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The graduate of the Landscape Gardener apprenticeship program is a certified journeyperson who will be able: (1) apply the principles and processes of landscape design and construction; (2) construct and install landscape structures and other accessories of various materials; (3) estimate and handle orders of plant and related materials; (4) plan and implement landscape installations; (5) operate and maintain the tools and machinery used in the Landscape Gardener Trade; (6) design, install and maintain irrigation systems; (7) operate a greenhouse, nursery, garden centre, sod farm or landscape business; (8) apply the principles of horticultural management and maintenance practices; (9) apply the principles of plant production; (10) manage growing media; (11) identify and apply knowledge of pests, weeds, disease and controls used by this industry; (12) apply specialized knowledge of plant botany and plant identification; (13) relate to other trades and professions working in the same environment, including underground services, heavy equipment operators, engineers, architects etc.; (14) employ environmental stewardship practices in landscape planning, installation and maintenance; (15) work effectively in key roles in public and private horticultural and landscaping business units; and (16) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Landscape Gardener Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.

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 document is a guide for older persons who are beginner gardeners. It provides 16 projects to choose from and explains what is needed for each before getting started. Each chapter contains projects suitable for small, medium, and large garden spaces. Contents include: (1) "Getting Started"; (2) "Beckoning Birds, Bees, and Butterflies"; (3) "Providing Food and Shelter"; (4) "Supplying Water"; (5) "Planting Alternatives to a Lawn"; and (6) "Taking Conservation Beyond Your Yard." (CCM)

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)

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)

These units of instructional materials and teaching aids are part of a series of 10 units designed for use in metropolitan agriculture/horticulture programs for students in grades 9 and 10. Covered in the unit on horticulture/agricultural mechanics are safety in horticulture/agriculture; identifying, fitting, and using hand tools; using and maintaining selected power tools; and developing carpentry skills. Caring for, handling, and storing herbaceous seeds; seeding in containers; and propagating plants by cutting, layerage, and division or separation are described. Discussed next are identifying and classifying plants and identifying different parts and types of leaves, stems, fruits, flowers, and roots. Each of these units or problem area packets includes some or all of the following components: suggestions to the teacher, a content outline, a teacher's guide, information sheets, student worksheets or assignment sheets and keys, demonstrations, job sheets, transparencies, a discussion guide for transparencies, and sample test questions and a teacher's key. (The remaining seven units are available separately--see note.) (MN)

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 Unified Sciences and Mathematics for Elementary Schools (USMES) unit challenges students to grow plants and to determine some purpose for their use (transplanting, selling, gifts). The challenge is general enough to apply to many problem-solving situations in mathematics, science, social science, and language arts at any elementary school level (grades 1-8). The Teacher Resource Book for the unit is divided into five sections. Section I describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of USMES "challenges." Section II provides an overview of possible student activities with comments on prerequisite skills, instructional strategies, suggestions when using the unit with primary grades, flow charts illustrating how investigations evolve from students' discussions of an advertising problem, and a hypothetical account of intermediate-level class activities. Section III provides documented events of actual class activities from grades 2/3, 5, and 6. Section IV includes lists of "How To" cards and background papers, bibliography of non-USMES materials, and a glossary. Section V consists of charts identifying skills, concepts, processes, and areas of study learned as students become involved with investigations. (JN)

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)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with recognizing and controlling diseases found on ornamental landscape plants. Included in the script are narrations for use with a total of 80 slides illustrating various foliar diseases (anthracnose, black spot, hawthorn leaf blight, powdery mildew, cedar-apple rust, cedar-quince rust, apple scab, pyracanthra scab, and other leaf spots); blights (pine tip and juniper tip blights); trunk and stem disorders (fireblight, pachysandra stem blight, cankers, slime flux, black knot, crown gall, and cytospora canker); and vascular wilts (Dutch elm disease, oak wilt, verticillium wilt, and pine wilt nematode). The introduction to the script includes suggestions for using the guide effectively. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with ornamental annual plants and their uses. Included in the script are narrations for use with a total of 254 slides illustrating 97 different plants. At least two slides are provided for each plant: one shows the growth habits of the plant, and the other is a close-up of the flower or foliage. Plants are listed alphabetically by scientific name, and popular varieties and cultivars are names where appropriate. At the end of the script are two indexes: one for scientific names and the other for common names. The introduction to the script also includes suggestions for its use and recommended additional learning activities. (MN)

This teacher's guide is designed for use in a vocational horticulture course designed to prepare students for jobs as nursery workers. Addressed in the individual units of the guide are the following topics: the nursery industry; soils; plant growth; plant nutrition; plant propagation methods; nursery field practices; pest control; techniques for storing, grading, and marketing nursery stock; and procedures for keeping records and accounts. Each unit contains some or all of the following: performance checklists, suggested learning activities, a study guide in the form of key questions, a list of technical vocabulary, crossword puzzles, word mazes, quizzes or tests, answers to the quizzes or tests; and transparency masters. A glossary concludes the guide. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with commercially important woody ornamental landscape plants. Included in the script are narrations for use with a total of 253 slides illustrating 92 different plants. Several slides are used to illustrate each plant: besides a view of the form of each plant, close-ups of the flower, fruit, or foliage are provided. Plants are grouped by type, and, in each group, plants are treated alphabetically by genus. The categories are deciduous trees, deciduous shrubs, ground covers, broadleaf evergreens, and needled evergreens. At the end of the script are two indexes: one for the scientific name and family of each plant and the other for the common names. The introduction to the script also includes suggestions for its use and recommended additional learning activities. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with commercially important herbaceous ornamental plants. Included in the script are narrations for use with a total of 338 slides illustrating 150 different plants. Generally, two slides are used to illustrate each plant: one slide shows the growth habit of the plant, and the other is a close-up of the plant's flower or foliage. Plants are grouped by flowering period and treated alphabetically in each group by scientific name. At the end of the script are two indexes: one for each plant's scientific name and the other for its common name(s). The introduction to the script also includes suggestions for its use and recommended additional learning activities. (MN)

This curriculum guide, the third volume of the series, outlines the basic program of vocational agriculture for Louisiana students in the ninth and tenth grades. Covered in the five units on plant science are growth processes of plants, cultural practices for plants, insects affecting plants, seed and plant selection, and diseases that affect plants. Dealt with in the five units on animal science are types, breeds, and origins of livestock and poultry; methods of evaluating livestock; diseases and parasites of livestock; nutrition of livestock; and principles of breeding livestock. Each instructional unit contains some or all of the following: student objectives, suggested review teaching materials, lists of materials and audiovisual equipment needed to complete the lesson, pertinent field trip activities, student motivation techniques, an outline of the content of the lesson, student activities, study questions, transparency masters, and information sheets. (MN)

Describes several gardening activities that can be kept simple or used as a foundation for more in-depth projects. Activities include setting up an indoor garden spot, making compost which helps students understand the terms "decompose" and "compost", watching plants drink in which students measure water movement in plants, making herb gardens, and drying herbs. Contains a list of resources. (PVD)

This document, concerning the 4-H horticulture project, includes a leader's guide and three youth activity guides. The leader's guide can be used to plan group project meetings that are both fun and educational. Activities can be adapted to various age groups. The leader's guide includes basic information for growing plants indoors and outdoors, answers to some of the activities in the three youth activity guides, and a list of valuable resources to help guide youth in their horticulture project experience. The three youth activity guides are designed to give young people a wide variety of horticultural experiences. They emphasize life skills rather than specific horticultural information. Different sections in each book focus on a particular life skill and provide activities that allow youth to practice that skill. Examples of life skills encouraged by the activities are: learning to learn; planning and organizing; making decisions; and communicating with others. Unit 1,"Budding Gardeners," covers growing edible sprouts and vegetables, planting flowers, pollination, garden design, and flower arrangement. Unit 2, "Branching Out," includes activities on hydroponics, air layering, transplanting, controlling pests, testing soil, and using mulches. Unit 3, "Digging Deeper," gives opportunities to develop leadership skills, organizational abilities, and presentation skills through such activities as conducting a gardening workshop, instructing younger members, arranging a tour, producing a video, giving a public presentation, or hosting a debate. (CCM)

A student laboratory exercise on the development of nutrient deficiency and toxicity symptoms was linked to analytical techniques and ion chemistry by having the students determine which ions in the nutrient solutions were missing or present in excess. (Contains 15 references.) (Author/MDH)

Describes Internet sites that are useful for educators planning a school garden. These sites offer information from copy-ready lessons to advice on every topic at all grade levels. Topics range from how-to's for basic gardening, to theme gardening, to discussions of agricultural crops and endangered plants. Many include links to other sites, background and history, and grant information. (PVD)

This packet contains six units of informational materials and transparency masters, with accompanying scripts, for teachers to use in a plant science course in vocational agriculture. Designed especially for use in Texas, the first unit introduces the course through the following topics: economic importance of major crops, major areas of production, and major uses of crops. The second unit covers plant growth, including plant parts and their functions, seed germination, and how plants make, use, and store food. The third unit covers classification and selection of field crop plants, while unit 4 covers sexual and asexual plant reproduction. The fifth unit discusses seedbed preparation, including the following four topics: disposing of previous residue, land preparation, application of fertilizer, and irrigation. The final unit on planting covers selection of seed and equipment and methods in planting. Each topic section of the units contains information sheets, scripts for transparencies, references, and transparency masters. (KC)

This training manual concerns the safe use of herbicides in rights-of-way. Included are sections on the impact of herbicides on non-target organisms such as in aquatic areas, on desirable vegetation, and on people and livestock. Descriptions are given of some common annual, biennial, and perennial weeds. The nature and application of herbicides are discussed and the use of herbicides for the following specific situations are given: vegetation abatement; bare ground; selective removal of undesirable vegetation; brush, woody vine, and tree control; and ornamentals. Finally, suggestions are presented for accidental spillage situations or application at excessive rates. (BB)

This curriculum package was developed to be used as a guide for high school vocational agriculture teachers in Oregon preparing a curriculum to meet local community/regional needs. A second goal of this curriculum is to eliminate sex-bias or sex-role stereotyping in vocational agriculture classes. The curriculum contains 20 units. Topics covered in the units include an introduction to the vocational agriculture curriculum, including the problem of sex bias, and a four-year unit outline; orientation; tractor operation and safety; Future Farmers of America; small gasoline engine maintenance; beef breeds, selection, and management; supervised occupational experience programs; records; parliamentary procedure; sheep breeds, selection, and management; dairy, poultry, rabbits, horses, and goats; swine breeds, selection, and management; agricultural mechanization; plant science; ornamental horticulture; alfalfa production and hay quality testing; and livestock showing and fitting. Units contain a variety of materials, such as teaching suggestions, content outlines, student worksheets, suggested learning activities, and transparency masters. (KC)

The four units in this workbook (units 2, 3, 5, and 9) are part of a larger 14-unit course in horticulture. The topics are plant classification, the plant cell, complex compounds, and vegetative growth and development. Student learning in these fields is frequently low in the traditional lecture-laboratory setting. These materials are designed for remedial students to supplement their regular course of study in an effort to further improve their skills. Each workbook unit contains a script for an accompanying tape (not available here), diagrams to illustrate portions of the text, and a glossary. (YLB)

This instructor's guide contains three units for teaching gardening and root cellaring in Alaska. The units are intended to be used in long-term gardening projects so students can learn fundamental principles and techniques and apply them to a gardening situation. Each unit contains an overview that provides a basic framework for understanding the unit. In addition, each unit contains more specific background sections, as well as objectives and suggested activities. Annotated bibliographies are provided totalling 39 entries. The appendixes include lists of Alaskan flower and vegetable varieties, addresses, illustrations or diagrams of difficult concepts, and some sample sheets for specific projects. The three units cover basic gardening, gardening in the North, and root cellaring. (KC)

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a table that explains the number of hours required for academic credit in various programs and the number of those hours that are devoted to basic skills and vocational activities; matrices that show in which courses specific basic skills are taught; a list of objectives; and an explanation of student activities. The rest of the document consists of matrices that describe the relationship of vocational skills to basic skills within the landscaping and greenhouse technology program. These pages are organized by instructional unit and the topics within them. For each topic and associated task(s) are listed the theories and the communication, math, and science skills covered. Also listed are the expected student outcomes. The six units are: orientation; classroom and shop safety; plant science; landscape; greenhouse horticulture; and floristry. (KC)