Appreciation is expressed to the following Horticulture Committee members and external review committee members for their help in identifying skills needed in horticultural occupations in North Carolina and in identifying competencies, curriculum materials, and VoCATS questions to be used with the newly revised Horticulture Curriculum.

1. Mr. Raymond Caviness, Eastern Randolph High School
2. Dr. James L. Flowers, Associate Prof., North Carolina State University
3. Ms. Diane Gantt, Software Technology Teacher, Bunker Hill High School
4. Mr. Bryce Lane, North Carolina State University
5. Mr. Dan McGougan, West Brunswick High School
6. Mr. Terry Nance, Cape Fear High School
7. Mr. Clarence Pender, Director of Workforce Development, Halifax County Schools
8. Mr. Doug Privette, North Iredell High School
9. Mr. Berry Strickland, South Columbus High School
10. Mr. Jay Terrell, South Guilford High School
11. Mr. Charles Tomlinson, N.C. Dept. of Transportation
12. Mr. William Wilder, Jr., N.C. Association of Nurserymen
13. Mr. Charles Williamson, East Columbus High School
14. Mr. Tommy Gladden, external reviewer, State Leader for Ag. Education, South Carolina
15. Mr. Harry Hodges, external reviewer, Ret. Horticulture Teacher, Plymouth High School
16. Mr. Bill Scott external reviewer, Hort. Tech. Program Head, Lenoir Community College

Periodically, curriculum needs to be revised to keep it current and to adjust for the needs reflected by those involved in the instructional process. This 2003 Revision of Horticulture II should be an improved product that will more effectively meet the needs of students as well as teachers.

Appreciation is expressed to these individuals who provided input for the 2003 Horticulture II Revision:

1. Mr. Chris Bailey, Career Development/Extended Day Coordinator, Onslow County Schools
2. Mr. Raymond Caviness, Eastern Randolph High School
3. Ms. Gwen Clark, Avery County High School
4. Ms. Karen Cox, Charles B. Aycock High School
5. Mr. Ricky Joyner, Southern Wayne High School
6. Ms. Roberta Manzer, Northeastern High School
7. Mr. Ted Manzer, Northeastern High School
8. Mr. Henry Pasour, Eastern Wayne High School
9. Mr. Tim Pasour, Charles D. Owen High School
10. Ms. Jean Smith, South Lenoir High School
11. Mr. Julian Smith, Chatham Central High School
12. Ms. Michele Spence, North Lenoir High School
13. Mr. Chris Stewart, Spring Creek High School
14. Ms. Christy Thornton, North Mecklenburg High School
15. Mr. Danny Vernon, Northwest Cabarrus High School

1. Mr. Richard Harrington, Owner, Sunshine Gardens Exteriors, Greenville, North Carolina
2. Mr. Eugene Maples, Executive Director, Turfgrass Council of North Carolina
3. Mr. Gary Smithwick, Owner, Turner Greenhouses, Goldsboro, North Carolina

Curriculum Coordinator: Mr. David Harris, Western Region Agricultural Education Coordinator, North Carolina State University with assistance from Mr. Benjie Forrest, Eastern Region Agricultural Education Coordinator, North Carolina State University, and Mr. Horace Johnson, Central Region Agricultural Education Coordinator, North Carolina State University.

Finally, we express our appreciation to Mr. Roy Eubanks for his efforts in developing the Horticulture II Curriculum Guide, blueprint and secured and unsecured test item banks.

Horticulture II is a year-long course for a traditional six or seven period day or for the four-by-four semester block schedule. This component of the Agricultural Education Curriculum is a technical course designed to expand students' knowledge in specific principles and processes related to horticulture. Horticulture II is designed for students in grades 9-12 in the North Carolina public secondary schools.

Horticulture II is designed to provide students an in-depth study of horticulture including: floriculture and nursery/landscape plant identification, greenhouse plant production, landscape design and maintenance, floral design, nursery production, lawn establishment and maintenance, and pest management.

Horticulture II also includes leadership development and employability skills. This guide has been developed to assist teachers in offering a focused, well-planned, high quality program of study for students studying Horticulutre II.

The curriculum guide is composed of several sections. The first section identifies several essential elements common to all agricultural education courses and to Horticulture II specifically. Essential elements of an agricultural education program include the topics necessary to help students apply the skills learned in real life situations. The goal is to help students progress in their development socially and mentally so that they might earn a living and also live to serve in their respective locations.

The second section includes a course outline that identifies units and topics of instruction. Competencies and objectives are included for each unit along with the curriculum resources needed for each objective. At the end of this section is a reference list of the recommended books, manuals, and new materials from which the curriculum resources are extracted.

The third section includes a tool and equipment list, which may be used as a guide to assist in the implementation of the horticulture curriculum. This list reflects materials needed if the program is to be equipped at the optimum level. In addition to the tool and equipment list, this section includes supplementary references and materials that may be used to assist the teacher in acquiring knowledge to assist in their teaching experience.

The final section of this guide includes the course blueprint. The blueprint identifies objective statements as either cognitive or performance and specifies the percentage of weight each statement has in relation to the competency for which it was written. Competencies as well as units of instruction are also identified by percentage of weight, which enables the teacher to develop a calendar as he or she plans for Horticulture II classes. Competencies are identified as eight core or supplemental.

1. The elements in this subsection are common to all Agricultural Education courses unless otherwise indicated and shall be included in each course at the appropriate level. Every school offering Agricultural Education should provide courses that include the following essential elements:
   1. Leadership concepts and skills. The student shall be provided opportunities to:
      1. demonstrate skills, characteristics, and responsibilities of leaders and effective group members;
      2. demonstrate a knowledge of parliamentary procedure principles;
      3. plan and conduct leadership activities; and
      4. prepare for effective citizenship and participation in our democratic society.

   2. Concepts and skills related to successful employment and/or post-secondary training. The student shall be provided the opportunities to:
      1. identify employment opportunities and preparation requirements in a chosen field;
      2. identify effective methods to secure and terminate employment;
      3. demonstrate effective communication skills both oral and written and follow through on assigned tasks;
      4. identify and demonstrate ethical practices and responsibilities including dependability, punctuality, productive work habits and attitudes;
      5. recognize the dignity of work and understand the importance of taking pride in the quality of work performed;
      6. apply required methods and sequences when performing tasks and develop skills in planning and organizing work;
      7. apply principles of time management and work simplification when performing assigned tasks;
      8. understand the importance of application of organizion policies and procedures.

   3. Concepts and skills associated with entrepreneurship. The student shall be provided opportunities for business ownership to:
      1. identify opportunities for business ownership;
      2. understand the risk and profit motive factor;
      3. understand the elements and advantages of the free enterprise system; and
      4. explain the role of small business in the free enterprise system.

   4. Concepts and skills related to safety and safe working conditions. The student shall be provided the opportunity to identify and apply safe working practices to all training situations.

   5. Concepts and skills associated with human relations and personality development. The student shall be provided opportunity to:
      1. understand the importance of maintaining good health and proper appearance for effective job performance;
      2. understand oneself and others; accept and use criticism; and exercise self-control
      3. recognize basic human relationships as they relate to employment success; and
      4. demonstrate characteristics for successful working relationships.

   6. Concepts and skills related to personal and business management. The student shall be provided opportunities to:
      1. explain how management assists in reaching personal and family goals;
      2. describe the management process in controlling stress;
      3. understand the principles of personal checking accounts;
      4. explain the personal loan application processes;
      5. explain the role of different financial institutions;
      6. explain the management process and identify the role and functions of business management; and
      7. understand the lines of authority and identify effective supervisory techniques.

   7. Concepts and skills related to supervised agricultural activities. The student shall be provided opportunities to:
      1. plan and conduct a supervised agricultural experience program;
      2. plan supervised agricultural activities; and
      3. conduct supervised agricultural activities.

2. Horticulture II students shall be provided opportunities to:
   1. Describe the functions of a greenhouse and grow greenhouse plants.

   2. Identify nursery/landscape plants and flowers and other materials used in floral design.

   3. Describe and develop a landscape design.

   4. Maintain a landscape.

   5. Analyze principles used in growing nursery stock.

   6. Demonstrate leadership development.

   7. Design a school-to-work employment plan based upon career objectives.

   8. Develop a basic understanding of pest management and pesticide safety.

   9. Describe lawn grasses and the steps needed in preparing a lawn seed bed.

CODE

(B) Bridwell, Ferrell M. 2003. Landscape Plants: Their Identification, Culture, and Use, 2nd Edition.

(G) Chapter Guide to State FFA Activities, 2002-2003. N.C. FFA Association, Box 7607, N.C. State University, Raleigh, NC 27695.

(C) Cooper, Elmer L. 2002. Agriscience Fundamentals & Application, 3rd Edition. Delmar Publishing Co., Albany, NY.

(FFAH) FFA Student Handbook, 2003. National FFA Organization, Indianapolis, IN.

(IMS) Instructional Materials Services, 2002. Texas A&M University, College Station, TX.

(SAE) Moore, Dr. Gary, 2000-2001. Supervised Agricultural Experience Program Record Book, Agricultural & Extension Education, Box 7607, N.C. State University, Raleigh, NC 27695.

(IH) Reiley, H. Edward and Shry, Jr., Carroll L. Introductory Horticulture, 5th Edition. Delmar Publishers, Albany, NY.

(CG) Boodley, James W. 1998. The Commercial Greenhouse, 2nd Edition. Delmar Publishers, Albany, NY.

(L) Ingels, Jack E. 1997. Landscaping Principles and Practices, 5th Edition. Delmar-Thompson Learning, Inc., Albany, NY

(R) Ricketts, Cliff 1997. Leadership: Personal Development and Career Success. Delmar Publishers, Albany, NY.

(CL) Carolina Lawns, North Carolina Cooperative Extension Service, Raleigh, NC

I. LEADERSHIP DEVELOPMENT

01.00 Demonstrate the major components of leadership involved in successful employment.
01.01 Identify leadership qualities desired by the horticulture industry.

Leadership Qualities (C) pp. 90-92

1. Integrity - honesty
2. Courage - willing to go forward under difficult conditions
3. Management - using people, resources and processes to reach a goal
4. Unselfishness - placing the desires and welfare of others above yourself
5. Loyalty - reliable support for an individual, group or cause
6. Enthusiasm - energy to do a job and the inspiration to encourage others
7. Plan - think through, determine procedures
8. Knowledge - awareness, understanding
9. Tact - saying or doing the right thing without offending

01.02 Develop leadership qualities through participation in the horticulture instructional program.

Components of Instructional Program (C) pp. 90-92

1. Supervised Agricultural Experience (SAE) - provides opportunities to explore interests and to gain work experiences.
2. Classroom instruction - studying and learning subject matter in the classroom.
3. Laboratory instruction - learning by demonstrations and practice in shops, greenhouses, and nurseries, and other settings.
4. FFA - the club or organization that develops leadership and citizenship skills. Communication skills are developed through speaking at career development events such as public speaking, creed, parliamentary procedure, extemporaneous speaking, agricultural sales and poultry, dairy and livestock oral reasons.

02.00 Adapt public speaking techniques to the audience and purpose of the communication.
02.01 Describe the major types of speeches and the variables to be consideed when presenting speeches.

1. Types of Speeches (R) pp. 135-155
   1. To inform - gives knowledge or information to audience
   2. To persuade - convinces people to believe or do something
   3. To integrate - pep talks, welcome speeches, introduction
   4. Prepared - speech is written and learned
   5. Extemporaneous - speech with little or no preparation
2. Variables to Consider
   1. Purpose of the speech - Why are you giving the speech?
   2. Audience - What group is hearing the speech?
   3. Occasion - What is the event?
   4. Content - What is in the speech?
   5. Composition - How is the speech written and organized?
   6. Oral delivery variables
      1. voice - pitch, quality, articulation, pronunciation, force
      2. stage presence - appearance, poise, attitude, confidence, ease before audience, personality, posture
      3. power of expression - fluency, sincerity, emphasis, directness, communicative ability, conveyance of thought and meaning
      4. response to questions - accurate, ability to think quickly
      5. general effect - interesting, understandable, convincing, pleasing, holds attention

02.02 Deliver a speech to a horticulture industry organization.

Delivering a Speech (R) pp. 135-153

1. Outline - introduction, body, and conclusion
2. Apply the information learned from Objective HM02.01 including types of speeches and variables to consider especially the audience and the occasion.

03.00 Apply Robert’s Rules of Order to conduct business meetings of horticulture organizations.
03.01 Analyze the role of Robert’s Rules of Order in the orderly conduct of business.

Parliamentary Law (FFAH) pp. 57-64

1. Robert’s Rules of Order is the book of authority.
2. Assures that all sides of an issue are treated fairly and that everyone has an opportunity to discuss and vote.
3. Main objectives
   1. focus on one item at a time
   2. extend courtesy to everyone
   3. observe the rule of the majority
   4. ensure the rights of the minority
4. Methods of voting
   1. voice - aye (pronounced “I”) for yes, or “no”
   2. rising - standing or show of hands
   3. secret ballot - written vote
   4. roll call - secretary asks each member to state vote
5. Single majority - one vote more than 50% or ½ of votes cast
6. Two-thirds majority - 2/3 of members voting must vote for motion, usually used when motion will limit rights of member
7. Quorum - number of members required to conduct business
8. Gavel - symbol of authority
9. Meaning of taps of gavel:
   1. 1 tap means be seated, the meeting is adjourned or the result of a vote has been announced.
   2. 2 taps mean that the meeting is called to order.
   3. 3 taps mean that the members should stand on the third tap.
   4. series of taps mean “be quiet and orderly.”
10. Table of Motions - should know for each motion:
    1. privileged
    2. incidental
    3. subsidiary
    4. unclassified
    5. ranking - top is highest ranking and takes precedence over those below
    6. debatable or can be discussed - yes or no
    7. amendable - yes or no
    8. vote required - majority, 2/3 majority or none
    9. second required - yes or no
    10. can it be reconsidered - yes, no, or special requirements

03.02 Conduct an orderly transaction of business utilizing Robert’s Rules of Order.

Conducting Business Meeting - Use the information learned from Objective HM03.01 (FFAH) pp. 57-64

II. SUPERVISED AGRICULTURAL EXPERIENCE PROGRAM

04.00 Design a school-to-work employment plan based upon career objectives.
04.01 Describe the procedures to follow in planning and implementing a school-to-work employment plan.

1. Factors to Consider When Selecting a Career (R) pp. 409-413
   1. Standard of living - Pay, location
   2. Personal contact - working more with people or with things
   3. Educational requirements
   4. Practice experiences or skills required
   5. Location of employment
   6. Your interests, likes and dislikes
   7. Working conditions
   8. Working hours and time for leisure activities
   9. Retirement benefits
   10. Your health and happiness
2. Steps in Choosing a Career
   1. “Consider your interests, abilities, and other characteristics” should be the first step
   2. Narrow the field of jobs
   3. Study the requirement of the job - get good information
   4. Plan for alternative occupations - the first choice may not work out
   5. Prepare a plan for career preparation - early career planning can help you take the right courses in high school.
   6. Be willing to pay the price for success - education, dedication
   7. Get work experience - SAE, coop., part-time job
3. For a school-to-work written plan to be effective, it must be implemented.

04.02 Create an individual written school-to-work employment plan based upon career objectives.

Use the information from Objective HM04.01 to create a career development plan (CDP) based upon career objectives. Consider high school academic courses, horticulture and other education courses, supporting electives, work experiences and education after high school (R) pp. 409-413

05.00 Develop a financial record system for use in the horticulture industry.
05.01 Identify the elements in a financial statement.

Net Worth Statement (SAE)

1. Total assets = current assets + non-current assets
   1. Current assets - items that can quickly be converted to cash or that will be sold within 12 months - cash on hand, checking and savings accounts, stocks, bonds and cash in value of life insurance, money others owe you, current non-depreciable inventory
   2. Non-current assets - items that have a useful life of more than one year and are used in the business - non-current, non-depreciable inventory, land
2. Total liabilities = current liabilities (debts) + non-current liabilities (debts)
   1. Current liabilities - accounts and notes payable, this year’s part of non-current liabilities
   2. Non-current liabilities - mortgages and other debts not due this year
3. Net worth or owner’s equity = total assets minus total liabilities
4. Debt-to-Equity Ratio = total liabilities/net worth

05.02 Compose a financial statement.

Use the information from Objective HM05.01 to determine which items should go in each category of the Financial Balance Sheet and Net Worth Statement in the SAE Record Book or on the computer disk. (SAE)

III. FLORICULTURE & NURSERY/LANDSCAPE PLANT IDENTIFICATION

06.00 Identify floriculture and nursery/landscape plants.
06.01 Use physical characteristics and uses to identify floriculture plants.

Physical Characteristics to Identify Floriculture Plants (B) pp. 45-561, (IMS) p. 8927-A, p. 8454-B, (IH) pp. 22-23, pp. 225-236

1. Plant Parts
   1. Leaf
      1. arrangements
      2. shapes
      3. colors
      4. vein pattern
      5. form-simple or compound
      6. margin
      7. surface
   2. Flower
      1. color
      2. shape
      3. size
   3. Bud and stem
      1. shape and color
      2. stem modifications
         1. thorns
         2. spines
         3. prickles
   4. Root
      1. tap
      2. fibrous
      3. bulb
2. Type of Floral Design Material
   1. Line flowers
   2. Mass flowers
   3. Form flowers
   4. Fillers

06.02 Use physical characteristics and uses to identify nursery/landscape plants

Physical Characteristics to Identify Nursery/Landscape Plants (B) pp. 45-561, (IMS) p. 8927-A, p. 8454-B, (IH) pp. 22-23, pp. 225-236

1. Life Cycles-annual, biennial, perennial
2. Growth Habits
   1. Trees
   2. Shrubs
   3. Vines
3. Form
   1. Columnar
   2. Spreading
   3. Weeping
   4. Round
   5. Oval
   6. Pyramidal
4. Foliage Retention
   1. Evergreen
   2. Deciduous
5. Plant Parts
   1. Leaf
      1. arrangement
      2. shapes
      3. colors
      4. vein pattern
      5. Form-simple or compound
      6. margin
      7. surface
   2. Flower
      1. color
      2. shape
      3. size
   3. Bud and stem
      1. shape and color
      2. stem modifications
         1. thorns
         2. spines
         3. prickles
   4. Root
      1. tap
      2. fibrous
      3. bulb
   5. Fruit
      1. cones
      2. nut (acorn)
      3. clusters of drupes (raspberry)
      4. capsules (willow)
      5. samara (maple)
6. Use and location
   1. Not absolute but helpful
   2. Indoor or outdoor
   3. Altitude
   4. Wet or dry
   5. Zone
   6. Sun, partial shade, shade
   7. Landscape purpose-specimen, border, etc.

IV. GREENHOUSE PLANT PRODUCTION

07.00 Explore functions of the greenhouse as related to plant production.
07.01 Summarize the functions of the greenhouse and its usefulness to plant production.

Functions of a Greenhouse (CG) p. 28, pp. 69-99

1. The basic function is to provide a protective environment for crop production.
   1. Temperature range conducive to plant production
   2. Moisture range conducive to plant production
      1. watering
      2. humidity
   3. Pest Control
      1. insects
      2. diseases
      3. weeds
      4. rodents
   4. Nutrition
      1. in soil and water
      2. in air - ventilation is necessary to supply carbon dioxide
2. Cost of heat is a major expense of greenhouse plant production.
   1. Labor is usually the greatest expense
   2. Heat is usually the second highest expense
3. Greenhouse effect is the way greenhouses collect and store heat from the sun.
   1. Radiant energy warms the greenhouse and its contents
   2. Greenhouses lose heat through the plastic, glass, etc. and additional heat has to be provided especially in winter

07.02 Demonstrate the use of greenhouse environmental controls for heat, air, light and moisture.

Use of Greenhouse Environmental Controls (CG) pp. 69-99

1. Heat
   1. Thermostat - should be at plant level for most accurate control
      1. aspirated thermostat - small fan blows air continuously over the temperature sensing unit helps maintain a more uniform temperature
      2. thermistor - uses solid-state electronics that enable growers to use computers to monitor the greenhouse environment
   2. Air - ventilation
      1. thermostats control sensors to open vents and operate exhaust fans
      2. thermostats control sensors to pull air through fan and pad cooling systems
2. Light
   1. Photocell measures light intensity and relays signal to computer that turns on lights or activates the shad cloth to control light
   2. Timer is used to turn lights on or off at a certain time
3. Moisture
   1. Humidistat is used to control fogging or misting systems to regulate relative humidity (moisture) in the air
   2. Heat dries moisture from the air and moisture must be added by both watering and through misting or fogging for most plants

08.00 Regulate greenhouse equipment to control temperature, light and moisture.
08.01 Compare the greenhouse maintenance items.

Greenhouse Maintenance Items (CG) pp. 69-99

1. Temperature - heaters - adequate clean fuel, thermostats working properly, fans, fan motors, belts, etc. working properly, cooling pads have adequate water, clean pads, shade cloths attached and shade materials applied or removed depending upon the need
2. Light - shade cloths attached or removed, shade materials applied or removed depending upon need, light bulbs replaced as needed, photocells and timers working correctly
3. Moisture - humidistats and fogging or mist systems working properly, water lines and faucets not leaking, adequate source of high quality and clean water
4. Sanitation - control weeds around greenhouse and prevent weeds, insects, rodents and diseases inside greenhouse

08.02 Explain how temperature, light and moisture are controlled in a greenhouse

Controlling Temperature, Light and Moisture (CG) pp. 69-99

1. Temperature Controls
   1. Heaters
   2. Fans
   3. Cooling pads
   4. Mechanical air conditioners
   5. Ventilators
   6. Shade cloths and materials
   7. Fogging and misting
   8. (See 07.02 for control devices such as thermostats, photocells, timers, humidistats, etc. for temperature, light or moisture)
2. Light Controls
   1. Lights
   2. Shade cloths
   3. Shade materials
   4. Black cloth
3. Moisture Controls
   1. Watering system
   2. Shade cloth
   3. Foggers
   4. Mist system
   5. Humidifiers

09.00 Apply appropriate maintenance of a greenhouse.
09.01 Describe greenhouse weed control procedures.

Supplementary

09.02 Investigate the general maintenance of a greenhouse.

General Maintenance of a Greenhouse (CG) pp. 69-99

1. Inspect and make structural repairs
   1. Loose, torn or cut plastic covers
   2. Broken glass or fiberglass
   3. Door locks and fasteners
   4. Air leaks
   5. Damaged framework and foundation
2. Inspect and make repairs for controls and equipment
   1. Heaters
   2. Fans
   3. Pumps
   4. Thermostats
   5. Humidistats
   6. Photocells
   7. Timers
   8. Sprayers
3. Inspect and make repairs for utilities
   1. Water
   2. Electricity
   3. Gas or fuel oil
   4. Waste and trash disposal

10.00 Examine bedding plant production in the greenhouse.
10.01 Describe selected bedding plants including marigolds, geraniums, petunias, pansies, impatiens and begonias.

Bedding Plant Descriptions (CG) pp. 303-305, pp. 337-345, pp. 457-469, (IMS) 8454-B, (IH) p. 226, pp. 261-266

1. Begonias
   1. Grow 6”-12” high with pink, red or white flowers
   2. Spaced 6”-10” and need direct sunlight
   3. May be propagated from seeds or cuttings and transplanted
2. Geraniums
   1. Grow 12”-18”, leaves are rounded with scalloped edges, flowers are red, white or pink and grow on a stem, flowers have many petals in a cluster shaped like a ball. About 2/3 or plants sold are red. Leaves are dark green.
   2. Need direct sunlight and 10”-12” spacing
   3. May be propagated from seeds or cuttings and transplanted
3. Impatiens
   1. Grow 6”-18” high and have succulent stems, lance-shaped leaves, small and rounded flowers with five petals and one petal is shaped like a tube that protrudes from the underside of the flower. Flower colors include pink, lavender, white, red, purple, salmon and coral.
   2. Spaced 12”-18” and needs partial sun or shade
   3. May be propagated from seeds or cuttings
4. Marigolds
   1. Grow from 6” to 4’ tall with orange or yellow flowers, have pungent aroma
   2. Spaced 6”-12” apart and grow best in full sunlight
   3. Grown from seeds and transplanted
5. Pansies
   1. Grow from 6”-8” tall and have moon-faced flowers in many colors including blue, purple, yellow, white, pink and red
   2. Spaced 6”-8” and grown in full-sun
   3. Grown from seeds and transplanted
   4. Cool-season bedding plant
6. Petunias
   1. Grow from 6”-18” tall and have flowers with a tube-shaped base. Flower colors include red, pink, white, blue and pastels
   2. Spaced 10”-12”
   3. Grown from seeds and transplanted

10.02 Compare cultural requirements of selected bedding plants including marigolds, geraniums, petunias, pansies, impatiens and begonias.

Cultural Requirements of Selected Bedding Plants (IH) pp. 62-68, (CG) pp. 303-306, pp. 337-345, pp. 448-474

1. Begonias
   1. Time from seeding to market in packs is about 14 weeks and in pots is about 16 weeks
   2. Small seeds should be lightly pressed into surface of germinating medium
   3. Germination requires light and 65° - 70° F medium temperature
   4. Can be propagated by stem-tip cuttings
   5. Plants do well in full sun to shade
2. Geraniums
   1. Time from seeding to market in packs is about 14 weeks and in pots is about 16 weeks
   2. Seeds are large and have to be scarified because of hard seed coats
   3. Seed suppliers usually scarify before packing for sale. Seeds should be covered with 1/8 inch of medium
   4. Medium (soil mix) should be about 75° F.
   5. Can be propagated from cuttings
3. Impatiens
   1. Time from seeding to market in packs is about 8 weeks
   2. Seeds should be placed on surface of medium and covered lightly
   3. Germination requires light and temperature of 60° - 70° F
   4. Can be propagated from cuttings
   5. Have been the number one bedding crop for many years
   6. Grow well in shade
4. Marigolds
   1. Time from seeding to market is about 9 weeks in packs and 10 weeks in pots
   2. Seeds should be covered by Ό” of germinating medium
   3. Germinating medium should be 70° -75° F
   4. Outdoor plants grow in full light for best quality
   5. Vary in size from 6” to 4 feet
   6. Have pungent aroma-smell like marigolds
   7. Have very few cultural problems
5. Pansies
   1. Time from seeding to market in packs is about 12 weeks and 13 weeks in pots
   2. Seeds should be planted on surface of medium and covered with paper to keep dark
   3. Germination medium should be about 70° F
   4. Grow in full sun
   5. Cool-weather bedding plant
6. Petunias
   1. Time from seeding to market in packs is about 10 weeks and 11 weeks in pots
   2. Sow seeds on surface of medium; seeds are very small 285,000/ounce
   3. Need light and 70° - 80° F germinating medium temperature
   4. Many different types and colors
   5. One of top five annuals in the U.S. for over 100 years

11.00 Investigate problems related to growing bedding plants in the greenhouse.
11.01 Explain potential problems related to bedding plant production.

Problems Related to Bedding Plant Production (CG) pp. 470-472

1. Cultural Disorders
   1. Germination problems
   2. Fertilization problems
   3. Uneven growth
   4. Tall and spindly growth
2. Diseases
   1. Seedlings fall over
   2. Lower leaves brown, rotting and drying
3. Insects
   1. Plants missing
   2. Holes in leaves or plant parts missing

11.02 Hypothesize causes of problems with bedding plant production.

Causes of Problems with Bedding Plant Production (CG) pp. 470-472

1. Cultural Disorders
   1. Germination problems are caused by improper temperatures, over-watering or underwatering, chemical residues in medium, seed planting depth or low quality seeds
   2. Fertilization problems are caused by lack of nutrients, root injury, improper pH of medium, excessive fertilization
   3. Uneven growth problems are caused by poor mixing of medium, uneven moisture levels, unlevel flats or poor grading of seedlings
   4. Tall and spindly growth is caused by too much nitrogen fertilizer, overwatering, low light intensity (too much shade) or high temperatures
2. Diseases
   1. Seedlings falling over is caused by stem rot and damping-off
   2. Lower leaves brown, rotting and drying is caused by Botrytis
3. Insects
   1. Plants missing is caused by slugs, snails or cockroaches
   2. Holes in leaves or plant parts missing are caused by aphids, mealy bugs, scale insects, thrips, whiteflies, flea beetles, fungus gnats, leaf miners, cutworms or caterpillars

11.03 Propose possible solutions to problems with greenhouse plant production.

Solutions to Problems with Greenhouse Plant Production (CG) pp. 470-472

1. Cultural Disorders
   1. Germination problems can be corrected or prevented by using high-quality seeds planted at proper depth in medium having no chemical residues and by maintaining proper temperature and moisture levels
   2. Fertilization problems can be solved by testing soil or media and applying correct amounts and kinds of nutrients and pH correcting materials
   3. Uneven growth problems can be corrected or prevented by proper mixing of media, even watering, grading seedlings by size and quality and placing flats level
   4. Tall and spindly growth problems can be solved by using correct amount of nitrogen, reducing frequency of watering, lowering temperature, providing more light and using growth retardant such as B-Nine SP
2. Diseases
   1. Seedlings falling over can be controlled by using sterilized media and fungicides and by improving air circulation around plants
   2. Lower leaves brown, rotting, and drying can be controlled by increasing air temperature and circulation around plants and by using the proper fungicide
3. Insects
   1. Plants missing can be prevented by using baits and pesticides
   2. Holes in leaves and plant parts missing can be prevented or corrected by using the recommended insecticide to control the insects

12.00 Seed bedding plants.
12.01 Explain procedures for sowing seeds.

Supplementary

12.02 Demonstrate the use of seed flat containers for sowing bedding plant seeds.

Supplementary

13.00 Transplant bedding plants.
13.01 Compare types of media and containers used in transplanting bedding plants.

Media and Containers Used in Transplanting Bedding Plants (IH) pp. 37-38, pp. 63-68, (CG) pp. 280-283, pp. 450-454, pp. 140-161

1. Media - materials used to start and grow plants
   1. Soil - must be mixed with other materials such as peat moss to add organic matter and improve aeration and drainage
   2. Inorganic materials improve aeration and drainage
      1. sand - finely ground stone
      2. gravel
      3. perlite - expanded volcanic rock, neutral 7.0 - 7.5 pH sterile
      4. vermiculite - expanded mica, sterile
   3. Commercially prepared mixes - sterile, no insects, weeds or diseases
      1. Jiffy-Mix
      2. Redi-Earth
      3. Pro-Mix
      4. Sunshine Mix
      5. Metro Mix
      6. other brands also available
2. Containers
   1. Flat - plastic tray usually used for planting seeds
   2. Cell packs - several small cell-like pots of plastic molded together used for planting one or two seeds per cell and selling without transplanting to another container
   3. Peat pots can be planted directly in the soil
   4. Jiffy 7 pellet can be planted directly in the soil
   5. Plastic pots of various sizes and shapes
   6. Clay pots of various sizes and shapes
   7. Styrofoam pots of various sizes
   8. Hanging baskets
   9. Standard pot is the same width at the top as it is high
   10. Azalea pot is Ύ as high as its top diameter or width

13.02 Use the proper procedures to transplant bedding plants.

Transplanting Bedding Plants (CG) pp. 284-285, 450-454, (IH) pp.66-68

1. Seedlings should have true leaves not just seed leaves or cotyledons before being transplanted. Waiting too long to transplant causes shock to transplanted seedlings.
2. Hold plants by their leaves. Do not hold by the stem because a badly bruised stem will cause the seedling to die.
3. The media may need to be loosened with a pot label to keep from breaking stem and roots. Do not shake medium off roots.
4. Use a dibble or other means to make a hole for the transplanting seedling.
5. Plant seedling in the media in the new container slightly deeper than it grew in the flat and gently press media around roots.
6. Water gently to settle media around roots.
7. Keep moist for a few days to prevent wilting and dying.
8. Grow and harden-off before selling.

14.00 Apply production methods of photoperiodic greenhouse crops.
14.01 Compare procedures of photoperiodic production of poinsettias and chrysanthemums.

Photoperiodic Production of Poinsettias and Chrysanthemums (IH) pp. 123-138, (CG) pp. 109-120, pp. 321-327, pp. 351-364

1. Poinsettia Production
   1. Most important pot plant grown for Christmas season.
   2. Many different cultivars grown.
   3. Wholesale growers supply 2 Ό” rooted cuttings.
   4. Number of plants per pot depends upon pot size, whether plants will be pinched or grown as single stem, and size of flower.
      1. 4” pot has 1 plant for pinched or for single stem
      2. 6” pot has 2 plants for pinched and 3 or 4 for single stem
      3. 8” pot has 3 or 4 plants for pinched and 6 or 7 for single stem
   5. Greenhouse temperature should be 65° F at night and 70° F to 75° F during the day. Some cultivars vary slight. If night temperature gets above 80° F, flowering will be delayed or may not flower at all.
   6. Pinching may be done to increase the number of bracts on the plant and to make the plant appear fuller.
   7. Media must be free from insects and diseases and must be porous and well-drained.
   8. Large amounts of fertilizer are needed from propagation until sold.
   9. Photoperiod
      1. short-day plant.
      2. bud set light period is from 12 hours to 12 hour and 15 minutes.
      3. vegetative growth light period is longer than 12 hours.
      4. two hours of light from about 11 p.m. to 1 a.m. each night will cause short day effect.
2. Chrysanthemum Production
   1. Most popular cut flower sold in U.S. and is also popular as potted plant for Mother’s Day, Memorial Day, and Easter being second only to poinsettias in dollar value for potted flowers.
   2. Many different cultivars are grown.
   3. Rooted cuttings are available from wholesale growers.
   4. Number of plants per pot depends on pot size.
      1. 4” pot has 2 plants
      2. 5” pot has 4 plants
      3. 6” pot has 5 plants
   5. Greenhouse temperature should be 63° F at night and on cloudy days and 70° F on sunny days the first two weeks, 62° F at night and 62° F on cloudy days and 70° F on sunny days up to last 3 weeks of growing cycle, and 55° F at nights and on cloudy days and 65° F on sunny days during the last 3 weeks of growing cycle. Uneven bud set is caused by improper temperatures.
   6. Pinching is done to make a more compact plant with more flowers. Disbudding is done to control or reduce the number of flowers per plant.
   7. Media must be free from diseases and insects and must be porous and well-drained.
   8. Regular program of liquid fertilization using 250 ppm of 20-20-20 at each watering.
   9. Photoperiod
      1. short-day plant
      2. bud set light period is 14 ½ hours or less and flower development takes place when daylight is 13 ½ hours or less
      3. vegetative growth light period is less than 12 ½ hours
      4. from August to May 15, light is used during the middle of the night to break the long dark periods
      5. from about March 15 - October 20, black cloth is used to give about 12 hours of darkness from about 5 p.m. - 7 a.m.

14.02 Operate lighting and shading systems in a greenhouse for the production of photoperiodic crops.

Supplementary

15.00 Use irrigation methods for selected greenhouse crops.
15.01 Regulate an automatic watering system.

Supplementary

15.02 Explain the difference in water requirements of plants grown in clay, plastic and peat pots.

Supplementary

15.03 Demonstrate the procedure of watering crops to provide good “run-through.”

Supplementary

16.00 Construct a hanging basket with flowering and foliage plants from the greenhouse.
16.01 Examine reasons for selecting specific hanging basket containers.

Supplementary

16.02 Research plants that grow well in a hanging basket.

Supplementary

V. LANDSCAPE DESIGN AND MAINTENANCE

17.00 Explore landscaping and landscape planning.
17.01 Summarize occupational opportunities in landscaping.

Landscape Occupational Opportunities (I) pp. xiii-xvii, p. 414

1. Landscaping is a profession that includes designing, installing and maintaining the outdoor human environment.
2. The three branches of the landscaping industry are:
   1. Landscape architects are licensed professionals who conceptualize and plan the outdoor environment or landscape for both residential and commercial clients (customers). Landscape designers usually do actual drawings for residential landscapes
   2. Landscape contractors are the professionals who carry out the installation or actual construction of the landscape plan often using subcontractors to do special work such as pools, electrical work, stonework, etc.
   3. Landscape maintenance is the extended care of existing landscapes. Landscape maintenance is the care and upkeep of the landscape after installation
3. Design-build firms are landscape businesses that handle everything from the initial contact with the client through design and construction as well as long-term care and maintenance.
4. Landscape nursery worker is a professional who sells and installs landscape plants and related materials.

17.02 Compare different types of plans used in landscaping.

Different Types of Plans Used in Landscaping (L) pp. 72-79, pp. 387-400

1. Sequential - each is increasingly more specific and detailed.
   1. Functional diagrams begin the arrangement of the client’s program on the site. They are called “bubble diagrams” because they use loosely drawn freeform shapes to represent areas or spaces. They help the designer make decisions concerning layout and sizes and the use of each area.
   2. Preliminary designs break the “bubbles” to show first draft vision of how each landscape area will be shaped. The landscape is given its form, type of materials to be used, and application of landscape design principles. They are simple without real details, but the horizontal and vertical relationships between objects and areas are now included. A number of preliminary designs may be shown to a client before the final plans are made.
   3. Final plans use suggestions and reactions of the client to make a master drawing that is graphically detailed and completely specific in its intent for the landscape. They include precisely identified plants and other materials, paving patterns, and other specific and detailed information such as construction drawings for the landscape contractor and subcontractors. Graphics are designed to impress.
2. Computer assisted or drawing board.
3. Graphics - lettering and numbers
   1. Free-hand letting
   2. Mechanical
   3. Computer

17.03 Examine procedures of landscape planning.

Landscape Principles and Procedures (L) pp. 72-79, pp. 121-140, (IH) 354-366

1. Principles of Design
   1. Balance - materials are distributed evenly on opposite sides of a central axis
      1. three types of balance
         1. symmetric - one side is a reflective mirror image of the opposite side, most formal type of balance
         2. Asymmetric - each side has as much interest as the other, but is not a duplicate of other side
         3. Proximal/distal - balances right and left as well as near and far
   2. Focalization of interest - selects and positions visually strong items in the landscape composition to create focal points
   3. Simplicity - seeks to make viewers comfortable within the landscape
   4. Rhythm and line - repeating something at a standard interval or pattern creates rhythm, and lines establish the shape and form of the landscape
   5. Proportion - the size relationships between all the features of the landscape including vertical, horizontal and spatial relationships
   6. Unity - all the separate parts contribute to the creation of the total design
2. Applying Principles of Design
   1. Balance
      1. macro-range - the viewer sees the landscape from the most distant vantage point
      2. closer range - the views from other locations not as distant
   2. Focalization of interest - draws the eye of the viewer to one major feature in each use area such as a corner planting.
   3. Simplicity - excludes any unnecessary changes in shape, color, direction, etc.
   4. Rhythm and line - replicating strong existing lines such as the lines of the house or pool. Functions of line plantings include foundation plantings, block a view, frame a view, and provide privacy
   5. Proportion will maintain proper proportional relationships in a landscape between:
      1. buildings and people
      2. buildings and plants
      3. plants and people
      4. plants and plants
      5. masses and soils
   6. Unity ties together the individual parts of each use area by:
      1. repeating prominent colors
      2. repeating construction materials
      3. continue interior design themes to outdoor rooms
      4. repeat plant species
      5. raise patios, decks, and porches to door level
3. Landscape Process
   1. Process is a sequence of steps to reach a goal
   2. Project Development process goes from need or objectives to the design process to accepting the design to contracting and subcontracting to actual landscaping to acceptance, billing and payment.
   3. Project maintenance process starts with need or desire, moves to selecting landscape maintenance company which assesses the needs and presents a proposal. If the proposal is accepted, the company schedules and does the work and bills the customer
   4. Design process includes site analysis and program analysis

18.00 Create a landscape plan, illustrating the steps from beginning to finished product.
18.01 Explore all elements of creating a landscape plan.

Supplementary

18.02 Research proper layout of plant materials, tools, and steps to follow in landscaping.

Supplementary

18.03 Calculate the cost of implementing a landscape plan.

Supplementary

19.00 Research landscape planning aids.
19.01 Use computer programs to develop landscape plans.

Supplementary

19.02 Compare advantages and disadvantages of methods of landscape planning.

Supplementary

20.00 Research interior landscaping and its objective.
20.01 Summarize the uses of interior landscaping.

Uses of Interior Landscaping (IMS) 8953-A, B, C, D, (L) pp. 320-339, (IH) 218-219

1. Called interior plantscaping or interiorscaping
2. Plants are used inside to:
   1. Add color
   2. Add textures
   3. Add softness
   4. Add life
   5. Increase employee productivity
   6. Decrease employee absenteeism
   7. Add oxygen
   8. Provide herbs for cooking, medicine or fragrance
   9. Add beauty and comfort by combining 1-8 (above)

20.02 Compare the advantages and disadvantages of methods of landscape planning.

Comparing Interior and Exterior Landscaping (IMS) 8953-A, B, C, D, (L) pp. 320-339

1. Interior landscaping and plantscaping and interiorscaping
   1. Benefits or advantages
      1. adds color, texture, softness, life and oxygen to interior plantscape
      2. increases employee productivity
      3. Decreases employee absences from work
      4. Provides herbs for cooking, fragrance or medicine
   2. Disadvantages and potential problems
      1. reduced light
      2. reduced root system
      3. dependent upon people for watering
      4. build-up of soluble salts from fertilizer
      5. plugging stomata from dust on leaves
      6. damage from heating, air conditioning and cleaning chemicals
      7. growing medium
      8. only plants that will grow inside can be used
      9. picking or breaking leaves by people using the interior building area
2. Exterior landscaping
   1. Benefits and advantages
      1. adds color, texture and life
      2. adds aesthetic value (beauty)
      3. adds economic value to property
      4. adds comfort (shade)
      5. adds privacy - borders, fences, etc.
      6. helps prevent erosion
      7. can use larger exterior plants
      8. rain and natural soil provide most of required water
      9. gets natural light
   2. Disadvantages and potential problems
      1. may get too much rain and drown
      2. natural soils may have diseases, insects, improper pH, etc.
      3. natural soils may be shallow or rocky
      4. natural outdoor soils may be subject to erosion
      5. weed and insect control is more difficult
      6. large areas of landscaping cost more
      7. more labor is required to establish outdoor landscape

21.00 Plant selected ornamental plants to establish an attractive landscape.
21.01 Explore methods of planting ornamental plants

Methods of Planting Ornamental Plants (L) pp. 265-281

1. Tools vary depending upon type and size of plants from bulb planter, trowel, spade, shovel to power augers and front end loaders.
2. Hole should be larger than plant roots and soil prepared so that new roots will grow in it.
3. Methods of installation are determined by root form whether bare-rooted, balled-and-burlapped or containerized.
4. Balled and burlapped plants have a round soil ball of roots wrapped in burlap fabric. They are planted in a flat-bottomed, straight-sided hole that is deeper and wider than the ball. The backfill soil should fill the hole enough to raise the plant to the level at which it grew in the nursery. Loose burlap around top of plant. A mounded ring of soil should be formed around plant to catch water.
5. Containerized plants use the same type hole, mounded ring, etc. as balled and burlapped. In addition, the plant must be removed from the container and the roots unwound or cut at two inch intervals if pot-bound.
6. Bare-rooted plants have to have a mound or dome in the bottom of the hole to spread roots and direct roots to grow downward.
7. Tall plants, even small trees, need to be staked to prevent blowing over.
8. Mulching should be done to help retain water, prevent weeds, improve appearance, and minimize temperature fluctuations.
9. Water adequately and frequently enough for healthy plants.
10. Balled and burlapped plants should be handled by the root ball, and container-grown plants should be handled by the container until removed and then by the root mass.

21.02 Demonstrate procedures for planting bare-root plants, container-grown plants, balled burlapped plants, trees and various bulbs.

Supplementary

22.00 Maintain newly planted plants in a given environment.
22.01 Explore maintenance and care of plants after planting to maintain an attractive landscape.

Maintenance and Care of Landscape (L) pp. 342-355, (IH) pp. 360-365

1. A maintenance program usually includes watering, fertilizing, mulching, pruning, pest control, mowing, edging and winterization.
2. Watering should be infrequent and enough to wet soil 12” - 16” deep. Different plants have different water needs.
3. Fertilization is usually not needed for established trees, but it should be done by making holes with drill or soil tube about 12” deep at 24” intervals around the tree at the canopy drip line where needed. Shrubs may need small amounts of low analysis fertilizer, but not late in growing season. Most lawns need fertilizer.
4. Mulching must be replaced over time as it decays.
5. Pruning is done to improve appearance and health and to control size and shape of plants. Early spring flowering plants should be pruned immediately after flowers fall off.
6. Pest control is necessary to control damage from insects, diseases, weeds, and rodents.
7. Mowing lawns at the correct height for the type of grass and frequently enough to prevent damage is a key to maintaining lawns.
8. Edging makes a sharp line of separation between a planting and the lawn. It can be done with tools or with an edging material such as plastic.
9. Winterization prepares plants for the winter or freezing weather. Fertilizing early in growing season prevents soft new growth that will die in winter, mulching, pruning, adequate watering, and pest control all help plants survive freezing temperatures of winter.

22.02 Prepare a maintenance schedule for newly planted shrubs, trees, annuals, and perennials.

Maintenance Schedule (L) pp. 342-355

1. Watering should be done at planting and frequently for a few days to prevent roots from drying out and plant wilting. Then less often only as needed.
2. Fertilizer should be mixed in back fill soil at planting for shrubs and trees and in soil bed for annuals and perennials.
3. Mulching should be done at planting and replace as needed.
4. Pruning is usually done in off-seasons when more labor is available; however, some plants have to be pruned at specific times. Early spring blooming shrubs should be pruned as soon as flowers fall off so that new buds can form for next year. Damaged branches of trees and shrubs should be removed as soon as possible to prevent more damage to plant. Plants that have high sap pressure in early spring such as maples, birches, etc. should not be pruned in spring. Newly planted shrubs and trees should be shaped.
5. For most landscape plants, pest control is done by treating the beds and other areas with chemicals to prevent weeds, insects and diseases before planting and as observed later.
6. Edging materials should be installed at planting time.
7. Careful observation of newly planted shrubs, trees, annuals, and perennials on a regular basis will determine the time and amount of maintenance needed.

23.00 Apply appropriate irrigation methods for newly planted stock in a given landscape.
23.01 Investigate watering needs of newly planted stock.

Supplementary

23.02 Explain different irrigation methods for watering stock.

Supplementary

24.00 Explore elements and objectives of soil sterilization.
24.01 Compare methods of soil sterilization.

Supplementary

24.02 Explain the rationale behind soil sterilization.

Supplementary

24.03 Apply appropriate procedures including safety practices related to sterilizing soil.

Supplementary

25.00 Prune ornamental plants to maintain an attractive landscape.
25.01 Compare the principles and effects of the different types of pruning, including seasonal consideration.

Types of Pruning (L) pp. 346-355, (IH) p. 325, pp. 345-353

1. Principles of Pruning
   1. Shrubs that produce flowers on wood grown the previous season should be pruned immediately after flowers fall off plant. Examples are early spring flowers such as forsythia, azaleas, spirea.
   2. Shrubs that bloom on current year’s growth such as roses should be pruned in fall or early spring.
   3. Shrubs such as hydrangea and spirea require annual pruning to thin out old dead wood.
   4. Some suckers or shoots from plant roots should be removed to keep plant from becoming too thick.
2. Types or methods of pruning.
   1. Thinning removes certain branches to open up the plant and keep the natural shape.
   2. Heading back removes the end section of branches at the same height so that new shoots make the plant thicker.
   3. Renewal pruning removes old branches that are large and unproductive by cutting them back to ground level. It is usually effective on flowering shrubs.
   4. Root pruning is usually done one growing season prior to transplanting. The general rule is that one inch of stem diameter equals 10” of circle diameter for pruning roots around plant.

25.02 Use pruning tools and supplies safely.

Pruning Tools and Supplies (L) p. 402, (IH) pp. 347-348

1. Keep sharp and clean.
2. Keep handles and bolt nuts secure or tight.
3. Pruning saw has a blade with coarse teeth, and the blade may or may not fold into the handle for safety and storage. It will cut live or dead limbs.
4. Pole pruner has a saw and pruning tool on a pole to remove branches that are up to 12 feet overhead.
5. Grass shears have two blades designed to cut grass around edges of walks or flower beds.
6. Lopping shears have long handles and will cut limbs from 1” to 1 ½ “ in diameter.
7. Hand shears or pruning shears have a single blade that cuts against another piece of metal or two blades that work like scissors to cut limbs up to ½” in diameter.
8. Hedge shears have longer blades that cut young tender growth.
9. Chain saw has a gasoline, battery, or electrical powered chain that cuts large limbs from 3” up to the blade length.
10. Power pole pruner has a power saw on the end of an extended handle.
11. Use caution with cutting tools. “If they will cut plants, they can cut you.”

26.00 Demonstrate different types of pruning.
26.01 Perform corrective pruning on a damaged tree or shrub.

Supplementary

26.02 Perform corrective pruning on an odd shaped plant.

Supplementary

26.03 Shear a formal hedge plant to maintain desired confirmation of the plant.

Supplementary

27.00 Apply an appropriate procedure for espaliering a given plant.
27.01 Design at least two lattice or trellis designs.

Supplementary

27.02 Research plants appropriate for espaliering.

Supplementary

28.00 Apply procedures and processes necessary for weed control in the landscape.
28.01 Research weeds common in landscape.

Supplementary

28.02 Recommend methods of weed control in the landscape.

Supplementary

29.00 Maintain equipment used in a given landscape.
29.01 Service parts of small engines used in landscape maintenance equipment.

Supplementary

29.02 Sharpen blades of cutting tools and equipment used in landscaping.

Supplementary

VI. FLORAL DESIGN

30.00 Research flowers, fillers, and materials used in floral arrangements as related to the floricultural industry.
30.01 List characteristics of flowers, fillers, and other components of floral design.

Four Basic Types of Design Materials (IMS) 8943-A, (IH) pp. 516-530

1. Line flowers are tall spikes of flowers with florets blooming along the stem such as snapdragons and gladiolus.
2. Mass flowers have the flower head on the terminal end of the stem such as carnations, roses and chrysanthemums.
3. Form flowers are unique in shape or color such as bird of paradise and orchids.
4. Filler flowers have small sprays of flowers such as baby’s breath and statice, or they are like ferns.

30.02 Explain the role of both flowering plants and foliage plants in floral design.

Roles of Floral Design Materials (IMS) 8943-A, (IH) pp. 516-530

1. Line flowers create the outline for an arrangement and establish the height and width as well as the curvilinear lines.
2. Mass flowers draw attention to the focal point and add mass and weight to the arrangement. They cover the floral foam and help fill empty areas with flowers.
3. Form flowers create the accent or focal point or focal area of the arrangement to attract the viewer’s attention.
4. Filler flowers are used to fill empty spaces and to accent the other floral materials within the arrangement. They are also used to cover or hide the mechanics of the arrangement including the frame, supports, ties, etc.

31.00 Prepare a specified floral arrangement.
31.01 Distinguish between floral arrangements.

Floral Design Shapes (IH) pp. 518-530

1. Round - flower arrangement is basically round in shape.
2. Oval - flowers make an oval shaped arrangement.
3. Fan - flowers make a fan or semicircle shaped arrangement.
4. Triangle - shape may be equilateral triangle with all three sides the same length or asymmetrical triangle with sides of different lengths.
5. Right angle - flowers make an L shape.
6. Inverted-T - the flowers make and upside down T (^)
7. Vertical - straight up, in a bud vase, tall vertically, narrow horizontally.
8. Horizontal - long horizontal and short vertically.
9. Diagonal - half way between vertical and horizontal.
10. Crescent - shaped like a quarter moon.
11. Hogarth curve - shaped like an S curve.

31.02 Explore techniques in floral design.

Techniques in Floral Design (IH) pp. 516-530

1. Design principles
   1. Balance is when the flower size and container flow together and complement each other.
   2. Focal point creates the accent and interest to catch the eye.
   3. Proportion keeps relative size, color, and texture of the flowers to create a pleasing arrangement. Floral designs should be at least 1 ½ to 2 times the height or width of the container.
   4. Scale is the principle that the design must be in proportion to the surrounding area where it is placed.
   5. Accent is used to catch attention and draw attention to the design.
   6. Repetition accentuates the flowers and colors by repeating their use throughout the design.
   7. Rhythm creates a sense of continuity or flowing together.
   8. Harmony is when all parts flow together to give a completed look to the arrangement.
   9. Unity is when the flowers complement each other through color, size, and shape.
2. Design techniques
   1. Select a design shape.
   2. Select appropriate container, cut floral foam and attach to container.
   3. Set container and foam in water for 20 minutes.
   4. Select fern or other filler and arrange in foam to cover foam and extend at least 1 ½ times width of container.
   5. Insert flower to make arrangement desired height.
   6. Insert more flowers to make design outline and focal point.
   7. Add other flowers as needed to make arrangement.
   8. Arrange filler flowers such as baby’s breath to give a completed apearance.

32.00 Examine procedures for preparing potted plants as an area of floral design.
32.01 Research common potted plants.

Supplementary

32.02 Prepare a potted plant for sale.

Supplementary

VII. NURSERY PRODUCTION

33.00 Analyze principles of growing nursery stock for use in a horticulture business.
33.01 Examine practices necessary to produce a plant to a salable size in a nursery.

Growing Nursery Stock (IH) pp. 239-257

1. Field grown production is being replaced by container grown plants because there is less shock to plant, plants are easier to move, retailers can keep plants longer before selling, and insects, diseases and fertility and pH are easier to control in uniform media.
2. Container grown plants have some disadvantages such as requiring more water, becoming pot-bound, requiring winter protection for cold climates, and having a higher start-up cost.
3. Types of plants grown in containers vary from ground covers to trees.
4. Proper selection of containers should include several considerations such as cost, durability, appearance, insulation value to plant roots, shape, drainage, and size.
5. Growing mixes (media) should provide adequate drainage and aeration.
6. Plant in containers at right depth.
7. Space plants so that the tips of the branches almost touch those of other plants. Containers will have to be moved as plants get larger.
8. Water as needed to grow quality plants.
9. Fertilize on a schedule.
10. Control insects, diseases and rodents.
11. Prune to produce desired shape.
12. Either sell or transplant to larger container when plant reaches maximum recommended size for current container.

HM33.02 Compare results of practices used in the production of nursery stock

Supplementary

34.00 Apply appropriate procedures for growing container stock.
34.01 Demonstrate potting, watering, and calculating fertilizer needs for nursery plants.

Potting, Watering, and Calculating Fertilizer Needs for Nursery Plants (IH) pp. 245-250, (IMS) 8459-I

1. Potting
   1. Put plant in center of container if only one plant is used.
   2. Evenly space plants in container if more than one plant is used.
   3. Container media must be more porous than media for field-grown plants.
   4. Planting depth is important and varies depending upon plants.
2. Watering
   1. Watering is more important for container grown plants than field-grown plants because roots can go no deeper or spread any wider than the container. Plant containers are above ground and will dry quicker.
   2. Plants should be watered until the water runs through the hole in the bottom of container.
   3. A gallon container needs about a pint of water at each watering.
   4. Factors that affect how often to water:
      1. weather - plants require more water in dry, windy, hot weather
      2. plant growth - plants need more water in active growth and flowering stage
      3. media - more porous mix requires more watering
      4. kind of plant - broadleaf evergreens require more water than narrowleaf
      5. size of container - small ones dry out faster
      6. type of container - fiber or pressed paper dry faster than plastic
      7. surface mulch - mulch helps reduce need to water
3. Fertilizer needs
   1. Some media have fertilizer in them.
   2. Nutrients have to be added to supply needs of growing plants.
   3. Liquid fertilizer used in watering is applied at a rate of 100 to 150 ppm (parts per million) of nitrogen.
   4. A fertilizer schedule should be set up for each type of plant grown.
   5. Periodic liquid fertilizing each two to three weeks is applied at a rate of 300-500 ppm nitrogen.
   6. Slow-release fertilizers such as Osmocote and Magamp are mixed in the potting media.
   7. Plants kept in containers more than one year require additional fertilizer at the rate of one teaspoon of 18% nitrogen for each gallon of container capacity and should be watered thoroughly after fertilizing.
   8. Plants should be observed and fertilization changed as plant foliage shows a need for either more or less fertilizer.

34.02 Prune young nursery stock to train plant for mature form.

Pruning Nursery Stock (IH) p. 250

1. Reasons for pruning
   1. To shape plant.
   2. To make plant more compact.
   3. To train growth for form of mature plant (central leader or many stems)
   4. To remove dead or diseased parts.
2. Time for pruning
   1. Best immediately after planting and during growing season.
   2. May be done in winter in temperate climates.
3. Methods of pruning
   1. Hand pruners.
   2. Electrical, battery, or gasoline powered pruners.
   3. Chemicals to kill buds of plants.

35.00 Examine ways nursery stock is sold.
35.01 Compare bare-root, balled and burlapped, and container grown nursery stock

Supplementary

35.02 Demonstrate the correct procedures for marketing bare-root, balled and burlapped, and container grown nursery stock.

Supplementary

36.00 Prepare specimens for mist-bed propagation.
36.01 Prepare methods of preparation for hardwood and softwood stem cuttings in the mist bed.

Supplementary

36.02 Prepare selected cuttings for mist-bed propagation.

Supplementary

VIII. ESTABLISHING AND MAINTAINING LAWNS

37.00 Examine lawn grasses adapted to North Carolina.
37.01 Identify North Carolina lawn grass varieties.

North Carolina Lawn Grasses (IH) pp. 375-378, (CL) pp. 1-14, (L) pp. 282-292

1. U.S. Regions or Zones
   1. The U.S. has six regions or zones based on climate - temperature, available moisture, and length or growing season.
   2. Three of the U.S. regions or zones are in North Carolina.
      1. mountains and western piedmont are region 1
      2. central and eastern piedmont and coastal plains are region 2
      3. extreme southeastern coast is region 3
   3. Because of the wide range of climatic conditions in North Carolina, many lawn grass varieties are grown in the different areas of the state.
   4. Region 1 grasses include Kentucky Bluegrass, Red Fescue, Colonial Bentgrass, Tall Fescue, Bermudagrass and Zoysia.
   5. Region 2 grasses include Bermudagrass, Zoysia, Centipedegrass, St. Augustine, Carpetgrass, Tall Fescue and Kentucky Bluegrass.
   6. Region 3 grasses include St. Augustine, Bermuda, Carpetgrass, Zoysia, and Bahiagrass.
2. North Carolina Regions
   1. Western - use cool-season grasses.
   2. Piedmont - use either cool-season or warm-season depending on location.
   3. Coastal Plain - use warm-season grasses and cool-season Tall Fescue.
3. Cool-season grasses grow best in spring and fall and stay green in winter. Tall Fescue, Kentucky Bluegrass, Fine Fescue, Perennial Ryegrass, Annual Ryegrass.
4. Warm-season grasses grow best in summer and go dormant in winter. Bermudagrass, Zoysiagrass, St. Augustine, Bahiagrass, Centipedegrass.
5. Most of these grasses have several different cultivars.
6. Identification features
   1. Growth habits - ways new shoots are produced.
      1. rhizome - Kentucky Bluegrass and Bahiagrass
      2. stolon - Centipedegrass and St. Augustinegrass
      3. both stolon and rhizome - Bermudagrass and Zoysiagrass
      4. bunch-type - Tall Fescus and Perennial Ryegrass and Annual Ryegrass
   2. Warm or cool season
   3. Leaf texture
      1. fine - Bermudagrass, Kentucky Bluegrass, Perennial Ryegrass, Zoysiagrass
      2. medium - Centipedegrass and Annual Ryegrass
      3. course - Bahiagrass, St. Augustinegrass, and (Tall Fescue from medium to coarse)
   4. Color - light to dark green
      1. light green - Centipedegrass
      2. medium green - Tall Fescue
      3. medium to dark green - Kentucky Bluegrass, Bahiagrass, St. Augustinegrass, Zoysiagrass
      4. light to dark green - Bermudagrass

37.02 Determine environmental requirements for North Carolina lawn grasses.

Environmental Requirements for N.C. Lawn Grasses (IH) pp. 375-378, (CL) pp. 1-14, (L) pp. 282-292

1. Temperature and altitude-climatic zone.
   1. Cool-season
   2. Warm-season
2. Type of soil.
3. Use tolerance or wear.
   1. Excellent - Bermudagrass
   2. Very good - Kentucky Bluegrass and Tall Fescue
   3. Good - Zoysiagrass and Bahiagrass
   4. Fair - Some mixtures
   5. Poor - Centipedegrass and St. Augustinegrass
4. Lime and fertilizer - follow soil sample recommendations.
5. Watering - as needed depending on weather and water conservation laws.
6. Mowing - recommended height varies from about 1” for Bermudagrass, Centipedegrasss, and Zoysiagrass to about 3” for Tall Fescue (see charts in references). The general rule for mowing frequency is that less than half the total leaf surface is removed. Example: if the recommended mowing height is 2”, grass should be mowed when it is less than 4” tall so that less than half will be removed.
7. Pest control - weeds, insects, diseases, moles.
8. Shade, partial shade, full sun - different grasses adapted to amount of sun or shade.

38.00 Examine methods of lawn seed bed preparation.
38.01 Contrast techniques for preparing a seed bed.

Methods Used to Start a Lawn (IH) pp. 371-375, (L) pp. 293-294

1. Seeding is most common and least expensive way to start a lawn. Seeds are sowed by hand or with a mechanical device such as hand spreaders or those powered by machinery such as a cultipacker seeder or a hydroseeder (a sprayer that applies seed, water, fertilizer and mulch at the same time).
2. Sodding is using established turf (grass and roots) that is cut in thin layers and removed from the growing area in strips. It is taken to new lawn and rolled out and fitted together. This is more expensive than other methods, but provides an instant lawn and works on slopes where seeds will wash away.
3. Plugging is using small plugs or blocks of sod to plant in holes about one foot apart. This method is very time-consuming, but is used for many warm season grasses that are poor seed producers.
4. Sprigging and stolonizing uses plant runners, cuttings or stolons without soil attached to start new lawns. Sprigging is slow if done by hand. Both sprigging and stolonizing can be done by broadcasting plant parts and rolled or disked into the soil, usually used on larger areas such as golf courses.

38.02 List the steps involved in preparing a seed bed.

Steps Involved in Preparing a Seed Bed (IH) pp. 369-378, (I) pp. 295-301

1. Grading
   1. Slope away from house to drain water away from house and basement
   2. Slope should not be over 15% for lawn grasses because of mowing safety
2. Drainage
   1. Necessary for proper root growth
   2. Slope affects drainage. Drainage tile below surface can be used
3. Conditioning the soil
   1. Six inches of topsoil should be spread over subsoil or if six inches are unavailable, well-rotted or decayed organic matter should be added and mixed in soil
   2. Roots, stones, dirt clods and other trash such as metal, etc., should be removed
   3. Soil should be tested for pH and nutrient recommendations
   4. Lime and fertilizer should be added to make pH of 6.5 to 7.0 and to meet fertilizer recommendations
   5. All soil additives such as lime, organic matter, fertilizer, pesticides, etc., should be worked into soil. Soil should be tilled to break the soil into small particles
4. Planting the lawn
   1. Plant at proper time of year: warm-season in spring and cool-season in early fall or very early spring
   2. Choose the correct high quality seed for the climate and use
   3. Sow one-half recommended rate of seed in one direction and sow the other half across the lawn at a 90° angle to the first half
   4. Cover seeds by lightly raking so that seeds will have contact with soil
   5. Mulch with light cover of straw or use commercial mulching material, especially on slopes
   6. Water to keep seeds moist and new seedlings moist until they are well established

39.00 Examine problems in establishing and maintaining lawns.
39.01 Explain the proper cutting practices for North Carolina lawn grasses.

Supplemental

39.02 Analyze pest and drainage problems in the lawn area.

Supplemental

IX. PEST MANAGEMENT

40.00 Explore pesticide safety practices.
40.01 Research safety regulations for handling, applying, and storing pesticides.

Pesticide Safety (IH) pp. 160-168

1. Read the label carefully - follow all directions and precautions.
2. Check the recommended uses to be certain it is correct for intended use.
3. Have clean water and detergents available to cleanup spills.
4. Wear protective clothing called for on label including rubber chemical gloves or respirator.
5. Use extra caution with concentrated chemicals when mixing. Always wear protective gloves and goggles.
6. Apply the chemical with care. Use only amount needed on the target area.
7. Mix just enough for the job at hand.
8. Guard against inhaling or swallowing chemical or its fumes, mist, or dust.
9. Consider weather conditions and apply when forecasted conditions are favorable, and avoid strong winds and heavy rain.
10. Store and dispose of chemicals properly. Keep in original container, in a locked area, away from children and animals, and away from food or animal feed. Check with cooperative extension or sanitary landfill about proper disposal.

40.02 Explain EPA regulations for the safe handling of pesticides.

EPA Pesticide Handling Regulations (IH) p. 167

1. EPA (Environmental Protection Agency) is the agency mandated by Congress to regulate pesticides.
2. Pesticides must be approved by EPA before they can be sold in the U.S.
3. EPA classifies pesticides as general use or restricted use. Users of restricted use pesticides must be certified applicators or under the direct supervision of a certified applicator.
4. Unintentional violation of regulations can result in civil penalties, and intentional violations can result in criminal penalties.
5. Restricted Entry Intervals regulations state that:
   1. no unprotected person may be in the treated area during pesticide application,
   2. time from application to reentry is stated and
   3. warnings to workers must be given to workers in a language they understand.
6. Records must be kept for two years by applicator of restricted use pesticides.
7. EPA established four toxicity categories and reentry times for each.
   1. Toxicity I chemicals have “Danger-Poison” on label. Warning signs must be posted and no one may re-enter treated area for 48 hours after application.
   2. Toxicity II chemicals have “Warning” on label. No one may re-enter treated area for 24 hours.
   3. Toxicity III chemicals have “Caution” on label. Re-entry can occur as soon as the dust or spray mist settles.
   4. Toxicity IV chemicals have no warning word on label and treated areas may be re-entered immediately.

41.00 Compare chemical labels for various types of pesticides.
41.01 Determine whether a product is a fungicide, insecticide, or herbicide based upon the label.

Supplemental

41.02 Select pesticides to control common horticultural plant pests.

Supplemental

1. Pea Education
   Agriscience, Technology and Environmental Catalog
   PO Box 2500
   Lebanon, IN 46052
   Tele: 1-877-260-2530
   Website: www.Phschool.com

2. Instructional Materials Service
   Agricultural Science & Technology Catalog
   Texas A&M University
   TAMUS 2588
   College Station TX 77843-2588
   Tele: 409-845-6601
   Fax: 409-845-6608

3. Instructional Materials Laboratory
   University of Missouri-Columbia
   2316 Industrial Drive
   Columbia MO 65202
   Tele: 1-800-392-7217
   Fax: 573-882-1992

4. North Carolina Cooperative Extension Service
   Agriculture Agent
   Local County

5. Visual Education Production
   VEP Catalog
   California Polytechnic State University
   San Luis Obispo CA 93407
   Tele: 1-800-235-4146
   Fax: 1-800-547-8638

6. Curriculum Materials Service
   1114 Chambers Road
   The Ohio State University
   Columbus OH 43212-1702
   Tele: 614-292-4848 Fax: (24 hours) 1-800-292-4919
   Email: cms@osu.edu

7. Idaho Vocational Curriculum Dissemination
   College of Education, 209
   University of Idaho
   Moscow ID 83844-3083
   Tele: 208-885-6556
   Fax: 208-885-6869
   Email:

8. Publications Distribution Center
   College of Agricultural Science
   Penn State University
   112 Agricultural Administration Building
   University Park PA 16802-2602
   Tele: 814-865-6713
   Fax: 814-863-5560

9. For Delmar publications and materials, contact:
   ITP Order Processing Center
   10560 Toebben Drive
   Independence,KY 41057
   Tele: 1-800-354-9706
   For Desk Copy or Preview call: 1-800-824-5179
   Website: www.delmar.com

10. ITCS
    University of Illinois
    1401 South Maryland Drive
    Urbana IL 61801
    Tele: 217-244-3906
    Orders Only: 1-800-345-6087
    Fax: 217-333-0005
    Website: www.aces.uiuc.edu/vo-ag/

11. Curriculum and Instructional Materials Center
    Oklahoma Department of Vocational and Technical Education
    1500 West 7th Avenue
    Stillwater OK 74074
    Tele: 1-800-654-4502
    Fax: 405-743-5154
    Website: www.okcareertech.org-cime

12. Hobar Publications-National Farm Book Co.
    3943 Meadowbrook Road
    Minneapolis MN 55426
    Tele: 612-938-9330
    1-800-846-7027
    Fax: 612-938-7353
    Website: www.finey-hobar.com

13. AAVIM
    220 Smithonia Road
    Winterville GA 30683
    Tele: 1-800-228-4689 or 706-742-5355
    Fax: 706-742-7005
    Email: sales@aavim.com

14. VERNARD Films, Ltd.
    Farm Film Foundation
    Box 1332
    Peoria IL 61654
    Tele: 309-699-3911
    Fax: 309-699-3937

15. National FFA Organization
    Attn: Distribution Services
    National FFA Center
    PO Box 15160
    Alexandria VA 22309-0160
    Tele: 703-780-5600
    Fax: 1-800-366-6556

16. Lincoln Electric
    11130 Carpet Street
    Charlotte NC 28273-6200
    Tele: 704-588-3251
    Fax: 704-588-8068

17. Teaching Aids, Inc.
    PO Box 1798
    Costa Mesa CA 92628
    Tele: 714-786-8794
    Fax: 714-786-8794

18. Simon and Schuster
    PO Box 2649
    Columbus OH 43216-2649
    Tele: 1-800-848-9500
    Fax: 614-771-7361

19. Glenco/McGraw-Hill
    PO Box 543
    Blacklick OH 43004-0543
    Tele: 1-800-334-7344
    Fax: 614-860-1877

20. Internal Revenue Service
    Taxpayer Education Office, in Greensboro
    320 Federal Place
    Greensboro NC 27401
    Tele: 910-378-2193

21. N. C. Department of Revenue
    Office of Public Affairs
    PO Box 25000
    Raleigh NC 27640
    Tele: 919-733-5327

22. Deere & Company
    Attn: Al Higley
    John Deere Road
    Moline IL 61265
    Tele: 309-765-4714
    Fax: 309-765-5083
    Email: AH33418@Deere.com

23. NC FFA Foundation
    Official Agricultural Tools Identification Manual
    NCSU, 17 Ricks Hall
    Box 7607
    Raleigh, NC 27695
    Tele: 919-515-6129
    FAX: 919-515-9060