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This document, which is one in a series of curriculum materials that has been developed for use in Ohio agricultural education programs, contains 338 black-and-white photographs of a set of color slides and an accompanying script that, together, are intended as an aid in the study and identification of 150 different commercially important herbaceous ornamentals. Most of the plants presented are perennials. The photographs and accompanying script are intended to use with students who are preparing for jobs involving selling and/or growing and maintaining herbaceous ornamentals. The slides and script are intended to prepare students to identify the plants, help customers select plants for specific situations, and provide customers with cultural tips. In general, two slides are used to illustrate each plant. One slide shows the plant's habitat, and the other is a close-up of its flower or foliage. Plants are groups by start of the flowers' blooming season and treated alphabetically within each group by scientific name. The following information is included for each plant: scientific name (genus and species); family name; phonetic spelling of the scientific name; habitat; common name; and description. Also included are suggestions for using the slides with students and five additional activities related to identification of the ornamental plants presented. (MN)

This document contains materials about and from a workshop that was conducted to help Ohio horticulture teachers learn to document student competence through effective performance assessments. The document begins with background information about the workshop and a list of workshop objectives. Presented next is a key to the 40 performance assessments that are included. A blank performance assessment form is provided for use in developing assessments for competencies not included in the document. A performance critique is provided to assist teachers in evaluating existing and newly developed performance assessments. The remainder of the document consists of the 40 performance assessments, which were developed by Ohio horticulture teachers and which contain the following components: Ohio Competency Analysis Profiles (OCAP) program name; unit number and title; competencies addressed by the performance assessment; terminal performance objective (outcome); competency builders/pupil performance objectives (criteria); list of applied academics competencies; list of equipment, supplies, and other resources to be provided; and list of preparations before the assessment starts. The following are among the agriscience and horticulture topics for which performance assessments are included: marketing and sales; floral design; greenhouse plant production; turf and landscape operations; nursery and garden operations; and soils. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for horticulture I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in course I are as follows: horticulture careers and orientation, leadership development, plant structure and growth, plant classification and identification (taxonomy), plant growth media and nutrition, horticulture structures, basic plant propagation, horticulture chemical and pest management, basic principles of floristry, greenhouse crops, olericulture production, and interior plantscaping. Units in course II include the following: horticulture careers, nursery and landscape plant identification, advanced plant propagation, horticulture marketing and business procedures, container and field crop production, floriculture crop production, landscape design, landscape installation and construction, landscape maintenance, turfgrass installation and maintenance, pomology production, and advanced floral design. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This handbook was written in response to an identified need for more public information on Ontario's old growth forests. It is meant to be taken into old growth stands, where the learner can see, touch, and study the natural ingredients of old growth forests. Much of the handbook is a guide to forest history, helping the learner to discover first-hand the signs and artifacts of old growth and the forests of the past. Sources are also provided for finding written historical information about local forests. The guide was written with the forests of Ontario and eastern North America in mind. An introductory section outlines general characteristics of old growth forests, discusses the value of such forests and why they need special attention, and describes the four ecological lives of a tree. The main section, on forest signs and field tips, provides a guide to observation in the woods and covers tree size and life expectancy, canopy gaps and forest regeneration, wildlife and their habitats, dead tree ecology, ecology of tree cavities, cavities as wildlife habitat, classification of log decay and related habitats, mounds and pits (microtopography), fallen tree history, looking at tree rings (dendrochronology), fire scars, and stumps as evidence of forest history. Useful written records include local histories, survey records, and natural resource reports and inventories. (Contains 22 references, illustrations, and an observation checklist.) (SV)

This guide facilitates and promotes awareness, appreciation, and knowledge of North Dakota's wetland resources. It is an interdisciplinary wetland activity guide for kindergarten through 12th grade teachers. It was developed specifically for North Dakota educators by North Dakota education and natural resource professionals about North Dakota's wetland resources. This guide integrates the curriculum goals for science, social studies, geography, mathematics, North Dakota studies, English/language arts, and art. Each activity contains abstract reference information about intended age level, subject area, duration, group size, teaching settings, skills, North Dakota curriculum references, and key vocabulary. Information is provided about intended learning outcomes, rationale for the activity, necessary student prior knowledge, background information, list of materials needed to conduct the activity, step-by-step procedures, activity extensions, evaluation methods, and material reference information. The appendices contain a list of skills, North Dakota curriculum frameworks reference list, information about North Dakota agencies and organizations associated with wetlands conservation, and information about major wetland protection efforts. Also includes a glossary. (AIM)

This manual contains a group of lesson plans designed for use with a slide series (not included here). Its purpose is to introduce students to the basic concepts and terminology used in the identification of deciduous trees and shrubs. The manual is composed of 12 lesson plans. The first lesson is an introduction to plant identification. The remaining lessons are grouped into three units. Unit 1, Year-Round Identification, contains four lessons: general appearance of a plant as an aid to identification; bark characteristics; stem characteristics; and using year-round identification characteristics to identify plants. Unit 2, Spring and Summer Identification, has four lessons: leaf characteristics; flower characteristics; fruit characteristics; and using year-round and spring and summer identification characteristics to identify plants. Unit 3, Winter Identification, has three lessons: using persistent leaves, flower structures, and persistent fruit for plant identification in winter; bud characteristics; and using year-round and winter identification characteristics to identify plants. Each lesson contains some or all of these components: objectives, resources/materials, terms to learn, procedures, activities, evaluation, plant lists, and handouts. Handouts include outlines of material covered in each unit, illustrations, and worksheets. A glossary is appended. (YLB)

This document provides practical suggestions and meaningful activities for implementing Ohio's model curriculum in science for instruction that emphasizes hands-on experience and diverse learning opportunities. It also includes a variety of nonscience activities that emphasize and utilize the outdoors. This Sampler lists activities by indoor or outdoor settings, group size, and age-appropriate levels from pre-school through grade 12. Related subject areas include art, economics, language arts, mathematics, music, physical education, and social studies, as well as science. More than 20 topic areas range from animals and environmental awareness to food chains and pollution. Processes and skills that are reinforced for students include collecting and recording data, creative writing, estimating, graphing, teamwork, observation skills, and vocabulary building among others. Thirty-six individual activities are offered. Resources including 17 environmental organizations, 6 government agencies, 23 Ohio resident outdoor education centers, 34 organization members of Environmental Education Council of Ohio (EEC), 7 Ohio Coalition of Independent Nature Centers, and 17 other favorite sources are listed. (AIM)

"Exploring Old Growth Forests" is an Ontario (Canada) program that provides secondary students with hands-on experiences in old growth forests. Activity-based and student-centered, the program aims to develop student awareness of the importance of old growth forests and the need to conserve them. This manual provides teachers with background information and detailed instructions for student activities in the forest. Background information covers general characteristics of old growth forests; reasons why such forests are valuable; old growth forest ecology and the influences of water, light, and fire; and the importance of old growth forests to birds, other wildlife, and the ecological web. A program overview discusses pretrip organization, lists equipment needs, suggests tree identification guides, and recommends steps for choosing and laying out a forest study plot. Field activity descriptions include objectives, equipment needs, additional background information, instructions, forms for data collection, illustrations, and summary questions for students. Activities are arranged in four sections: (1) identification and measurement of live trees and estimation of site productivity; (2) identification and classification of snags (dead standing trees) and observation of wildlife activity on snags; (3) classification and measurement of logs (downed woody debris); and (4) identification and measurement of young trees (forest regeneration) and identification of nonwoody plants. A final section provides old growth baseline data for eastern deciduous and coniferous forests and presents a behavior code for students. (SV)

Noting the importance of agriculture in a developing nation, this manual provides primary school teachers with ideas for lessons and activities that can be taught in the school garden setting to improve students' application of skills acquired in class. The guide provides examples of specific lesson plans in science, math, social studies, and English language. It includes lessons for three terms adapted to crops viable for each of those seasons. It covers planning, site selection, soil science, planting and cultivation, harvesting, preserving, and marketing. The first part of the guide presents six class syllabi, including main ideas, specific topics and related activities for each class stage. Activities include finding examples of specific plants in the village or at the market, learning about tools, and experimenting with growing conditions. The second part of the guide offers guidelines for planning and developing the curriculum and discipline for teaching in the garden. The third part includes several sample lesson plans with illustrations. A glossary of words frequently used in gardening is provided. (AP)

This manual acquaints readers with the general operations of the tree care industry. The manual covers subjects important to a tree worker and serves as a training aid for workers at the entry level as tree care professionals. Each chapter begins with a set of objectives and may include figures, tables, and photographs. Ten chapters are included: (1) the tree service industry; (2) clothing, equipment, and tools; (3) the tree workers; (4) basic tree anatomy; (5) pruning; (6) climbing and working in the tree; (7) aerial lifts; (8) tree identification; (9) identification and treatment of tree problems; and (10) other tree care operations. The manual contains two appendices: first aid procedures and scientific and common names of selected common plants of North America. A glossary and index are included. (NLA)

This lesson plan is intended for use in conducting classes on plant identification. Presented first are a series of questions and answers designed to convey general information about the scientific classification of plants. The following topics are among those discussed: main types of plants; categories of vascular plants; gymnosperms and angiosperms; dicots; monocots; plant families; and classification of plants by their parts (leaves, stems, flowers, seeds, and roots), life cycle, and/or hardiness. Also provided are the following: a glossary of pertinent scientific terms, four worksheets, answers to the worksheets, a quiz and quiz answers, six overhead transparency masters, and a lesson plan for teaching students to identify 10 plants. Included in the lesson plan are an objective, list of equipment needed, detailed steps for completing the activity, and student activity record sheet. (MN)

This document is a pretrip instruction manual that can be used by secondary school and college teachers who are planning trips to visit the tropical habitats in South Florida. The material is divided into two parts: (1) several fact sheets on the various habitats in South Florida; and (2) a number of species lists for various areas. Factsheets on the classification of marine environments, the zones of the seashore, estuaries, mangroves, seagrass meadows, salt marshes, and coral reefs are included. The species lists included algae, higher plants, sponges, worms, mollusks, bryozoans, arthropods, echinoderms, vertebrates, insects, and other invertebrates. The scientific name, common name, and a brief description are supplied for all species. Activities on the behavior and social life of fish, a dichotomous key for seashells, and a section that lists useful references for Florida field trips are included. (KR)

This instructor guide and the corresponding student reference contain 12 units, which cover the following topics: (1) opportunities in the landscaping and turfgrass industries; (2) how plants grow; (3) plant identification; (4) hand and power tools (identification and maintenance); (5) pesticides; (6) installation and maintenance of trees and shrubs; (7) installation and maintenance of bedding plants and ground covers; (8) turfgrass; (9) site analysis and evaluation; (10) plant identification and selection; (11) design elements; and (12) cost estimates. This material is designed to be taught to junior and senior high or vocational school students as a 1-year course. In the instructor's guide, each lesson in a unit contains some or all of the following: objective, study questions, references, teaching outline, student test with answers, transparency masters, job sheets, and assignment sheets. Plant identification and selection tables are located in the student reference. (NLA)

This handbook on identifying and selecting landscape plants can be used as a reference in landscaping courses or on an individual basis. The first of two sections, Identifying Plants for the Landscape, contains the following tables: shade tree identification; flowering tree identification; evergreen tree identification; flowering shrub identification; evergreen shrub identification; ground cover and vine identification; perennial identification; and turfgrass identification. For plants listed in these tables, the following information is provided: common name, botanical name, form, branching habit, growth habit, stem, buds, leaf arrangement, venation, type of leaf, leaf shape, margin shape, tip shape, base shape, leaf color, bark characteristics, leaf surface, and unique characteristics. The second section, Selecting Plants for the Landscape, contains the following tables: shade tree selection; flowering tree selection; evergreen tree selection; flowering shrub selection; evergreen shrub selection; ground cover and vine selection; perennial selection; and turfgrass selection. For plants in these tables, some or all of the following information is given: common name, botanical name, height, width, form, growth rate, hardiness zone, use in landscape, texture, leaf color, flowering color, length of bloom, fruiting time/type, fertilizer requirements, soil conditions, water requirements, light requirements, temperature requirements, transplantability, disease problems, insect problems, pruning method/time, special considerations, life span, and unique characteristics. A list of 23 references is included. (NLA)

This module, intended for adult instruction, is an introduction to landscaping designed to help students become familiar with landscaping terminology and concepts. The material is planned for six 2-hour classes. The first three lessons aid students in interpreting landscape plans and understanding some of the reasons for plant placement and selection. They provide a base, which may be built on through future study of plant selection and the principles of landscape design. Lessons 4 and 5 provide practical guidelines for the installation and maintenance of landscape plants. Lesson six provides an introduction into the care of turfgrass. Lessons include an introduction, objectives, student motivation, key points, detailed information (including handouts), group discussion, summary and conclusions, transparency masters, outlines, and supplementary resources and activities. (KC)

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture II. For each unit of instruction, the following are identified: course name and number, teaching unit title, approximate teaching time, competency statement, and instructional objectives. This page is followed by a content outline, teaching activities, and resources. A reference list keyed to the resources section includes titles and/or vendor names for textbooks, slide sets, filmstrips, videotapes, periodicals, and computer programs. (KC)

This guide contains 45 program standards for the environmental horticulture program conducted in technical institutes in Georgia. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (KC)

This program guide contains the standard environmental horticulture curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the environmental horticulture field. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (English, mathematics, interpersonal relations and professional development); fundamental technical courses (horticulture sciences, woody ornamental plant identification, herbaceous plant identification, greenhouse management I, horticulture construction, nursery production, landscape design, landscape installation, pest control); and specific technical courses (greenhouse management II, landscape management, garden center management, environmental horticulture internship). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix to the guide lists equipment needed for the program. (KC)

Introduces teaching materials developed for field identification of plants with synoptical keys, identification tables, cards, and programs. Selects approximately 2000 seed plants and uses visibly identifiable characteristics for classification. Recommends using the methodology of identification in other areas for biological identification. (YDS)

Introduces a unit on forest management in which students manage the school forest. Involves students in tree identification, determining the size or volume and height of trees, and evaluation of the forest for management decisions. Integrates mathematics, writing, and social studies with plant classification, plant reproduction, and the use of dichotomous keys. (YDS)

Explains a leaf project on the classification of plants for fifth through eighth grade students. Integrates technology into the unit and studies the subject as an electronic file. Recommends incorporation of metacognitive strategies into students' learning processes. (YDS)

Presents ideas for investigating fruits and vegetables with 5- and 6-year-old children. Activities allow children to explore the characteristics and classification of fruits and vegetables. (WRM)

This manual, developed by the U.S. Department of Agriculture under the Point Four program, presents critical features and principles of using bamboo as a building material. Information provided in the manual includes the following: parts of a house for which bamboos are suitable, bamboo reinforcement of concrete, geographical distribution of bamboos, differences among species, some bamboos used in housing, shortcomings of bamboo and how to overcome them, preservation, skill requirements, tool requirements, differentiation and evaluation of species of bamboo, and collecting specimens for identification. A list of the salient features of different types of bamboo species is included. The publication is illustrated with line drawings and photographs. A list of references completes the manual. (KC)

This manual is intended for use by Peace Corps volunteers as a resource for gaining an understanding and knowledge of basic horticultural principles and practices of orchard management. Addressed in the individual units of instructional text are orchard soils; botany of horticultural plants; insect and disease control in orchards; pome, stone, citrus, vine, and tropical fruits; and nuts. Appendixes to the manual contain a series of practical exercises dealing with photosynthesis, plant reproduction, and transpiration. (MN)

This first volume of a two-volume curriculum guide contains 11 problem areas selected for study to be included in a core curriculum for 11th-grade or third-year students enrolled in a metropolitan agricultural program. The 11 problem areas are divided into eight units: Orientation to Agricultural Occupations (Gaining Employment), Supervised Occupational Experience (Evaluating Supervised Occupational Experience Programs and Analyzing Student Records), Leadership in Horticulture/Agriculture (Utilizing Horticultural Organizations and Resources), Horticultural /Agricultural Mechanics (Repairing Greenhouse or Horticultural Equipment, and Plumbing and Irrigation Systems), Plant Propagation (Propagating Softwood Cuttings, and Propagating Woody Plants by Budding and Grafting), Plant Identification (Reviewing and Applying Plant Identification Skills), Growing Horticultural Crops (Growing Small Fruits and Brambles, and Growing Tree Ftuits), and Identifying and Controlling Pests of Horticultural Plants (Handling Pesticides Safely and Passing Certification Tests). A rationale for omitting Unit I, on Urban Animals, From Core III, is contained in the document. Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide (containing objectives, suggested interest approaches, anticipated student problems and concerns, suggested learning activities and experiences, application procedures, an evaluation, references, and aids), information sheets, student worksheets or assignment sheets with a key, job sheets or laboratory exercises, transparencies, a discussion guide for transparencies, and sample test questions with a teacher key. (YLB)

Appropriate for secondary school botany instruction, this study guide focuses on the important roles of plants in human lives. Following a rationale for learning the basic skills of a botanist, separate sections discuss the process sunlight undergoes during photosynthesis, the flow of energy in the food chain, alternative plant lifestyles, plant physiology, physical adaptations, sexual and asexual reproduction, seed distribution, and succession. A short glossary is followed by a list of 20 classroom projects, a word search, a crossword puzzle construction exercise, a word about collecting plants, and 15 field trip suggestions. The guide concludes with a 38-item bibliography and a list of 9 organizations to contact for further information. Throughout the guide, drawings illustrate plant classification and identification, processes, and anatomical structures. (LH)

The booklet, intended to acquaint students or visitors with the herb garden at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland), describes 25 herbs and suggests ways to extend learning further by providing historic background and other information about the herbs. Each herb is described on a separate page, with each listing including a drawing, common and botanical name, type (perennial, biennial, annual, shrub, or tree), brief history, cultivation preferences, uses (culinary, medicinal, aromatic, and ornamental), and suggestions for preservation. Herbs covered are lemon balm, sweet basil, sweet bay, chamomile, chive, dill, garlic, scented geraniums, hyssop, lamb's ears, lavender, sweet marjoram, apple mint, oregano, parsley, pennyroyal, peppermint, rose, rosemary, sage, santolina, savory (winter and summer), French tarragon, thyme, and lemon verbena. (MH)

One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, this nature trail guide for exploring the outdoors is intended as a supplemental teaching aid for teachers or parents. The guide identifies and illustrates the most predominant and readily observable species found along trails and ponds of the western United States. An added feature of the guide is a brief geological history of the area, as well as a rock identification list. The document concludes with a list of tips for teachers and parents. Activities may be adapted for use at any grade level. (LH)

Each fall, the Department of Natural Sciences at Calhoun Community College (CCC) integrates a field trip to the Great Smoky Mountains into two of its biology courses. Two preliminary class meetings culminate in a 4-day visit to the park. A fee is charged to cover accommodations, breakfast each day, two picnic lunches, and transportation. Course requirements include: (1) reading reports of research conducted in the Great Smoky Mountains; (2) writing a report summarizing the field activities conducted and the ecological aspects highlighted during the trip; and (3) collecting a sampling of plants and data from a hardwood forest. Field trip activities include nature hikes, wildlife observation, and leisure time. This student fieldtrip handbook contains a general itinerary of trip activities, lists staff responsibilities and group assignments, reviews specific course requirements (i.e., a two-page summary of activities, lists of facts learned, descriptions of weather conditions, tree sampling methods utilized, completed field data sheets, hike summaries, wildflowers observed, and a course evaluation), presents tips for effective photography, and includes a section on Rocky Mountain plant ecology which reviews six forest types and the plant species found in each forest. A plant ecology conversion table, plant study data sheets, plant sampling data guidelines, area maps, and a field study program brochure are included. (GFW)

As part of the Professional Development Workshop at Calhoun Community College, the Department of Natural Sciences conducted the third annual Spring Wilderness Pilgrimage in March 1989, a week-long environmental awareness field trip for faculty and staff. Designed as a study of the plants and animals on a barrier island off the coast of Florida, the trip included nature hikes, a shrimp feast, photomicroscopy of marine life, mollusk identification, seashell collecting, and leisure time on the beach. This guidebook, for use by field trip participants, provides information on the flora and fauna studied during the trip, and includes background information, maps, tide charts, and other reference materials. The guide includes the following components: an article describing typical encounters and experiences on Dog Island; a map outlining the travel route of the group; a detail map of the island; an itinerary of activities; a list of group participants; tide tables and geographical coordinates; and lists of visible astronomical phenomenon, birds, mollusks, and plants. The section on mollusks discusses shell identification, classification keys for shell families, shell tips, live clam observation, and mussel (clam) dissection. An extensive section on plants, provides a key to Dog Island plants, a checklist of common plants on the island, and divisions of plants by species, type, distinctive features, flowering season, and habitat. The guide concludes with references and a passage from Oliver Wendell Holmes's poem "The Chambered Nautilus." (JMC)

This course of study is aligned with the California State Science Framework and provides students the biology content needed to become scientifically literate and prepared for post-secondary science education. The course of study is divided into four sections. The first section provides an overview of the course and includes a course description, representative objectives, a time line, and the sequence of instructional units. The second section presents the course's 10 instructional units and enumerates the required concepts and skills to be taught. Topics covered by the units are: (1) the nature of biology; (2) the cell; (3) principles of taxonomy; (4) the classification, structure, and function of viruses, monera, protista, and fungi; (5) the classification, structure, and function of plants; (6) the classification, structure, and function of animals; (7) developmental biology; (8) genetics; (9) evolution; and (10) ecology and environment. The third section on lesson planning discusses various teaching strategies that foster scientific ways of thinking and encourage student creativity and curiosity. Ten sample lesson plans identifying specific objectives, instructional activities, practice formats, individual learner differences, and evaluation methods are provided. The fourth section contains four appendices that include: a classroom test of formal operation level including testing and scoring procedures and an answer key; a list of 31 resources; a list of the standards for Biological Science from the "Model Curriculum Standards, Grades Nine through Twelve"; and a copy of the Secondary Science Continuum. (MDH)

The study of plants is often limited to studying plant structure with little emphasis on the vital role plants play in our natural system and the variety of ways man uses plants. This unit, designed for intermediate level elementary students, reviews basic plant structure, discusses roles of plants in nature's system, illustrates plant adaptations, discusses major plant biomes and examines ways man has utilized plants. Also presented are a variety of activities centered around myths and folklore about plants, poetry about plants and information on state flowers and trees. The unit culminates with a visit to a local conservatory. Suggested time lines, methodologies and evaluative instruments are included. (MLB)

This booklet illustrates the major plant resources in Makushin Bay and explains how each plant was used by the 18th-century Aleuts in their daily lives. Seventeen plants are illustrated and identified by their common names and, for many, the Latin names are mentioned, also. The plants represent a variety of habitats that include sandy areas; shaded damp areas; and exposed, windy dry areas. Students are encouraged to do individual research on each plant's habitat to gain a more complete picture of the Aleutian environment. The uses of the plants are varied: beach grass was used in weaving baskets and mats; poison extracted from roots of the monkshood was used in whale hunting; leaves of the flowering ragwort were placed on cuts and boils to help them drain; and salmonberries were picked and eaten raw in the fall. This booklet is to be used as supplementary reading material for the social studies unit, The Aleuts of the Eighteenth Century. (Author/AV)

The Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set I contains 24 varied activities which make use of crafts, simulations, and basic investigative techniques to provide introductory learning experiences in outdoor biology for children aged 10 to 15. The individual water-resistant folio for each activity includes biological definitions and concepts, materials list, preparation, action, discussion, follow up, and suggested subsequent activities. Among the activities are studies of animal movement in water, leaves, natural recycling in soil and in water, seed dispersal, ponds, natural camouflage, and predator devices. Making sun prints, mapping a study site, plant hunts, and introductory census activities are also included. Set I includes 3 introductory folios."What is OBIS?" explains the project's governing concepts and goals. The "Leader's Survival Kit" notes good activity sites, sample activity sequences, and safety information. An "OBIS Tool Box" contains Equipment and Technique Cards giving instructions for building and using various inexpensive equipment such as plankton nets and weed grapples. Instructions for each device are complete on one card. Finally, there are 2 booklets, a Pond Guide and a Lawn Guide, designed for quick and easy identification, via pictures, written descriptions, and size scales, of the most commonly encountered organisms in those locations. (SB)

Presented are keys for identifying common Hawaiian marine algae, beach plants, reef corals, sea urchins, tidepool fishes, and sea cucumbers. Nearly all species considered can be distinguished by characteristics visible to the naked eye. Line drawings illustrate most plants and animals included, and a list of suggested readings follows each section. (WB)

This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of instruction; and a listing of references. Concepts covered include orientation to horticulture, terminology, plant classification, horticulture mechanics, pest control, plant propagation, field preparation, and soils. Classroom activities are combined with gardening experiences. Appended materials include lesson plans, student activities, and tests. (CT)

This curriculum guide contains five units with relevant problem areas for horticulture. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the following components: related problem areas, prerequisite problem areas, occupational tasks addressed, learning assessment plan sheets, instructor's guide, information sheets, student worksheets or assignment sheets and keys, demonstrations, transparency masters, and a discussion guide for transparencies. Suggestions are made for use of the core materials, including specific suggestions for using the different components of a problem area. The five units are as follows: (1) horticultural business operation and management; (2) horticultural science and production; (3) horticultural mechanics; (4) landscaping; and (5) floral design. (NLA)

This compentency-based curriculum unit on turf identification is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include identifying turfgrasses, identifying turf samples, and selecting proper turfgrass for specific sites. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as handouts, discussion activities, field trips, crossword puzzles, hands-on experiences, worksheets, tests, and quizzes. Answer keys are provided. (YLB)

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include identifying plant material (by leaf), using proper storage techniques, and quality sorting nursery stock prior to shipment. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as field trips, handouts, discussion activities, worksheets, crossword puzzles, hands-on experiences, tests, and quizzes. Answer keys are provided. (YLB)

This curriculum guide includes teaching packets for 21 problem areas to be included in a core curriculum for 10th grade students enrolled in a rural agricultural program. Covered in the four units included in this volume are crop science (harvesting farm crops and growing small grains); soil science and conservation of natural resources (understnading soils, judging land-use capability, buying and using fertilizers); horticulture (identifying trees, shrubs, and flowers; propagating plants sexually and asexually; and growing and caring for indoor plants); and agricultural mechanics (developing arc and acetylene welding skills, surveying in agriculture, and developing basic shop skills). Each problem-area packet includes some or all of the following components: suggestions to the teacher, teacher's guide, information sheet, student worksheets or assignment sheets and key, demonstrations, job sheets, transparencies, discussion guide for transparencies, and sample test questions and teacher's key. (MN)

This first volume of a 2-volume curriculum guide contains 16 problem areas selected as suggested areas of study to be included in a core curriculum for 10th-grade or second-year students enrolled in a metropolitan agriculture program. The 16 problem areas are divided into 6 units: Orientation to Agricultural Occupations (2 problem areas), Supervised Occupational Experience (1), Leadership in Horticulture/Agriculture (3), Horticultural/Agricultural Mechanics (4), Plant Propagation (1), and Plant Identification (5). Each problem area includes some or all of the following components: suggestions to the teacher, teacher's guide (objectives, suggested interest approaches, anticipated student problems and concerns, suggested learning activities, suggested uses of problem area, evaluation, references and aids), information sheets, student worksheets or assignment sheets and key, job sheets or laboratory exercises, transparencies, discussion guide for transparencies, and sample test questions and teacher's key. (YLB)

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control; care and management of a vegetable garden; greenhouse business management; soils and fertilizer; and plant anatomy, physiology, and classification. production and marketing; floral design; fruit production; greenhouse crop production and marketing; greenhouse structures; interior landscaping; landscape construction; landscape design; landscape maintenance; nursery management; operation and care of horticultural equipment; perennial plant identification, production, and marketing; plant nutrition; plant propagation; retail flower shop management; turf management; vegetable producing and marketing; beekeeping; plant tissue culture; and hydroponic culture. Each unit contains these components: length (time); objectives; related job titles and relevant competencies; content outline; teacher and student activities; evaluation suggestions; bibliography; and individual teacher unit review. Validated competency lists and job descriptions for relevant job titles are appended. (YLB)

"Man and the Gulf of Mexico" (MGM) is a marine science curriculum series developed to meet the needs of 10th through 12th grade students in Mississippi and Alabama schools. This MGM unit on the diversity of marine plants is divided into 12 sections. The first section introduces the unit by providing objectives and activities on why people classify things and on the use of a taxonomic key. The next 11 sections focus on: photosynethesis; algae; green algae; brown algae; red algae; golden brown algae; dinoflagellates; blue-green algae; marine bacteria; sea grasses; and salt marshes. Each section includes a statement of the concept(s) to be learned, objectives, text material, and one or more science and/or vocabulary activities. Objectives, procedures, and a list of materials needed are provided for the science activities which focus on: plant pigments; photosynthesis and light; the role of carbon dioxide and oxygen in photosynthesis; diatoms; and the kinds of algae found around the coast of the United States. Additional activities include constructing a plankton net, pressing algae, identifying algae, staining bacteria, collecting and culturing marine bacteria, and taking a salt marsh field trip. (JN)