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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 student manual is presented in its first revision, providing a current, basic text for those preparing for greenhouse and floriculture work. Its fourteen chapters are: Overview of the Greenhouse Industry; Greenhouse Structures; Controlling the Greenhouse Environment; Greenhouse Equipment and Lighting; Greenhouse Irrigation Systems; Root Media and Containers; Nutrition; Integrated Pest Management; Plant Height Control by DIF; Bedding Plant Production (including Geraniums); Flowering Potted Plant Production--Poinsettias, Chrysanthemums, and Easter Lilies; Minor Potted Crops; Cut Flower Production; and Greenhouse Perennial Production. Listed at the beginning of each chapter are competencies that can be achieved as the result of studying information in that chapter. Related math and science concepts are also included at the beginning of each chapter. The list of "terms to know" provides familiarity with the industry terms used in that chapter and improves communication. At the end of each chapter, students can take a self-check on the information they have learned by using review questions. Page references are included for the information needed. Appendixes include 18 references, a glossary of terms, and an index. (YLB)

This document, which lists the horticultural-agricultural technologies competencies identified by representatives from business, industry, and labor as well as educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as Landscape Designer/Manager Landscape Technicians; Golf Course Maintenance Technicians; Lawn Care Specialist/Technicians; Tree Maintenance Technician/Arborists; Nursery Technicians; Floral Designers; Agricultural Custom Applicators; Agricultural Crop Consultants; and Greenhouse Technician/Managers. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to, reinforced, and proficient at them. The included Technical Competency Profile (TCP) matrix includes a list of 29 technical competencies that are required or recommended for the different types of employment listed above. Some of the common competencies are as follows: plant science; workplace safety; basic accounting; daily management tasks; supervision; sales and marketing; horticulture fundamentals; horticultural plant health care; equipment maintenance; soil science and management; and environmental science and ethics. Includes a list of TCP panel members. (MO)

This document of skill standards for the greenhouse/nursery cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 23 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for greenhouse/nursery cluster standards; table of contents; and performance skill levels. Skill standards include: assist in erecting greenhouses and other facilities; select, operate, and maintain tools and equipment; prune plants; propagate and grow plants; plant and care for potted plants; and analyze, interpret, and enhance substrate fertility and water quality. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This revised version of "Mathematics for Horticulture" was developed to meet the needs of educators faced with teaching a mathematics curriculum based on real-life applications. The manual includes a wide range of topics, some remedial in nature, but all very basic to success in the industry. The manual contains seven chapters that cover the following topics: (1) measurement; (2) geometry for the landscape; (3) sales; (4) construction; (5) grass seed mixtures, sod, fertilizers, and chemicals; (6) using drawing scales and writing estimates for landscape plans; and (7) producing a crop for market. Each chapter includes information sheets, examples, and a variety of practice sets that can be used for student review or testing. Sample blank forms are included for writing sales receipts and for writing estimates for landscape projects. A separately bound answer key is included with the student manual. (KC)

This curriculum guide provides materials for teachers to use in developing a 1- or 2-year course in horticulture-related occupations for at-risk and special education students. It is one of 28 semester courses in agricultural science and technology for Texas high schools. The program prepares low-achieving students with employability skills that are transferable among horticulture-related occupations or into other vocational programs. The course guide is organized in four sections. The first section lists essential elements common to all agricultural science and technology courses. The second section lists essential elements specific to this course. The third section lists the units and topics of instruction and suggested time allocations for each unit and topic. Listed also are the catalog numbers of corresponding curriculum materials available from the Instructional Materials Service of Texas A&M University. Topics covered in the course include the following: plant classification and identification, structures and equipment used in producing plants, caring for greenhouse plants, selecting soils and other growing media, plant propagation, plant selection and breeding, growing greenhouse plants and nursery stock, developing and maintaining landscapes and turfgrass, controlling disease, arranging flowers, calculating production costs, understanding marketing and financial records, selecting and maintaining horticultural tools and equipment, safe work practices, planning and conducting leadership activities related to horticultural occupations, and planning and conducting supervised agricultural experience programs. The final section provides topic goals and objectives targeted for the completion of the topic. (KC)

This curriculum guide was developed to help teachers in Texas provide training in occupational-related agricultural education to persons both in groups and on the job. The guide is organized in 33 sections. The first section covers group instruction with the remaining sections covering the following occupational titles: farm equipment operator; agricultural construction and maintenance employee; soil management employee; irrigation equipment sales and service; dairy farm worker, ranch employee; poultry farm worker; meat processing plant employee; veterinary assistant; agricultural chemicals sales and service employee; horticultural occupations; wildlife conservation employee; and poultry processing plant employee. Each section consists of an introduction and a list of essential elements, a curriculum outline listing units and topics of instruction, and a supplementary list of references. (KC)

This student manual provides a basic text for those preparing for greenhouse and floriculture work. At the beginning of each chapter, competencies are listed, along with related math and science concepts, and a list of "terms to know"; figures, tables, and photographs may be included. At the end of each chapter, a self-check can be made of the information learned by using the review questions. There are 13 chapters in this manual: (1) overview of the greenhouse industry; (2) greenhouse structures; (3) controlling the greenhouse environment; (4) greenhouse equipment and lighting; (5) greenhouse irrigation systems; (6) root media and containers; (7) nutrition; (8) integrated pest management; (9) plant height control by day-night temperature regulation; (10) bedding plant production (including geraniums); (11) flowering potted plant production; (12) minor potted crops; and (13) cut flower production. Sixteen references and a glossary are included. (NLA)

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 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)

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)

A curriculum for the jobs of specialty grower, plant propagator, and horticultural worker I and II is provided in this guide. It contains curriculum guidesheets for seven duties: performing administrative functions; preparing soil and growing media; propagating horticultural plants; growing plants; performing maintenance operations; harvesting plants; and performing sales. Each duty includes a performance objective (task, standard of performance of task, source of standard, and conditions for performance of task); enabling objectives; resources; teaching activities; criterion referenced measure; application; performance guide; and evaluation checklist. Four appendices are included: task list and job titles; definition of terms; tools and equipment list; and a bibliography containing 234 references, 13 state-of-the-art literature listings, and lists of 14 personal interviews, 8 professional organizations, 27 trade publications, and 22 sources of standards. An addendum adapts the curriculum for South Carolina teachers. It includes the following: a matrix that correlates competencies with page numbers in the guide and addendum, 18 additional duties, sample forms, and 19 references. (NLA)

Considers factors that affect the fate of schoolyard trees and focuses on the importance of what is considered during tree selection. Includes of list of characteristics of tree projects that have a low survival rate. (DDR)

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)

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)

This second 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 four units: Soil Science and Conservation of Natural Resources (Understanding Soils, Selecting Soil Sites for Urban Use, and Attracting Birds to Your Backyard); Horticultural/Agricultural Products (Selecting and Buying Horticultural Tools and Equipment); Landscape Design, Establishment, and Maintenance (Pruning Evergreens; Surveying, Grading and Tiling; Constructing Fences and Retaining Walls; and Interior Plantscaping); and Retail Floriculture (Handling and Preparing Cut Flowers; Ordering and Buying Cut Flowers; and Making Corsages, Nosegays, and Table Arrangements). Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide (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)

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)

Developed as part of a larger project to revise the total agricultural education curriculum in South Carolina, this curriculum guide for a 2-year ornamental horticulture course contains six functional units, each with several sub-units, and six horizontal supportive units. Each unit includes behavioral objectives, learning activities, topic outline of content, and list of resources. The six supportive units are Orientation; Horticultural Mechanics (General Shop, Construction and Maintenance Skills, Using A Transit, Machinery Operation and Maintenance, Small Gasoline Engines, Machinery and Equipment Maintenance, and Engine Trouble Shooting and Repair); Basic Plant Science; Basic Soils; Basic Pest Control; and Identifying Ornamental Plants. The six functional units and their subunits are Nursery Production (Exploring Career Opportunities); Greenhouse Crop Productions (Growing a Fall Crop, Growing a Winter Crop, Growing a Spring Crop, and Exploring Career opportunities); Turfgrass Establishment and Maintenance (Turfgrass Establishment, Turfgrass Maintenance, and Exploring Career Opportunities); Landscape Design (Exploring Career Opportunities); Landscape Establishment and Maintenance (Exploring Career Opportunities); and Flower Shop and Garden Center Operation and Management (Retail Flower Shop and Operation and Management, Garden Center Operation and Management, Basic Sales, and Exploring Career Opportunities). An equipment list, a selected list of professional and technical societies and organizations concerned with ornamental horticulture and its applications, and a bibliography are appended. (HD)

Each of the 32 curriculum modules in this packet for ornamental horticulture instruction contains a brief description of the module content, a list of the major division or units, the overall objectives, objectives by units, content outline and suggested teaching methods, student application activities, and evaluation procedures. A listing of resource materials is also included for each module. Module titles are Climbing, Limbing, and Felling; Pruning Ornamentals; Floral Design and Construction; Funeral Spray and Wreath Construction; Funeral Designs; Simple Wedding Designs; Producing Christmas Decorations; Retail Flower Shop Operation and Management; Introduction to Growing Greenhouse Crops; Growing Bedding Plants; Growing Specialized Greenhouse Holiday Crops; Ornamental Horticulture--Landscape Design; Landscape Construction Features; Indoor Landscaping; Identifying and Using Indoor Foliage Plants; Implementing Landscape Plantings; Maintaining Woody Shrubs in the Landscape; Identification and Landscape Use of Herbaceous Plants; Growing Nursery Plants; Asexual Plant Propagation; Plant Propagation From Seed; Growing and Caring for Turf Grass; Lawn Construction; Greenskeeping; Controlling Insects, Diseases and Fertilization; Preparing and Maintaining Ornamental Horticulture Soils; Using Woody Plants in Ornamental Horticulture; Developing an Ornamental Business Location and Layout; Preparing Nursery Stock for Sale; Operation and Maintenance of Horticultural Equipment; Scheduling Greenhouse Crop Production; and Preparing Flowers for Sale. (HD)

This curriculum guide in ornamental horticulture is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes five occupational subgroups: arboriculture, floriculture, landscape maintenance and establishment, nursery production, and turfgrass maintenance and equipment. It is meant as an aid to all who are involved in the curriculum planning phases prior to classroom instruction. Each unit has seven elements to be used for developing specific curriculum and curriculum materials: unit concept, student performance objectives, instructional areas, examples of learning activities, examples of evaluation processes, instructional materials or equipment, and references. Appendixes list recommended materials and equipment, additional references, and selected professional and technical societies. (Author/JC)

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the wholesale florist occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Five duties are broken down into a number of tasks and for each task a two-page table is presented, showing on the first page: tools, equipment, materials, objects acted upon; performance knowledge (related also to decisions, cues and errors); safety--hazard; and on the second page: science; math-number systems; and communications (performance modes, examples, and skills and concepts). The duties include: buying and selling flowers, florist's greens, and florist's supplies and accessories; keeping records and inventories; establishing maintenance and delivery system; and promoting public relations. (BP)

The document provides 17 outlines of brief instructional units in mechanics, which are intended for incorporation into an existing program of study in ornamental horticulture at the secondary or postsecondary level. To facilitate the flexible use of the outlines, a grid is presented on which seven occupational areas (such as aboriculture, turfgrass maintenance, and greenhouse production) are matched with the appropriate mechanics unit (such as plumbing, hydraulics, tree tools, and irrigation systems). The units involve safety, simple mechanical skills, and the operation and maintenance, but not repair, of equipment, and cover both fall and spring semester work. The statements within units may be expanded into performance (behavior) objectives, which may then be broken down into task or skill units. (Author/AJ)

The worksheets have been developed for use with any production occupational or work experience record book for high school vocational agriculture programs. Separate units have been developed for each of 11 areas in ornamental horticulture, so the student and teacher can select the appropriate one, or several, for the experiences planned by the student. The areas are: flower shop employee; greenhouse crops; landscape maintenance and establishment; nursery production; field grown crops; field grown trees; field grown shrubs; container grown plants; and turfgrass maintenance, establishment, and production. Within each area, the five following record sheets are provided: approved practices, goals, efficiency factors, cost accounting or employment achievement, and analysis. (Author/KJ)

The curriculum guide consists of three courses of study in vocational agriculture at three different levels: (1) farmer training, (2) off-farm agriculture, and (3) pre-college preparation for professional careers in agriculture. The basic programs of study in agriculture 1 and 2 emphasize agricultural sciences, leadership, and exploratory work in farming and off-farm agricultural careers. The units of study are composed of goals, performance objectives, suggested activities and instructional materials, and references. The course of study for agriculture 3 and agribusiness 4 offers more specialized and advanced training. The major topics are: farm machinery sales and service, farm supplies and equipment, livestock and poultry, crops, forestry, and soil conservation, ornamental horticulture, wildlife and recreation, farm services, and agricultural service. These major topics are further subdivided into units consisting of goals, performance objectives, suggested activities and instructional materials, and references. (NJ)

This guide contains basic information to meet specific standards for pesticide applicators. The text is concerned with recognition and control of ornamental and turfgrass pests such as leaf spot, scab, powdery mildew, galls, grubs and weeds. A section of the text is also devoted to environmental concerns to be considered when undertaking pest control. (CS)

This Cooperative Extension Service publication from Mississippi State University is a training guide for commercial pesticide applicators. Focusing on ornamental and turf plant pest control, this publication examines the control of plant diseases, insects, and weeds. The contents are divided into a section on ornamental pest control and one on turfgrass pest control. The ornamental section includes discussions of disease agents, weeds, insects and mites, and vertebrate pests. The turfgrass section includes discussions of diseases, disease controls, weeds, weed control, insects, phytotoxicity, environmental concerns, and weights and measures. No specific pesticide information is given in this publication. (MR)

This combination teaching guide and student workbook, the first in a five-volume series (see note), presents an approach to teaching horticulture for handicapped students. The guide discusses a functional approach to modifying agriculture programs to accomodate cognitive, affective, and psychomotor (CAP) domain handicaps. The discussion centers on categories to consider when modifying a course, the CAP model of instruction which includes assessment, possible teaching techniques, and suggested change actions, to alleviate handicapping conditions once the limits of a dysfunction are known. General comments on how to modify a program are also included. The workbook includes teacher instructions and photographs accompanying the seven basic tasks presented for step-by-step learning by doing. Tasks include a three-piece candle arrangement, cutting and dipping foam, corsage making, and using a floral stemming machine. Appendixes contain data on part-time and seasonal employment, employment and education needs in Wisconsin, references, and a list of U.S. universities that offer horticulture therapy programs. (CP)

Landforms, vegetation, water bodies, climate and solar radiation can be analyzed and used to design an energy-conserving landscape and horticulture operation. Accordingly, this course instructor's manual covers the use of the elements of the environment to make landscaping and nursery design and operation more energy-efficient. Five sections comprise the guide: (1) background material on site analysis, which is the course's central focus; (2) information about designing energy-conserving landscapes; (3) a section on greenhouse orientation and design for solar energy use; (4) guidelines for conserving energy in nursery design and operation; and (5) a set of site maps and suggested ways to use them within a classroom to apply principles covered in previous portions of the manual. The guide's five sections can be used to teach separate courses on landscaping, greenhouses, and nurseries. (Author/WB)

These units of instructional materials and teaching aids are the final three of a series of eight designed for use in rural agriculture programs for students in grades 9 and 10. Covered in the unit on soil science and conservation of natural resources are collecting soil samples and applying soil sample test results. Growing vegetables and beautifying the homestead are examined. Discussed next are such aspects of agricultural mechanics as identifying, fitting, and using hand tools; using selected power tools; developing safe work habits in agricultural mechanics; and developing basic carpentry skills. 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 the transparencies, and sample test questions and a teacher's key. (The remaining units are available separately--see note.) (MN)

This is the fourth in a set of 36 teaching guides for the Entrepreneurship Training modules and accompanies CE 031 036. Its purpose is to give students some idea of what it is like to own and operate a garden center. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning a Garden Center; Choosing a Location; Getting Money to Start; Being in Charge; Buying and Keeping Track of Supplies; Setting Prices; Advertising and Selling; Keeping Financial Records; and Keeping Your Business Successful. Each unit contains a case study, responses to individual activities, responses to discussion questions, and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into individual activities, discussion questions, and a group activity. Units (and subject matter) in this module are planning your business (personal qualities; services, customers, and competition; special services; legal requirements); choosing a location (picking an area; picking a spot) getting money to start (description of business; statement of financial need); being in charge (dividing the work; hiring a worker); setting prices (cost of goods sold; operating expenses; profit needed or wanted; demand for products; competition); advertising and selling (designing an ad; sales methods); keeping financial records (cash sales; credit sales; daily cash sheet); buying and keeping track of supplies (choosing a supplier; filling out a purchase order; keeping track of supplies; when and how much to order) and keeping your business successful (profit and loss statement; profit ratio and expense ratio; increasing net profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

This is the third in a set of 36 teacher guides to the Entrepreneurial Training Modules and accompanies CE 031 034. The purpose of the module is to give students some idea of what it is like to own and operate a tree service. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning a Tree Service; Choosing a Location, Getting Money to Start; Being in Charge; Organizing the Work; Setting Prices; Advertising and Selling; Keeping Financial Records; and Keeping Your Business Successful. Each unit contains a case study, responses to individual activities, responses to discussion questions, and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

This module on owning and operating a tree service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit activity. Units (and subject matter) in this module are: planning your business (what does a tree service do; who will be your customers; is there room for you; skills; experience; personal qualities); choosing a location (convenience; contacts; chances of success; office rental); getting money to start (business description; statement of financial need); being in charge (hiring people; job description; training new people; decision making); organizing the work (keeping appointments; estimates; work order form; work schedules); setting prices (the break-even point; competitive pricing); advertising and selling (types of ads); keeping financial records (billing; daily cash sheet); and keeping your business successful (profit/loss statement; net profit; profit ratio; how to increase profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

This competency-based curriculum unit on planting turf is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The eight 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 preparing soil bed area, planting turfgrasses, lawn establishment by seed, stolonizing and sprigging, plugging, sodding, rolling newly established turf, and caring for a newly established lawn. 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 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 insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five 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 root-feeding insects, shoot-feeding insects, and fungicides. 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. (KC)

This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four 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 planting the seed, transplanting the seed, propagation by cuttings, and grafting. 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 competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for turf seedbed, and turf fertility. 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 maintaining the landscape is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The five 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 watering plants, mulching plants, directing plant growth, pruning the landscape, and mowing the landscape. 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 competency-based curriculum unit on implementing the landscape plan is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The seven 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 laying out the landscape plan, installing drainage systems, installing irrigation systems, preparing the soil, selecting plant materials, planting flowers by seed and transplanting, and establishing the lawn by seed or sod. 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)

The 88 activity guides in this document are intended to supplement the initial or organized instruction of the agricultural teacher at the secondary educational level. Some of the activities require one student to complete, others may need two or more students working in a team. Some activities also require followup checking within a few days to months. Thus long-range planning and activity schedules are experienced by the students, and are typical of out-of-school work experiences. The activity guides cover the areas of grounds maintenance (41 activities), greenhouse (21 activities), landscaping (16 activities), and horticulture mechanics (10 activities), and are numbered consecutively for convenience in making assignments to the students. Each guide includes the title of the activity (e.g., pruning established evergreens, sodding a lawn area, and composting), tools and equipment needed, materials and supplies needed, procedures, special information, and a referral number for cross-reference between or among other guides related to the activity to which the student is assigned. (HD)

This set of teacher-developed instructional units is intended for use in secondary-level vocational agriculture courses dealing with landscape and nursery management courses. The following topics are covered in the individual units: identification of landscape plants, selection of landscape plants, understanding soils and fertilizers, water management and irrigation, techniques for developing and drawing landscape plans, procedures for pruning and training ornamental trees, methods of transplanting trees and shrubs, insect and disease identification, house plant care and production, containers and structures, care of mature trees, horticultural mechanics, pesticide use and safety, retail horticulture skills, retail sales and appropriate attitudes, and steps in establishing wildlife habitats. Each unit includes a title page, teaching outline, and learning activities. The title page includes the unit title, unit goal, and unit performance objectives. The teaching outline describes the unit in terms of the information, skills, and knowledge that should be presented. The learning activities list in each unit provides recommended or suggested activities and procedures for presenting them. (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)