VoCATS
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Agricultural Education
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Special thanks to the following educators and business people who
reviewed and approved this blueprint for technical content and appropriateness for the industry.
Mr. Raymond Caviness, Eastern Randolph High School This Blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry. Contact rwelfare@dpi.state.nc.us for more information.
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A course blueprint is a document laying out the framework of the curriculum for a given course.
Shown on the blueprint are the units of instruction, the core competencies in each unit, and the specific objectives for each competency. The blueprint illustrates the recommended sequence of units and competencies and the cognitive and performance weight of the objective within the course.
The blueprint should be used by teachers to plan the course of work for the year, preparing daily lesson plans, construct instructionally valid interim assessments. Statewide assessments are aligned directly with the course blueprint.
For additional information about this blueprint, contact program area staff. For additional information about the VoCATS Competency Achievement Tracking System, contact program area staff or VoCATS, Workforce Development, Division of Instructional Services, North Carolina Department of Public Instruction, 6358 Mail Service Center, Raleigh, North Carolina 27600-6358, 919.807.3876, email: rwelfare@dpi.state.nc.us.
| No. | Heading | Column Information |
|---|---|---|
| 1 | Comp # & Obj. # | Comp=Competency number (two digits); Obj.=Objective number(unique course identifier plus two-digit objective number). |
| 2 | Unit
Titles/Competency and Objective Statements |
Statements of unit titles, competencies per unit, and specific objectives per competency. Each competency statement or specific objective begins with an action verb and makes a complete sentence when combined with the stem "The learner will be able to..." (The stem appears once in Column 2). Outcome behavior in each competency/objective statement is denoted by the verb plus its object. |
| 3 | Time Hrs |
Space for teachers to calculate time to be spent on each objective based on the course blueprint, their individual school schedule, and analysis of students' previous knowledge on the topic. |
| 4&5 | Course Weight
Cognitive
Performance |
Shows the relative importance of each objective, competency, and unit. Weight is broken down into two components: cognitive and performance. Add the cognitive and performance weights shown for an objective in columns 4 and 5 to determine its total course weight. Course weight is used to help determine the percentage of total class time that is spent on each objective. The breakdown in columns 4 and 5 indicates the relative amount of class time that should be devoted to cognitive and performance activities as part of the instruction and assessment of each objective. Objectives with performance weight should include performance activities as part of instruction and/or assessment. |
| 6 | Type Behavior |
Classification of outcome behavior in competency and objective statements. (C=Cognitive; P=Performance). |
| 7 | Integrated Skill Area |
Shows links to other academic areas. Integrated Skills codes: A=Arts; E=English Language Arts; CD=Career Development; CS=Information/Computer Skills; H=Healthful Living; M=Math; SC=Science; SS=Social Studies. |
| 8 | Core Supp |
Designation of the competencies and objectives as Core or Supplemental. Competencies and objectives designated Core must be included in the Annual Planning Calendar and assessed on the statewide assessments. |
Workforce Development Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 100 | |||||||
| Total Course Weight | 77% | 23% | |||||
| A. | LEADERSHIP DEVELOPMENT | 6% | 3% | ||||
| 01.00 | Demonstrate the major components of leadership involved in successful employment. | 2% | 1% | C3P | |||
| 01.01 | Identify leadership qualities desired by the horticulture industry. | 2% | C1 | CD/E | Core | ||
| 01.02 | Develop leadership qualities through participation in the horticulture instructional program. | 1% | C3P | CD/E | Core | ||
| 02.00 | Adapt public speaking techniques to the audience and purpose of the communication. | 2% | 1% | C3P | |||
| 02.01 | Describe the major types of speeches and the variables to be considered when presenting the speeches. | 2% | C1 | E | Core | ||
| 02.02 | Deliver a speech to a horticulture industry organization. | 1% | C3P | E | Core | ||
| 03.00 | Apply Robert's Rules of Order to conduct business meetings of horticulture organizations. | 2% | 1% | C3P | |||
| 03.01 | Analyze the role of Robert's Rules of Order in the orderly conduct of business. | 2% | C3 | E/SS | Core | ||
| 03.02 | Conduct an orderly transaction of business utilizing Robert's Rules of Order. | 1% | C3P | E/SS | Core | ||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| B. | SUPERVISED AGRICULTURAL EXPERIENCE PROGRAM | 4% | 3% | ||||
| 04.00 | Design a school-to-work employment plan based upon career objectives. | 2% | 1% | C3P | |||
| 04.01 | Describe the procedures for planning and implementing a school-to-work employment plan. | 2% | C1 | CD/E | Core | ||
| 04.02 | Create an individual written school-to-work employment plan based upon career objectives. | 1% | C3P | CD/E | Core | ||
| 05.00 | Develop a financial record system for use in the horticulture industry. | 2% | 2% | C3P | |||
| 05.01 | Identify the elements of a financial statement. | 2% | C1 | M | Core | ||
| 05.02 | Compose a financial statement. | 2% | C3P | M | Core | ||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| C. | FLORICULTURE & NURSERY/LANDSCAPE PLANT IDENTIFICATION | 10% | |||||
| 06.00 | Identify floriculture and nursery/landscape plants. | 10% | C1 | ||||
| 06.01 | Use physical characteristics and uses to identify floriculture plants. | 5% | C1 | SC | Core | ||
| 06.02 | Use physical characteristics and uses to identify nursery/landscape plants. | 5% | C1 | SC | Core | ||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| D. | GREENHOUSE PLANT PRODUCTION | 19% | 4% | ||||
| 07.00 | Explore the functions of a greenhouse as related to plant production. | 1% | 2% | C3P | |||
| 07.01 | Summarize the functions of the greenhouse and its usefulness to plant production. | 1% | C2 | E/SC | Core | ||
| 07.02 | Demonstrate the use of greenhouse environmental controls for heat, air, light and moisture. | 2% | C3P | SC | Core | ||
| 08.00 | Regulate greenhouse equipment to control temperature, light and moisture. | 2% | C3 | ||||
| 08.01 | Compare the greenhouse maintenance items. | 1% | C3 | M/SC | Core | ||
| 08.02 | Explain how temperature, light and moisture are controlled in a greenhouse. | 1% | C2 | E/M/SC | Core | ||
| 09.00 | Apply appropriate maintenance of a greenhouse. | 2% | C3 | ||||
| 09.01 | Describe greenhouse weed control procedures. | C1 | E/SC | Supp | |||
| 09.02 | Investigate the general maintenance of a greenhouse. | 2% | C3 | M/SC | Core | ||
| 10.00 | Examine bedding plant production in the greenhouse. | 4% | C3 | ||||
| 10.01 | Describe selected bedding plants including marigolds, geraniums, petunias, pansies, impatiens and begonias. | 2% | C1 | E/SC | Core | ||
| 10.02 | Compare cultural requirements of selected bedding plants including marigolds, geraniums, petunias, pansies, impatiens and begonias. | 2% | C3 | SC | Core | ||
| 11.00 | Investigate problems related to growing bedding plants in the greenhouse. | 6% | C3 | ||||
| 11.01 | Explain potential problems related to bedding plant production. | 2% | C2 | SC | Core | ||
| 11.02 | Hypothesize causes of problems with bedding plant production. | 2% | C3 | SC | Core | ||
| 11.03 | Propose possible solutions to problems with greenhouse plant production. | 2% | C3 | SC | Core | ||
| 12.00 | Seed bedding plants. | C3P | |||||
| 12.01 | Explain procedures for sowing seeds. | C3 | M/SC | Supp | |||
| 12.02 | Demonstrate the use of seed flat containers for sowing bedding plant seeds. | C3P | M/SC | Supp | |||
| 13.00 | Transplant bedding plants. | 2% | 2% | C3P | |||
| 13.01 | Compare types of media and containers used in transplanting bedding plants. | 2% | C3 | M/SC | Core | ||
| 13.02 | Use the proper procedures to transplant bedding plants. | 2% | C3P | M/SC | Core | ||
| 14.00 | Apply production methods of photoperiodic greenhouse crops. | 2% | C3P | ||||
| 14.01 | Compare procedures of photoperiodic production of poinsettias and chrysanthemums. | 2% | C3 | M/SC | Core | ||
| 14.02 | Operate lighting and shading systems in a greenhouse for the production of photoperiodic crops. | C3P | M/SC | Supp | |||
| 15.00 | Use irrigation methods for selected greenhouse crops. | C3P | |||||
| 15.01 | Regulate an automatic watering system. | C3P | M/SC | Supp | |||
| 15.02 | Explain the difference in water requirements of plants grown in clay, plastic and peat pots. | C3 | M/SC | Supp | |||
| 15.03 | Demonstrate the procedure of watering crops to provide good "run-through." | C3P | M/SC | Supp | |||
| 16.00 | Construct a hanging basket with flowering and foliage plants from the greenhouse. | C3 | |||||
| 16.01 | Examine reasons for selecting specific hanging basket containers. | C3 | M/SC | Supp | |||
| 16.02 | Research plants that grow well in a hanging basket. | C3 | M/SC | Supp | |||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| E. | LANDSCAPE DESIGN AND MAINTENANCE | 17% | 6% | ||||
| 17.00 | Explore landscaping and landscape planning. | 9% | C3 | ||||
| 17.01 | Summarize occupational opportunities in landscaping. | 2% | C3 | CD/E | Core | ||
| 17.02 | Compare different types of plans used in landscaping. | 3% | C3 | A/M | Core | ||
| 17.03 | Examine procedures of landscape planning. | 4% | C3 | A/M/SC | Core | ||
| 18.00 | Create a landscape plan, illustrating the steps from beginning to finished product. | C3P | |||||
| 18.01 | Explore all elements of creating a landscape plan. | C3P | A/M/SC | Supp | |||
| 18.02 | Research proper layout of plant materials, tools, and steps to follow in landscaping. | C3 | A/M/SC | Supp | |||
| 18.03 | Calculate the cost of implementing a landscape plan. | C3 | A/M/SC | Supp | |||
| 19.00 | Research landscape planning aids. | C3P | |||||
| 19.01 | Use computer programs to develop landscape plans. | C3P | A/M/CS | Supp | |||
| 19.02 | Compare advantages and disadvantages of methods of landscape planning. | C3 | A/CC/SC | Supp | |||
| 20.00 | Research interior landscaping and its objective. | 4% | C3 | ||||
| 20.01 | Summarize the uses of interior landscaping. | 2% | C2 | A/E/SC | Core | ||
| 20.02 | Compare the advantages and disadvantages of interior and exterior landscaping. | 2% | C3 | A/E/SC | Core | ||
| 21.00 | Plant selected ornamental plants to establish an attractive landscape. | 2% | C3P | ||||
| 21.01 | Explore methods of planting ornamental plants. | 2% | C3 | M/SC | Core | ||
| 21.02 | Demonstrate procedures for planting bare-root plants, container-grown plants, balled burlapped plants, trees and various bulbs. | C3P | M/SC | Supp | |||
| 22.00 | Maintain newly planted plants in a given environment. | 4% | C3P | ||||
| 22.01 | Explore maintenance and care of plants after planting to maintain an attractive landscape. | 2% | C3P | M/SC | Core | ||
| 22.02 | Prepare a maintenance schedule for newly planted shrubs, trees, annuals, and perennials. | 2% | C3P | E/M/SC | Core | ||
| 23.00 | Apply appropriate irrigation methods for newly planted stock in a given landscape. | C3 | |||||
| 23.01 | Investigate watering needs of newly planted stock. | C3 | SC | Supp | |||
| 23.02 | Explain different irrigation methods for watering stock. | C3P | SC/M | Supp | |||
| 24.00 | Explore elements and objectives of soil sterilization. | C3P | |||||
| 24.01 | Explain the rationale behind soil sterilization. | C3P | H/SC | Supp | |||
| 24.02 | Compare methods of soil sterilization. | C3 | H/SC | Supp | |||
| 24.03 | Apply appropriate procedures including safety practices related to sterilizing soil. | C3P | H/SC | Supp | |||
| 25.00 | Prune ornamental plants to maintain an attractive landscape. | 2% | 2% | C3P | |||
| 25.01 | Compare the principles and effects of the different types of pruning, including seasonal considerations. | 2% | C3 | SC | Core | ||
| 25.02 | Use pruning tools and supplies safely. | 2% | C3P | SC | Core | ||
| 26.00 | Demonstrate different types of pruning. | C3P | |||||
| 26.01 | Perform corrective pruning on a damaged tree or shrub. | C3P | A/SC | Supp | |||
| 26.02 | Perform corrective pruning on an odd-shaped plant. | C3P | A/SC | Supp | |||
| 26.03 | Shear a formal hedge plant to maintain desired confirmation of the plant. | C3P | A/SC | Supp | |||
| 27.00 | Apply an appropriate procedure for espaliering a given plant. | C3 | |||||
| 27.01 | Design at least two lattice or trellis designs. | C3 | A/M/SC | Supp | |||
| 27.02 | Research plants appropriate for espaliering. | C3 | A/SC | Supp | |||
| 28.00 | Apply procedures and processes necessary for weed control in the landscape. | C3 | |||||
| 28.01 | Research weeds common in landscapes. | C3 | E/SC | Supp | |||
| 28.02 | Recommended methods of weed control in the landscape. | C3 | SC | Supp | |||
| 29.00 | Maintain equipment used in a given landscape. | C3P | |||||
| 29.01 | Service parts of small engines used in landscape maintenance equipment. | C3P | H/SC | Supp | |||
| 29.02 | Sharpen blades of cutting tools and equipment used in landscaping. | C3P | H/SC | Supp | |||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| F. | FLORAL DESIGN | 6% | 3% | ||||
| 30.00 | Research flowers, fillers, and materials used in floral arrangements as related to the floricultural industry. | 4% | C3 | ||||
| 30.01 | List characteristics of flowers, fillers, and other components of floral design. | 2% | C1 | A/E/M/SC | Core | ||
| 30.02 | Explain the role of both flowering plants and foliage plants in floral design. | 2% | C3 | A/E/SC | Core | ||
| 31.00 | Prepare a specified floral arrangement. | 2% | 3% | C3P | |||
| 31.01 | Distinguish between floral arrangements. | 2% | C3 | A/SC | Core | ||
| 31.02 | Explore techniques in floral design. | 3% | C3P | A/SC | Core | ||
| 32.00 | Examine procedures for preparing potted plants as an area of floral design. | C3P | |||||
| 32.01 | Research common potted plants. | C3 | E/SC | Supp | |||
| 32.02 | Prepare a potted plant for sale. | C3P | A/E/SC | Supp | |||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| G. | NURSERY PRODUCTION | 3% | 4% | ||||
| 33.00 | Analyze principles of growing nursery stock for use in a horticultural business. | 3% | C3 | ||||
| 33.01 | Examine practices necessary to produce a plant to salable size in a nursery. | 3% | C3 | SC | Core | ||
| 33.02 | Compare results of practices used in the production of nursery stock. | C3 | M/SC | Supp | |||
| 34.00 | Apply appropriate procedures for growing container stock. | 4% | C3P | ||||
| 34.01 | Demonstrate potting, watering, and calculating fertilizer needs for nursery plants. | 2% | C3P | M/SC | Core | ||
| 34.02 | Prune young nursery stock to train plant for mature form. | 2% | C3P | A/SC | Core | ||
| 35.00 | Examine ways nursery stock is sold. | C3P | |||||
| 35.01 | Compare bare-root, balled and burlapped, and container grown nursery stock. | C3 | SC | Supp | |||
| 35.02 | Demonstrate the correct procedures for marketing bare-root, balled and burlapped, and container grown nursery stock. | C3P | SC | Supp | |||
| 36.00 | Prepare specimens for mist-bed propagation. | C3P | |||||
| 36.01 | Prepare methods of preparation for hardwood and softwood stem cuttings in the mist bed. | C3 | SC | Supp | |||
| 36.02 | Prepare selected cuttings for mist-bed propagation. | C3P | SC | Supp | |||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| H. | ESTABLISHING AND MAINTAINING LAWNS | 8% | |||||
| 37.00 | Examine lawn grasses adapted to North Carolina. | 4% | C3 | ||||
| 37.01 | Identify North Carolina lawn grass varieties. | 2% | C1 | E/SC | Core | ||
| 37.02 | Determine environmental requirements for North Carolina lawn grasses. | 2% | C3 | H/SC | Core | ||
| 38.00 | Examine methods of lawn seed bed preparation. | 4% | C3 | ||||
| 38.01 | Contrast techniques for preparing a seed bed. | 2% | C3 | E/SC | Core | ||
| 38.02 | List the steps involved in preparing a seed bed. | 2% | C1 | E/SC | Core | ||
| 39.00 | Examine problems in establishing and maintaining lawns. | C3 | |||||
| 39.01 | Explain the proper cutting practices for North Carolina lawn grasses. | C3 | SC | Supp | |||
| 39.02 | Analyze pest and drainage problems in the lawn area. | C3 | H/SC | Supp | |||
| Comp# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) | Time Hours |
*Course Weight*Cogn./Perfor. |
Type Behavior | Integrated Skill Area |
Core Supp |
|
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| I. | PEST MANAGEMENT | 4% | |||||
| 40.00 | Explore pesticide safety practices. | 2% | C3 | ||||
| 40.01 | Research safety regulations for handling, applying, and storing pesticides. | 2% | C3 | E/H/M/SC | Core | ||
| 40.02 | Explain EPA regulations for the safe handling of pesticides. | 2% | C3 | E/H/M/SC | Core | ||
| 41.00 | Compare chemical labels for various types of pesticides. | C3P | |||||
| 41.01 | Determine whether a product is a fungicide, insecticide, or herbicide based upon the label. | C3 | E/H/SC | Supp | |||
| 41.02 | Select pesticides to control common horticultural plant pests. | C3P | E/H/SC | Supp | |||
6842
Horticulture II Course Curriculum
This page (http://www.ces.ncsu.edu/plymouth/aee/hort2Blueprint.html) was created by Benjamin D. Forrest, III, Eastern Region Agricultural Education Coordinator, and Bruce A. Emmons, Area Specialized Agent, Information Management on October 10, 2001
Last revised July 21, 2003.