be planted 1,000 = Number of 1,000 square foot units Total seed needed = pounds (Total pounds of seed needed = Seeding rate/1,000 square feet x 1,000 square foot units) Prepare to spread grass seed: Divide the total seed needed in half. (Total seed needed 2= ) Use a rotary or drop-type spreader to apply half the seed. This first pass is made by traveling back and forth in one direction across the site area. (Picture ) Picture Horticulture II Landscaping Summer

266 Name: Block or Period: Date: Worksheet (Page 2 of 2) Planting Turf Seed Continued Use a rotary or drop-type spreader to spread the remaining half of the seed at right angles to the first pass as shown in picture Picture Lightly hand rake or drag the area with a harrow or section of chain link fence. Use a weighted roller to firm the surface of the seedbed. Apply weed-free hay or small-grain straw as mulch: 1 bale/1,000 square feet for warm season grasses 2 bales/1,000 square feet for cool season grasses Add twine netting to hold down the mulch if needed. Roll the mulch to settle it down on the surface of the seedbed. Water the mulched seedbed lightly 2 to 3 times per day to keep the top 11/2 inches of soil moist. Continue light watering for 7 to 21 days. With bluegrass mixtures continue watering for 7 to 14 days after seeds germinate as the bluegrass in the mixture takes longer to germinate than other grasses Horticulture II Landscaping Summer