DISCLAIMER STATEMENT Contributions of many …DISCLAIMER STATEMENT Contributions of many individuals...

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 27699-6361

All materials in this guide may be reproduced for e ducational purposes only.

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 21st

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.

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, 21st-century life.

June St. Clair Atkinson, Ed.D. William C. Harrison, Ed.D. State Superintendent of Public Instruction Chairman and Chief Executive Officer State Board of Education

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.

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

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 .................................................................................. 69

Unit C: Landscape Installation and Maintenance ............................................. 165

6882 Horticulture II – Landscaping Summer 2009 i

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 ii

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

D. MetacognitiveKnowledge

C. ProceduralKnowledge

B. Conceptual Knowledge

A. Factual Knowledge

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

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 iii

“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 iv

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 v

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 vi

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.

6882 Horticulture II – Landscaping Summer 2009 vii

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 viii

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.

6882 Horticulture II – Landscaping Summer 2009 ix

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.

6882 Horticulture II – Landscaping Summer 2009 x

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!

GOING GREEN: A GUIDE TO USING CTE CURRICULUM FOR ENVIRONMENTAL SUSTAINABILITY

6882 Horticulture II – Landscaping Summer 2009 xi

Course Description 6882 Horticulture II - Landscape Construction Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: 135-180 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 xii

Career and Technical Education Course Blueprint

Agricultural Education

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 [email protected] for more information.

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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 [email protected] or Curriculum, Division of Career and Technical Education, North Carolina Department of Public Instruction, 6359 Mail Service Center, Raleigh, North Carolina 27699-6359. 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, 2001.

Interpretation of Columns on CTE Course Blueprints No. Heading Column information 1 Comp#

Obj.# Comp=Competency number (two digits); Obj.=Objective number (unique course identifier plus competency number and two-digit objective number).

2 Unit Titles/Competency

and Objective Statements

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.

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

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)

6 Integrated Skill Area

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

7 Core Supp

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.

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AGRICULTURAL EDUCATION COURSE BLUEPRINT for 6882 HORTICULTURE II – LANDSCAPING

(Recommended hours of instruction: 135-180 hours)

Comp # Obj #

Unit Titles/Competency and Objective Statements (The Learner will be able to:)

Local Use

Course Weight

RBT Designation

Integrated Skill Areas

Core Supp

1 2 3 4 5 6 7

Total Course Weight 100%

A EMPLOYABILITY AND BUSINESS SKILLS 17% LC01.00 Understand leadership and employability skills in t he 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 mar ket 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 t he 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 q uotes. 19% C3 A/M LC04.01 Remember elements and principles of design, irrigation system components and

measurements, and symbols used to develop landscape and irrigation plans. 10% A1 A/M Core

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 xv

Comp # Obj #

Unit Titles/Competency and Objective Statements (The Learner will be able to:)

Local Use

Course Weight

RBT Designation

Integrated Skill Areas

Core Supp

1 2 3 4 5 6 7

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 landsca pe 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

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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 6842 - 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 5.00 14. Rotary mower 15. Reel mower 16. Zero-radius commercial mower 17. Alum building 16x20 18. Various Staking and guying kits 19. Materials and tools as listed in objective 9.01 20. Irrigation supplies as listed in objective 8.01 21. Pruning tools as listed in objective 10.01 22. Personal Protective Equipment as listed in objective 10.02 23. 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 xvii

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.

6882 Horticulture II – Landscaping Summer 2009 xviii

Overview of Career and Technical Student Organizati ons (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 1917. 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 109-270) 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 xix

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 xx

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 1998. 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.

6882 Horticulture II – Landscaping Summer 2009 xxi

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.

6882 Horticulture II – Landscaping Summer 2009 xxii

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.

6882 Horticulture II – Landscaping Summer 2009 1

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 ski lls in the

landscape industry. B2 9%

LC01.01 Understand leadership and worked-based learning skills used in the landscape industry.

B2 6%

LC01.02 Recognize professional organizations and certifications available to those employed in the landscape industry.

A1 3%

LC02.00 Apply procedures to perform calculations an d to

market landscape enterprises. C3 8%

LC02.01 Apply procedures to perform calculations used in estimates and quotes.

C3 5%

LC02.02 Understand characteristics of effective marketing. B2 3%


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 www.ncffa.org.

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 co-curricular 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.


COURSE: 6882 Horticulture II – Landscaping UNIT A Employability and Business Skills

COMPETENCY: 1.00 9% B2 Understand leadership and employability skills in the landscape industry.

Objective : 1.01 6% B2 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.


• 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 La ndscaping 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.


• Types of Supervised Agricultural Experience program s 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 requir ed 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.


• 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.


Objective: 1.01 B2 6% Understand leadership and work-based learning skills used in the landscape industry.

INSTRUCTIONAL ACTIVITIES

RELEVANCY TO OBJECTIVE

1. Define and discuss the categories of careers in the landscape industry. Assign students to use Worksheet 1.01.01 for Instructional Activity 1-- Different Types of Landscaping Careers from Appendix 1.01 to take notes.

1. Helps students UNDERSTAND B2 the career categories in landscaping.

2. Invite a guest speaker representing one of the careers and encourage students to ask questions.

2. Helps students UNDERSTAND B2 the career categories in landscaping.

3. Assign students to complete Test 1 .01.01 —Landscaping Careers from Appendix 1.01. Use ANSWER KEY (in front of test) to grade Test and discuss results with students.

3. Helps students UNDERSTAND B2 the career categories in landscaping and provides assessment.

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

4. Helps students UNDERSTAND B2 the three components of a total agricultural education program.

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.

5. Helps students UNDERSTAND B2 the basis for leadership organizations in the landscape industry.

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 1.01.02 for Instructional Activity 6—Types of Supervised Agricultural Experiences from Appendix 1.01 to take notes.

6. Helps students UNDERSTAND B2 the different types of work-based learning programs.

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.

7. Helps students UNDERSTAND B2 opportunities available to them in their landscaping course.

8. Check for understanding of the various types of work-based learning programs in the landscape industry. Assign students to complete Test 1.01.02 —SAE Categories from Appendix 1.01. Use ANSWER KEY (in front of test) to grade Test and discuss results with students.

8. Helps students UNDERSTAND B2 how to associate a scenario with the type of work-based learning program and provides assessment.

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 1.01.03 — Financial Record Keeping Key Terms from Appendix 1.01.

9. Helps students UNDERSTAND B2 the types of entries in a financial ledger in horticulture.


10. Assign students to complete Worksheet 1.01.04 - Financial Ledger from Appendix 1.01 and provide guided practice for financial recordkeeping through the financial ledger activity.

10. Helps students UNDERSTAND B2 how to select and categorize entries in a financial ledger.

11. Assign students to complete Test 1.01.03 - Finan cial Ledger from Appendix 1.01. Use ANSWER KEY (in front of test) to grade Test and discuss results with students.

11. Helps students UNDERSTAND B2 how to select and categorize entries in a financial ledger and provides assessment.

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.

12. Provides students and teacher with feedback on each student’s mastery.


Objective: 1.01 B2 6% Understand leadership and work-based learning skills used in the landscape industry

REFERENCES WEBSITES

National FFA Organization “Student Handbook”

http://www.ffa.org http://www.cals.ncsu.edu/agexed/sae/toolbox/


OBJECTIVE 1.01 APPENDIX

INSTRUCTIONAL SUPPORT MATERIALS


Name___________________________Date____________

Worksheet 1.01.01 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? 1. 2. 3. How are the types of careers different? 1. 2. 3.


ANSWER KEY ANSWER KEY ANSWER KEY

Test 1.01.01 — 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.)


Name ______________________________ Date ______________

Test 1.01.01 — 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.


Name___________________________Date____________


Types of Supervised Agricultural Experiences Directions: Use the table below to take notes on SAE.

Type of SAE Description Examples Entrepreneurship 1.

2.

Experimental 1. 2.

Analytical 1. 2.

Placement 1. 2.

Exploratory 1. 2.

Improvement 1. 2.

Supplementary 1. 2.



Test 1.01.02 - SAE Categories SAE Description Check the correct type of SAE based

upon the description provided Points Earned

James is working for a company that uses tissue culture to propagate plants.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE _ X _ Placement SAE ____ Exploratory SAE

Kara is giving horse riding lessons with a horse she purchased for her farm.

__X__ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE ____ Exploratory SAE

Adam created a dog sitting service for the people in his neighborhood.

__X__ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE ____ Exploratory SAE

Marcel is performing an experiment testing which potting soil works best for bedding plants.

____ Entrepreneurship SAE ____ Analytical SAE __X__ Experimental SAE ____ Placement SAE ____ Exploratory SAE

Ashley has taken a part-time job working at a local garden center.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE __X__ Placement SAE ____ Exploratory SAE

Justin is preparing a research presentation on Bt crops for the local Extension Office.

____ Entrepreneurship SAE __X__ Analytical SAE ____ Experimental SAE ____ Placement SAE ____ Exploratory SAE

Wes is thinking about a career as a landscape designer. He is spending 2 hours shadowing a landscape designer in his community.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE ____ Exploratory SAE

Adrian did an experiment designed to test different fertilizers on grasses in his lawn.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE __X__ Exploratory SAE

Brooke is looking for possible future careers and is searching the requirements of becoming a veterinarian.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE __X__ Exploratory SAE

Steve is working at a local greenhouse that sells bedding plants and poinsettias.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE __X__ Placement SAE ____ Exploratory

Total Points Earned


Name: ____________________________________ Date: _____________

Test 1.01.02 - 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 Check the correct type of SAE based upon the description provided

Points Earned

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.

____ Entrepreneurship SAE ____ Analytical SAE ____ Experimental SAE ____ Placement SAE ____ Exploratory

Total Points Earned


Name____________________________________________Date____________

Worksheet 1.01.03 — Financial Record Keeping Key Te rms 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


Key Terms Definitions Landscape Business Examples

SAE Program Examples

Non-current Liabilities

Total Liabilities

Net Worth

Inventory

Non-depreciable

Depreciable


Name ______________________________ Date ______________

Worksheet 1.01.04 - 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 Stone’s Landscaping for January 1

Cash on Hand $500.00

Land Owned $100,000.00

Mortgage on the property due beyond 12 months $40,000.00

Plants and supplies $2,000.00

Life Insurance cash value $10,000.00

Money owed from others $600.00

Depreciable inventory $2,000.00

Note due to bank within 12 months $6,500.00


Financial and Net Worth Statement for Stone’s Lands caping

Assets and Liabilities Dollar Amount

A. Current Assets (List all current assets below)

1.

2.

3.

4.

B. Total Current Assets

C. Non-Current Assets (List all non-current assets below)

1.

2.

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)


ANSWER KEY Financial and Net Worth Statement for ABC Landscaping



1. Cash on hand 1, 500.00

2. Plants, fertilizer, and supplies 4,000.00

3. Money owed to company 1,000.00

4. Cash value of Life Insurance 20,000.00

B. Total Current Assets 26,500.00


1. Land Owned 150,000.00

2. Depreciable Inventory 8,000.00

D. Total Non-Current Assets 158,000.00

E. Total Assets (B+D = E) 184,500.00


1. Payment due to bank next month 6,500.00

G. Total Current Liabilities 6,500.00


1. Mortgage on property due beyond 12 months 50,000.00

I. Total Non-Current Liabilities 50,000.00

J. Total Liabilities (G+I = J) 56,500.00

K. Net Worth Total (E-J = K) 128,000.00


Name ______________________________ Date ______________

Test 1.01.03 - 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 J anuary 1

Value of Land Owned $150,000.00

Cash on Hand $1500.00

Plants, fertilizer, and other supplies $4,000.00

Money owed to the company $1000.00

Cash value of Life Insurance $20,000.00

Depreciable inventory $8,000.00

Payment due to the bank within the next month $6,500.00

Mortgage on the property due beyond 12 months $50,000.00


Financial and Net Worth Statement for ABC Landscapi ng Company



1.

2.

3.

4.

B. Total Current Assets


1.

2.

D. Total Non-Current Assets

E. Total Assets (B+D = E)


1.

G. Total Current Liabilities


I. Total Non-Current Liabilities

J. Total Liabilities (G+I = J)

K. Net Worth Total (E-J = K)


COURSE: 6882 Horticulture II – Landscaping UNIT A Employability and Business Skills

COMPETENCY: 1.00 9% B2 Understand leadership and employability skills in the landscape industry.

Objective: 1.02 3% A1 Recognize professional organizations and certifications available to those employed in the landscape industry.

Essential Questions: • 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.


• 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.





1. Ice Breaker – Direct students to look through trade magazines or do on-line searches to determine professional organizations dedicated to the landscape industry.

1. Helps students to RECALL A1 various 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.

2. Helps students to RECALL A1 the major professional organizations that impact the landscape industry.

3. Assign students to brainstorm how the missions and goals of professional organizations in the landscape industry influence the industry.

3. Helps students RECOGNZE A1 the possible roles of a professional organization.

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.

4. Helps students REMEMBER A1 knowledge about the professional organizations in the landscape industry.

5. Invite representative from Landscape Organizations and/or Professional Landscape Certifications to speak to class and encourage students to ask questions.

5. Helps students RECOGNZE A1 the possible roles of a professional organization and certifications.

6. Assign students to use Worksheet 1 .02.01 - 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.

6. Helps students REMEMBER A1 missions and goals of major professional organizations in NC.

7. Assign students to complete Test 1 .02.01 -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.

7. Helps determine if students REMEMBER A1 missions and goals of major professional organizations in NC.

8. Define and discuss the role of various certifications available to professionals in the landscape industry. Assign students to take notes on Worksheet 1.02.02 - Professional Landscape Certifications in Appendix 1.02.

8. Helps students REMEMBER A1 professional certifications.

9. Assign students to complete Test 1.02.02 - Professional Landscape Certifications in Appendix 1.02 to assess each student’s knowledge of certification requirements.

9. Helps determine if students REMEMBER A1 requirements for professional certifications.





REFERENCES WEBSITES

Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association.

http://www.asla.org/ http://www.landcarenetwork.org/cms/certification/ctp.html http://www.ncnla.com/ http://www.ncturfgrass.org/





Name ______________________________ Date ______________

Worksheet 1.02.01 - Web Quest for Landscape Organiz ations

1) Using the following web address http://www.ncnla.com/, 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 http://www.ncturfgrass.org/

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.


3) Using the following web address http://www.asla.org/, 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.



Test 1.02.01 - 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.


Name ______________________________ Date ______________

Test 1.02.01 - 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 _________ _____________________________________________________.


Name ______________________________ Date ______________

Worksheet 1.02.02 - 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:



Test 1.02.02 - 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.


Name ______________________________ Date ______________

Test 1.02.02 - 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 ___________ ___________________________________________________.


COURSE: 6882 Horticulture II-Landscaping UNIT A Employability and Business Skills

COMPETENCY: 2.00 8% C3 Apply procedures to perform calculations and to market landscape enterprises.

Objective : 2.01 5% 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 = 2666.67 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.


225' 325' � Example: Average Length = 225' + 325' = 550' = 275'

2 2 Area = 275' X 112' = 30,000 square feet 30,000 sq. ft. ÷ 9 = 3422.2 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 2. 3. 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.

112 '


� Example: radius = 40' ÷ 2 = 20' Area = 3.14 X 20² = 1256 square feet 1256 sq. ft. ÷ 9 = 139.6 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: 9 ÷ 100 = .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 = 11


� 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 = 533.33 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 = $100.00 � Quantity of seeds, stolons or sprigs needed 1. Divide square feet by 1000. 2. 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. ÷ 1000 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. ÷ 1000 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.


or Area of paver = 4" X 8" = 32 sq. inches ÷ 144 = .22 sq. ft. Number of pavers = 375 ÷.22 = 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 (1705 + 171 = 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' = 178.2 cubic feet Cubic yards = 178.2 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


� 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 12-4-8 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 12-4-8 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.


� 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 = 1.675 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.


Objective: 2.01 C3 5% Apply procedures to perform calculations used in estimates and quotes.



1. Ask Essential Questions, give students time to answer, and then discuss questions.

1. Helps students UNDERSTAND B2 what is in the objective.

2. Discuss with students the reasons they need to learn how to perform calculations.

2. Helps students UNDERSTAND B2 why they need to learn how to do calculations.

3. Demonstrate to students how to calculate “Area” problems in the Unpacked Content.

3. Helps students to UNDERSTAND B2 correct calculation procedures.

4. Assign students to complete “Area” problems o n Worksheet 2.01.01 in Appendix 2.01 and monitor their work. Check work for accuracy.

4. Helps students APPLY C3 procedures to perform calculations and provides formative assessment.

5. Demonstrate to students how to calculate “Volume” problems in the Unpacked Content.


6. Assign students to complete “Volume” problems on Worksheet 2.01.02 in Appendix 2.01 and monitor their work. Check work for accuracy.

6. Helps students APPLY C3 procedures to perform calculations and provides assessment.

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 o n Worksheet 2.01.03 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 2.01.04 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.



12. Assign students to complete “Hardscape” problems on Worksheet 2.01.05 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 2.01.06 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 2.01.07 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” problem s on Worksheet 2.01.08 in Appendix 2.01 and monitor their work. Check work for accuracy.





Objective: 2.01 C3 5% Apply procedures to perform calculations used in estimates and quotes.

REFERENCES 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.





Teacher’s Answer Key for Worksheet Problems

Worksheet 2.01.01 Worksheet 2.01.05 1. 25,600 1. 600 2. 320 sq. ft. 2. 594 35.6 sq. yds. 3. 2.44 3. 254.3 sq. ft. 4. 90 4. 112 sq. ft. 5. 4 5. 45,000 6. 2 6. 11.02 Worksheet 2.01.02 Worksheet 2.01.06

1. 23.76 1. .93 2. 1.47 2. 4 3. 2.91 3. 30 4. 2.52 4. 1.22 5. 5.36 5. 2.96

Worksheet 2.01.03 Worksheet 2.01.07

1. 50 1. 40 2. 1:100 2. 25 3. $72.00 3. 200 4. $273.00 4. 100 5. $300.00 5. 333.33 6. $160.00

Worksheet 2.01.04 Worksheet 2.01.08

1. 21 1. 50 2. 24,000 2. 5 3. 50 3. 150 4. 75 4. 48 teaspoons 5. 360 5. 1.5


Name____________________________________ Date__________________

Worksheet 2.01.01 for Instructional Activity 4 Area Calculations

Area = length X width (for squares, rectangles and trapezoids) Sq. Yd. = Sq. ft. ÷ 9

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 = 3.14

4. 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, 560


Name____________________________________ Date__________________

Worksheet 2.01.02 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 = 3.14

1. 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?


Name____________________________________ Date__________________

Worksheet 2.01.03 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?


Name____________________________________ Date__________________

Worksheet 2.01.04 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?


Name____________________________________ Date__________________

Worksheet 2.01.05 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?


Name____________________________________ Date__________________

Worksheet 2.01.06 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?


Name____________________________________ Date__________________

Worksheet 2.01.07 for Instructional Activity 16 Fertilizer Calculations

1. How many pounds of 10-10-10 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 10-10-10 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 30-0-0 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.?




Name____________________________________ Date__________________

Worksheet 2.01.08 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?


COURSE: 6882 Horticulture II-Landscaping UNIT A Employability and Business Skills

COMPETENCY: 2.00 8% C3 Apply procedures to perform calculations and to market landscape enterprises.

Objective : 2.02 3% B2 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 relat ions

• 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.


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 custo mers

• 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


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.


Objective: 2.02 3% B2 Understand characteristics of effective marketing.


RELEVANCY TO

OBJECTIVE 1. Ask students, “Why do businesses need to market?” and

ask a student to write responses on the board. 1. Helps students begin to

UNDERSTAND B2 marketing.

2. Explain to students what marketing includes and why businesses need to market. Assign students take notes on their own paper.

2. Helps students UNDERSTAND B2 marketing.

3. Assign students to read Ornamental Horticulture, pp. 418-25 and take notes on Worksheet 2.02.01 in Appendix 2.02 to understand how advertising, promotion, publicity and public relations are used to market landscape enterprises.

3. Helps students UNDERSTAND B2 and COMPARE B2 how different types of marketing are used.

4. Invite landscape business owner/manager and/or advertising representative to speak to students and encourage students to ask questions.

4. Helps students UNDERSTAND B2 marketing.

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.

5. Helps students CLASSIFY B2 and COMPARE B2 different types of marketing.

6. Explain to students and students use Worksheet 2.02.02 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.

6. Helps students EXEMPLIFY B2 and COMPARE B2 different types of advertising.

7. Use PPT 2.02.01 PowerPoint – “Advertising Media” to explain to students and have students use Worksheet 2.02.03 from Appendix 2.02 to take notes on “Advantages and Disadvantages of Different Media Used for Marketing”.

7. Helps students UNDERSTAND B2 advantages and disadvantages of different media.

8. Make handout from Content Organizer and/or use PPT 2.02.02 PowerPoint - “Characteristics of Good and a Poor Advertisements” and use to explain differences to students. Students use Worksheet 2.02.04 from Appendix 2.02 to take notes.

8. Helps students COMPARE B2 good and poor advertisements.

9. Use examples of advertising from Activity 4 and Worksheet 2.02.05 for students to evaluate examples as good or poor advertisements.

9. Helps students EVALUATE advertisements as good or bad.


10. Explain to students FFA CDE opportunities related to marketing and encourage participation.

10. Helps students UNDERSTAND B2 marketing opportunities in the FFA.

11. Assign students to complete Test 2.02.01—Marketing from Appendix 2.02, grade test, and discuss results with students.

11. Helps students UNDERSTAND B2 marketing and provides formative assessment.




Objective: 2.02 3% B2 Understand characteristics of effective marketing.

REFERENCES 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.





Name ___________________________Date ___________


Differences Between Types of Marketing

Type Purpose Examples

Advertising

Promotion

Publicity & Public Relations

How are the types of marketing similar? 1. 2. 3. How are the types of marketing different? 1. 2. 3.


Name ___________________________Date ___________

Worksheet 2.02.02 for Instructional Activity 6 Directions: For each type of advertising, write th e 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 respo nse 1.

2. 3.

Attitude 1. 2.

Major Differences


Name ___________________________Date ___________

Worksheet 2.02.03 for Instructional Activity 7 Advantages and Disadvantages of Various Media

Type of Media

Advantages Disadvantages

Newspapers

Magazines

Internet Web Pages

Billboards

Telephone Directories

Radio

Television

Direct Mail

Hand Bills (Flyers)

Display Windows


Name ____________________________ Date_______________

Worksheet 2.02.04 for Instructional Activity 8 Characteristics of Advertisements

Good Advertisements 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Poor Advertisements 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Summary


Name ___________________________Date____________

Worksheet 2.02.05 for Instructional Activity 9 Directions: Evaluate each advertisement as good or poor based on the Characteristics of Advertisements Notes from Activi ty 8 Worksheet 4. Example Number

Good Poor Criteria That Were Met or Not Met to Make Advertisement Good or Poor

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Name __________________________Date ____________

Test 2.02.01 — Marketing 1. Why do businesses need to market?

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.



UNIT B

LANDSCAPE DESIGN

RBT Classification

Course Weight

B LANDSCAPE DESIGN 28% LC03.00 Understand the processes used to select pla nts in the

landscape industry. B2 9%

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, estimate s, and quotes.

C3 19%

LC04.01 Remember elements and principles of design, irrigation system components and measurements, and symbols used to develop landscape and irrigation plans.

A1 10%

LC04.02 Apply procedures to develop landscape and irrigation plans.

C3 6%

LC04.03 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans.

A1 3%


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.


COURSE: 6882 Horticulture II--Landscaping UNIT B Landscape Design

COMPETENCY: 3.00 9% B2 Understand the processes used to select plants in the landscape industry.

Objective : 3.01 6% 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.


• 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


Plant ID List for 6882 Landscaping

Page 1

Botanical (Scientific) Name Common Name TREES Acer palmatum Japanese Maple Acer rubrum Red Maple Betula nigra River Birch Cornus florida Flowering Dogwood Cornus kousa Chinese Dogwood Ilex x �ttenuate ‘Fosteri’ Fosteri Holly Lagerstromeia indica Crape Myrtle Liquidumbar styraciflua cv. ‘Rotundiloba’

Fruitless Sweetgum

Magnola grandiflora Southern Magnolia Pyrus calleryana “Bradford” Bradford Pear Quercus phellos Willow Oak Zelkova serrata Zelkova SHRUBS Aucuba japonica Aucuba Buddleia davidii Butterfly Bush Camellia japonica Common Camellia Camellia sasanqua Sasanqua Camellia X Cupressocyparis leylandii Leyland Cypress Gardenia jasminoides ‘Radicans’ Dwarf Gardenia Ilex x �ttenuate ‘Fosteri’ Fosteri Holly Ilex cornuta ‘Burfordi Nana’ Dwarf Burford Holly Ilex crenata ’Helleri’ Helleri Holly Ilex crenata ‘Sky Pencil’ Sky Pencil Holly Ligustrum japonicum Ligustrum Loropetalum chinense Loropetalum Myrica cerifera Wax Myrtle Nandina domestica Heavenly Bamboo/ Standard Nandina Prunus laurocerasus ‘Otto Luyken’ Otto Luyken Laurel Raphiolepis sp. Indian Hawthorn Rhododendron sp. (Azalea) Azalea Thuja occidentalis American Arborvitae


Plant ID List for 6882 Landscaping Page 2

HERBACEOUS PERENNIALS Astilbe cv. Astilbe Canna x generalis Canna Chrysanthemum x superbum Shasta Daisy Clematis x jackmanii Clematis Gelsemium sempervirens Carolina jessamine Helleborus orientalis Lenton Rose Hemerocallis cv. Daylily Hosta sp. Hosta Iris x germanica Iris Liatris spicata Liatris Paeonia sp. Peony Phlox paniculata Garden Phlox GROUND COVERS 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 terminalis Pachysandra Vinca minor Periwinkle


Objective: 3.01 A1 6% Recognize plants based on use.

INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE

1. Use Introduction to Horticulture, pp. 13-17 and NC Certified Landscape Technician Study Manual, pp. 3.6-3.10 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.

1. Allows students to RECOGNIZE A1 botanical and common names used to identify plants.

2. Show students PPT3.01.01 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 3.01.01 from Appendix 3.01.

2. Helps students RECOGNIZE A1 plants based on their uses.

3. 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. 45-561 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 3.01. Assign students to use Worksheet 3.01.02 from Appendix 3.01 to take notes.

3. Helps students RECOGNIZE A1 categories of plants based on their uses.

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.

4. Helps students RECOGNIZE A1 plants by correct names.

5. Assign students to use Worksheet 3.01.03 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.

5. Helps students RECOGNIZE A1 plants and their uses.


6. Assign students to complete Worksheet 3.01.04 from Appendix 3.01 to list common names of plants.

6. Helps students CLASSIFY B2 common and botanical 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.

7. Helps students RECOGNIZE A1 plants by correct names.

8. Show students pictures, slides, sketches, and/or specimen plants and use Test 3.01.01 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 3.01.

8. Helps students REMEMBER A1 plants and provides students and teacher feedback on each student’s mastery.

9. Use Test 3.01.02 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 3.01.03 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.

11. Helps students UNDERSTAND B2 opportunities to participate in FFA Nursery/Landscape CDE.




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. 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 27252.

http://www.ces.ncsu.edu/Publications/commercialhort.php http://www.ncffa.org/

6882 Horticulture II-Landscaping Summer 2009

78




79

Name________________________________ Date_____________

Worksheet 3.01.01 for Instructional Activity 2 Directions: Use the form below to take notes on th e characteristics of the four categories of plants.

Characteristics of Four Categories of Plants Based on Use Categories Characteristics

Tree

Shrub

Herbaceous perennial

Ground cover


80

Name________________________________ Date_____________

Worksheet 3.01.02 for Instructional Activity 3 (1 o f 3 pages) Plant ID List for 6882 Landscaping

Directions: Write the common name, use, and identi fying features for each plant. Botanical Name Common

Name Use Identifying Features 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’


81

Name________________________________ Date_____________



Name Use Identifying Features 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.


82

Name________________________________ Date_____________



Name Use Identifying Features 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


83

Worksheet 3.01.03 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.


84

Name________________________________ Date_____________


Directions: Write the common name for each plant.

Botanical (Scientific) Name Common 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 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


85

Name________________________________ Date_____________


Directions: Write the common name for each plant.

Botanical (Scientific) Name Common 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 GROUND COVERS Ajuga reptans Hedera helix Iberis sempervirens Juniperus conferta Juniperus horizontalis Liriope muscari Ophiopogon japonicus Pachysandra terminalis Vinca minor


86

Name________________________________ Date_____________

Test 3.01.01 for Instructional Activity 8 (1 of 2 p ages) Plant ID List for 6882 Landscaping

Directions: Write the common name, use, and identi fying features for each plant.

Botanical Name Common Name Use Identifying Features

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


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’


87

Name________________________________ Date_____________

Test 3.01.01 for Instructional Activity 8 (2 of 2 p ages) Plant ID List for 6882 Landscaping

Directions: Write the common name, use, and identi fying features for each plant.

Botanical Name

Common Name Use Identifying Features

Raphiolepis sp. Rhododendron sp. (Azalea)

Thuja occidentalis

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___________________


88


Test 3.01.02 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


89

Name________________________________ Date_____________

Test 3.01.02 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 te acher. 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


90

Name________________________________ Date_____________


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


a. Garden Phlox b. Helleri Holly c. Red Maple d. Zelkova


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


a. Candytuft b. Helleri Holly c. Red Maple d. Zelkova


91

Name________________________________ Date_____________



a. Helleri Holly b. Mondo grass c. Red Maple d. Zelkova


a. Helleri Holly b. Pachysandra c. Red Maple d. Zelkova


a. Helleri Holly b. Red Maple c. Vinca d. Zelkova


a. Creeping Juniper b. Helleri Holly c. Red Maple d. Zelkova


a. Canna x generalis b. Hedera helix c. Lagerstromeia indica d. Ligustrum japonicum


92

Name________________________________ Date_____________

Test 3.01.03 - 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 Identification Number 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 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


93

Name________________________________ Date_____________

Test 3.01.03 - 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

Identification Number

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 Total Score___________________


94

COURSE: 6882 Horticulture II-Landscaping UNIT B Landscape Design

COMPETENCY: 3.00 9% B2 Understand the processes used to select plants in the landscape industry.

Objective : 3.02 3% 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 i n 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.


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• 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.


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Objective: 3.02 3% B2 Understand factors used to select plants.


RELEVANCY TO

OBJECTIVE 1 Ask “What factors should be considered when selecting

landscape plants?” and write student responses on board.

1. Helps students REMEMBER A1 plant selection factors.

2. Assign students to use REFERENCES and WEBSITES on the Internet to complete Worksheet 3.02.01 — Plant Selection Factors Chart from Appendix 3.02.

2. Helps students RECOGNIZE A1 factors used to select landscape plants.

3. Use Teacher’s Copy of Plant Selection Factors Chart to orally and/or visually present information so that students can correct and complete Worksheet 3.02.01 from Activity 2 above.

3. Helps students REMEMBER A1 factors used to select landscape plants.

4. Assign students to use Worksheet 3.02.02 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.

4. Helps students REMEMBER A1 factors used to select landscape plants by seeing differences and examples.

5. Show and discuss with students various plants and their selection factors by using the school campus or a field trip.

5. Helps students REMEMBER A1 factors used to select landscape plants by seeing the factors in a landscape.

6. Use Plant Selection Factors Test 3.02.01 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.

6. Provides students and teacher with feedback on student’s mastery.


7. Provides students and teacher with feedback on student’s mastery.


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Objective: 3.02 3% 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 27252. Still, S. M. (1994). Herbaceous Ornamental Plants. Champaigne, IL: Stipes Publishing Co.

http://www.ncffa.org http://www.usna.usda.gov/Newintro/skypenc1.html http://www.ces.ncsu.edu/depts/hort/consumer/factsheets/trees-new/ilex_attenuata-fosteri.html http://www.ncsu.edu/jcraulstonarboretum/publications/ newsletters/01-97fall/News01-97fal.html http://www.ces.ncsu.edu/depts/hort/consumer/factsheets/trees-new/quercus_phellos.html http://www.ces.ncsu.edu/Publications/commercialhort.php http://www.floridata.com/ref/G/gelsem.cfm


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99

Name __________________________________ Date __________

Worksheet 3.02.01 - Plant Selection Factors Chart Page 1 of 4 PAGES

Botanical (Scientific) Name

Common Name Exposure Site Condition

Size In ft.

Hardiness Zone

TREES Acer palmatum

Japanese Maple

Acer rubrum Red Maple Betula nigra River Birch Cornus florida Flowering

Dogwood

Cornus kousa Chinese Dogwood

Lagerstroemia indica

Crape Myrtle

Liquidambar styraciflua cv. ‘Rotundifolia’

Fruitless Sweetgum

Magnolia grandiflora

Southern Magnolia

Pyrus calleryana ‘Bradford’

Bradford Pear

Quercus phellos Willow Oak Zelkova serrata Zelkova

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


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Name __________________________________ Date __________


Botanical (Scientific) Name

Common Name Exposure Site Condition

Size In ft.

Hardiness Zone

SHRUBS Aucuba japonica Aucuba Buddleia davidii Butterfly Bush Camellia japonica Common Camellia Camellia sasanqua Sasanqua Camellia X Cupressocyparis leylandii

Leyland Cypress


Dwarf Gardenia

Ilex x attenuata ‘Fosteri’

Fosteri Holly


Dwarf Burford Holly

Ilex crenata ’Helleri’ Helleri Holly Ilex crenata ‘Sky Pencil’

Sky Pencil Holly

Ligustrum japonicum

Ligustrum

Loropetalum chinense

Loropetalum



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Name __________________________________ Date __________


Botanical

(Scientific) Name Common Name Exposure Site

Condition Size in

ft. Hardiness

Zone

SHRUBS - Continued

Nandina domestica Heavenly Bamboo/ Standard Nandina


Otto Luyken Laurel

Raphiolepis sp. Indian Hawthorn Rhododendron sp. (Azalea)

Azalea

Thuja occidentalis American Arborvitae

HERBACEOUS PERENNIALS

Astilbe cv. Astilbe Canna x generalis Canna Chrysanthemum x superbum

Shasta Daisy

Clematis x jackmanii

Clematis

Gelsemium sempervirens

Carolina jasamine



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Name __________________________________ Date __________


Botanical (Scientific)

Name Common

Name Exposure Site

Condition Size in

ft. Hardiness

Zone

HERBACEOUS PERENNIALS - continued

Helleborus orientalis Lenton Rose Hemerocallis cv. Daylily Hosta sp. Hosta Iris x germanica Iris Liatris spicata Liatris Paeonia sp. Peony Phlox paniculata Garden Phlox GROUND COVERS Size in

inches

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 terminalis

Pachysandra

Vinca minor Periwinkle



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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 Maple

SS, S MS 15-25 5-8

Acer rubrum Red Maple FS, SS, S MS 40-60 3-9 Betula nigra River Birch SS WS 40-70 4-9 Cornus florida Flowering

Dogwood SS MS 20-40 5-9

Cornus kousa Chinese Dogwood

FS, SS MS 20-30 5-8

Lagerstroemia indica Crape Myrtle FS MS 15-25 7-9 Liquidambar styraciflua cv. ‘Rotundifolia’

Fruitless Sweetgum

FS, SS MS 40-60 6

Magnolia grandiflora Southern Magnolia

FS, SS MS 60-80 6-9

Pyrus calleryana ‘Bradford’

Bradford Pear FS, SS MS 30-50 4-8

Quercus phellos Willow Oak FS MS 60-80 5-9 Zelkova serrata Zelkova FS, SS MS 50-80 5-8 SHRUBS Aucuba japonica Aucuba S MS 6-10 7-10 Buddleia davidii Butterfly Bush FS DS 10-15 5-9 Camellia japonica Common

Camellia SS, FS-northern exposure

MS 10-15 7-9

Camellia sasanqua Sasanqua Camellia

FS, SS MS 6-10 7-9

X Cupressocyparis leylandii

Leyland Cypress

FS MS 60-70 5-10


Dwarf Gardenia FS, SS MS 2-3 8-10

Ilex x attenuata ‘Fosteri’

Fosteri Holly FS, SS MS 10-30 6-9


Dwarf Burford Holly

FS, SS MS 10-25 7-9

Ilex crenata ’Helleri’ Helleri Holly FS, SS, S MS 2-4 5-8 Ilex crenata ‘Sky Pencil’

Sky Pencil Holly FS, SS MS 10 7

Ligustrum japonicum Ligustrum FS, SS, S MS 6-12 7-10 Loropetalum chinense

Loropetalum FS, SS MS, WS 6-10 7-9


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TEACHER’S KEY--Plant Selection Factors Chart Page 2 of 2

Botanical

(Scientific) Name Common Name Exposure Site

Condition Size in ft.

Hardiness Zone

Nandina domestica Heavenly Bamboo/ Standard Nandina

FS, SS

MS

6-8 6-9


Otto Luyken Laurel FS, SS, S MS 3-4 6

Raphiolepis sp. Indian Hawthorn FS, SS, S MS 4-6 7-10 Rhododendron sp. (Azalea)

Azalea SS, S MS 2-20 4-8

Thuja occidentalis American Arborvitae

FS, SS MS 40-6- 2-8

HERBACEOUS PERENNIALS

Astilbe cv. Astilbe SS, S MS, WS 2-3 5 Canna x generalis Canna FS MS, DS 1-5 9 Chrysanthemum x superbum

Shasta Daisy FS, SS MS 2-4 5

Clematis x jackmanii Clematis FS MS, WS 10 5 Gelsemium sempervirens

Carolina jasamine FS, SS, S MS 1-20 7-9

Helleborus orientalis Lenton Rose S MS 1-1.5 4 Hemerocallis cv. Daylily FS, SS, S MS, DS 1.5-3 4 Hosta sp. Hosta SS, S MS, WS 1-2.5 4 Iris x germanica Iris FS, SS MS, DS 2-4 5 Liatris spicata Liatris FS, SS MS 1.5-5 4 Paeonia sp. Peony FS, SS MS 3-5 4-5 Phlox paniculata Garden Phlox FS, SS MS 2-4 5 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 japonicus

Mondo grass FS, SS, S MS 36" 7

Pachysandra terminalis

Pachysandra S MS 6-12" 3-8

Vinca minor Periwinkle SS, S MS, DS 3-6" 3-8


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Worksheet 3.02.02 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.


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TEACHER’S KEY for Test 3.02.01 - 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


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Name________________________________ Date_____________

Test 3.02.01 - Plant Selection Factors for Instruct ional 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 te acher.

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


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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?



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12. Which soil moisture condition do Loropetalum and Azalea shrubs have in common?


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. 7

16. 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


110

19. Some deciduous trees are used for their special beauty in the fall. Which plant selection factor is used to select these trees?


20. Which plant selection factor describes how dark or how light green the leaves on plants are?


21. Which plant selection factor usually is most important when considering flowers on flowering plants?


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?


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


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COMPETENCY: 4.00 19% C3 Apply procedures to develop plans, estimates, and quotes.

Objective : 4.01 10% A1

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.


112

� 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.


113

• 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 150-200 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


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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.


115

SYMBOLS

PLANT SYMBOLS

Evergreen tree

Deciduous tree

Evergreen shrub

Deciduous shrub

Ground cover

Annuals

On a landscape plan, annuals do not have a symbol. One must simply draw an arrow on the plan to the area where 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, 4th edition pages 398 Landscaping Principles and Practices, 6th edition, pages 32-50


116

HARDSCAPE SYMBOLS

Paver - brick

Water feature

Lighting

Concrete

Wood

For reference to symbols included in this table and for additional symbols see: Introduction to Horticulture, 4th edition pages 398 Landscaping Principles and Practices, 6th edition, pages 32-50

T


117

IRRIGATION SYMBOLS

Sprinkler

Main line

Lateral line _______________________

Control box

Water meter (water source)

Backflow preventer -N-

Throw area of sprinkler

M


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Miscellaneous Symbols

North arrow

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, 6th edition, pages 32-50.

North


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Objective: 4.01 10% A1




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.

1. Helps students UNDERSTAND B2 reasons for learning how to develop landscape plans.

2. Use UNPACKED CONTENT to discuss with students the three elements of design and assign students to take notes on their own paper.

2. Helps students UNDERSTAND B2 elements of design.

3. Assign students to read pp.160-3 in Ornamental Horticulture: Science, Operation, and Management to complete Worksheet 4.01.01 — Principles of Landscape Design in Appendix 4.01.

3. Helps students UNDERSTAND B2 principles of landscape design.

4. Assign students to read pp.177-80 in Ornamental Horticulture: Science, Operation, and Management to complete Worksheet 4.01.02 — Methods of Grouping Plants in Appendix 4.01.

4. Helps students REMEMBER A1 how to group landscape plants.

5. Discuss with and demonstrate to students criteria used to hand draw letters and numbers using appropriate shape, spacing, and uniformity.

5. Helps students REMEMBER A1 different lettering techniques used in the landscape industry.

6. Assign students to hand draw letters and numbers using appropriate shape, spacing, and uniformity on Activity 4.01.01 - LETTERING in Appendix 4.01. Use Lettering Rubric 4.01.01 in Appendix 4.01 to score lettering.

6. Helps students APPLY C3 criteria for lettering landscape and irrigation plans.

7. Discuss with and demonstrate to students how to use both architect and engineering scales.

7. Helps students REMEMBER A1 how to measure and draw lines using both an architect and an engineering scale.

8. Assign students to measure and draw lines using both an architect and an engineering scale on the Worksheet 4.01.03 — USING SCALES in Appendix 4.01. Grade the worksheet and discuss results with students.

8. Helps students APPLY C3 use of both architect and engineering scales and provides assessment.


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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 4.01.04 — Types of Irrigation Systems, Sprinkler Heads, Sprinkler Components, and Irrigation Measurements from Appendix 4.01 to take notes.

9. Helps students REMEMBER A1 types of irrigation systems, the components of an irrigation system, and irrigation measurements.

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.

10. Helps students REMEMBER A1 how to use the correct symbols when completing a landscape and/or irrigation 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 4.01.05 —Plant Symbols in Appendix 4.01


13. Assign students to complete Worksheet 4.01.06 —Hardscape Symbols in Appendix 4.01.


14. Assign students to complete Worksheet 4.01.07 —Irrigation Symbols in Appendix 4.01.


15. Assign students to complete Worksheet 4.01.08 —Miscellaneous Symbols in Appendix 4.01.


16. Assign students to complete Symbols Quiz 4.01.01 in Appendix 4.01. Grade quiz and discuss results with students.

16. Provides students and teacher with feedback and assessment on each student’s RECALL A1 of symbols.

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.



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Objective: 4.01 10% A1


REFERENCES 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.

http://www.ces.ncsu.edu/Publications/commercialhort.php http://www.rainbird.com


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123

Name ___________________________ Date ________________ Worksheet 4.01.01 - Principles of Landscape Design

Directions: Write in the circles the definition and an example for each principle of landscape design.

Balance

Focalization

Simplicity

Proportion

Rhythm and Line

Balance

Focalization

Simplicity

Proportion

Rhythm and Line

Unity


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Name _________________________Date ______________

Worksheet 4.01.02 - 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 Grouping Plants

Characteristics

Corner Planting

Foundation Planting

Line Planting

Mass Planting

Accent Plant

What are the major differences between the differen t methods of grouping plants? 1. 2. 3. 4.


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Name_____________________________________Date_______ Period_____

ACTIVITY 4.01.01 - 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


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R S T U V W X Y Z 0 1 2 3 4 5 6 7 8 9


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Student’s Name:___________________________ Period: _______ Assessment: LETTERING RUBRIC LANDSCAPING 4.01.01

Evaluation Criteria Excellent Good Fair Poor Score How effectively did the student:

Use single strokes when forming letters and numbers

Neat, used all single strokes

20

9 out of 10 used single strokes

19

8 out of 10 used single strokes

18

7 or fewer used single strokes

17 or below

Use all capital (upper case) letters

Printed in all capital letters

10

N/A

N/A

Did not print in all capital letters

0

Use light stokes when lettering to avoid smudges

Strokes are light and are void of smudges

10

Strokes are light with some smudges

9,8

Strokes are dark with no smudges

7

Strokes are dark with some smudges

6 or below

Draw letters and numbers vertically

All are drawn vertically

20

9 out of 10 are drawn vertically

19

8 out of 10 are drawn vertically

18

7 or fewer letters and numbers are drawn vertically

17 or below

Use appropriate spacing when lettering

Consistently used appropriate spacing

15

9 out of 10 are spaced appropriately

14

8 out of 10 are spaced appropriately

13

7 or fewer are spaced appropriately

12 or below

Draw letters and numbers touching both guidelines

All touched both guidelines

15

9 out of 10 touched both guidelines

14


13


12 or below

Show uniformity in letters and numbers

All showed uniformity

10

9 out of 10 showed uniformity

9


8


7 or below

Total Possible Points: 100 Total Score: ______ Comments:


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Name_____________________________________Date_______ Period_____

WORKSHEET 4.01.03 - 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 15’.


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Name __________________________Date ____________


Types of Irrigation Systems, Sprinkler Heads, Sprin kler 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


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Worksheet 4.01.04 Continued

Types of Irrigation Systems, Sprinkler Heads, Sprin kler 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


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Name_____________________________________Date_______ Period_____ Directions: Use templates, compass, scales, triangles, or stamps to draw the correct plant symbol for each type plant.

WORKSHEET 4.01.05 - PLANT SYMBOLS

Evergreen tree Deciduous tree Evergreen shrub Deciduous shrub Ground cover


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Name_____________________________________Date_______ Period_____ Directions: Use templates, compass, scales, triangles, or stamps to draw the correct hardscape symbol for each type hardscape.

WORKSHEET 4.01.06 - HARDSCAPE SYMBOLS

Paver brick Water feature Lighting Concrete Wood


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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 4.01.07 - IRRIGATION SYMBOLS

Sprinkler Main line Lateral line Control box Water meter (water source) Backflow preventer


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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 4.01.08 - MISCELLANEOUS SYMBOLS

North arrow Scale Title block


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4.01.01 - 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.

-N- 4. Draw the symbol for a brick patio.

5. Draw the symbol for a ground cover.


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Name_____________________________________Date_______ Period_____

4.01.01 - 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.


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COURSE: 6882 Horticulture II – Landscaping UNIT B Landscape Design


Objective : 4.02 6% 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 DEV ELOP 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.


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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.


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o Determine the objecti ves 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.


140

o Draw the f inal 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.


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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.


142

• 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.


143

Objective: 4.02 6% C3 Apply procedures to develop landscape and irrigation plans.


RELEVANCY TO

OBJECTIVE 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.

1. Helps students UNDERSTAND B2 reasons for learning how to develop and read landscape and irrigation plans.

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.

2. Helps students UNDERSTAND B2 procedures used to select methods and instruments used to develop landscape and or irrigation plans.

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.

3. Helps students COMPARE B2 methods and instruments used to develop landscape and irrigation plans.

4. Assign students to use procedures to select the appropriate method to use to develop a landscape and/or an irrigation plan. Use Checklist 4.02.01 for Procedures to Select Appropriate Method to Develop Plans .

4. Helps students APPLY A1 procedures to select appropriate method to develop plans and provides assessment.

5. Ask students, “Which method do you prefer and why?” and summarize their responses on the board.

5. Helps students UNDERSTAND B2 methods and instruments used to develop landscape and irrigation plans.

6. Discuss with students the differences between the program or planning phase and the design phase to develop landscape plans.

6. Helps students COMPARE B2 different phases of developing landscape plans.

7. Discuss with students the procedures to conduct a client interview and have students take notes on their own paper.

7. Helps students UNDERSTAND B2 procedures to conduct a client interview.


144

8. Assign students to complete a client interview with a classmate or a family member using Worksheet 4.02.01 in Appendix 4.02.

8. Helps students APPLY C3 procedures to conduct a client interview to determine landscape design needs.

9. Assign students to use pp.138-46 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.

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. Discuss with students how to develop a problem statement for a landscape plan and assign students to take notes on their own paper.

10. Helps students UNDERSTAND B2 how to develop a problem statement.

11. Discuss with students how to determine the objectives for a problem statement and assign students to take notes on their own paper.

11. Helps students UNDERSTAND B2 how to determine objectives for a problem statement.

12. Assign students to develop a problem statement and determine objectives for a specific landscape situation and grade their work.

12. Helps students APPLY C3 the steps to develop problem statements and objectives and provides assessment.

13. Use Figure 9-38 Steps in the layout of a residential landscape plan from pp. 196-7 in Ornamental Horticulture: Science, Operation, and Management to discuss with and demonstrate to students the steps used to develop a landscape plan.

13. Helps students UNDERSTAND B2 the steps used to develop landscape and irrigation plans.

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 4.02.01 in Appendix 4.02 to score diagram.

14. Helps students UNDERSTAND B2 “ use areas” and their functions (public, family living, private, and service) and provides assessment.


145

15. Assign students to use Worksheet 4.02.02 - 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 4.02.02 from Appendix 4.02 to score the landscape design.

15. Provides students the opportunity to APPLY C3 skills necessary to complete a landscape plan and provides assessment.

16. Discuss with students the differences between the program or planning phase and the design phase to develop irrigation plans.

16. Helps students COMPARE B2 different phases of developing 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.

17. Helps students UNDERSTAND B2 planning phase procedures used to develop irrigation systems.

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.

18. Helps students REMEMBER A1 steps used to develop an irrigation plan.

19. Use Worksheet 4.02.03 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.

19. Helps students REMEMBER A1 key symbols on an irrigation plan and how they are used.

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.

20. Helps students REMEMBER A1 key symbols on an irrigation plan and how they are used.

21. Assign students a sample site to develop an irrigation plan using Landscaping Principles and Practices, pp.322-40. Use Worksheet 4.02.04 in Appendix 4.02 to develop irrigation plans. Use Rubric 4.02.03 for Home Irrigation Design Project from Appendix 4.02 to evaluate irrigation plans and discuss results with students.

21. Helps students APPLY C3 procedures to develop irrigation plans and provides assessment.




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Objective: 4.02 6% C3 Apply procedures to develop landscape and irrigation plans.

REFERENCES WEBSITES

Booth, N. K. & Hiss, J. E. (1991). Residential Landscape Architecture: Design Process for the Private Residence. Englewood Cliffs, NJ: Prentice Hall. 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.

http://www.ces.ncsu.edu/Publications/commercialhort.php http://www.rainbird.com


147




148

Name____________________________________ Date________________

Checklist 4.02.01 for Using Procedures to Select Appropriate Method to Develop Plans.

Did student demonstrate the procedure correct ly?

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.


149

Name_____________________________________Date_______ Period_____

Worksheet 4.02.01 - Client Interview (page 1 of 2) Directions: Interview a classmate or a family member to get the information needed and then complete Worksheet 4.02.01 - 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


150

Name_____________________________________Date_______ Period_____

Worksheet 4.02.01 - 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 Location/ Use Flagstone Brick paver Concrete stamped Concrete Wood

� Service Area

Item Location/ Use Compost bin Dog kennel/ run Garage cans Storage areas Children’s play area Other notes or comments : _____________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________


151

Student’s Name:__________________________ Period:_ _______

Assessment: OUTDOOR ROOM CONCEPT LANDSCAPING RUBRI C 4.02.01

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

Used a straight edge to divide all outdoor rooms

10

N/A

N/A

Did not use a straight edge to divide all outdoor rooms

0

Color code the outdoor room as instructed by the teacher

Used correct colors to identify the outdoor rooms

10

Used 3 of 4 correct colors to identify the outdoor rooms

9

Used 2 correct colors to identify the outdoor rooms

8

Used 1 correct color to identify the outdoor rooms

7 or below

Use appropriate symbols for trees, shrubs and hardscapes

All symbols used were correct and accurate

30

2 to 3 symbols were used incorrectly

29, 28, 27, 26, 25


24, 23, 22, 21, 20

More than 5 symbols were used incorrectly

19 and below

Total Possible Points: 50 Total Score: _______ Comments:


152

Name: _______________________________________ Date: __________________

Worksheet 4.02.02 - 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.


153

Student’s Name: ____________________________ Period :______

Assessment: FINAL DESIGN LANDSCAPING RUBRIC 4.02.0 2


Correctly measure and draw the landscape.

Neat, lightly drawn

10

Neat

9,8

Somewhat neat with some smudges

7, 6, 5

Sloppy and smudged

4 or below

Conduct a client interview with his/her table partner or a family member.

Conducted an interview

10

N/A

N/A

Did not conduct a client interview.

0

Demonstrate proper use of the drawing instruments.

All drawing instruments were used appropriately

10

Some drawing instruments were used appropriately

9, 8, 7

Few drawing instruments were used appropriately

6, 5, 4

There was no evidence of drawing instruments used

3 or below

Demonstrate appropriate lettering.

All letters used were correct and accurate

10

1-2 letters were used incorrectly

9, 8

3-4 letters were used incorrectly

7, 6

More than 5 letters were used

incorrectly 5 or below

Incorporate the outdoor room concept.

All outdoor room areas were justified by appropriate placement of plant material and hardscapes

10

3 outdoor room areas were justified by appropriate placement of plant material and hardscapes

9, 8

2 outdoor room areas were justified by appropriate placement of plant material and hardscapes

7, 6

There was no evidence of the outdoor room concept used

5 or below

Demonstrate proper use of symbols.

All symbols used were correct and accurate

20

1-2 symbols were used incorrectly

19, 18


17, 16, 15, 14

More than 5 symbols were used incorrectly

15 or below

Effectively incorporate the principles of design.

Proper demonstration of all 6 principles of design

30

Proper demonstration of 5 of 6 principles of design

29, 28, 27, 26

Proper demonstration of 4 of 6 principles of design

25, 24, 23, 22

Proper demonstration of 3 or fewer principles of design

21 or below

Total Possible Points: 100 Total Score: _______ Comments:


154

Name______________________________ Date_______________ Worksheet 4.02.03 - Irrigation Planning Sheet


155

Name: ___________________________________ Date:____ ______________

Worksheet 4.02.04 - 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.


156

Name: _________________________________ Date :________________

Rubric 4.02.03 for Home Irrigation Design Project

Category Important Questions Possible Points Points

Earned

Drawing

Was scale correct? Were items drawn to scale? Was drawing neat? Was key correct and legible?

No Errors 31-40 Few Errors 21-30 Many Errors 11-20 Extreme Errors 0-10

Sprinkler Layout

Were the correct sprinklers used? Was spacing of sprinklers correct? Was area of throw drawn correctly?


Supporting Irrigation Components

Was the water main indicated? Was main line indicated? Were zones established correctly?


Total Points Earned Maximum Points = 100

Comments:


157



Objective : 4.03 3% 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.


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• Abilities needed to estimate or quote landscape ins tallation 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 quot e is that an estimate uses approximate costs and a quote uses actual costs. Since a quote uses actual costs, allowance s are made for contingencies.


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Objective: 4.03 3% A1 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans.



1. Ask students, “Why do landscapers need to know how to estimate jobs?” and write their responses on the board.

1. Helps students UNDERSTAND B2 why they need to know how to estimate jobs.

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 4.03.01 — Terms and Abilities Needed To Prepare Estimates and Quotes from Appendix 4.03.

2. Helps students REMEMBER A1 concepts and abilities used to prepare estimates and quotes.

3. 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.

3. Helps students and UNDERSTAND B2 items included in estimates and quotes and the difference between the two.

4. Assign students to use Worksheet 4.03.02 — Sample Estimate from Appendix 4.03 to prepare an estimate for a landscaping project. Grade and discuss results with students.

4. Helps students APPLY C3 procedures to prepare estimates and quotes and provides assessment.

5. Assign students to use Worksheet 4.03.0 3 — Estimate Worksheet from Appendix 4.03 to prepare an estimate for a landscaping plan from Appendix 4.02. 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. Re-teach as needed based on assessment results.

5. Helps students UNDERSTAND B2 how to prepare estimates and quotes and provides assessment.

6. Assign students to use Worksheet 4.03.0 3 — Estimate Worksheet from Appendix 4.03 to prepare an estimate for an irrigation plan from Appendix 4.02. Assign students to use www.rainbird.com 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.

6. Helps students APPLY C3 procedures to prepare estimates and quotes and provides assessment.




160

Objective: 4.03 3% A1 Remember key terms, abilities needed, and items included in estimates and quotes for landscape and/or irrigation plans.

REFERENCES 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. 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.

www.rainbird.com


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162

Name_________________________Date______________ Worksheet 4.03.01 - Terms and Abilities Needed To P repare 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


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Worksheet 4.03.02 — Sample Estimate

Jones Landscape Co. 121 South Street Charlotte, NC 28226 Customer: John Smith 123 North Street Charlotte, NC 28212 704.555.5555

Quantity Size Description Unit Price Extended Price 2 5’-6’ Red Maple $ 75.00 $ 1 5 gal. Spriea Little Princess $ 45.00 $ 15 1 gal. Coreopsis, Moonbeam $ 8.50 $ 5 1 gal. Iris, Bearded $ 7.50 $ 3 3 gal. Holly, Helleri $ 30.00 $ 1 - Bed prep $ 50.00 $ 7 cu. Yd. - Top soil $ 11.00 $ 100 - Brick for edging $ 1.75 $ 7 cu. Yd. - Mulch, cypress $ 75.00 $ 1 Labor for installation $1200.00 $

Materials Subtotal $ Tax 7.5% $ Materials Total $ Labor Cost $ Total Cost of Project

$


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Worksheet 4.03.03 - 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


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UNIT C

LANDSCAPE INSTALLATION AND

MAINTENANCE

RBT

Classification Course Weight

C LANDSCAPE INSTALLATION AND MAINTENANCE 55%55LC05.00 Apply procedures to install landscapes. C3 29%

LC05.01 Remember the uses for materials and hand tools used to install landscapes.

A1 3%

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

mulch landscape plants. B2 6%

LC05.05 Apply procedures to incorporate hardscapes into landscapes.

C3 6%

LC06.00 Apply procedures to maintain landscapes a nd landscape equipment.

C3 26%

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%


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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.


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COURSE: 6882 Horticulture II-Landscaping UNIT C Landscape Installation and Maintenance

COMPETENCY: 5.00 29% C3 Apply procedures to install landscapes.

Objective : 5.01 3% 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.


168

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.


169

Objective: 5.01 A1 3% Remember the uses for materials and hand tools used to install landscapes.


RELEVANCY TO

OBJECTIVE 1 Show slides, pictures, and/or real items to help students

identify materials and hand tools and explain to students their uses.

1. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes.

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. 11.3-11.5, and Agricultural Mechanics Fundamentals and Applications pp. 68-77. Each group uses Worksheet 5.01.01 and/or Worksheet 5.01.02 to record information.


3. Each group uses appropriate Worksheet 5.01.01 and/or Worksheet 5.01.02 to give a presentation to the class on findings. Each student uses his/her Worksheet 5.01.01 and/or Worksheet 5.01.02 to take notes on uses as presentations are given.


4. Administer Test 5.01.01 and Test 5.01.02 from Appendix 5.01 for students to complete. Score tests and give back to students so that they can see which answers they missed. Re-teach as needed based on assessment results.

4. Helps students REMEMBER A1 the uses for materials and hand tools used to install landscapes and provides assessment.




170

Objective: 5.01 A1 3% Remember the uses for materials and hand tools

used to install landscapes.

REFERENCES WEBSITES

Herren, Ray V. & Cooper, Elmer L. (2004). Agricultural Mechanics-Fundamentals and Applications. Clifton Park, NY: Delmar Cengage Learning. Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Manufacturer’s Instruction Sheets

http://www.ces.ncsu.edu/Publications/commercialhort.php Others for different brands of materials and tools.


171




172

Name __________________________________ Date ________________

Worksheet 5.01.01 - 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 Uses Landscape fabric

Fertilizers

Chemicals

Plant materials

Mulch

Dry stack stone

Edging material

Pavers

Screenings/sand

Woods


173

Name __________________________________ Date ________________

Worksheet 5.01.01 - 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 Uses Mason’s twine

Stakes

Wire

Fabric webbing

Nylon strap

Rope

Flagging tape


174

Name __________________________________ Date ________________

Worksheet 5.01.02 - 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


175

Name __________________________________ Date ________________ Worksheet 5.01.02 - 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 Uses Masonry trowels

Pruning saws

Mallets

Transit

Spreaders

Wheelbarrow

Brick cutters

Broom

Garden rake

Knee pads

Masonry hammer

Screed


176

ANSWER KEY for Test 5.01.01 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 14.


177

Name __________________________________ Date ________________

Test 5.01.01 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 Uses ___ 1. Landscape fabric a. fasten tree supports to stakes ___ 2. Fertilizers b. stake or guy trees ___ 3. Chemicals c. edging material or retaining wall ___ 4. Plant materials d. solid brick used for walks or patios ___ 5. Mulch e. used along edge to hold pavers ___ 6. Dry stack stone f. stone laid without using mortar ___ 7. Edging material g. conserve soil moisture ___ 8. Pavers h. shrubs, trees, and groundcovers ___ 9. Screenings/sand i. control pests ___ 10. Woods j. improve soil fertility and nutrients ___ 11. Mason’s twine k. geotextile used to block weeds ___ 12. Stakes l. used under pavers ___ 13. Wire m. lay out hardscape areas ___ 14. Flagging tape n. warn of potential danger


178

ANSWER KEY for Test 5.01.02 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 23.


179

Name __________________________________ Date ________________


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 Uses ___ 1. Rakes a. protect knees ___ 2. Shovels b. level screenings or concrete ___ 3. Hand saws c. cut or break pavers or stone ___ 4. Garden trowels d. move materials to make level ___ 5. Mattocks e. sweep screenings into cracks ___ 6. Shears (pruning or hedge) f. break or saw masonry materials ___ 7. Levels (mason’s or line) g. determine grade and elevation ___ 8. Squares h. apply fertilizers and lime ___ 9. Hole Diggers i. transport soil and materials ___ 10. Tamp j. drive stakes and tap placers ___ 11. Transit k. cut branches over 1 ½ inches ___ 12. Hoses l. water new plants ___ 13. Masonry trowels m. place mortar ___ 14. Pruning saws n. pack soil or base materials ___ 15. Mallets o. dig holes for fence posts ___ 16. Spreaders p. square landscape materials ___ 17. Wheelbarrow q. level hardscape materials ___ 18. Brick cutter r. trim, prune, and shape shrubs ___ 19. Broom s. smooth or gather materials ___ 20. Garden rake t. cut wood for small projects ___ 21. Knee pads u. dig and spread materials ___ 22. Masonry hammer v. dig and loosen hard soil ___ 23. Screed w. plant bedding plants


180

COURSE: 6882 Horticulture II- Landscaping UNIT C Landscape Installation and Maintenance


Objective : 5.02 5% C3 Apply procedures to use equipment to install landscapes.

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

NOTE: USE THE CORRECT OWNER’S MANUAL FOR EACH PIEC E 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.


181

• 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



182

• 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.


183

Objective: 5.02 5% C3 Apply procedures to use equipment to install landscapes.



1. Provide Information Sheet 5.02.01 from Appendix 5.02 and discuss the meaning and examples of Safety Words.

1. Helps students REMEMBER A1 safety words and meanings.

2. Provide owner’s manual and discuss how to use it to find operating procedures for a specific piece of equipment.

2. Shows students how to Recognize A1 operating procedures for 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. 8.2-8.4, 8.6-8.7, Owner’s Manuals, and websites. Each group prepares a written report using Worksheets 5.02.01, 5.02.02, and 5.02.03 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.

3. Provides students experience in Remember A1 operating procedures for landscape equipment.

4. Use PPT 5.02.01 PowerPoint - PROCEDURES TO USE A ROTOTILLER, PPT 5.02.02 PowerPoint - PROCEDURES TO USE A CHAIN SAW, and PPT 5.02.03 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 5.02.01, 5.02.02, and 5.02.03 from Instructional Activity 3 above.

4. Helps students UNDERSTAND B2 correct operating procedures for landscape equipment.

5. Demonstrate to students how to operate landscape equipment listed in this objective’s Unpacked Content.

5. Helps students see how to APPLY C3 correct operating procedures.

6. Provide students opportunities to operate landscape equipment. Use Checklists 5.02.01, 5.02.02, and 5.02.03 from Appendix 5.02 to evaluate student performance on each piece of equipment and to determine the need to re-teach.

6. Allows students to APPLY C3 procedures to operate equipment in real situations and provides assessments to measure each student’s performance.

7. Use www.ncffa.org/ncffa_files/doclinks/guides/CGSA 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.

7. Helps students APPLY C3 procedures, gain proficiency in tractor driving, and have opportunities for students to participate in 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.



184

Objective: 5.02 5% C3 Apply procedures to use equipment to install landscapes.

REFERENCES WEBSITES

Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Owner’s Manuals

www.briggsandstratton.com www.caseih.com www.husqvarna.com www.newholland.com www.stihl.com www.gehl.com www.johndeere.com www.kubota.com www.ncffa.org/ncffa_files/doclinks/guides/CGSA www.troybuilt.com Others for different brands


185




186

INFORMATION SHEET 5.02.01

Safety Precautions and Common Safety Statements

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

o 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.


187

Name____________________________________ Date________________

WORKSHEET 5.02.01 USING A ROTOTILLER

Directions: Record the details of each procedure for using a rototiller.

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, tines, and hoses).

Details:


188

Step Procedure 4. Check fluids, air cleaner, tire pressure, maintenance schedule and


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:


189

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:


190

Name____________________________________ Date________________

WORKSHEET 5.02.02 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:


Details:

3. Visually inspect to see if it is mechanically fit to start. Details:


191

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:


192

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:


193

Step Procedure 12. Disengage brake.

Details:

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:


194

Name____________________________________ Date________________

WORKSHEET 5.02.03 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:


195

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:


196

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:


197

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:


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Name____________________________________ Date________________

Checklist 5.02.01 for Using a Rototiller Did student demonstrate the procedure correct ly?

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.


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.


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Name________________________________ Date___________________

Checklist 5.02.02 for Using a Chain Saw Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Refer to Owner’s Manual for

important instructions.


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.


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Name________________________________ Date___________________

Checklist 5.02.03 for Using a Tractor Did student demonstrate the procedure correct ly?

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.


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.


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COURSE: 6882 Horticulture II- Landscaping UNIT C Landscape Installation and Maintenance


Objective : 5.03 9% 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 s elect 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

http://www.turffiles.ncsu.edu/turfselect/turfselection.aspx, or • Refer to Carolina Lawns for recommendations on the right turf.


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Procedures to prepare the site for turf installatio n 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 installatio n 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.


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• 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, 00001 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.


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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 5-10-10 or 20 pounds per 1,000 square feet of 10-20-20, or 16 pounds of 18-24-6 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 cool-season grasses as mulch.

• Stabilize the mulch by rolling or watering and applying twine netting as necessary.


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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.


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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 ada pted 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.


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Objective: 5.03 9% C3 Apply procedures to

install turfgrass.


RELEVANCY TO

OBJECTIVE 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? Give students Worksheet 5.03.01. Students will record comparisons in different types of turf that they have seen growing in terms of color, texture, height, density, growth habit, etc.

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.

2. Introduce the class to the NC State University Turf files website at http://www.turffiles.ncsu.edu/turfselect/ 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).

2. Helps students UNDERSTAND B2 a web resource that will help them in selecting the appropriate turfgrass for planting.

3. Use the completed worksheet from Worksheet 5.03.01 above and the website from Activity 2 to complete Worksheet 5.03.02 - 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.

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. (Optional activity in lieu of activities 2 and 3 ab ove should internet access not be available). Prior to class, download Carolina Lawn, latest edition from http://www.turffiles.ncsu.edu/pubs/extension/CarolinaLawnsAccessible.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.

4. Helps students UNDERSTAND B2 how location affects the selection the appropriate turfgrass for planting.


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5. Show the PPT 5.03.01 PowerPoint –“It’s Not Just Grass”. Students will take notes on the materials covered by the PowerPoint and record them on their own paper.

5. Helps students UNDERSTAND B2 the uses for turfgrass.

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 http://www.turffiles.ncsu.edu/turfselect/ to determine the best turf for their location and record their findings on Worksheet 5.03.03. Then ask each group to research the grasses they found recommended for Worksheet 5.03.03 and prepare a poster of cultural characteristics for their recommended grasses. The poster will be formatted according to Worksheet 5.03.04 . 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. http://www.turffiles.ncsu.edu/turfselect/turfselection.aspx http://www.turffiles.ncsu.edu/turfid/ItemID.aspx?orderID=GR&orderDesc=Grass Additional websites may be used at the teacher’s direction or the student’s initiative. As each group reports their findings to the class, students will use Worksheet 5.03.03 and Worksheet 5.03.04 to record the findings from each group report. (This activity can be accomplished by printing mate rials from a computer with internet capability and then p assing out hard copies in class).

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.

7. Show the PPT 5.03.02 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 5.03.02 and teacher demonstration to make pictorial drawings of shoot and root growth during the active and dormant growth periods for cool- and warm-season grasses per Pictograph 5.03.05 . Students will then use Carolina Lawns to understand cultivars for each cool-season and warm-season grass listed on Worksheet 5.03.05 Additional resource include: http://www.turffiles.ncsu.edu/turfselect/turfselection.aspx http://www.turffiles.ncsu.edu/turfid/ItemID.aspx?orderID=GR&orderDesc=Grass

7. Helps students UNDERSTAND B2 the differences in turfgrass cultivars and species, especially cool-season grasses versus warm-season grasses.


209

8. Ask each student to use Checklist 5.03.01 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 5.03.01 and determine the need to re-teach.

8. Helps students APPLY C3 procedures learned for selecting the best grass species and provides assessment.

9. Show students how to develop a flow chart of the procedure for “preparing the site for turf installation”. Use Worksheet 5.03.06 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 5.03.02 and determine the need to re-teach.

9. Helps students APPLY C3 the procedure for preparing a site for turf installation and provides assessment.

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 5.03.07 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

10. Helps students UNDERSTAND B2 soil amendments.

11. Go to the North Carolina Department of Agriculture website at http://www.ncagr.gov/agronomi/ 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).

11. Helps students UNDERSTAND B2 the importance of good sampling techniques.


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12. Have students use Worksheet 5.03.08 (Soil Sampling Information Sheet) to complete a soil sample for a turf site located on the school grounds.

12. Helps students APPLY C3 steps for soil sampling.

13. Bring a bag of 5-10-10 and a bag of 0-10-20 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 5.03.09 . http://www.ncagr.gov/agronomi/pubs.htm http://www.ncagr.gov/agronomi/pdffiles/sfn8.pdf A Homeowner’s Guide to Fertilizer http://www.ncagr.gov/agronomi/pdffiles/essnutr.pdf Essential Plant Nutrients http://www.turffiles.ncsu.edu/Keywords/fertilizer.aspx#NW000000 Keyword: Fertilizer http://www.turffiles.ncsu.edu/Glossary.aspx Glossary Terms: Nitrogen, Nutrient Management, Quick Release Nitrogen, Slow Release Nitrogen http://www.turffiles.ncsu.edu/PDFFiles/004175/CarolinaLawns2008.pdf Carolina Lawns

13. Helps students UNDERSTAND B2 the role that fertilizer elements play in supporting plant nutrition and how to determine application rates.

14. Review with students formulas for finding the area of rectangles, triangles, and circles from Objective 02.01. Have students figure area for some practice sites on the board.

14. Helps students RECALL A1 how to calculate the square footage of a site in order to determine the fertilizer needed.

15. Pass out and review Table 5.03.10 for applying pre-plant fertilizer. Have students use Table 5.03.10 to record any notes during the review. Pass out Worksheet 5.03.10 and have students use it to calculate and apply the correct pre-plant fertilizer.

15. Helps students APPLY C3 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.

16. Helps student UNDERSTAND B2 how to establish the final smooth grade for turf installation.


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17. Use Checklist 5.03.03 to evaluate each student’s performance in preparing the soil for turf installation (Activities 10 – 16) and determine the need to re-teach.

17. Helps students APPLY C3 the procedure for preparing soil for turf installation and provides assessment.

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 5.03.03 PowerPoint - “Guide to Buying Good Seed” and have students take notes on the presentation on their own paper.

18. Helps students UNDERSTAND B2 how seed differs, the important components of good seed, and how to secure good seed for planting.

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.

19. Helps students UNDERSTAND B2 the time and seeding rate for different turfgrass species.

20. Pass out and review the steps in Worksheet 5.03.11 Planting Turf Seed . Students will record notes from the review on Worksheet 5.03.11 paper that was passed out. Use Worksheet 5.03.11 to demonstrate and assist students in planting seed on the school campus. Use Checklist 5.03.04 to evaluate each student’s performance in planting seed. Determine the need to re-teach.

20. Helps students APPLY C3 the process for planting turfgrass from seed and provides assessment.

21. Have students read Carolina Lawns, pages 14-15, and http://www.turffiles.ncsu.edu/articles/tf00806.aspx . 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. Use Checklist 5.03.05 to evaluate each student’s performance in planting sod. Determine the need to re-teach.

21. Helps students APPLY C3 the procedures for planting turf by sod and provides assessment.


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22. Have students read Carolina Lawns, pages 14-15, and http://www.turffiles.ncsu.edu/articles/tf00806.aspx . 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 5.03.06 to evaluate each student’s performance in planting sprigs. Determine the need to re-teach.

22. Helps students APPLY C3 the procedures for planting turf by sprigs and provides assessment.

23. Have students read Carolina Lawns, pages 14-15, and http://www.turffiles.ncsu.edu/articles/tf00806.aspx . 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 5.03.07 to evaluate each student’s performance in planting plugs. Determine the need to re-teach.

23. Helps students APPLY C3 the procedures for planting turf by sprigs and provides assessment.




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Objective: 5.03 9% C3 Apply procedures to install turfgrass.

REFERENCES WEBSITES

Books are to be adopted summer 2009. Some references may change. Landscaping Principles and Practices, “Lawn Construction” N.C. Certified Landscape Technician Study Manual

http://www.turffiles.ncsu.edu/turfselect/ http://www.turffiles.ncsu.edu/pubs/extension/CarolinaLawnsAccessible.pdf http://www.turffiles.ncsu.edu/turfselect/turfselection.aspx http://www.turffiles.ncsu.edu/turfid/ItemID.aspx?orderID=GR&orderDesc=Grass http://www.ncagr.gov/agronomi/ http://www.ncagr.gov/agronomi/pubs.htm http://www.ncagr.gov/agronomi/pdffiles/sfn8.pdf http://www.ncagr.gov/agronomi/pdffiles/essnutr.pdf http://www.turffiles.ncsu.edu/Keywords/fertilizer.aspx#NW000000 http://www.turffiles.ncsu.edu/Glossary.aspx http://www.turffiles.ncsu.edu/PDFFiles/004175/CarolinaLawns2008.pdf http://www.turffiles.ncsu.edu/articles/tf00806.aspx http://www.american-lawns.com/grasses/grasses.html


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215

Name: _____________ Block or Period: _____ Date: __ _________________

Worksheet 5.03.01 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. Growth Habits

Location/Use Color Differences

Height of Cut

Texture -Width and Size of Leaf Blade

Density – Thickness, Bunch-type or Spreading

1

2

3

4

5


216

Name: _______________ Block or Period: _____________ Date: _________

Worksheet 5.03.02 Page 1 of 2

Turfgrass Scavenger Hunt

Directions: Follow the directions for each question as you use the website http://www.turffiles.ncsu.edu/turfselect/ 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.


___________________________________________________________

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.


___________________________________________________________


217

Name: _______________ Block or Period: _____________ Date: _________

Worksheet 5.03.02 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.


___________________________________________________________

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.


___________________________________________________________

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.


___________________________________________________________

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).


___________________________________________________________

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).


___________________________________________________________


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Name: ___________________ Block or Period: ________ Date: ___________

Worksheet 5.03.03 Grasses for Various Uses

Directions: Use the website http://www.turffiles.ncsu.edu/turfselect/ or materials supplied by the teacher to record the recommended grasses for the three regions of our state for each use given.

Date: Class: Group Members: 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


219


Worksheet 5.03.04 (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

Shade Tolerance: Heat Tolerance: Cold Tolerance: Drought Tolerance: Wear Tolerance:

Use the star scale to rate the selected grass for s hade, 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

Record notes on the fo llowing categories: Appearance: Grass Color: Grass Texture: Special Notes/Description/Identifying Features:


220


Worksheet 5.03.04 Continued (Page 2 of 2)

Cultural Characteristics for

__________________________________ (Type of Grass)

Rate the selected grass on its ability to become es tablished 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:


221

Pictograph 5.03.05

Directions: Use the information provided by Americ an-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 gr asses. http://www.american-lawns.com/grasses/grasses.html


222


Worksheet 5.03.05

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 Cultivar s 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


223

Name__________________________ Block or Period_______ Date_________

Checklist 5.03.01 - Procedures to Select Grass Spec ies


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.


Worksheet 5.03.06 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.

NO

YES

YES

NO

YES

YES YES

YES

YES

Rocks larger than a quarter

Trash and Building Debris

Heavily shaded with less than 50% open sunlight or less than 4 hours of sunlight per day.

Follow label instructions and spray with a non-selective herbicide

Step 1: Are there obstacles that need to be removed?

Step 2: Is the planting site infested with weeds?

Step 3: Continued on next page

Remove

Remove

Remove Trees

OR

Plant Ground Cover instead of grass


YES

Step 5: Water to observe low spots and improve settling.

NO

YES

YES

YES

YES NO

YES

YES

Is entire site a low wet area?

Is a low wet spot within the site, but the overall site does not have drainage problems?

Are trees present?

Are large amounts of soil to be moved to get 3% slope from buildings and pleasing contour?

Redistribute topsoil uniformly over graded subsoil.

NO

YES

Step 4: Is grading needed on the site to establish the proper slope and appearance?

Grade the subsoil to the proper slope and contour.

Firm the soil until no footprints are visible.

Install drainage lines (tile or plastic pipe)

Move soil to fill in the low spot within the site.

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.

Step 3: Are there water drainage problems on the site?



Checklist 5.03.02 Procedures to Prepare the Site for Turf Installatio n


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.



Worksheet 5.03.07

Preparing the Soil for Turf Installation

STEP 1: ADDING SOIL AMENDMENTS

Directions: Use the Table below to record action ta ken in regard to adding soil amendments to the soil.

Question Answer Action

Needed Date

Completed Action Needed

Date Completed

Is soil heavy clay or is soil

compaction an issue?

YES

Add 1 – 2 cubic

yards of compost or peat

moss per 1,000

square feet.

Mix the soil amendment into the top 6 – 8 inches

of soil.

NO NONE NEEDED

NONE NEEDED

NONE NEEDED

Question Answer Action

Needed Date

Completed Action Needed

Date Completed

Is soil very sandy or is

there evidence

that plants suffer

during dry periods

from lack of water and/or

fertilizer?

YES

Add 1 – 2 cubic

yards of compost or peat

moss per 1,000

square feet.

Mix the soil amendment into the top 6 – 8 inches

of soil.

NO NONE NEEDED

NONE NEEDED

NONE NEEDED



Worksheet 5.03.08 - 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 5.03.08) 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 10 – 15 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.


Worksheet 5.03.09 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? 16

3. 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 5-10-10 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.


Worksheet 5.03.09 KEY (Page 2 of 2) - What’s In the Bag and How to Use It

13. What is the difference in a bag of 5-10-10 and 0-10-20? 0-10-20 does not have

all three major elements. It is missing nitrogen, and is therefore an incomplete fertilizer. 5-10-10 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 4-1-3 or 4-1-2 can be used on established lawns, and 3-1-2 or 4-1-2 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 12-4-8 fertilizer. 100 divided by 12 equals 8.33. 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 = 166.6 pounds of fertilizer needed for the entire lawn. For better coverage, apply one half of the fertilizer or 83.3 pounds in one pass (166.6÷2=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 12-4-8 fertilizer. 50 divided by 12 equals 4.17. 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.





Directions: Use the references given in Instructional Activity 20 to complete these questions.

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?





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 5-10-10 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 5-10-10 and 0-10-20?

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?





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?


Table 5.03.10 - 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 demonstrati on to apply the fertilizer to the site and incorporate it into the topsoil.

A B C D E F

Calculate the total square

footage of the area to receive

fertilizer

Divide the total square footage

by 1,000

Multiply the recommended rate from the soil test

report by the number in Column B

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

Example: 100'

x 300' = 30,000 square

feet

30,000/1,000 =

30

40 lbs 5 -10 -10 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 cent ipede.



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 5-10-10

20 lbs 10-20-20 16 lbs 18-24-6

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


Example: 100' x 300' =

30,000 square feet

30,000/1,000 =

30

20 lbs of 10 -10 -10 x 30 = 600 lbs.

And

75 x 30 = 2250 lbs. of

limestone

600/2 = 300 lbs.

And

1125 lbs. of ground limestone

300 lb of 10-20-20

And


300 lb of 10-20-20

And


Incorporate lime and fertilizer into the top 6 – 8 inches of soil with a rotary tiller or tractor and disc.



Worksheet 5.03.10 - 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 demonstrati on to apply the fertilizer to the site and incorporate it into the topsoil.

A B C D E F

Determine the total square


fertilizer

Divide the total square footage

by 1,000

Multiply the recommended rate from the soil test

report by the number in Column B

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


If a test report is not obtained , use the procedure below for all grasses, but cent ipede.

Determine the total square


fertilizer

Divide


by 1,000

Use one of the following rates per 1,000 square feet, and multiply by the number from Column B.

40 lbs 5-10-10

20 lbs 10-20-20 16 lbs 18-24-6

And 75 lbs of ground limestone

Divide

the number


Spread the

resulting amount

from Column D

in one direction

Spread the

remaining half of fertilizer by moving at right angles to


Incorporate lime and fertilizer into the top 6 – 8 inches of soil with a rotary tiller or tractor and disc.



Checklist 5.03.03 - Procedures to Prepare the Soil for Turf Installation


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.



Worksheet 5.03.11 (Page 1 of 2) - Planting Turf See d

Directions: Complete the information requested and check applications when completed.

Type of turf to be planted: ___________________________________ Optimum date for planting: __________________________________

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 5.03.10.01)

Picture 5.03.11.01

Date on Seed Tag: _______________________________________ Blue Certified Seed Tag present: ____________________________ Seed Germination Percentage of at least 85%:__________________




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 5.03.11.02.

Picture 5.03.11.02

____ 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.



Checklist 5.03.04 Procedures to Plant Turf by Seed


Procedures Yes No Comments 1. Determine the optimum planting time and

amount of seed needed per 1,000 square feet.

2. Determine seed quality and select the best quality seed for planting.

3. Spread the seed evenly over the area to be planted.

4. Ensure good soil to seed contact.

5. Conserve moisture, control erosion, and reduce surface crusting until establishment.

6. Water to keep the top one and one-half inches of soil moist for 7 to 21 days.



Checklist 5.03.05 Procedures to Plant Turf by Sod



amount of sod needed.

2. Purchase certified sod and prepare to store or use sod within the appropriate time.

3. Plant sod strips.

4. Irrigate to establish sod.



Checklist 5.03.06 Procedures to Plant Turf by Sprigs



amount of sprigs needed.

2. Purchase certified sprigs and prepare to store or use sprigs within the appropriate time.

3. Plant sprigs ensuring that part of each sprig is above the surface of the soil.

4. Irrigate to establish sprigs.



Checklist 5.03.07 Procedures to Plant Turf by Plugs



secure the plugs needed.

2. Purchase certified plugs or use 2" sections from other established areas in the lawn.

3. Plant plugs so that plugs are planted to a depth that will ensure they are at the same level as the surrounding grass.

4. Irrigate to establish plugs.




Objective : 5.04 6% B2 Understand procedures used to plant, stake/guy, and mulch landscape plants.

Essential Questions: • What procedures are used to install different types of landscape plants? • What are the differences between staking and guying? • What are the types of mulch and how are they applied?

UNPACKED CONTENT

• Procedures for Planting Balled and Burlapped, Conta inerized, and Bare-root a Tree or Shrub (See Table 5.04.01 at the end of this sect ion for a detailed comparison) o Select plants appropriate for location. See Objective 3.02 o Use proper tools for the job. See Objective 5.01 o Dig the hole the correct size and shape. • Balled and burlapped (B&B) and containerized trees and shrubs are planted in flat-

bottomed, straight-sided holes that are 2-3 times as wide as the root ball or container and the same depth as the root ball or container or 2-3 inches less in wet locations.

• Bare-rooted trees and shrubs are planted in a hole that is wide enough to prevent crowding of roots. Depth should be such that plant is the same depth or 2-3 inches less in wet locations.

o Put tree or shrub in the hole properly. • B & B plants should be lifted by grasping at crown and supporting the root ball with

the other hand to prevent damage to the plant. • Containerized plants should be carried by lifting the container to prevent removing

plant from the container and breaking soil from the roots. • Bare-root plants can be lifted by grasping the trunk or strong branches because

there is a minimum amount of soil around roots. • Gently place plant in hole to prevent damage and position for best appearance.

o Position the plant in the hole at the correct height. • Plant crown should be the same depth as it was before being transplanted or 2-3

inches higher if the site is wet. If planted too deep, drowning could occur. If planted too shallow, roots will dry out and will not be deep enough to stabilize the plant.

• Remove top half of burlap from B & B plants so that roots can grow. If wrapped in non-biodegradable materials, remove all the material because roots will not grow through it.

• Containerized plants should be removed from the container so that the roots can grow into the soil.

•


o Backfill with the appropriate soil. • The soil used to fill the hole around the roots should be the same or similar to

surrounding soil if it is good soil. • If the plant site is packed or unfit to grow plants, soil should be loosened and

enriched with a commercial soil mixture such as potting soil. • The persons installing the plant should tap the backfill soil with their feet to eliminate

air pockets, but not hard enough to compact the soil. • Water should be added as the backfill is put back into the hole especially for plants

with large soil balls to move the soil under the rounded soil ball. o Create a dam around the plant pit. • Make an earthen dam about 4-6 inches high around the filled in hole to collect water. • Water the plant slowly until the created “saucer” is filled. Give water time to soak in

and repeat three or four times to be certain water is all the way to the bottom of backfill.

o Stake or guy (tree only). (Covered later in this objective) o Rake and smooth surface area around the plant. o Clean up and store tools.


Table 5.04.01

Comparisons of Procedures for Planting Different Ty pes of Trees and Shrubs

Procedures Balled and Burlapped Containerized Bare-root Select plants appropriate for location.

(See Objective 3.02.)



Use proper tools for the job.

(See Objective 5.01.) (See Objective 5.01.) (See Objective 5.01.)

Dig the hole the correct size and shape.

Flat-bottomed, straight-sided 2 to 3 times as wide as and the same depth as the root ball

Flat-bottomed, straight-sided 2 to 3 times as wide as and the same depth as the container

Wide enough to prevent crowding of roots and deep enough for plant to be same depth

Put tree or shrub in the hole properly.

Should be lifted by grasping at crown and supporting the root ball with the other hand to prevent damage to the plant

Should be carried by lifting the container to prevent removing plant from the container and breaking soil from the roots

Lift by grasping the trunk or strong branches because there is a minimum amount of soil around roots

Position the plant in the hole at the correct height.

Should be the same depth as it was before being transplanted or 2-3 inches higher if the site is wet Remove top half of burlap from B & B plants so that roots can grow. If wrapped in non-biodegradable materials.

Should be the same depth as it was before being transplanted or 2-3 inches higher if the site is wet Should be removed from the container so that the roots can grow into the soil. If there is a wire basket around the root ball, the wire should be cut away from the top of the root ball

Should be the same depth as it was before being transplanted or 2-3 inches higher if the site is wet


Table 5.04.01 Continued

Comparisons of Procedures for Planting Different Ty pes of Trees and Shrubs

Procedures Balled and Burlapped Containerized Bare-root Backfill with the appropriate soil.

Should be the same or similar to surrounding soil if it is good soil. If the plant site is packed or unfit to grow plants, soil should be loosened and enriched with a commercial soil mixture such as potting soil. Tap the backfill soil with feet to eliminate air pockets. Water should be added as the backfill is put back into the hole.



Create a dam around the plant pit.

Make an earthen dam about 4-6 inches high around the filled in hole to collect water. Water the plant slowly until the created “saucer” is filled. Give water time to soak in and repeat three or four times to be certain water is all the way to the bottom of backfill.



Stake or guy (tree only).

Stake or guy (tree only). (Covered later in this objective)



Rake and smooth surface area around the plant.

Same for all three.

Clean up and store tools.

Same for all three.


• Procedures for Planting Bedding Plants, Ground Cove rs and Bulbs o Select plants or bulbs appropriate for location. (See Objective 3.02.) o Use proper tools for the job. (See Objective 5.01.) o Loosen soil to make a cultivated bed. (See Objective 5.02) o Remove bedding plants and ground covers from containers unless the containers are

biodegradable so that roots will not be bound in container. o Plant bedding plants and ground covers about the same depth as they were in the

containers. The plant crown should be the same depth as it was before being transplanted or slightly higher if the site is wet. If planted too deep, drowning could occur. If planted too shallow, roots will dry out and will not be deep enough to stabilize the plant.

o Space plants to get the desired results. Closer spacing will cover the bed faster. Plants should be planted in a staggered pattern. (Refer to Figure 10-12 on page 213 in Ornamental Horticulture.)

o Plant bulbs in desired pattern, at proper depth, and with shoot pointing up and the base pointed down to get a uniform bed of flowers. (Refer to Table 10-2 on page 213 in Ornamental Horticulture.)

o Backfill around plants and bulbs to prevent air pockets. o Water frequently to prevent drying out and to help plant develop deep roots. o Clean up and store tools.

• Staking vs. Guying (used to stabilize plants) o Staking

• Use one, two, or three wood or metal stakes driven into the ground parallel to the trunk of the tree.

• Stakes should be tall enough to extend 8 inches above point of attachment. • Often wire or fabric webbing is used to attach tree to stakes with protective covering to

prevent girdling and bark damage. • Remove after one year.

o Guying • Stabilize trees with wire or fabric but utilize anchoring devices that are driven into the

ground. • Use to steady larger trees versus staking. • Always provide support against prevailing winds. • All apparatus should be removed after one year to prevent girdling of plant material.

• Procedures for Staking a Tree (See Figure 10-11A, Ornamental Horticulture, p. 211.) o Drive stakes at the correct location in relationship to the tree and root ball. Stakes should be

in solid soil, not in backfill. o Attach the tying material (nylon straps or rope) about 6 inches above the highest point where

the trunk can be bent by the wind but will return to its upright position. o Attach supports at the correct tension that give support, but do not bind or bend the tree. o Use flagging tape where straps or ropes would be potential hazards to the public. o Clean up and store tools.


• Procedures for Guying a Tree (See Figure 10-11B, Ornamental Horticulture, p. 212.) o Drive hardwood or metal stakes at 45 degree angles in undisturbed soil to avoid damaging

tree roots and to increase holding strength. o Use rubber hose to wrap wires that are around the tree at the crotch or lower lateral

branches to protect tree bark. o Attach three wires with rubber hose protection to connect the tree to the stakes. o Twist wires or install turnbuckles in the wires to tighten wires so that the trunk can be bent by

the wind but will return to its upright position. o Use flagging tape on wires where wires would be potential hazards to the public. o Clean up and store tools.

• Types of Mulch and Methods of Application o Types of Mulches and Characteristics • Organic —shredded bark, pine needles, peat moss, wood chips

o Reduce loss of soil moisture by covering and shading soil o May improve soil nutrition by adding organic matter o May change soil pH because some are acidic o May temporarily reduce nitrogen in soil because nitrogen is used in the decaying

process o May be flammable when dry o May increase weed growth by adding weed seeds o Require replacement due to decay o Are not a mowing hazard if they get on the lawn

• Inorganic —crushed stone, shredded tires, brick chips o Reduce loss of soil moisture because of heat o Do not improve soil nutrition because they are not organic o Seldom change soil pH o Have no effect on nitrogen in soil o Are not flammable o Do not require replacement due to decay o Are a mowing hazard if they get on the lawn


o Methods of Application • Hand—spread by hand or by using hand tools

o Chips or shredded bark should be applied 3”-4“deep to provide a uniform cover and to be deep enough to help prevent soil from drying out. Keep the mulch 3”-12” away from the trunks of trees(depending on the diameter of the tree) to allow tree to get air.

o Pine needles should be spread to a depth of 2” and tucked and rolled along the front edge to provide a uniform cover and to be deep enough to help prevent soil from drying out. (Note: Monitor soil pH when using pine needle mulch since decomposed pine needles are acidic.)

o Stone should be spread to a depth of 2” to provide a uniform cover. o Shredded rubber (long lasting) should be spread 2-3” deep to provide a uniform

cover. • Mechanical —spread by machines

o Hydromulcher – process by which mulch is mixed with water and a tackifier (sticky substance). The mixture is then sprayed on the surface of the site to hold soil in place.

o Straw blower-- chops and blows straw on lawns after installation or renovation to hold soil in place.

o Used on large areas and on slopes.


Objective: 5.04 6% B2 Understand procedures used to plant, stake/guy, and mulch landscape plants.

INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE

1. Discuss the reasons and principles involved in planting, staking, guying, and mulching landscape plants. Have students take notes on their own paper.

1. Helps students UNDERSTAND B2 planting, staking, guying, and mulching landscape plants.

2. Assign students to use N.C. Certified Landscape Technician Study Manual, pp. 4.1-4.8 and 4.11 and Ornamental Horticulture, pp. 201-12 to read and use Worksheet 5.04.01 from Appendix 5.04 to take notes on procedures to plant trees, shrubs, bedding plants, groundcovers, and bulbs.

2. Helps students UNDERSTAND B2 correct procedures to plant trees, shrubs, bedding plants, groundcovers, and bulbs.

3. Demonstrate the correct procedures to plant trees, shrubs, bedding plants, groundcovers, and bulbs and discuss differences and similarities for each type plant.

3. Helps students COMPARE B2 by seeing correct procedures to plant landscape plants.

4. Assign students to use N.C. Certified Landscape Technician Study Manual, pp. 4.8- 4.11 and Ornamental Horticulture, pp. 210-12 to read and use Worksheet 5.04.02 from Appendix 5.04 to take notes on staking and guying procedures.

4. Helps students UNDERSTAND B2 correct procedures for staking and guying trees and differences between staking and guying.

5. Demonstrate the correct procedures to stake and guy trees and discuss differences and similarities.

5. Helps students COMPARE B2 correct procedures to stake and guy trees.

6. Assign students to use N.C. Certified Landscape Technician Study Manual, p. 10.6, Landscaping Principles and Practices, pp. 144-5, and Ornamental Horticulture, pp. 208-9 to read and use Worksheet 5.04.03 from Appendix 5.04 to take notes on types of mulch and methods to apply.

6. Helps students CLASSSIFY B2 types of mulch and methods of mulching landscape plants.

7. Demonstrate the methods of applying different types of mulch to landscape plants and discuss differences and similarities.

7. Helps students COMPARE B2 by seeing methods used to apply different types mulch.

8. Assign students to complete Test 5.04.01 from Appendix 5.04. Grade and discuss results with students. Re-teach as needed.

8. Helps students UNDERSTAND B2 procedures used to plant, stake, guy, and mulch landscape plants and provides assessment.

9. 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.



Objective: 5.04 6% B2

Understand procedures used to plant, stake/guy, and mulch landscape plants.

REFERENCES 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.

http://www.ces.ncsu.edu/Publications/commercialhort.php


OBJECTIVE 5.04

APPENDIX



Name_________________________ Date _________________

Worksheet 5.04.01 for Instructional Activity 2 (1 of 2 pages)

Procedures to Plant Trees, Shrubs, Bedding Plants, Groundcovers,

and Bulbs Directions: Fill in information in each column for each type of plant.

Type of Plant Uses

Time to Plant

Hole Size and

Shape

Planting Depth

How to Backfill

Special Conditions

B & B Trees and Shrubs

Containerized Trees & Shrubs

Bare-root Trees & Shrubs

Beddi ng Plants

Groundcovers

Bulbs



(2 of 2 pages)

Procedures to Plant Trees, Shrubs, Bedding Plants, Groundcovers, and Bulbs

Directions: Compare the procedures used to plant each type of plant showing how they are similar and how they are different from each other.

Type of Plant How Procedures Are Similar to Other Types of Plants

How Procedures Are Different from Other Types of Plants

B & B Trees and Shrubs

Containerized Trees & Shrubs

Bare-root Trees & Shrubs

Bedding Plants

Groundcovers

Bulbs


Name___________________________ Date _______________


Procedures to Stake and Guy Trees

Procedures to Stake a Tree 1. 2. 3. 4. 5. Procedures to Guy a Tree 1. 2. 3. 4. 5. 6. Differences Between Staking and Guying 1. 2. 3.


Name_____________________________ Date _____________


Types of Mulch and Methods of Application Directions: Fill in information in each column for each type of mulch.

Types of Mulch Examples Characteristics Organic 1. 1. 2. 2.

3. 3. 4. 4. 5.

6. 7. 8.

Inorganic 1. 1. 2. 2.

3. 3. 4.

5. 6. 7.

Methods of Application

Types Special Conditions Depth Description

Hand Chips & Shredded

Bark

Pine Needles

Crushed Stone

Shredded Rubber

Mechanical Hydro -mulcher

Straw Blower


Name____________________________ Date ______________

Test 5.04.01 How to Plant, Stake/Guy, and Mulch Landscape Plants

1. How are balled and burlapped, containerized, and bare-root trees and shrubs different from each other? 2. How are balled and burlapped, containerized, and bare-root trees and shrubs alike? 3. What procedures are used to stake a tree? 4. What procedures are used to guy a tree? 5. How are staking and guying different from each other? 6. How are staking and guying alike? 7. What are three examples of organic mulch? a. b. c. 8. What are three examples of inorganic mulch? a. b. c. 9. How are organic and inorganic mulches different? 10. What are the two methods of applying mulch? a. b.




Objective : 5.05 6% C3 Apply procedures to incorporate hardscapes into landscapes.

Essential Questions: • What procedures are used for paver installation? • What procedures are used for dry stack stone installation?

UNPACKED CONTENT

***Review Landscape Construction Pavers Information Sheet from Appendix 5.05 for background information. PROCEDURES TO INSTALL PAVERS • Select and correctly use appropriate tools. (See Objective 5.01.) • Determine finish elevation of surface.

o Use measuring tape to measure area for pavers. o Drive stakes into soil at each corner of area to be paved. o Measure same distance from soil surface and mark on each stake. o Attach string at marks. o Use line level to determine amount of slope or how near to level strings are. o Excavate 2"-3" on high end and enough on low end to make bottom relatively flat (level). o Slope large areas 1" of fall for every 6'-8' of linear surface away from building.

• Set borders of project using a soldier course of brick, 2" X 4" treated lumber, plastic edge material or steel with tops level.

• Add and compact fill material (soil or screenings) so that pavers will be even with borders. • Select a pattern for pavers. • Set pavers directly on compacted surface maintaining desired pattern. • Cut pavers as necessary to maintain pattern. • Sweep additional screenings or sand into cracks after all pavers have been set in place.


***Review Landscape Construction Pavers Information Sheet from Appendix 5.05 for background information. PROCEDURES TO INSTALL DRY STACK STONE (used as a l ow wall 2'--3' without mortar, not meant to be load bearing, but for aesthetics on ly) • Select and correctly use appropriate tools. (See Objective 5.01.) • Level the foundation.

o Use measuring tape to measure area for dry stack stone wall. o Drive stakes into soil at each corner of wall area. o Measure same distance from soil surface and mark on each stake. o Attach string at marks. o Raise and/or lower strings until they are level as determined by line level or mason level. o Add and/or remove soil until distances from soil surface to level strings are the same. o Compact any fill soil.

• Lay stone flat on surface and add or remove soil so that top of first layer of stone is level as determined by using a mason level or a line level. • Have only the flat side of the stone facing out for aesthetic and safety reasons. • Overlap stone (staggering pattern) for strength and stability. • Backfill soils as you work for stability. • Maintain a level and perpendicular (plumb) wall as you add stones.

o Use a mason level or a line level on top of each course (layer) to determine if level. o Reverse thick and thin ends of stones if needed to maintain levelness. o Use mason level in upright position to determine if wall is perpendicular (plumb). o Slide stones as needed to make wall plumb.

• Use best-looking stones on the top row for appearance.


Objective: 5.05 6% C3 Apply procedures to incorporate hardscapes into landscapes.



1 Conduct an icebreaker by asking students to give examples of hardscapes and why they are used in a landscape.

1. Helps students begin to UNDERSTAND B2 hardscapes.

2. Provide students Information Sheet 5.05.01 from Appendix 5.05 and discuss how hardscape tools and materials are used to install hardscapes.

2. Helps students UNDERSTAND B2 tools and materials used to install hardscapes.

3. Assign students to use Landscape Construction, p. 260 to complete Worksheet 5.05.01 from Appendix 5.05 on paver patterns and discuss with students the differences among the patterns including difficulty, amount of cutting, and waste.

3. Helps students Helps students UNDERSTAND B2 the different paver patterns used in hardscapes.

4. Assign students to use N.C. Certified Landscape Technician Study Manual, pp. 9.1-9.5 and Landscape Construction, pp. 260-5 to learn the procedures for constructing a brick paver project. Students use Worksheet 5.05.02 from Appendix 5.05 take notes.

4. Helps students UNDERSTAND B2 the procedures used to construct a brick paver project.

5. Plan a field trip to observe a brick paver project and/or a dry stack stone project in a landscape and prepare students for the purposes of and conduct for the field trip.

5. Helps students UNDERSTAND B2 how hardscapes are used in landscapes.

6. Use PPT 5.05.01 PowerPoint – “PROCEDURES TO INSTALL PAVERS” and have students make corrections and additions to Worksheet 5.05.02 .


7. Demonstrate the correct procedures for constructing a brick paver project.

7. Helps students UNDERSTAND B2 correct paver construction procedures.

8. Assign students to construct the brick paver project from Worksheet 5.05.03 (Appendix 5.05) and use Assessment Rubric 5.05.01 from Appendix 5.05 to assess student performance of procedures.

8. Allows students to APPLY C3 procedures to install hardscapes and provides assessments to measure performance.

9. Assign students to use Landscape Construction, pp. 200-4 to read and write the procedures for constructing a dry stack stone project. Students use Worksheet 5.05.04 from Appendix 5.05 to take notes.

9. Helps students UNDERSTAND B2 procedures used to construct a dry stack stone project.


10. Use PPT 5.05.02 PowerPoint – “PROCEDURES TO INSTALL DRY STACK STONE” and students make corrections and additions to Worksheet 5.05.03 .


11. Demonstrate the correct procedures for constructing a dry stack stone project.

11. Helps students UNDERSTAND B2 correct construction procedures.

12. Have students construct a dry stack stone project from Worksheet 5.05.05 (Appendix 5.05) and use Assessment Rubric 5.05.02 from Appendix 5.05 to assess student performance of procedures.

12. Allows students to APPLY C3 procedures to install hardscapes and provides assessments to measure performance.

13. 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 results.



Objective: 5.05 6% C3 Apply procedures to incorporate hardscapes into landscapes.

REFERENCES WEBSITES

Powell, M. A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. Sauter, David (2005). Landscape Construction. Clifton Park, NY: Thompson Delmar Learning.

http://www.ces.ncsu.edu/Publications/commercialhort.php





INFORMATION SHEET

5.05.01

Landscape Construction Pavers Information

1. A brick is suitable for use in areas where freezes occur if it does not hold water. 2. Be able to calculate # of pavers, stones needed for a square area. See

Objective 2.01. Ex. 4.5 pavers are needed per square foot and patio is 8'x10'. Expect 10% waste. How many pavers are needed to complete the job? 3. Paver designs include: - Pattern in which pavers are to be laid - Dimensions of the project 4. Excavation: - Minimum excavation is 2"--3" of soil, based on thickness of paver and amount of

screenings to be added. - Slope should be 1" for each 6'--8'. - Do not use black plastic or other non-porous material under brick pavers. 5. Major reason to use pavers is to provide a suitable surface for heavy traffic areas 6. Hardscapes - Flagstone is stone with horizontal layering that permits to be split into flat slabs. - Slate – Most common color is black. - Paver wood rounds should be made of cedar. - Treated lumber is best edging material. - Clay tile is most durable paving material to use for a walk. - Granite pavers are too rough for patios. - Marble is best when slipperiness is NOT a concern. - Stone dust is a soft paving material between the size of coarse sand and pea

gravel. - Patio blocks are pre-cast concrete in rectangular shapes. - Concrete is a versatile paving material made with sand, gravel cement and

water. 7. Installation - For a smooth surface, compact screenings with a plate tamp before setting

pavers. - Set the borders of the project after soil has been excavated. - Access into lawn should be easy and inviting. - Free laid brick patio floor should set the brick in mortar. - Tread is part of the step on which the foot is placed. - The riser is the elevation portion of the step. 8. Patterns - running bond - herringbone - stacked bond - whirling squares - basket weave - concentric squares


Name__________________________________ Date________________

Worksheet 5.05.01 USE Landscape Construction , p. 260 TO DRAW A SKETCH FOR EACH BRICK PAVER PATTERN.

Basket weave Stacked bond

Herringbone Running bond Whirling squares Concentric squares


NAME_______________________________ DATE______________ WORKSHEET 5.05.02

PROCEDURES TO INSTALL PAVERS Directions: Record the details of each procedure to install pavers.

Step Procedure

1. Select and correctly use appropri ate tools. (See Objective 5.01.) Details:

2. Determine finish elevation of surface.

Details:

3. Set borders of project using a soldier course of br ick, 2"X4" treated lumber, plastic edge material or steel with tops le vel.

Details:


Step Procedure

4. Add and compact fill material (soil or screenings) so that pavers will be even with borders.

Details:

5. Select a pattern for pavers.

Details:

6. Set pavers directly on compacted surface maintainin g desired pattern.

Details:

7. Cut pavers as necessary to maintain pattern.

Details:

8. Sweep additional screenings or sand into cracks aft er all pavers have been set in place.

Details:


Name__________________________________ Date________________

Worksheet 5.05.03

HARDSCAPES

BRICK PAVER PROJECT

Use correct procedures to install pavers to construct a pre-formed screening based patio.

Use pre-cut 2"x 4" lumber to construct a form or borders approximately 64" X 64". Use rock screenings or sand as base material.

Lay the pavers using the assigned pattern. Assessment Rubric 5.05.01 will be used for grading brick paver projects.


Name_________________________________ DATE____________ Assessment RUBRIC 5.05.01 - HARDSCAPES BRICK PAVER PROJECT


Select and correctly use appropriate tools.

All tools were correctly selected and correctly used. 10

Almost all tools were correctly selected and correctly used.

9, 8

A majority of tools were correctly selected and correctly used.

7, 6

Most tools were NOT correctly selected and correctly used.

5 or below

Determine finish elevation of surface.

Area was measured; stakes driven, measured, and marked; and string attached at marks. Excavation is 2"-3" deep and level with a 1" fall away from buildings. Measurements are within ¼" tolerance.

20, 19

Area was measured; stakes driven, measured, and marked; and string attached at marks. Excavation is 2"-3" deep and level with a 1" fall away from buildings. Measurements are within 1/2" tolerance.

18, 17, 16, 15

Area was measured; stakes driven, measured, and marked; and string attached at marks. Excavation is 2"-3" deep and level with a 1" fall away from buildings. Measurements are within 3/4" tolerance.

14, 13, 12, 11

Area was measured; stakes driven, measured, and marked; and string attached at marks. Excavation is 2"-3" deep and level with a 1" fall away from buildings. Measurements are more than ¾" tolerance.

10 or below

Set borders with tops level.

Forms were set and tops leveled to within ¼" tolerance.

10

Forms were set and tops leveled to within 1/2" tolerance.

9, 8

Forms were set and tops leveled to within 3/4" tolerance.

7, 6

Forms were set and tops leveled with more than 3/4" tolerance. 5 or below

Add and compact fill material (soil or screenings) so that pavers will be even with borders.

No dips and pavers are even with top of forms within ¼" tolerance.

20, 19

One or two dips and pavers are even with top of forms within 1/2" tolerance.

18, 17, 16, 15

Three or four dips and pavers are even with top of forms within 3/4" tolerance.

14, 13, 12, 11

More than four dips and pavers are NOT even with top of forms with more than 3/4" tolerance.

10 or below

Select and maintain the pattern throughout the project.

No errors in the pattern. 20, 19

One error in the pattern. 18, 17, 16, 15

Two errors in the pattern. 14, 13, 12, 11

More than two errors in the pattern. 10 or below

Cut pavers as necessary to maintain pattern.

All cut pavers fit and maintain the pattern. 10

Almost all cut pavers fit and maintain the pattern. 9, 8

The majority of cut pavers fit and maintain the pattern. 7, 6

Most cut pavers did NOT fit and maintain the pattern.

5 or below

Fill gaps with sand or rock screenings.

All gaps were uniformly and completely filled.

10

Almost all gaps were uniformly and completely filled.

9,8

The majority of gaps were uniformly and completely filled.

7,6

Most gaps were NOT uniformly and completely filled. 5 or below

Total Possible Points =100 Total Score: _______ Comments:


NAME_______________________________ DATE______________ WORKSHEET 5.05.04

PROCEDURES TO INSTALL DRY STACK STONE Directions: Record the details of each procedure to install dry stack stone.

Step Procedure

1. Select and correctly use appropriate tools. (See O bjective 5.01.) Details:

2. Level the foundation.

Details:

3. Lay stone flat on surface and add or remove soil so that top of first layer of stone is level as determined by usin g a mason level or a line level.

Details:


Step Procedure

4. Have only the flat side of the stone facing out for aesthetic and safety reasons.

Details:

5. Overlap stone (staggering pattern) for strength and stability.

Details:

6. Backfill soils as you work fo r stability.

Details:

7. Maintain a level and perpendicular (plumb) wall as you add stones.

Details:

8. Use best -looking stones on the top row for appearance.

Details:


Name__________________________________ Date________________

Worksheet 5.05.05

HARDSCAPES

DRY STACK STONE PROJECT Construct one of these dry stack stone projects as assigned by your teacher:

1. Eight (8) foot long, straight wall 10"-12" high (plus or minus 1") with a 2' long, 90 degree corner at one end.

2. A circular flowerbed with a 7' outside diameter, 8"-10" tall (plus or minus 1").

Assessment Rubric 5.05.02 will be used for grading dry

stack stone projects.


Name______________________________________________DATE_______________________

Assessment RUBRIC 5.05.02 - HARDSCAPES DRY STACK ST ONE PROJECT (1 of 3 Pages)


Select and correctly use appropriate tools.

All tools were correctly selected and correctly used.

10

Almost all tools were correctly selected and correctly used.

9, 8

The majority of tools were correctly selected and correctly used.

7, 6

Most tools were NOT correctly selected and correctly used.

5 or below

Level the foundation. Area was measured; stakes driven, measured, and marked; and string attached at marks and raised or lowered until level. Soil was added or removed until level. Fill soil was compacted. Measurements are within ¼" tolerance.

20

Area was measured; stakes driven, measured, and marked; and string attached at marks and raised or lowered until level. Soil was added or removed until level. Fill soil was compacted. Measurements are within 1/2" tolerance.

19, 18, 17

Area was measured; stakes driven, measured, and marked; and string attached at marks and raised or lowered until level. Soil was added or removed until level. Fill soil was compacted. Measurements are within 3/4" tolerance.

16, 15, 14

Area was measured; stakes driven, measured, and marked; and string attached at marks and raised or lowered until level. Soil was added or removed until level. Fill soil was NOT compacted. Measurements are NOT within 3/4" tolerance.

13 or below


Name______________________________________________DATE_______________________



Lay first layer so that top of it is level.

Top is level within ¼" tolerance.

10

Top is level within 1/2" tolerance.

9, 8

Top is level within 3/4" tolerance.

7, 6

Top is NOT level within 3/4" tolerance. 5 or below

Make the face of the wall flat with no points sticking out that could cause injury.

Wall is flat with no points sticking out.

10

Wall is mostly flat with one point sticking out.

9, 8

Wall is fairly flat with two points sticking

out. 7, 6

Wall is NOT flat and has three or more points sticking out. 5 or below

Lay stones in an overlapping (staggering) pattern.

Project was constructed in an

overlapping pattern with no design error.

20


overlapping pattern with minor design errors to within 2"

tolerance. 19, 18, 17


overlapping pattern with several design errors to within 3"

tolerance. 16. 15, 14

Project was constructed with more than 3" tolerance with severe design errors. 13 or below

Backfill soils for wall stability.

All areas were backfilled.

10

Almost all areas were backfilled.

9, 8

Some areas were backfilled.

7, 6

NO areas were backfilled. 5 or below


Name______________________________________________DATE_______________________



Maintain a level and perpendicular wall as each layer is added.

Wall is level and perpendicular within

½" tolerance. 10

Wall is level and perpendicular

within 1" tolerance. 9,8

Wall is level and perpendicular within

1 1/2" tolerance. 7,6

Wall is level and perpendicular within 2" tolerance. 5 or below

Make the top level and attractive by selecting the right stones.

Top is level within 1" tolerance and is

attractive.

10

Top is almost level within 1 ½"

tolerance and is attractive.

9,8

Top is almost level within 2" tolerance and

is fairly attractive.

7,6

Top is NOT level within 2" tolerance and is NOT attractive. 5 or below

Total Possible Points =100 Total Score: ______ Comments:


COURSE: 6882 Horticulture II - Landscaping

UNIT C Landscape Installation and Maintenance

COMPETENCY: 6.00 26% C3 Apply procedures to maintain landscapes and landscape equipment.

Objective: 6.01 8% C3 Apply procedures to prune, fertilize, and mulch landscape plants.

Essential Questions: • What pruning procedures are used to maintain landscape plants? • What fertilizing procedures are used to maintain landscape plants? • What mulching procedures are used to maintain landscape plants?

UNPACKED CONTENT • Pruning Procedures to Maintain Landscape Plants

o Decide The Time to Prune • Winter

� Branches can be seen on deciduous plants. � Most plants are not flowering and are dormant. � Examples of plants to prune include Crape Myrtle, Glossy Abelia, and broadleaf evergreens.

• Spring � Swelling buds indicate live branches. � There is not much foliage to block shape of the plant. � Provides maximum time for cuts to heal. � New leaves hide fresh cuts. � Early spring flowering plants produce flower buds for next year’s flowers on summer growth. � Examples of plants to prune in spring include Azalea, Forsythia,

conifers, and broadleaf evergreens. • Summer

� Allows time for wounds to heal before winter. � Branches are difficult to see because of leaves. � Examples of plants to prune in summer include Ligustrum, Boxwoods,

and other broadleaf evergreens. • Fall

� Small branches can be pruned in early fall if there is enough time for new growth to harden and the wound to heal before winter.

� Early spring flowering plants should NOT be pruned in the fall. � Examples of plants to prune in the fall include summer flowering plants

and broadleaf evergreens.


o Decide the Type of Pruning Required • Thinning —Remove an entire branch back to the trunk or main stem. Examples: all deciduous trees – Redbud, Red Maple, River Birch,

Crape Myrtle

• Heading back —Shorten the length of the branch. Examples: several broadleaf evergreen shrubs – Eleagnus, Camellias, Wax Myrtle, Laurels

• Rejuvenation (renewal)—Remove extensive amounts of mature branches to

promote new growth of unkept and or damaged shrubs. In some cases removing entire branches to the ground. Examples – Spireas

o Select Tools Needed Based on Materials to Be Pruned

• Size of branch � Less than ½" diameter

• Use hand pruners • Use hedge shears to shape shrubs

� ½" to 1 ½" diameter • Use loppers

� Over 1 ½" diameter • Use pruning saw or chain saw

• Location of branches to be pruned � Low enough to be reached standing on the ground

• Use any of tools listed above � High enough NOT to be reached standing on the ground using tools listed above

• Use pole pruner or power pole pruner

o Use proper safety procedures including personal pro tective equipment (PPE) • When pruning, make sure you know where your non-cutting hand is at all times

to prevent injury. • Look for electrical lines to prevent injury or damage to property. • Look for dead or hanging branches when positioning your ladder to prevent

bodily injury. • Tie extension ladder to the tree and have a spotter on the ground. • Drink plenty of liquids to prevent dehydration. • Take short frequent breaks to stay focused. • Use proper lifting techniques to prevent back and other injuries. • Decide the safety hazard if any. • Choose appropriate personal protective equipment (PPE).

� Goggles (eyewear)—wear to prevent damage to eyes due to dust and debris.

� Chaps—(American version)—use protective covering for legs, typically made of kevlar, worn while using a chain saw. (British version)—use male friends to warn you of impending danger while using a chain saw.


� Gloves—wear to reduce injury from sharp blades and chains. � Boots—wear to protect feet not only from pruning tools but also falling

debris or dropped tools and equipment. � Snug fitting clothing—wear to prevent clothing from being caught in

moving equipment. � Hard hat—wear to prevent injury from falling tree limbs, branches, etc.

May include face shield and ear muffs. � Ear protection—wear to protect from hearing loss as most small engines

produce over 90 decibels (db) which is the level at which sound waves can damage human hearing.

o Prune Twigs and Small Branches

• Decide safety procedures and (PPE) that are needed. • Choose and use the correct (PPE). • Cut back to a vigorous bud or intersecting branch. • Make cuts that do not leave a stub or that do not cut too close to the bud. • Make slanting cuts when removing limbs that grow upward (prevents water

collection and expedites healing). o Prune Thick Heavy (Large) Branches

• Decide safety procedures and (PPE) that are needed. • Choose and use the correct (PPE). • Remove just outside the branch collar (not flush with the trunk). • Avoid using paint or wound dressing to seal the cut (this may trap moisture and

increase disease problems). • Use a 3-part cut when cutting branches over 1½" in diameter.

� 1st cut—saw the bottom of the branch 6"-12" out from trunk and about 1/3 of the way through branch.

� 2nd cut—saw down from the top about 3" farther out than the 1st cut, until the branch falls.

� 3rd cut—saw the stub back to the collar. • Fertilization Procedures to Maintain Landscape Plan ts

o Woody Ornamentals • Decide if ornamental plant is woody or herbaceous. • Decide the frequency of application depending on type of plant, plant vigor,

desired growth rates and season of the year. • Take a soil sample to get recommended fertilizer ratio and rate of application. • Apply fertilizer according to soil sample report recommendations, or use 3-5

pounds of nitrogen per 1000 square feet. • Apply fertilizer by broadcasting under canopy of trees, shrubs and climbing

vines or over-the-top of ground covers.


o Herbaceous Ornamentals • Decide if ornamental plant is woody or herbaceous. • Decide the frequency and time of application based on type of plant.

� Fertilize annuals at planting and at 6-8 week intervals during growing season.

� Fertilize perennials at planting and once a year during growing season. � Fertilize bulbs at planting and when they start to produce foliage.

• Calculate how much fertilizer is required to get a specific amount of nitrogen applied to ornamentals. Refer to Objective 2.01.

• Use ordinary garden fertilizer such as 10-10-10 or a slow-release fertilizer. • Mulching Procedures to Maintain Landscape Plants

o Decide the correct mulching material depending on desired appearance and availability and cost of materials.

o Purchase correct mulching material depending on desired appearance and availability and cost of materials.

o Take out about 2" of old mulch before spreading new mulch if total depth of old mulch is over 4".

o Spread evenly about one inch of the same type of mulching material on top of the old mulch to maintain appearance (aesthetics) if plants were mulched when installed.

o Spread evenly about 2"- 3" of mulch if mulching was not done when plants were installed.

o Keep mulch 3"- 5" away from young trees and shrubs and 8"-12" away from larger trees to prevent diseases.





1. Ask students “Why pruning, fertilizing, and mulching are needed to maintain landscape plants?”

1. Helps students UNDERSTAND B2 why competency is important.

2. Assign students to read N.C. Certified Landscape Technician Study Manual, pp.11.1-11.10 and Ornamental Horticulture, pp.225-36 to take notes on their own paper on elements of pruning including timing, types, tools, safety, and techniques for different size branches. Use “Pruning” unpacked content to discuss with students examples and comparisons for different types of plants.

2. Helps students ELEMPLIFY B2 correct pruning procedures.

3. Assign students to use N.C. Certified Landscape Technician Study Manual, pp.11.7-11.10 to complete the Worksheet 6.01.01 - Pruning from Appendix 6.01 and discuss worksheet after completion.

3. Helps students REMEMBER A1 correct seasons to prune various types of plants.

4. Assign students to use computer and www.nationalarborday.org website to practice pruning procedures using pruning tutorial.

4. Helps students UNDERSTAND B2 pruning procedures without risking injury or death to live plants.

5. Demonstrate pruning procedures on live plants and discuss with students the reasons for each procedure.

5. Helps students UNDERSTAND B2 correct pruning procedures.

6. Assign students to correctly prune selected live trees and shrubs. Use Pruning Checklist 6.01.01 from Appendix 6.01 to assess application of procedures.

6. Gives students practical experiences in APPLYING C3 pruning procedures and provides an assessment.

7. Assign students to use N.C. Certified Landscape Technician Study Manual, p. 10.5 and p. 10.8 to take notes on own paper to learn correct fertilization procedures for woody ornamentals and for herbaceous ornamentals and show the differences between the two.

7. Helps students COMPARE B2 correct fertilization procedures.

8. Demonstrate correct fertilization procedures and discuss with students the reasons for each procedure.

8. Helps students UNDERSTAND B2 correct fertilization procedures.

9. Assign students to correctly fertilize selected live woody ornamentals and herbaceous ornamentals. Use Fertilization Checklist 6.01.02 from Appendix 6.01 to assess application of procedures.

9. Gives students practical experiences in APPLYING C3 fertilization procedures and provides an assessment.


10. Assign students to use N.C. Certified Landscape Technician Study Manual, p. 10.6 and Ornamental Horticulture, p. 223 to take notes on own paper to remember mulching procedures and show differences for different types of mulch.

10. Helps students REMEMBER A1 correct mulching procedures.

11. Demonstrate correct mulching procedures and discuss with students the reasons for each procedure.

11. Helps students UNDERSTAND B2 correct mulching procedures.

12. Assign students to correctly mulch landscape plants. Use Mulching Checklist 6.01.03 from Appendix 6.01 to assess application of procedures.

12. Gives students practical experiences in APPLYING C3 mulching procedures and provides an assessment.

13. Use Classroom Test Items to generate tests and administer tests to assess student’s ability to and to apply procedures to prune, fertilize, and mulch landscape plants and to assess the need to re-teach.




REFERENCES WEBSITES

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. 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.

http://www.ces.ncsu.edu/Publications/commercialhort.php www.ehow.com www.nationalarborday.org





Name_____________________________________________ Date____________________________

Worksheet 6.01.01 - Pruning Check the correct boxes to indicate the type of pla nt and the season(s) to prune for each plant.

Plant Name Type of Plant Season(s) to Prune

XXXXXXXXXXXXXXXXXXXXXXXX

Evergreen Tree

Evergreen Shrub

Conifer Deciduous Tree

Deciduous Shrub

Early Spring Flowering

Spring Summer Fall Winter

Aucuba japonica

Camellia japonica

Camellia sassanqua

Ilex x attenuate ‘Fosteri’

Ilex cornuta ‘Bufordi nana’

Ligustrum japonicum

Nandina domestica

Myrica cerifera Rhapholepis sp.

Rhododendron obtusum

Viburnum burkwoodii


Name________________________________ Date___________________

Checklist 6.01.01 - Using Correct Pruning Procedure s Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Decide the correct time to prune.

2. Decide the type of pruning required—thinning, heading back, or rejuvenation.

3. Decide tools needed based on materials to be pruned.

4. Use proper safety procedures including personal protective equipment (PPE).

5. Use correct procedures to prune twigs and small branches.

6. Use correct procedures to prune large branches including the 3-part cut for branches over 1-1/2" in diameter.


Name________________________________ Date___________________

Checklist 6.01.02 - Using Correct Fertilization Pro cedures for Woody Ornamentals and Herbaceous Ornamentals


Procedures Yes No Comments 1. Decide if ornamental plant is

woody or herbaceous.

2. Decide the time and frequency of application depending on type of plant, plant vigor, desired growth rates, and season of the year.

3. Take a soil sample to get recommended fertilizer ratio and rate of application.

4. Apply fertilizer according to soil sample report recommendations, or use 3-5 pounds of nitrogen per 1000 square feet for woody ornamentals or 3 –5 pounds of a complete slow-release fertilizer such as 10-10-10 for herbaceous ornamentals.

5. Apply fertilizer by broadcasting under canopy of trees, shrubs and climbing vines or over-the-top of ground covers and herbaceous ornamentals.


Name________________________________ Date___________________

Checklist 6.01.03 - Using Correct Mulching Procedur es Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Decide the correct mulching

material depending on desired appearance and availability and cost of materials.

2. Select correct mulching material depending on desired appearance and availability and cost of materials.

3. Take out about 2" of old mulch before spreading new mulch if total depth of old mulch is over 4".

4. Spread evenly about 1" of the same type of mulching material on top of the old mulch to maintain appearance (aesthetics) if plants were mulched when installed.

5. Spread evenly about 2"-3" of mulch if mulching was not done when plants were installed.

6. Keep mulch 3"-5" away from young trees and shrubs and 8"-12" away from larger trees to prevent diseases.


COURSE: 6882- Horticulture II – Landscaping UNIT C

Landscape Installation and Maintenance


Objective: 6.02 6% B2 Understand pests and their control in the landscape.

Essential Questions:

• What are the various types of pests that affect landscape plants? • How does each type of pest damage or injure landscape plants? • What are the differences between methods used to control pests? • What are the responsibilities of pesticide users? • What are the differences between application types or forms of pesticides? • What are the differences between the types of chemical controls? • How is pesticide application timing determined? • How do you determine the type of application equipment to use?

UNPACKED CONTENT

Damages or Injuries from Various TYPES of Pests

Damages or Injuries Type Pest Examples Wilting Sucking insects Whitefly, scale Holes in leaves Chewing insects Grasshoppers,

caterpillars Sticky substance (honeydew) on leaves or stems

Sucking insects Aphids

Lawn root damage Chewing insects Japanese beetle grubs Discolored leaves Virus diseases Mosaic Leaf spots Fungus diseases Black spot Missing plants Rodents Voles Missing bulbs Rodents Moles Tunneling in plant beds or lawns

Rodents Moles or voles

Reduction in lawn vigor Weeds Crabgrass Lack of uniformity in lawns Weeds Common Bermuda

grass Unwanted plants in flowers, shrubs, or lawns

Weeds Crabgrass


• Methods of Pest Control o Biological – Plant pests are controlled by natural agents. Agents may be

predators, parasites, or pathogens. Some examples include: � Predator – Releasing lady beetles to control aphids on roses. � Parasite – A digger wasp (parasitic wasp) controls Japanese beetle

larvae. � Pathogen – Bacillus thuringiensis (Bt) bacterium kills caterpillar larvae.

o Mechanical – Pests are controlled non-chemically using direct measures to destroy pests. Examples include: � Hand picking to remove insects � Tilling to remove weeds � Traps to catch insects or rodents

o Chemical - Pest populations are controlled by using pesticides. Examples of chemical control are shown in the table below.

Type Pest Plant Timing Insecticide Japanese Beetle Crape

Myrtle Summer, as they appear

Fungicide Powdery Mildew Rose Spring and Summer Miticide Spider Mite Juniper Summer Herbicide Crab grass Turf Pre-emergent, before

weeds start to grow Rodenticide Voles Hosta Spring and Summer Molluscicide Slugs Hosta Spring and Summer

o Cultural – Pests are prevented or reduced by using methods to alter the plant

environment. Examples include: � Irrigation and fertilization schedules � Sanitation practices

o Genetic – Pests are prevented by using biotechnology to transfer or to manipulate genes to make plants resistant to specific pests. Examples include: making plants resistant to certain insects or diseases that affect that plants.

o IPM – Integrated Pest Management- Pest control strategies rely on multiple control practices. Examples include: � Regular monitoring is used to detect pests when they first become active.

Monitoring is done through regular inspections of plants. � Traps and remote sensing equipment can be used to indicate pest levels

without observing the plants visually. � Determine acceptable level of damage and when to initiate other pest

control measures.


• Pesticide User Responsibilities o Types of pesticides

� Fungicides are used to eradicate diseases caused by fungi. � Insecticides are used to control insects and related arthropods. � Herbicides are used to kill unwanted plants. � Rodenticides are used to kill rodents. � Miticides are used to control spiders and mites. � Molluscicides are used to control snails and slugs.

o Signal words and toxicity levels.

• CAUTION – slightly toxic • WARNING – moderately toxic • DANGER – extremely or highly toxic • RESTRICTED

� Restricted use pesticides can only be purchased by licensed applicators and must be applied under the direct supervision of a licensed person.

� Individuals must pass a written exam and can be certified in a number of specialty areas.

o Labels and other chemical information. � Pesticides must be approved by the EPA before they can be

sold in the U.S. and should have a registration number on the label to be legal.

� Restricted Entry Intervals regulations state that no unprotected person may be in the treated area during pesticide application and that a re-entry time must be stated in a language that workers can understand so that no one will be accidentally exposed to the pesticide.

� Make certain chemical is correct for intended use. Refer to label and/or North Carolina Agricultural Chemicals Manual. It is against the law to use a pesticide for purposes not listed on the label.

o Proper clothing and safety equipment for various products. � Always wear gloves and safety goggles when applying any

chemical. � Use respirators for dusts or fumigants. � Wear rubber boots and/or aprons along with a hard hat for

liquid sprays. � Always follow label recommendations for correct apparel and

equipment. o Pesticide storage and disposal.

� Keep pesticides in the original containers to prevent mistaken identity of chemicals.

� Pesticides storage area should be well ventilated and locked to prevent access by children, pets, and unauthorized individuals.


� Keep children and animals away from pesticides to prevent injury or death.

� Store pesticides separately from food or animal feeds to prevent contamination of food or feeds.

� Triple rinse containers and use rinse water on intended crop or area to prevent soil and water contamination.

� Check with Cooperative Extension Service or sanitary landfill about proper disposal procedures for the local area because rules vary in different locations for different pesticides.

• Application Formulations - Pesticides can be purchased and applied in several forms.

o Aerosols (AE) are in gas form and must be used in an enclosed area such as under plastic sheeting for soil fumigation. Smokes and other fumigants are also used in this way.

o Dusts (D) are applied in dry form. Advantages are that simple equipment can be used to apply them and they can easily be seen on foliage. A disadvantage is that drift is a major problem on windy days.

o Granules (G) are applied in dry form, usually to the soil since they will not stick to foliage. No mixing is necessary and drift is minimal. Most seeding and fertilizer spreading equipment will also apply granules.

o Wettable Powders (WP) are applied as liquids although they do not dissolve in the liquid. They are suspended through some type of agitation. Phytotoxicity is generally low and they are usually safer to handle compared to liquid concentrates, but Wettable Powders are abrasive and tend to wear out pumps and nozzles.

o Soluble Powders (SP) are similar to wettable powders except they dissolve, producing a solution. Soluble Powders are less abrasive than WP formulations.

o Emulsifiable Concentrates (EC) are purchased in liquid form. These oil-based pesticides are mixed with detergents and other chemicals so that they will dissolve in water. They are not abrasive to nozzles, but can degrade rubber hoses and gaskets. They are more dangerous to handle because they absorb through the skin faster than other formulations. They also are more likely to cause plant injury.

o Flowables (F) come suspended in liquid form. They are diluted and used similarly to EC formulations and have similar advantages and disadvantages.

o Poisonous Baits are used to control rodents and are mixed with an attractant for the animal to eat. They must be kept away from children or domestic animals to prevent poisoning them.


• Types of Chemical Controls . o Contact poisons – chemical kills pest by touching the pest’s body – effective for

insects that are easily seen and/or move through the applied chemical. o Stomach poisons – chemical must be ingested to control the pest-- effective for

insects and other pests with chewing mouthparts. o Systemic insecticides – controls pests by absorbing the chemical through the

system of the plant which is then ingested by the pest – effective for insects with piercing/sucking mouthparts.

• How to Determine Time of Application and Type of Ap plication Equipment

o Time of Application � Plant must be at the proper stage of growth. � Pest must be at the proper stage of growth for certain applications. � Excessive wind can affect the method of applying chemicals.

1. Increase droplet size. 2. Spray closer to the ground. 3. Delay spraying.

� Soil type must be considered. Pesticides are more subject to leaching on sandy soils.

o Type of Application Equipment � Hand pressurized sprayers (pump up, hand held and backpack) are for small

jobs requiring just a few gallons of spray. � High volume, low pressure equipment is for spraying large amounts of a

diluted pesticide where complete coverage is necessary such as wettable powder formulations.

� Low volume, low pressure sprayers are often used on aircraft where weight is a concern. They are also used for many formulations where total coverage is not as critical. EC formulations are often applied with low volume sprayers.

� High pressure mist blowers are often used for treating trees. � Aerosols must be used in confined areas such as greenhouses or under

plastic. � Granular pesticides can be applied with simple seeding and fertilizer

spreading equipment. They are often used for pre-emergent herbicides. � Soil injectors can be used to incorporate certain pesticides into the soil so

that the chemicals can be taken up by plant roots. � Spraying conditions often dictate what type of appl icator may be used .

Many, such as dusts are not suitable for windy cond itions.


Objective: 6.02 B2 6% Understand pests and their control in the landscape.



1. Conduct an icebreaker by asking these questions and writing student responses on the board: What are pests? What are the different kinds of pests? What are the harmful effects of pests? How can pests be controlled?

1. Introduces students to the importance of pests and pest control.

2. Prepare and use PowerPoint slides and/or pictures to show examples of the four types of pests and the kinds of damages they cause and assign students to complete Worksheet 6.02.01 from Appendix 6.02.

2. Helps students CLASSIFY B2 the types of pests and the damages caused by each type.

3. Use Test 6.02.01 for Activity 3 from Appendix 6.02 to assess student understanding of pests and their damages.

3. Helps students REMEMBER A1 pests and pest damages and provides assessment and feedback on students’ comprehension.

4. Use PPT 6.02.01 PowerPoint – “ METHODS OF PEST CONTROL” to teach the five methods of pest control, the characteristics, and examples of each method and assign students to take notes on Worksheet 6.02.02 for Activity 4 from Appendix 6.02.

4. Helps students CLASSIFY B2 the methods of pest control and why each is used.

5. Use Test 6.02.02 for Activity 5 from Appendix 6.02 to assess student understanding of methods of pest control.

5. Helps students UNDERSTAND B2 methods of pest control and provides assessment and feedback on each student’s understanding.

6. Assign students to use Introduction to Horticulture, p. 161 to complete Worksheet 6.02.03 for Activity 6 from Appendix 6.02 to match the type of pesticide with the pest it is used to control.

6. Helps students CLASSIFY B2 the type of pesticide used to control various pests.

7. Use Test 6.02.03 for Activity 7 from Appendix 6.02 to assess student understanding of the type of pesticide and the pest it is used to control.

7. Helps students UNDERSTAND B2 pesticides and the pest each controls and provides assessment and feedback on each student’s understanding.

8. Provide students a pesticide label and use Introduction to Horticulture, pp. 162-5 to explain the information included on the label and assign students to take notes on Worksheet 6.02.04 for Activity 8 from Appendix 6.02.

8. Helps students UNDERSTAND B2 what is included on a pesticide label.


9. Use North Carolina Certified Landscape Technician Study Manual , pp. 13.2-4, Ornamental Horticulture , pp. 94-8, and PPT 6.02.02 PowerPoint – “PESTICIDE USER RESPONSIBILITIES ” to explain to students the responsibilities of persons using pesticides and assign students to take notes.

9. Helps students UNDERSTAND B2 pesticide user responsibilities related to pests and pest control.

10. Assign p. 92 in Ornamental Horticulture for students to read and take notes on characteristics of the different formulations of pesticides and the advantages and disadvantages of each form using Worksheet 6.02.05 for Activity 10 from Appendix 6.02.

10. Helps students COMPARE B2 different pesticide formulations.

11. Use Introduction to Horticulture, p. 170 to explain to students which kinds of pests are best controlled by using contact poisons, stomach poisons, and systemic insecticides and assign students to take notes on Worksheet 6.02.06 for Activity 11 from Appendix 6.02.

11. Helps students UNDERSTAND B2 why certain types of pesticides are best for controlling specific pests.

12. Use PPT 6.02.03 PowerPoint – “ HOW TO DETERMINE TIME OF PESTICIDE APPLICATION AND TYPE OF APPLICATION EQUIPMENT” and assign students to use North Carolina Certified Landscape Technician Study Manual, p. 13.8 to determine the time of application and the type of application equipment needed for different types of pesticide application, and assign students to take notes on Worksheet 6.02.07 for Activity 12 from Appendix 6.02.

12. Helps students UNDERSTAND B2 the time of application and why different types of pesticide applications require different types of equipment.

13. Assign students to complete Test 6.02.04 from Appendix 6.02 and review correct answers for the test with students. Re-teach as needed based on test results.

13. Helps students UNDERSTAND B2 methods of pest control and provides assessment and feedback on each student’s understanding.


14. Provides students and teacher with feedback on each student’s mastery of objective.


Objective: 6.02 B2 6% Understand pests and their control in the landscape.


WEBSITES

Ingels, J.E. (2004). Ornamental Horticulture: Science, Operations, and Management. Albany, NY: Delmar Learning. Powell, M.A. (2003). Certified Landscape Technician Study Manual. Raleigh, NC: NC Nursery and Landscape Association. 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.

http://www.ces.ncsu.edu/Publications/commercialhort.php http://www.wikipedia.org/





Name_________________________Date______________

WORKSHEET 6.02.01 Damages or Injuries from Four Types of Pests

Directions: In each of the four large blocks, write the damages or injuries caused by that type pest.

Insects 1. 2. 3. 4.

Diseases 1. 2.

Rodents 1. 2

W Weeds 1. 2. 3.

Injuries or damages from pests


Name_________________________________Date_____________


Directions: Match the pest with the damage it causes by writing the letter in

the blank or on answer sheet as directed by your teacher.

____1. black spot A. tunneling in lawns ____2. aphids B. reduced lawn vigor ____3. grasshoppers C. missing plants ____4. grubs D. leaf spots ____5. weeds E. lawn root damage ____6. moles F. holes in leaves ____7. mosaic G. discolored leaves ____8. scale H. wilting plants ____9. voles I. sticky substance on leaves


Name_________________________Date______________

WORKSHEET 6.02.02 Methods of Pest Control

Directions: Write the characteristics of each method in the second column and examples of each method in the third column. Methods of Pest Control

Characteristics Examples

Biological 1. 2. 3.

Mechanical 1. 2. 3.

Chemical 1. 2. 3. 4. 5. 6.

Cultural 1. 2.

Integrated Pest Management (IMP)

1. 2. 3.


Answer Key


Directions: Match the pest with the damage it causes by writing the letter in

the blank or on answer sheet as directed by your teacher.

D 1. black spot A. tunneling in lawns I 2. aphids B. reduced lawn vigor F 3. grasshoppers C. missing plants E 4. grubs D. leaf spots B 5. weeds E. lawn root damage A 6. moles F. holes in leaves G 7. mosaic G. discolored leaves H 8. scale H. wilting plants C 9. voles I. sticky substance on leaves


Name_________________________Date______________

Test 6.02.02 for Instructional Activity 5 Methods of Pest Control

Directions: Write the characteristics of each method in the second column and examples of each method in the third column. Methods of Pest Control

Characteristics Examples

Biological 1. 2. 3.

Mechanical 1. 2. 3.

Chemical 1. 2. 3. 4. 5. 6.

Cultural 1. 2.

Integrated Pest Management (IMP)

1. 2. 3.


Name_________________________Date______________

WORKSHEET 6.02.03 for Activity 6 Directions: Match the type of pesticide with the p est(s) it controls by writing the letter in the blank or by u sing an answer sheet as directed by your teacher.

Pesticides Pests _____Rodenticides A. fungi _____Miticides B. insects and related arthropods _____Herbicides C. plants (weeds) _____Fungicides D. rodents _____Insecticides E. spiders and mites _____Molluscicides F. snails and slugs


Name_________________________________Date_____________


Directions: Match the type of pesticide with the p est(s) it controls by writing the letter in the blank or by u sing an answer sheet as directed by your teacher.

Pesticides Pests _____Rodenticides A. caterpillars _____Miticides B. slugs _____Herbicides C. black spot _____Fungicides D. weeds _____Insecticides E. spider mites _____Molluscicides F. voles


Name_________________________Date______________

WORKSHEET 6.02.04 for Activity 8 Pesticide Label Information

Directions: Use the pesticide label provided by yo ur teacher to fill in the blanks.

o Name and address of manufacturer ______________________________

o Trade name _________________________________________________

o Active ingredients including official common name or chemical name of each ingredient ______________________________________________

___________________________________________________________

o Type of pesticides (herbicide, insecticide, fungicide, etc.)______________

o Form of substance (dust, wettable powder, fumigant, etc.)_____________

o EPA registration number_______________________________________

o Storage and disposal precautions ________________________________ ___________________________________________________________

o Hazard statement including “Keep Out of Reach of Children”___________ ___________________________________________________________

Directions for use (mixing, application, etc.) _______________________

o Net contents_________________________________________________

___________________________________________________________

o Statement of practical treatment states what to do if a person swallows or is poisoned by spilling the chemical on the skin______________________ ___________________________________________________________

o Worker protection procedures including reentry time on how long before a person

can enter the treated area________________________________ ___________________________________________________________

o Signal words-toxicity levels for humans____________________________

The most important safety rule is “read a nd follow label directions” because all the rules are included in thi s one rule.


Name______________________________Date____________

Worksheet 6.02.05 for Instructional Activity 10 Pesticide Formulations

Directions: Write the characteristics, advantages, and disadvantages of each type of formulation in the appropriate column.

Type of Formulation

Characteristics Advantages Disadvantages

Aerosols (AE)

Dusts (D)

Granules (G)

Wettable Powders (WP)

Soluble Powders (SP)

Emulsifiable Concentrates (EC)

Flowables (F)

Poisonous Baits


Name_______________________________Date____________

Worksheet 6.02.06 for Instructional Activity 11 Types of Chemical Controls

Directions: Write how each type of Chemical Contro l works and what it is effective for controlling in the appropriate column .

Type of Chemical

How Chemical Works Effective for Controlling:

Contact Poisons

Stomach Poisons

Systemic Insecticides


Name______________________________Date____________

Worksheet 6.02.07 for Instructional Activity 12 Types of Pesticide Application Equipment

Directions: Write the characteristics and uses of each Type of Pesticide Application Equipment in the appropriate column.

Type of Equipment

Characteristics Uses

Hand Pressurized Sprayer

High Volume, Low Pressure Sprayer

Low Volume, High Pressure Sprayer

High Pressure Mist Blower

Aerosols

Simple Granular Equipment

Soil Injectors

Spraying conditions often dictate what type of appl icator may be used . Many, such as dusts are not suitable for windy cond itions.


Answer Key


1. d 2. a 3. d 4. a 5. c 6. b 7. a 8. c 9. b 10. c 11. a 12. b 13. d 14. b 15. a 16. b 17. a 18. d 19. c 20. c 21. c 22. c 23. c 24. c 25. d 26. b 27. b 28. b


Name______________________________Date____________

Test 6.02.04 for Instructional Activity 13 Directions: Circle the letter for the correct answer or write the correct answer on an answer sheet depending on your teacher’s instructions. 1. One of the signs that Laura saw that made her suspect that her plants had aphids was:

a. dark green appearance.

b. pink residue on leaves.

c. root rot on young plants.

d. sticky substance on leaves.

2. Paul noticed leaf spots on a few shrubs in his yard. His shrubs have:

a. black spot.

b. blue mold.

c. whiteflies.

d. wilt.

3. Weeds in a lawn have a tendency to cause:

a. improved color uniformity.

b. increased soil moisture.

c. increased soil nitrogen.

d. reduced lawn health.

4. Kathy noticed that she had small tunnels running throughout her yard. She thinks that the rodent is after the grubs in the lawn. Which pest does she have?

a. Moles

b. Opossums

c. Rabbits

d. Squirrels


5. Which pesticides BEST control spiders and mites? a. Herbicides

b. Insecticides

c. Miticides *

d. Spidericide

6. Which pesticides BEST control snails and slugs?

a. Insecticides

b. Molluscicides

c. Modenticides

d. Slugicides

7. For a pesticide to be sold in the U.S., it must first be approved by which agency?

a. EPA

b. ERA

c. FBI

d. GOV

8. Which is the BEST place to find the percentage of active and inert ingredients in a pesticide?

a. At the extension office

b. At the store

c. On the label

d. On the receipt

9. Ron must spray on a day that is a little breezier than usual. How can he accommodate for the wind?

a. Decrease droplet size

b. Increase droplet size

c. Spray as usual

d. Spray from higher up


10. Biological pest control includes all of the following EXCEPT:

a. parasites.

b. pathogens.

c. pesticides.

d. predators.

11. Jay has purchased digger wasps to help control the Japanese beetle larvae in his lawn. This method of pest control is:

a. biological.

b. chemical.

c. cultural.

d. mechanical.

12. Which pesticides BEST control diseases?

a. Algaecides.

b. Fungicides

c. Herbicides

d. Miticides

13. Sally has a pesticide that is labeled “CAUTION”. How poisonous is the pesticide?

a. Extremely toxic

b. Moderately toxic

c. Safe

d. Slightly toxic

14. Bill has a pesticide that is labeled ”WARNING”. How poisonous is the pesticide?

a. Extremely toxic

b. Moderately toxic

c. Safe

d. Slightly toxic


15. Mike purchased a pesticide that is labeled “DANGER”. How poisonous is this pesticide?

a. Extremely toxic

b. Moderately toxic

c. Safe

d. Slightly toxic

16. Ken needed to purchase a pesticide that was labeled “DANGER”, but was not allowed to buy it at the store. The likely reason he was not allowed to buy it is that he is NOT:

a. a local resident.

b. a licensed applicator.

c. a licensed driver.

d. old enough.

17. Which is MOST important when one is applying pesticides?

a. Directions on label

b. Time of day

c. Time of the year

d. Weather

18. George has to apply dusts and fumigants. Which provides the MOST protection?

a. Caution

b. Coveralls

c. Glasses

d. Respirator

19. Antonio changed the irrigation and fertilization schedule on his lawn to control pests. This method of pest control is:

a. biological.

b. chemical.

c. cultural.

d. mechanical.


20. Ray regularly checks his lawn to find pests when they first start. Which method of pest control is he using?

a. Biological Pest Management

b. Cultural Pest Management

c. Integrated Pest Management

d. Mechanical Pest Management

21. Which is the MOST important thing a person must have to be admitted into a restricted pesticide area?

a. A truck

b. Boots and hat

c. Proper protection

d. Written permission

22. Kim wants to start a plan to identify which pests are causing problems and need to be eradicated. This type plan is also known as:

a. biotechnology.

b. experimental.

c. integrated pest management.

d. pesticide research.

23. Jacob irrigates his lawn during early morning hours to reduce the risk of turf diseases. This method of pest control is:

a. biological.

b. chemical.

c. cultural.

d. mechanical.

24. For which job must the applicator wear rubber boots, aprons, and a hard hat? a. Applying dusts

b. Driving a tractor

c. Spraying pesticides

d. Working off of the ground


25. Why should a person consider soil type when applying pesticides?

a. Clayey soils leach

b. Loamy soils are dry

c. Loamy soils are wet

d. Sandy soils leach

26. Ron must spray on a day that is a little breezier than usual. How can he accommodate for the wind?

a. Decrease droplet size

b. Increase droplet size

c. Spray as usual

d. Spray from higher up 27. Lee needs a pesticide in a form that does NOT stick to his plants and that can be applied to the ground using a slinger. He needs a: a. dust

b. granular

c. soluble powder

d. wettable powder

28. To get information for proper disposal of pesticide containers, which is BEST to contact?

a. City manager

b. Cooperative extension service

c. County manager

d. County sheriff’s department


COURSE: 6882 Horticulture II - Landscaping UNIT C Landscape Installation and Maintenance

COMPETENCY: LC06.00 26% C3 Apply procedures to maintain landscapes and landscape equipment.

Objective : LC06.03 6% C3 Apply procedures to maintain turfgrass.

Essential Questions: • What procedures are used to irrigate turfgrass properly? • What procedures are used to mow turfgrass to the appropriate height? • What procedures are used to apply the correct fertilizer to turfgrass? • What procedures are used to alleviate unique turfgrass culture problems?

UNPACKED CONTENT

PROCEDURES FOR IRRIGATING TURFGRASS Step 1 Determine need for water by the turf. • Use visual appraisal and turf knowledge to determine the need for water.

o Are there indications that it is time to irrigate? � Has there been an extended period of time since the turf has received water? � Does the grass have a dark bluish-gray color? � Do footprints remain some time after walking occurs across the grass? � Does the grass exhibit wilted, folded, or curled leaves?

o Use a soil probe to determine how deep the soil is moist. � Moisture meters can also be used for this purpose.

Step 2 Determine the amount of water the irrigation system is delivering. • Collect water using several rain gauges or gallon cans spaced evenly throughout the irrigation area. • Water the area for a determined interval (30 minutes is the minimum the area should be watered) and record

the time. • Read the inches in each rain gauge or use a ruler to measure the inches in each gallon can. • Average the water in each can by totaling the inches of water collected and dividing by the total number of

cans or gauges. • Record the average water collected for all gauges or cans. Step 3 Determine the amount of water needed by the turf. • Use the (TIMS) Turf Irrigation Management System

o (http://www2.turffiles.ncsu.edu/tims/Default.aspx?ReturnUrl=%2ftims%2fWaterCalc.aspx) o Create a user name password for the system and store it for future reference. o Complete personal data and click next with the mouse. o Select soil type and click next with the mouse. o Select the type of turf to be irrigated and click next with the mouse. o Calculate the irrigation water rate by inserting the time interval and average inches of water

collected per can or gauge. o Read irrigation recommendation from the screen.


Step 4 Turn water control on to apply water during early morning. • Monitor the area for runoff and water standing.

o If runoff is observed, turn the system off and wait for at least 30 minutes before continuing. o If water is standing on the grass, turn the system off and wait for at least 30 minutes before

continuing or until existing water has been absorbed into the soil (whichever is longer). o Continue irrigation to rewet the soil until the water reaches the appropriate depth.

� Sloped areas, compacted soils, and sandy soils need to be irrigated for shorter times, but at more frequent intervals.

• Monitor the irrigation system for uniform distribution. o Are all sprinkler heads working properly? o Are there areas that sprinkler heads are not reaching?

• Stop water after the appropriate water has been applied. o Cut water off when the time interval recommended by TIMS has been achieved or visual

appraisal indicates the turf has been watered enough. o Water until the soil is moist to a depth just below the root system to encourage further

rooting. � Use a soil probe to make a visual estimation of the depth of soil moisture. � Use a moisture meter to determine the depth of soil moisture.

• Watering deeper does not benefit the plant and may leach contaminants into the groundwater. (TurfFilesWater Quality and Professional Turf Managers (WQWM-156).mht)

PROCEDURES FOR MOWING TURFGRASS Step 1 Determine if the grass needs mowing. • Visually inspect the grass to determine if mowing will improve the appearance or function for which

the grass is intended.

OR • Refer to http://www.turffiles.ncsu.edu/ and click on Carolina Lawns. • Click on the Printable PDF link to open the publication. • Consult Table 2 (Carolina Lawns) to determine the optimum height for the grass to be mowed. • Add 50% to the maintenance height. (Example: If tall fescue is being mowed at 3" as the

maintenance height, 3" + 3"(50%) = 3" + 1.5" = 4.5" is the optimum height before mowing). • Measure the grass to determine its height. Step 2 Select the mower based on function of the grass and maintenance height of grass to be mowed. • Select reel type mower for extremely close cuts and highly managed turf on golf courses and

athletic fields. • Select rotary type mowers for general purpose lawn care. Step 3 Inspect the blade(s) prior to mowing and if needed sharpen. • Visually inspect the blades for nicks, signs of wear, and dullness. • Carefully feel the blade to determine if a cutting edge exists. • Refer to Owner’s Manual for instructions to remove blade(s). • Remove blades per instructions. • Sharpen blades according to proper procedure specified in “Unpacked Content for Objective 6.04”. • If blades are heavily worn or damaged, discard and replace with new blades.


Step 4 Determine whether to bag or mulch clippings. • If clippings are excessive, they will smother or shade the growing turf. Always remove clippings in

this situation by bagging or raking. • If clippings are not excessive, always cut with a mulching blade and allow to remain on the turf

surface to provide additional nutrients. • Visually inspect the nature and amount of clippings from a sample cut to determine if bagging is

necessary and act accordingly. Step 5 Mow the grass. • Follow the instructions in the unpacked content for starting the small engine found in objective 5.02. • Follow all safety procedures for engaging the blade(s) and operating the mower safely per the

owner’s manual for the selected mower. PROCEDURES FOR APPLYING MAINTENANCE FERTILIZER TO T URFGRASS Step 1 Use soil test to determine the amounts of lime and fertilizer needed (Preferred option). • Follow procedure found in Objective 5.03 for Soil Sampling. • Determine fertilizer needs based on the Soil Test Report. Step 2 Use recommendations from Turffiles to determine the level and timing of fertilizer application. • Consult Carolina Lawns section on “Fertilizing”, “Fertilizing after Planting” and Tables 6a, 6b, or 6c

to determine the fertilizer needs for lawn maintenance. • Use the Turffiles website to consult maintenance calendars for athletic fields, etc. at:

http://www.turffiles.ncsu.edu/Maintenance_Calendars.aspx# Step 3 Apply the fertilizer. • Use technique learned in objective 5.03 to spread the fertilizer. PROCEDURES USED TO ALLEVIATE UNIQUE TURFGRASS CULTU RAL PROBLEMS Step 1 Determine what cultural problems need to be treated. • Is soil compaction an issue? • Is excessive thatch build up an issue? Step 2 Select appropriate equipment to treat cultural problems. • What types of equipment can be used to treat soil compaction? • What types of equipment can be used to treat thatch build-up? • Is it the best time to treat cultural problems? • What pattern should be followed when treating the cultural problem? Step 3 Use appropriate equipment in the prescribed manner to treat cultural problems. • Follow operator’s manual for the selected equipment to operate equipment safely. • Follow manufacturer’s recommendation on the procedures to most effectively use the equipment.


Objective: 6.03 6% C3 Apply procedures to maintain turfgrass.


RELEVANCY TO

OBJECTIVE 1. Ask the question, “What is the annual economic impact of

turfgrass maintenance to our state’s economy?” ($ 3.4 billion) Allow students to guess until someone comes reasonably close. Then lead a class discussion of the kinds of maintenance items for which the money is spent. Answers should include: irrigation, mowing, and fertilization. Pest management is another area that is discussed in Objective 6.01 and 6.02. Option A – Duplicate the PDF documents North Carolina Turfgrass Industry and North Carolina Green Industry – Economic Impact Survey 2005 for students to use as a reference. Option B – Use the PDF documents North Carolina Turfgrass Industry and North Carolina Green Industry – Economic Impact Survey 2005 or project the website information and review the information without distribution to the students. Divide the class into groups. Read the opening statement from the PDF document Water Quality and Professional Turf Managers , “Turf areas are man-made ecosystems…” Assign different groups to record ways that turf management affects the owner, the environment, and the grass. Students should learn that there are economic and environmental consequences to wise and unwise management decisions in regards to irrigation, mowing, and fertilization, etc. Ask each group to report the class and have students record the findings from each group on their own paper.

1. Helps students UNDERSTAND B2 the magnitude of the turfgrass industry and the economic importance, as well as the environmental impact of proper turfgrass maintenance.

2. Help students develop a flow chart of the steps in irrigating turfgrass. Use Worksheet 6.03.01 Key – Flow Chart for Procedure to Irrigate Turf to help with the development of the flow chart. Discuss the steps and decisions that influence the steps as you help the students construct the chart. Students may use Carolina Lawns, 2008 edition, page 15-19 and the PDF document Water Quality and Professional Turf Managers as a reference.

2. Helps students UNDERSTAND B2 the procedures for irrigating turfgrass.

3. Students will irrigate a given plot of turfgrass. Evaluate each student’s performance irrigating the grass using Checklist 6.03.01 - Procedures to Irrigate Turfgrass. Use the student’s performance on the checklist to determine the need to re-teach.

3. Helps students APPLY C3 procedures to irrigate turfgrass and provides assessment.


4. Have students download Carolina Lawns, 2008 edition from http://www.turffiles.ncsu.edu/pubs/extension/CarolinaLawnsAccessible.pdf. to complete Worksheet 6.03 .02 Mowing Turfgrass Basics . Refer to Worksheet 6.03.02 Key - Mowing Turfgrass Basics for major points to cover from the unpacked content. (Hard copies of this document may be made and distributed in the class should there be no interne t access). Review the steps in the “procedure for mowing turfgrass” in the unpacked content with students and have them list characteristics for each step on their own paper.

4. Helps students UNDERSTAND B2 the reasons for procedures needed to correctly mow turfgrass.

5. Discuss the proper procedures for mowing turfgrass and demonstrate to students the steps in the procedure while students take notes on Worksheet 6.03.03 - Procedure for Mowing Turfgrass. Refer to Worksheet 6.03.03 Key - Procedure for Mowing Turfgrass for major points to cover from the unpacked content. Have students demonstrate the procedure for mowing. Evaluate each student’s performance using Checklist 6.03.02. Use the results to determine the need to re-teach.

5. Helps students APPLY C3 the procedures needed to correctly mow turfgrass and provides assessment.

6. Have students download Carolina Lawns, 2008 edition from http://www.turffiles.ncsu.edu/ and complete Worksheet 6.03.04 – Fertilizer Maintenance Schedule . Refer to Worksheet 6.03.04 Key – Fertilizer Maintenance Schedule for major points to cover. (Hard copies of this document may be made and distributed in the class should there be no int ernet access). Pass out copies of Table 6.03.05 - Apply Fertilizer and demonstrate calculation of fertilizer rates when delivering 1 lb of nitrogen per 1,000 square feet as well as ½ lb of nitrogen per 1,000 square feet. Students should take notes on their own paper. Give students Worksheet 6.03.06 – Applying Fertilizer Problems and ask them to complete all work on the problems on the paper provided. Instruct students that this activity will be for a grade and that all work must be shown to receive full credit. Demonstrate the proper procedures for applying fertilizer for a given test site. Have students take notes on their own paper. As an incentive, divide the class into four groups and allow each group to calculate the amount of fertilizer needed for the site. The group(s) that gets the calculation correct will assist with the application and demonstration.

6. Helps students UNDERSTAND B2 the procedures needed to calculate and properly apply maintenance fertilizer to turfgrass.


7. Have students demonstrate the procedure for applying fertilizer. Evaluate each student’s performance in applying fertilizer to turfgrass using Checklist 6.03.03 and determine the need to re-teach.

7. Helps students APPLY C3 procedures to fertilize turfgrass and provides assessment.

8. Use PPT 6.03.01 PowerPoint – “Cultural Problems of Turf” to present and discuss procedures for treating cultural problems and assign students to use Worksheet 6.03.07 take notes.

8. Helps students UNDERSTAND B2 cultural problems that impact turfgrass and how to treat them.

9. Have students determine the appropriate treatment for a given cultural problem. Demonstrate and discuss with students the proper procedures for treating the problem. Have students take notes on their own paper.

9. Helps students UNDERSTAND B2 the procedures needed to treat various cultural problems of turfgrass

10. Use Checklist 6.03.04 to evaluate each student’s performance in determining and treating cultural problems of turfgrass, and decide the need to re-teach.

10. Helps students APPLY C3 procedures to treat turfgrass cultural problems and provides assessment.




Objective : 6.03 6% C3 Apply procedures to maintain turfgrass.

REFERENCES

WEBSITES

Books are to be adopted this summer. Some references may change. Landscaping Principles and Practices, “Lawn Construction” N.C. Certified Landscape Technician Study Manual

http://www.turffiles.ncsu.edu





YES

Do NOT Irrigate

UNKNOWN

Does the turf show visual signs of stress due to drought? � Does turf have a

dark bluish-gray color?

� Do footprints remain after the turf has been walked on?

� Does turf exhibit wilting, folded, or curled leaves?

NO

NO

Does a soil probe pushed down below the root zone reveal moist soil or does a moisture meter pushed down below the root zone reveal moist soil?

YES

Irrigate

Has the turf had water applied recently? (Rain or irrigation)

NO

Step 2: How much water does the irrigation system deliver?

UNKNOWN

Evenly place rain gauges or gallon cans throughout the irrigation area.

Water the irrigation area for determined interval, such as 30 minutes.

KNOWN

YES

Step 1: Does the turf need to be irrigated?

KNOWN

Worksheet 6.03.01 KEY (1 of 3 pages)

Flow Chart for Procedure to Irrigate Turf Teacher Key – Use this flow chart to help students develop one that will include all steps.


Worksheet 6.03.01 KEY Continued (2 of 3 pages)


Step 4 will be covered on next page

UNKNOWN

Use the TIMS Water Management System found on the NC State Turffiles website.

Average the water collected by dividing the total water collected by the number of collection points.

Record the average for reference.

If unavailable apply .5 inches and return to step 1 to check for moisture.

Enter the website as in objective 5.03.

Complete data requested for the site. � Soil type � Type of turf

Read the inches in each rain gauge or measure the inches in each can and total the water collected from all containers.

OR

Press calculate, read the recommendation, and record for later use

Step 3: Determine the amount of water needed to be applied.

KNOWN

Step 4: Turn water control on to apply water during early morning hours.

From Step 2


Worksheet 6.03.01 KEY Continued (3 of 3 pages)


YES

NO

YES

Are sprinkler heads working properly and are all areas being reached?

Adjust sprinkler heads and/or location or distribution pattern.

YES

Continue to Irrigate

Has the recommended time been achieved according to the TMS water management system and/or are there visual indicators that the soil has reached the appropriate moisture?

Continue to irrigate until the recommended TMS time has been achieved and /or the soil has reached the appropriate moisture level.

Stop Irrigation

NO

Is there runoff or standing water on the surface?

Step 4: Turn water control on to apply water during early morning hours.

Continue to Irrigate

Turn the system off and wait 30 minutes or until water has been absorbed

Duplicated from previous page


Name______________________ Block or Period_______ Date_________

Checklist 6.03.01

Procedures to Irrigate Turfgrass Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Determine the need for water by the

turf.

2. Determine the amount of water the irrigation system is delivering.

3. Determine the amount of water needed by the turf.

4. Turn the water control on to apply water.


ANSWER KEY

Worksheet 6.03.02

Mowing Turfgrass Basics

1. What is the recommended cutting height for tall fescue? 2.5 – 3.5 inches

2. What is the recommended cutting height for centipedegrass? 1 - 1.5 inches

3. When should grass be mowed? As often as needed to maintain appearance

and usefulness, but always often enough that less t han 50% of the total leaf area is removed.

4. If tall fescue is to be maintained at 3" height, what is the highest it should be

when it is mowed? 4.5 inches

5. If Bermuda grass is to be maintained at 2" height, what is the highest it should be when it is mowed? 3 inches

6. What factors affect the amount of growth of turf and how often it will have to be

mowed? Temperature, fertility, moisture conditions, the se ason, and the natural growth rate of the grass

7. Why should a well balanced, sharp lawn mower blade be used to cut grass? 1 -

Increased grass quality, less tearing of the grass which creates ragged leaf ends that quickly wither and bleach and are easy en try points for disease 2 – reduces lawn mower vibration, lengthens mower lif e, and reduces fuel consumption by as much as 22%.

8. When should a reel mower be used instead of a rotary mower? Reel mowers

are preferred anytime grass is to be cut to less th an 1 inch.

9. When should grass clippings be removed from the turf? 1- remove clippings when they interfere with the usefulness of the gras s, such as on a putting green 2- remove grass clippings when they are heavy enough to smother or shade the growing grass

10. What is the advantage of leaving clippings on the lawn? Clippings quickly

decompose and release valuable nutrients. Fertiliz er can be reduced by 20 -30 percent.


Name ____________________ Block or Period __________ Date __________

Worksheet 6.03.02 (1 of 2 pages)


Directions: Use Carolina Lawns to answer the questions related to mowing a selecte d turfgrass.

1. What is the recommended cutting height for tall fescue?

2. What is the recommended cutting height for centipedegrass?

3. When should grass be mowed?

4. If tall fescue is to be maintained at 3" height, what is the highest it should be when it is mowed?

5. If Bermuda grass is to be maintained at 2" height, what is the highest it should be when it is mowed?

6. What factors affect the amount of growth of turf and how often it will have to be mowed?



Worksheet 6.03.02 (2 of 2 pages)


Directions: Use Carolina Lawns to answer the questions related to mowing a selecte d turfgrass.

7. Why should a well balanced, sharp lawn mower blade be used to cut grass?

8. When should a reel mower be used instead of a rotary mower?

9. When should grass clippings be removed from the turf?

10. What is the advantage of leaving clippings on the lawn?


ANSWER KEY Worksheet 6.03.03

Procedure for Mowing Turfgrass

Directions: Use the Table below to help students develop a “Check-off” system for use during the procedure for mowing turfgrass.

Steps in Procedure Essential Questions Justification

Why or why not?

1. Does turfgrass need mowing?

Will mowing improve the appearance and is appearance of turfgrass a priority for the site selected?

Unless this is a utility turf site that does not require regular mowing, appearance is always a factor. How much of a factor is determined by individual preference.

Will mowing improve the function for which the turfgrass was intended?

Athletic fields and golf courses often demand grass of a certain height.

Has turfgrass reached its optimum height before being mowed?

If the grass has reached it maintenance height + 50%, it should be mowed.

2. Select the best type mower to use for mowing.

Does the turfgrass to be cut require the use of a reel-type mower?

Reel-type mowers are needed when grass is to be cut extremely close such as on golf green.

Does the turfgrass to be cut require the use of a rotary-type mower?

Most lawns can be cut with a rotary mower.

3. Determine the condition of mower blades and act accordingly

Are there visual signs of wear such as nicks and dullness? YES

Follow the owner’s manual instructions for removing blades. Sharpen blades using proper procedure. Follow the owner’s manual instructions for installing blades on the mower.

Does the blade feel as if it has a sharp edge? NO

4. Determine and use the appropriate strategy for dealing with grass clippings.

Will removed clippings be excessive to the point they will smother or

shade the turfgrass? YES

Attach bagger to remove clippings or rake clippings up after mowing is completed.

Will removed clippings be small in volume and provide nutritional value

to the growing turfgrass? YES

Use a mulching blade to ensure that removed clippings are cut fine enough to decompose quickly.

5. Mow the grass.

Has unpacked content in 05.02 been mastered?

NO Review content before proceeding.

YES Proceed with caution. Has the Owner’s manual for the mower been consulted? NO

Review content before proceeding.

YES Proceed with caution.



Worksheet 6.03.03 Procedure for Mowing Turfgrass

Directions: Complete the Table below to develop a “Check-off” system for use during the procedure for mowing turfgrass.

Steps in Procedure Essential Questions Justification

Why or why not?

1. Does turfgrass need mowing?

Will mowing improve the appearance and is appearance of turfgrass a priority for the site selected?

Will mowing improve the function for which the turfgrass was intended?

Has turfgrass reached its optimum height before being mowed?

2. Select the best type mower to use for mowing.

Does the turfgrass to be cut require the use of a reel-type mower?

Does the turfgrass to be cut require the use of a rotary-type mower?

3. Determine the condition of mower blades and act accordingly

Are there visual signs of wear such as nicks and dullness? YES

Does the blade feel as if it has a sharp edge? NO

4. Determine and use the appropriate strategy for dealing with grass clippings.

Will removed clippings be excessive to the point they will smother or

shade the turfgrass? YES

Will removed clippings be small in volume and provide nutritional value

to the growing turfgrass? YES

5. Mow the grass.

Has unpacked content in 05.02 been mastered?

NO YES

Has the Owner’s manual for the mower been consulted?

NO YES



Checklist 6.03.02

Procedures to Mowing Turfgrass Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Determine if the grass needs

mowing.

2. Select the appropriate mower for cutting the grass.

3. Inspect the blade(s) prior to mowing.

4. Determine whether to bag or mulch clippings.

5. Mow the turf.


ANSWER KEY (Page 1 of 3)

Worksheet 6.03.04 – Fertilizer Maintenance Schedule

Directions: Use Carolina Lawns and/or the http://www.turffiles.ncsu.edu/ to complete questions 1 – 4 for newly planted lawns.

1. How long should one wait before applying any fertilizer to a newly seeded lawn? Why? Six to eight weeks, young roots may be damaged by f ertilizer application

2. When applying the initial fertilizer application to a newly planted lawn, what is an

acceptable fertilizer analysis? Why? A. 3-1-2 or 4-1-2 turf-grade fertilizer that supplies about one-fourth to one-half of the nitrog en in a slow-release form so that it will be available for the plant over a l onger period of time.

B. Most grasses need more nitrogen than any other element as it promotes vegetative growth and good green color. Centipedeg rass is the exception. Phosphorus to needed to enhance metabolism in the pl ant that affects many cell functions and encourages winter hardiness and good root development. Potassium is needed to enhance metabol ism in the plant that affects disease resistant, drought tolerance and ma ny cell functions.

3. When applying the initial fertilizer application to a newly planted lawn,

approximately how much nitrogen should be supplied per 1,000 square feet? 1 lb. of N/per 1,000 square feet

4. For vegetatively planted warm-season grasses, what is the recommended

fertilizer application for the first growing season? Every three to four weeks while the grass is actively growing, add ½ to 1 pou nd of nitrogen per 1,000 square feet until the grass has completely covered the area.

Directions: Use Carolina Lawns and/or the http://www.turffiles.ncsu.edu/ to complete all remaining questions.

5. What is the best way to determine the amount of fertilizer to apply established lawns? Soil test

6. What should be the N-P-K ratio for fertilizer used for established lawns? 4:1:2 or

4:1:3



Worksheet 6.03.04 – Fertilizer Maintenance Schedule Continued

7. When growing Bermudagrass under high fertilization in the Coastal region, one

should apply a pound of nitrogen per 1,000 square feet in what months? April, May, June, July, August, and September

8. When growing Bermudagrass under high fertilization in the Mountains, one

should apply a pound of nitrogen per 1,000 square feet in what months? May, June, July, and August

9. When growing Centipedegrass under high fertilization in the Piedmont, one

should apply a pound of nitrogen per 1,000 square feet in what months? May and August

10. When growing Tall Fescue under high fertilization in the Coastal region, one

should apply how much nitrogen per 1,000 square feet in what months? 1 pound in February, ½ pound in March, 1 pound in Sep tember and October, respectively, and ½ pound in November

11. When growing Tall Fescue under high fertilization in the Mountain region, one

should apply how much nitrogen per 1,000 square feet in what months? 1 pound in March, 1 pound in August and 1 pound in Oc tober

12. When nitrogen is applied as a “green up” for Tall Fescue after the February

application, it should be applied how many times and at what rate? ½ pound/1,000 square feet by the March 31 st in the Coastal region, April 15 th in the Central Piedmont, and no later than April 30 th in the Mountains

13. Nitrogen applications to cool-season grasses in the spring or summer greatly

increase the problem with what disease? Brown patch 14. At what time of the year should one avoid applying high nitrogen fertilizer to cool-

season grasses? Why? A. Late spring and summer B. Increases disease pressure particularly from brown patch, drought st ress, and excessive top growth which the root system can’t support, thus re sulting in death to the plant.

15. At what time of the year should one avoid applying high nitrogen fertilizer to

warm-season grasses? Why? A. Fall or winter B. Increases disease pressure and winter injury to the plant.



Worksheet 6.03.04 – Fertilizer Maintenance Schedule Continued

16. Lime is required for most soils in North Carolina to bring the pH to what level for

optimum growth for most grasses? 6.5 to 7.0

17. One grass prefers a pH close to 5.5. Which one is it? Centipedegrass

18. When is the best time to apply lime to turfgrass? Winter because there is less traffic, usually less runoff, and alternate thawing and freezing to help incorporate lime into the soil

19. What is the approximate size of football field playing surface? 1.3 acres

20. How can one ensure uniform distribution of fertilizer? Apply with a drop-type or

rotary-type spreader and put out half the fertilize r in one direction and the other half in another direction



Worksheet 6.03.04 – Fertilizer Maintenance Schedule (Page 1 of 4)

Directions: Use Carolina Lawns and/or the http://www.turffiles.ncsu.edu/ to complete questions 1 – 4 for newly planted lawns.

1. How long should one wait before applying any fertilizer to a newly seeded lawn? Why?

A.

B.

2. When applying the initial fertilizer application to a newly planted lawn, what is an acceptable fertilizer analysis? Why?

A.

B.

3. When applying the initial fertilizer application to a newly planted lawn, approximately how much nitrogen should be supplied per 1,000 square feet?

4. For vegetatively planted warm-season grasses, what is the recommended fertilizer application for the first growing season?


5. What is the best way to determine the amount of fertilizer to apply established lawns?

6. What should be the N-P-K ratio for fertilizer used for established lawns?



Worksheet 6.03.04 – Fertilizer Maintenance Schedule

(Page 2 of 4)


7. When growing Bermuda grass under high fertilization in the Coastal region, one

should apply a pound of nitrogen per 1,000 square feet in what months?

8. When growing Bermuda grass under high fertilization in the Mountains, one should apply a pound of nitrogen per 1,000 square feet in what months?

9. When growing Centipedegrass under high fertilization in the Piedmont, one should apply a pound of nitrogen per 1,000 square feet in what months?

10. When growing Tall Fescue under high fertilization in the Coastal region, one should apply how much nitrogen per 1,000 square feet in what months?

11. When growing Tall Fescue under high fertilization in the Mountain region, one should apply how much nitrogen per 1,000 square feet in what months?





12. When nitrogen is applied as a “green up” for Tall Fescue after the February

application, it should be applied how many times and at what rate?

13. Nitrogen applications to cool-season grasses in the spring or summer greatly increase the problem with what disease?

14. At what time of the year should one avoid applying high nitrogen fertilizer to cool-

season grasses? Why?

A.

B. 15. At what time of the year should one avoid applying high nitrogen fertilizer to

warm-season grasses? Why?

A.

B.





16. Lime is required for most soils in North Carolina to bring the pH to what level for optimum growth for most grasses?

17. One grass prefers a pH close to 5.5. Which one is it?

18. When is the best time to apply lime to turfgrass?

19. What is the approximate size of football field playing surface?

20. How can one ensure uniform distribution of fertilizer?


Table 6.03.05 - Apply Fertilizer

Use the Table below to determine the amount of fert ilizer that is needed. Then follow the teacher’s direction and demonstration to apply the fertilizer to the site.

If using a soil test report, follow the same process used in Objective 05.03 and Table 05.0310 – Applying Pre-Plant Fertilizer to determine the amount of fertilizer to apply.

If a test report is not obtained , use the procedure below for all grasses.

A B C D E F


footage of the area to

receive fertilizer

Divide


by 1,000

Check Tables 6a, 6b, and 6c from

Carolina Lawns or use http://www.turffiles.ncsu.edu/ to

determine the recommended rate of nitrogen needed per 1,000 square feet

for the turfgrass species.

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 square feet.

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 amount of product to be used per 1,000 sq ft.

Multiply the amount calculated for 1

lb. or ½ lb by the number from Column B.

Divide

the number


Spread

the 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 =

30

Example: If applying 1 lb. of nitrogen per 1,000 square feet,

and using 12-4-8 fertilizer, divide 100 by 12. 100/12

=8.33. Therefore, 8.33 x 30 = 249.9. Round to the nearest

whole number = 250 pounds of product for 30,000 square feet

250/2 = 125 lbs.

125 lb of 12-4-8

125 lb of 12-4-8


ANSWER KEY

Worksheet 6.03.06 – Applying Fertilizer Problems (Page 1 of 2)

Calculate the amount of fertilizer that is needed f or each problem below. Indicate how much total fertilizer will be needed and the am ount that will be spread for each pass. Do all work on this paper and turn in t o the teacher when time is given.

1. An athletic field is 380' x 120'. One pound of nitrogen is needed per 1,000 square feet. 12-4-8 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

a. 380 x 120 = 45,600 total square feet to be treat ed b. 45,600 ÷ 1,000 = 45. 6 units c. 100 ÷ 12 = 8.33 x 45.6 = 379.85 lbs of 12-4-8 fe rtilizer needed for the

project or 380 lbs of 12-4-8 fertilizer d. 380 ÷ 2 = 190 lbs of 12-4-8 fertilizer for each pass

2. An athletic field is 380' x 120'. One-half pound of nitrogen is needed per 1,000 square feet. 10-10-10 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

a. 380 x 120 = 45,600 total square feet to be treat ed b. 45,600 ÷ 1,000 = 45. 6 units c. 50 ÷ 10 = 5 x 45.6 = 228 lbs of 10-10-10 fertili zer needed for the

project d. 380 ÷ 2 = 114 lbs of 10-10-10 fertilizer for eac h pass

3. A golf fairway is 1500' x 450'. One pound of nitrogen is needed per 1,000 square

feet. 8-8-8 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

a. 1500 x 450 = 675,000 total square feet to be tre ated b. 675,000 ÷ 1,000 = 675 units c. 100 ÷ 8 = 12.5 x 675 = 8437.5 lbs of 8-8-8 ferti lizer needed for the

project or 8438 lbs of 8-8-8 fertilizer d. 380 ÷ 2 = 4174 lbs of 8-8-8 fertilizer for each pass


ANSWER KEY


4. A golf fairway is 1500' x 450'. One-half pound of nitrogen is needed per 1,000

square feet. 16-4-8 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

a. 1500 x 450 = 675,000 total square feet to be tre ated b. 675,000 ÷ 1,000 = 675 units c. 50 ÷ 16 = 3.13 x 675 = 2112.75 lbs of 16-4-8 fer tilizer needed for the

project or 2113 lbs of 16-4-8 fertilizer d. 2113 ÷ 2 = 1056.5 lbs of 16-4-8 fertilizer for e ach pass

5. A home lawn is 300' x 200'. One pound of nitrogen is needed per 1,000 square


a. 300 x 200 = 60,000 total square feet to be treat ed b. 60,000 ÷ 1,000 = 60 units c. 50 ÷ 8 = 6.25 x 60 = 375 lbs of 8-8-8 fertilizer needed for the project d. 375 ÷ 2 = 187.5 lbs of 8-8-8 fertilizer for each pass

6. A home lawn is 200' x 200'. One-half pound of nitrogen is needed per 1,000


a. 200 x 200 = 40,000 total square feet to be treat ed b. 40,000 ÷ 1,000 = 40 units c. 50 ÷ 10 = 5 x 40 = 200 lbs of 10-10-10 fertilize r needed for the project d. 200 ÷ 2 = 100 lbs of 10-10-10 fertilizer for eac h pass




Calculate the amount of fertilizer that is needed f or each problem below. Indicate how much total fertilizer will be needed and the am ount that will be spread for each pass. Do all work on this paper and turn in t o the teacher when time is given.

1. An athletic field is 380' x 120'. One pound of nitrogen is needed per 1,000 square feet. 12-4-8 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

2. An athletic field is 380' x 120'. One-half pound of nitrogen is needed per 1,000


3. A golf fairway is 1500' x 450'. One pound of nitrogen is needed per 1,000 square





4. A golf fairway is 1500' x 450'. One-half pound of nitrogen is needed per 1,000


5. A home lawn is 300' x 200'. One pound of nitrogen is needed per 1,000 square feet. 8-8-8 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?

6. A home lawn is 200' x 200'. One-half pound of nitrogen is needed per 1,000 square feet. 10-10-10 fertilizer will be used to complete the project. How much fertilizer will be needed and how much should be spread on each pass?



Checklist 6.03.03 Procedures for Fertilizing Turfgrass


Procedures Yes No Comments 1. Use soil test results to determine the

kind of fertilizer that needs to be applied.

2. Follow recommendations for specific turfgrass applications to determine the amount of fertilizer needed.

3. Apply the fertilizer according to prescribed technique.


ANSWER KEY Worksheet 6.03.07

Procedures for Treating Cultural Problems of Turfgr ass Directions: Use this activity to take notes on the class demonstration and discussion on cultural problems of turfgrass.

Procedures 1. Determine if a cultural problem exists and wha t would be the appropriate treatment.

Problem Description Cause Treatment

A. Soil Compaction Soil become hard and crusted, grass thins or grows very poorly, and bare spots may develop

Heavy traffic found mostly on athletic fields and golf courses. May occur on any turfgrass with lots of traffic.

Coring or removing cores of soil with a coring machine.

B. Thatch Buildup on Sod-forming grasses (Kentucky bluegrass, bermuda, zoysia, St. Augustine, and Centipede

A layer of un-decomposed roots, stems, and shoots located between the soil surface and the green vegetation of the turfgrass.

All sod-forming grasses form thatch, but build-up is worse on grasses that are heavily fertilized and watered.

Verticutting or Power Raking to remove the thatch often followed by coring.

2. Select the appropriate equipment to treat the c ultural problem.

Equipment Features A. Soil Compaction Coring machine should be one that actually removes the soil core. Avoid the

use of spike machines that may actually compact the soil. B. Thatch Buildup Many types are available. Spring-type power raking devices may be

attached to lawn mowers. Verticutting machines provide a more professional job. Select machines where blade spacing can be adjusted.

3. Treat the cultural problem in an appropriate an d timely manner.

Treatment How When

A. Soil Compaction Coring

1. Remove soil cores 2. Chop cores and rake back over the area by dragging with a section of chain link fence or mat 3. Replace cores with peat moss raked in to holes for heavy clay soils.

Cool-season grasses – Fall or early spring (When grass is actively growing) Warm-season grasses – Late spring or early summer (When grass is actively growing)

B. Thatch Buildup Verticutting and Coring

1. Remove thatch that has reached ¾ inch thick. 2. Remove thatch in several treatments. 3. Space blades 3" apart for St. Augistine and centipede

Usually done early in the growing season for the grass, but may be done several times followed by coring.


Name______________________ Block or Period_______ Date_________ Worksheet 6.03.07

Procedures for Treating Cultural Problems of Turfgr ass Directions: Use this activity to take notes on the class demonstration and discussion on cultural problems of turfgrass.

Procedures

1. Determine if a cultural problem exists and what would be the appropriate treatment.

Problem Description Cause Treatment

A. Soil Compaction

B. Thatch Buildup on Sod-forming grasses (Kentucky bluegrass, bermuda, zoysia, St. Augustine, and Centipede

2. Select the appropriate equipment to treat the c ultural problem.

Equipment Features A. Soil Compaction

B. Thatch Buildup

3. Treat the cultural problem in an appropriate an d timely manner.

Treatment How When

A. Soil Compaction Coring

B. Thatch Buildup Verticutting and Coring



Checklist 6.03.04 Procedures for Treating Cultural Problems of Turfgr ass


Procedures Yes No Comments 1. Determine if a cultural problem

exists and what would be the appropriate treatment.

2. Select the appropriate equipment to treat the cultural problem.

3. Treat the cultural problem in an appropriate and timely manner.


COURSE: 6882- Horticulture II – Landscaping UNIT C Landscape Installation and Maintenance


Objective : 6.04 6% C3 Apply procedures to maintain landscape equipment and tools.

Essential Questions: • What procedures are used to select appropriate personal protection equipment for specific

maintenance tasks? • What procedures are used during a pre-operation inspection? • What procedures are used to perform routine maintenance? • What procedures are used to maintain hand tools?

UNPACKED CONTENT

• Procedures to Select Personal Protective Equipment Appropriate for Specific Tasks o Determine the potential hazard. o Identify (PPE) needed to protect against potential hazard. o Select the identified (PPE). o Check to be certain (PPE) is clean and in good repair. o Put on the (PPE).

• If safety glasses are the identified (PPE), put on safety glasses to cover eyes before beginning task or if watching someone perform the task.

• If goggles are the identified (PPE), put on goggles or use face shield to protect more than eyes or if worker is wearing prescription glasses (not safety glasses).

• If leather gloves are the identified (PPE), slip each hand into a glove before beginning a task that could burn the hands.

• If chemical gloves are the identified (PPE), slip each hand into a glove before beginning a task using chemicals.

• Procedures to Conduct Pre-operation Inspection

o Check to make sure cooling fins are not obstructed by debris. o Clean if obstructed. o Check oil and fluid levels. o Fill to recommended levels on dipsticks and tanks. o Remove gas cap. o Fill fuel tank to approximately 1"-1/2" below top of neck being careful not to overfill. o Replace the gas cap before starting the engine. o Check belts and chains for proper tension. o Adjust as needed. (Refer to Owner’s Manual for specifications.)


• Procedures to Conduct Routine Maintenance as Determ ined by Equipment Manufacturer.

o Refer to Owner’s Manual for specifications and procedures because makes and models differ on both specifications and procedures for specific routine maintenance procedures.

o Use chart to maintain records of maintenance. • Date • Maintenance performed • Notes

o Determine from maintenance chart when scheduled maintenance should be done according to Owner’s Manual recommendations.

o Change oil and filter. Follow engine manufacturer’s recommendations for change intervals and oil type viscosity and volume.

Note - Small engines should have their oil changed every 25 hours and more frequently in dusty conditions.

o Clean or replace air filter every 25 hours or more frequently in dusty conditions.

o Replace dull or badly worn blades. (See Owner’s Manual for procedures.) o Adjust belt and chain tension as recommended by manufacturer in Owner’s Manual. o Record in the chart the maintenance performed for future use.

• Procedure to Maintain Hand Tools

o Leather parts ♦ Clean by rubbing with saddle soap.

� Brush off all dirt. � Moisten cloth with water. � Rub moist cloth on saddle soap until suds make lather. � Rub suds into leather until leather is clean and soft. � Remove suds with a damp cloth. � Let leather dry. � Rub leather with dry cloth.

♦ Restore and protect by using neat’s-foot oil or mink oil. � Apply neat’s-foot oil or mink oil with a soft cloth to restore and

protect leather. � Remove excess oil with a soft cloth.

o Wood surfaces ♦ Sand with fine sandpaper to remove rough areas. ♦ Clean the surface until it is free of dust, dirt, and oil. ♦ Use a cloth to rub boiled linseed oil or paste finishing wax on handles and

other wood parts to help repel water. � Boiled linseed oil

• Rub oil on wood with a clean cloth. • Allow 5-10 minutes for oil to penetrate wood. • Remove excess by wiping off with a clean, dry cloth.


� Paste finishing wax • Apply a thin coat of wax with a clean cloth. • Allow wax to dry 10-15 minutes. • Polish with a clean, dry cloth, a buffer, or a polisher.

o Metal surfaces

• Remove grease and oil with kerosene or other commercial solvent. • Remove dirt with a scraper, wire brush or wire wheel. • Remove rust with kerosene or other solvents. May need a wire brush, wire wheel, steel wool or emery cloth to remove pitting. • Use a cloth to coat with light to medium weight oil. • Protect from rust with rust- resisting primer and/or paint or

paste wax. • Lubricate joints with lightweight oil. • Remove all metal burrs and rough spots with metal file or

grinder. • Sharpen cutting edges with a metal-cutting file or grinder.

� Digging tools such as shovel, spades and hoes • If the metal is curled back, place the tool on an anvil and tap

bent metal back into place. • Use metal-cutting file or a grinder to sharpen on same side

and at same angle as original bevel of cutting edge. � Lawn mower blades

• Maintain original angle if known. If not known, grind or file to a 45 degree angle on the cutting side.

• Keep or make other side flat (no angle). • Remove same amount from both ends of the blade to

maintain balance. • Place hole of blade on blade balancer to determine if

balanced. • If not balanced, grind or file off enough from the low end of

the blade to balance the blade.


Objective: 6.04 C3 6% Apply procedures to maintain landscape equipment and tools.



1. As an icebreaker, ask students, “What is maintenance?” “Why is maintenance important?” Students will give responses.

1. Helps students UNDERSTAND B2 the concept and importance of maintenance.

2. Assign students to use Agricultural Mechanics – Fundamentals and Applications, pp. 40-44 to determine correct personal protective equipment (PPE) to use for specific maintenance tasks. Students take notes on Worksheet 6.04.01 — Procedures for Selecting and Using PPE.

2. Helps students UNDERSTAND B2 how to use personal protective equipment (PPE).

3. Demonstrate the correct selection and use of personal protective equipment (PPE) for specific maintenance tasks.

3. Helps students UNDERSTAND B2 correct procedures to select and use PPE.

4. Provide students opportunities to select and use PPE and

use Checklist 6.04.01 - Selecting Personal Protective Equipment from Appendix 6.04 to assess performance.

4. Allows students to APPLY C3 procedures to use PPE to protect themselves and to provide assessments.

5. Discuss pre-operational inspection information, sources, and procedures with students. Students will take notes on Worksheet 6.04.02 — Procedures for Conducting Pre-operation Inspections.

5. Helps students UNDERSTAND B2 pre-operational inspections.

6. Obtain various pre-operational information sheets from small engine companies and equipment manufacturers using Owner’s Manuals and websites for students to find procedures.

6. Helps students UNDERSTAND B2 sources of procedures and differences among manufacturers.

7. Arrange for students to research (via web) various small engine companies’ and equipment manufacturers’ pre-operational and periodic maintenance schedules and recommendations.

7. Helps students UNDERSTAND B2 how companies vary and also the similarities in maintenance.

8. Demonstrate to students how to determine the need for and properly do pre-operational inspections and preventive maintenance on various pieces of equipment by following instructions in Operator’s Manuals.

8. Helps students UNDERSTAND B2 how to determine the need for and how to perform pre-operation inspections and preventive maintenance.


9. Provide students opportunities to determine the need for and properly do pre-operational inspections and preventive maintenance on various pieces of equipment, and use Checklist 6.04.02 - Conducting Pre-operational Inspection from Appendix 6.04 to assess student’s performance on each piece of equipment.

9. Allows students to APPLY C3 procedures for pre-operational inspections and preventive maintenance in real situations and provides assessments to measure each student’s performance.

10. Discuss Routine Maintenance information, sources, and procedures with students. Students will take notes on Worksheet 6.04.03—Procedures for Conducting Routine Maintenance.

10. Helps students UNDERSTAND B2 procedures for conducting routine maintenance.

11. Obtain various Routine Maintenance information sheets from small engine companies and equipment manufacturers using Owner’s Manuals and websites for students to find procedures.

11. Helps students UNDERSTAND B2 sources of procedures and differences among manufacturers.

12. Arrange for students to research (via web) various small engine companies’ and equipment manufacturers’ routine maintenance schedules and recommendations.

12. Helps students UNDERSTAND B2 how companies vary and also the similarities in maintenance.

13. Demonstrate to students how to perform routine maintenance on landscaping equipment.

13. Helps students UNDERSTAND B2 how to determine the need and how to perform routine maintenance on landscaping equipment.

14. Provide students opportunities to perform routine maintenance on landscaping equipment, and use Checklist 6.04.03 - Conducting Routine Maintenance from Appendix 6.04 to assess student’s performance on each piece of equipment.

14. Allows students to APPLY C3 procedures for maintenance in real situations and provides assessments to measure each student’s performance.

15. Assign students to use Agricultural Mechanics – Fundamentals and Applications, pp. 270-2 to determine the need for and how to do maintenance on various tools. Students will take notes on Worksheet 6.04.04 — Maintaining Hand Tools - Leather Parts , Worksheet 6.04.05 — Maintaining Hand Tools—Wood Surfaces , and Worksheet 6.04.06 — Maintaining Hand Tools—Metal Surfaces.

15. Helps students UNDERSTAND B2 how to maintain various tools.

16. Demonstrate to students how to determine the need for and properly do maintenance on leather parts, wood surfaces, and metal surfaces for various tools.

16. Helps students UNDERSTAND B2 procedures to determine the need for maintenance and procedures to maintain various tools.


17. Provide students opportunities to perform routine maintenance on landscaping tools, and use Checklist 6.04.04 for Maintaining Hand Tools—Leather Parts from Appendix 6.04 to assess student’s performance on each tool.

17. Allows students to APPLY C3 procedures for maintenance in real situations and provides assessment to measure each student’s performance.

18. Provide students opportunities to perform routine maintenance on landscaping tools, and use Checklist 6.04.05 for Maintaining Hand Tools—Wood Surfaces from Appendix 6.04 to evaluate student’s performance on each tool.


19. Provide students opportunities to perform routine maintenance on landscaping tools, and use Checklist 6.04.06 for Maintaining Hand Tools—Metal Surfaces from Appendix 6.04 to assess student’s performance on each tool.


20. Use Classroom Test Items to generate tests and administer tests to assess student’s ability to safely maintain landscape equipment and tools and to assess the need to re-teach.



Objective: 6.04 C3 6% Apply procedures to maintain landscape equipment and tools.

INSTRUCTIONAL SUPPORT MATERIALS WEBSITES

Herren, Ray V. & Cooper, Elmer L. (2004). Agricultural Mechanics-Fundamentals and Applications. Clifton Park, NY: Delmar Cengage Learning. Owner’s Manuals and Instruction Sheets

www.briggsandstratton.com www.caseih.com www.ehow.com www.fiskars.com www.gehl.com www.husqvarna.com www.kubota.com www.johndeere.com www.newholland.com http://www.wikipedia.org/ www.stihl.com www.toro.com www.troybuilt.com www.uniontool.com www.oregon.com

Others for different brands





Name____________________________________ Date________________

WORKSHEET 6.04.01 - ACTIVITY 2

PROCEDURES FOR SELECTING AND USING PPE Directions: Record the details of each procedure.

Step Procedure

1. Determine the potential hazard.

Details:

2. Identify (PPE) needed to protect against potential hazard.

Details:

3. Select the identifi ed (PPE).

Details:

4. Check to be certain (PPE) is clean and in good repa ir.

Details:

5. Put on the (PPE).

Details:


Name____________________________________ Date________________

WORKSHEET 6.04.02 - ACTIVITY 5 PROCEDURES FOR CONDUCTING PRE-OPERATION INSPECTION

Directions: Record the details of each procedure.

Step Procedure

1. Check to make sure cooling fins are not obstructed by debris.

Details:

2. Clean if obstructed.

Details:

3. Check oil and fluid levels.

Details:

4. Fill to recommended levels on dipsticks and tanks.

Details:

5. Remove gas cap.

Details:


Step Procedure

6. Fill fuel tank to approximately 1-1/2" below top of neck being careful not to overfill.

Details:

7. Replace the gas cap before starting the engine.

Details:

8. Check belts and chains for proper tension.

Details:

9. Adjust as needed. (Refer to Owner’s Manual for spe cifications.)

Details:


Name____________________________________ Date________________

WORKSHEET 6.04.03 - ACTIVITY 10 PROCEDURES FOR CONDUCTING ROUTINE MAINTENANCE

Directions: Record the details of each procedure.

Step Procedure

1. Refer to Owner’s Manual for specifications and proc edures because makes and models differ on both specificati ons and procedures for specific routine maintenance procedu res.

Details:

2. Use chart to maintain records of maintenance includ ing date, maintenance performed, and notes.

Details:

3. Determine from maintenance chart when scheduled mai ntenance should be done according to Owner’s Manual recommen dations.

Details:

4. Change oil and filter. Follow engine manufacturer’ s recommendations for change intervals and oil type v iscosity and volume.

Details:

5. Clean or replace air filter every 25 hours or more frequently in dusty conditions.

Details:


Step Procedure

6. Replace dull or badly worn blades. (See Owner’s Ma nual for procedures.)

Details:

7. Adjust belt and chain tension as r ecommended by manufacturer in Owner’s Manual.

Details:

8. Record in the chart the maintenance performed for f uture use.

Details:


Name____________________________________ Date________________

WORKSHEET 6.04.04 - ACTIVITY 15 PROCEDURES FOR MAINTAINING HAND TOOLS—

LEATHER PARTS Directions: Record the details of each procedure.

Step Procedure

1. Brush off all dirt.

Details:

2. Moisten cloth with water.

Details:

3. Rub moist cloth on saddle soap until suds make lath er.

Details:

4. Rub suds into leather until leather is clean and so ft.

Details:


Step Procedure

5. Remove suds with a damp cloth.

Details:

6. Let leather dry.

Details:

7. Rub leather with dry cloth.

Details:

8. Apply neat’s-foot oil or mink oil with a soft cloth to restore and protect leather.

Details:

9. Remove excess oil with a soft cloth.

Details:


Name____________________________________ Date________________


WOOD SURFACES Directions: Record the details of each procedure.

Step Procedure

1. Sand with fine sandpaper to remove rough areas.

Details:

2. Clean surface until it is free of dust, dirt and oi l.

Details:

3. Rub oil or wax on wood with a clean cloth.

Details:

4. Allow 5-10 minutes for oil to penetrate wood or 10- 15 minutes for wax to dry.

Details:


Step Procedure

5. Remove excess oil by wiping off with a clean, dry c loth.

Details:

6. Polish wax with a clean, dry cloth, a buffer, or a polisher.

Details:


Name____________________________________ Date________________


METAL SURFACES Directions: Record the details of each procedure.

Step Procedure

1. Remove grease and oil with kerosene or other commer cial solvent.

Details:

2. Remove dirt with a scraper, wire brush or wire whee l.

Details:

3. Remove rust with kerosene or other solvents. May n eed a wire brush, wire wheel, steel wool or emery cloth to rem ove pitting. Coat with light to medium weight oil.

Details:

4. Protect from rust with rust-resisting primer and/or paint or paste wax.

Details:


Step Procedure

5. Lubricate joints with lightweight oil.

Details:

6. Remove all metal burrs and rough spots with metal f ile or grinder.

Details:

7. If the metal is curled back on digging tools, place the tool on an anvil and tap bent metal back into place.

Details:

8. Use metal-cutting file or a grinder to sharpen on s ame side and at same angle as original bevel of cutting edge.

Details:

9. On lawn mower blades, maintain original angle if kn own. If not known, grind or file to a 45 degree angle on the cu tting side.

Details:


Step Procedure

10. Keep or make other side flat (no angle).

Details:

11. Remove same amount from both ends of the blade to m aintain balance.

Details:

12. Place hole of blade on blade balancer to determine if balanced.

Details:

13. If not balanced, grind or file off enough from the low end of the blade to balance the blade.

Details:


Name________________________________ Date___________________

Checklist 6.04.01 - Selecting Personal Protective E quipment Did student demonstrate the procedure correct ly?

Procedures

Yes No Comments

1. Determine the potential hazard.

2. Identify (PPE) needed to protect against potential hazard.

3. Select the identified (PPE).

4. Check to be certain (PPE) is clean and in good repair.

5. Put on the (PPE).


Name____________________________________ Date________________

Checklist 6.04.02 - Conducting Pre-operation Inspec tion Did student demonstrate the procedure correct ly?

Procedures Yes No Comments 1. Check to make sure cooling fins are

not obstructed by debris.

2. Clean if obstructed.

3. Check oil and fluid levels.

4. Fill to recommended levels on dipsticks and tanks.

5. Remove gas cap.

6. Fill fuel tank to approximately 1-1/2" below top of neck being careful not to overfill.

7. Replace the gas cap before starting the engine.

8. Check belts and chains for proper tension.

9. Adjust as needed. (Refer to Owner’s Manual for specifications.)


Name________________________________ Date___________________

Checklist 6.04.03 - Conducting Routine Maintenance Did student demonstrate the procedure correct ly?

Procedures

Yes No Comments

1. Refer to Owner’s Manual for specifications and procedures because makes and models differ on both specifications and procedures for specific routine maintenance procedures.

2. Use chart to maintain records of maintenance including date, maintenance performed, and notes.

3. Determine from maintenance chart when scheduled maintenance should be done according to Owner’s Manual recommendations.

4. Change oil and filter. Follow engine manufacturer’s recommendations for change intervals and oil type viscosity and volume.

5. Clean or replace air filter every 25 hours or more frequently in dusty conditions.

6. Replace dull or badly worn blades. (See Owner’s Manual for procedures.)

7. Adjust belt and chain tension as recommended by manufacturer in Owner’s Manual.

8. Record in the chart the maintenance performed for future use.


Name________________________________ Date___________________

Checklist 6.04.04 - Maintaining Hand Tools—Leather Parts Did student demonstrate the procedure correct ly?

Procedures

Yes No Comments

1. Brush off all dirt.

2. Moisten cloth with water.

3. Rub moist cloth on saddle soap until suds make lather.

4. Rub suds into leather until leather is clean and soft.

5. Remove suds with a damp cloth.

6. Let leather dry.

7. Rub leather with dry cloth.

8. Apply neat’s-foot oil or mink oil with a soft cloth to restore and protect leather.

9. Remove excess oil with a soft cloth.


Name________________________________ Date___________________

Checklist 6.04.05 - Maintaining Hand Tools—Wood Sur faces Did student demonstrate the procedure correct ly?

Procedures

Yes No Comments

1. Sand with fine sandpaper to remove rough areas.

2. Clean surface until it is free of dust, dirt and oil.

3. Rub oil or wax on wood with a clean cloth.

4. Allow 5-10 minutes for oil to penetrate wood or 10-15 minutes for wax to dry.

5. Remove excess oil by wiping off with a clean, dry cloth.

6. Polish wax with a clean, dry cloth, a buffer, or a polisher.


Name________________________________ Date___________________

Checklist 6.04.06 - Maintaining Hand Tools—Metal Su rfaces Did student demonstrate the procedure correct ly?

Procedures Yes No

Comments 1. Remove grease and oil with

kerosene or other commercial solvent.

2. Remove dirt with a scraper, wire brush or wire wheel.

3. Remove rust with kerosene or other solvents. May need a wire brush, wire wheel, steel wool or emery cloth to remove pitting. Coat with light to medium weight oil.

4. Protect from rust with rust- resisting primer and/or paint or paste wax.

5. Lubricate joints with lightweight oil. 6. Remove all metal burrs and rough

spots with metal file or grinder.

7. If the metal is curled back on digging tools, place the tool on an anvil and tap bent metal back into place.

8. Use metal-cutting file or a grinder to sharpen on same side and at same angle as original bevel of cutting edge.

9. On lawn mower blades, maintain original angle if known. If not known, grind or file to a 45 degree angle on the cutting side.

10. Keep or make other side flat (no angle).

11. Remove same amount from both ends of the blade to maintain balance.

12. Place hole of blade on blade balancer to determine if balanced.

13. If not balanced, grind or file off enough from the low end of the blade to balance the blade.

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