Daily Log/Lesson Plans

 
Day 82 - Friday, May 7, 2010
 
SUBSTITUTE TEACHER
Video - BARAKA
 
Day 81 - Thursday, May 6, 2010
 
Day 80 - Wednesday, May 5, 2010
  
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you finish up a basemap – with title block, north arrow, graphic scale
• In addition to the drawing, what else is found on a base map?
• What is a Title block and what information is found in a title block?
• What types of lettering is used in a Title Block?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Drawing a Base Map
• Condition flowers for tomorrow’s Mother’s Day arrangement – discuss conditioning
• PPT – Title blocks, etc.
• Students to finish their basemaps on vellum – and properly roll to place in tubes
• Quiz – NP 7 & 8
 
Class Activities:,
• Add more free plants to the table – compost yesterday’s plants – straighten in the GH
 
Day 79 - Tuesday, May 4, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you do a site inventory?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory and Analysis, Taking a Site Inventory
• Discuss site inventory
• Assignment – Site Inventory 1
• Take site inventory
• Go over and redraw in classroom
 
Class Activities:,
• Add more free plants to the hallway, dump plants in compost pile, clean up pots, soil, etc.
• Visit cottage and do a site inventory
• Tree walk in courtyard to look at catkins, pine tree candles, silverbell in flower
 
Day 78 - Monday, May 3, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you draw a border on a landscape design?
• Review the hierarchy of lines? [border, house, sidewalk/paths, trees, shrubs, details]
• How do you trace a basemap onto vellum?
• What were some hallmarks of Early American landscape design?  How did the styles change?
• Why didn’t young America have a distinctive landscape style?
 
Unit of Study – Transferring a Base Map to Vellum, Drawing a Border, Nature Perfected - America
• Ppt - Plan Graphics for the Landscape Designer - Chapter 7 - The Plan Drawing Graphic Drawing a Border
• Transferring a Basemap to vellum
• Video – Nature Perfected 8 – Moving On – Gardens in the New World
 
Class Activities:,
• Drawing a ½” border on vellum, tracing basemap onto vellum
• Transferring a Basemap onto Vellum
 
Day 77 - Friday, April 30, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• What makes site analysis different from site inventory?
• What are some common symbols used in site analysis?
• In addition to the drawing, what else is found on a base map?
• How do you draw graphic scales and why are they important?
• Why did early America fail to develop a landscape “style”
• What crop was important to the early American colonies?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory and Analysis, Graphic Scales, Nature Perfected - America
• PPT – Site Inventory and Analysis – Site Analysis
• Ppt - Plan Graphics for the Landscape Designer - Chapter 7 - The Plan Drawing Graphic Scales
• Drafting 3.2h Graphic Scales
• Video – Nature Perfected 8 – Moving On – Gardens in the New World (7 minutes)
 
Class Activities:,
• Cook and eat collard greens
• Draw Graphic Scales
• Outdoors – weed, water, spray herbicide, work on finishing up outdoor bench
 
Day 76 - Thursday, April 29, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• What is the difference between a macroclimate and a microclimate?
• What are native plants and what are the advantages of using them in landscapes?
• What options do designers have, in terms of plants already located on a site? [keep, transplant, remove]
• Why are North Arrows drawn on base maps?
• How does a north arrow help the designer?
• How do you draft a north arrow?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory and Analysis, North Arrows
• Ppt - Plan Graphics for the Landscape Designer - Chapter 7 - The Plan Drawing North Arrows
• Terms 3.3t Native plant
• Handout and on-screen planting information for vegetables from Georgia Organics
• Reading 3.3r Site Analysis 2 pgs 52-56
• Worksheet 3.3ws Site analysis 2
• Drafting a Cottage Basemap 3 – Assignment – adding the sidewalk and gravel paths - COMPLETE
• Drafting 3.2 g – North Arrows - COMPLETE
 
Class Activities:,
• Use measurements and compass to triangulate sidewalk onto base map
• Draft North Arrows
• Outdoors – plant remaining spring crops in outdoor planters
• Food prep – prepare harvested collards to cooking tomorrow
• Food prep – prepare lettuce from greenhouse for salad today
• Harvest nasturtium flowers
• Make and eat salad
Day 75 - Wednesday, April 28, 2010
 
GPS:
AG-NL-5.  Students will investigate the properties of soils and the factors and affect crop productivity and plant health
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do soil pH and drainage affect plants?
• What does pH measure?
• What is the pH of most soils around here?
• How can you modify soil pH?
• What options are there for poorly-drained sites?
• How do you triangulate a pathway/curve onto a landscape plan?
• What are North Arrows drawn on base maps?
• How do you draft a north arrow?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory and Analysis, North Arrows
• Ppt - Site Inventory and Analysis - from Designing the Landscape –Soil pH, Drainage
• Ppt - Plan Graphics for the Landscape Designer - Chapter 7 - The Plan Drawing – Title Blocks, North Arrows
• Handout – material Symbols
• Drafting a Cottage Basemap 3 – Assignment – adding the sidewalk and gravel paths
• Drafting 3.2 g – North Arrows
 
Class Activities:,
• Use measurements and compass to triangulate sidewalk onto base map
• Draft North Arrows
• Outdoors – finish greenhouse bench, remove all pansies and tulips (compost)
• Cooking – prepare and eat chard tart
 
Day 74 - Tuesday, April 27, 2010
 
GPS:
AG-NL-5.  Students will investigate the properties of soils and the factors and affect crop productivity and plant health
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• What is meant by soil texture?
• Discuss the three different soil particle sizes and compare how they hold water and nutrients
• Explain what is meant by soil structure
• How can you improve the structure of your soil
• What is the problem with soil compaction and how is it caused?
• What are some design elements in English design?
• How do you triangulate a pathway/curve onto a landscape plan?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory and Analysis, English Gardens
• Ppt - Site Inventory and Analysis - from Designing the Landscape – Soil texture, Soil structure
• Finish video – Nature Perfected 7 – The Landscaping of England
• Handout – material Symbols
• Drafting a Cottage Basemap 3 – Assignment – adding the sidewalk and gravel paths.
 
Class Activities:,
• Drink mint tea (made yesterday)
• Use measurements and compass to triangulate sidewalk onto base map
 
Day 73 - Monday, April 26, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• What are some design elements in English design?
 
Unit of Study – English Gardens
• Return quiz on NP 5 & 6 – go over questions on the final
• Video – Nature Perfected 7 – The Landscaping of England
 
Class Activities:,
• Outdoor/GH jobs – transplanting, plant potatoes, plant corn, transplant beets (still small…), harvest parsley, harvest chard, harvest parsnips
• Make mint tea
• Make parsnips
• Prep collards/chard
 
Day 72 - Friday, April 23 - 2010
 
Awards Day/Spring Fling/ Prom
 
Day 71 - Thursday, April 22, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How does exposure relate to effective landscape design?
• In the Northern Hemisphere, where is the sun located N,S,E,W?
• How does the position of the sun differ in summer and winter?  How does this impact a landscape?
• What exposure conditions are found in the north, south, east, and west?
• Where is the ideal location for an entertainment area?
• What is meant by environmentally-sensitive design?
• Where is the best location for a large DECIDUOUS tree? [SW]
• Prevailing winds come from which direction? [West] How does the direction of summer and winter winds differ?
• How do you design to block the wind?
• Which landscape items are usually retained in a landscape makeover?  Why?
• What are some of the things that a designer needs to note about trees on the site analysis?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Exposure, Wind, Existing plants, Gardens of Elizabethan/Tudor England
• Ppt - Site Inventory and Analysis - from Designing the Landscape – Inventory & Analysis – Exposure, Wind, Existing plants
• Video – Nature Perfected 7 – The Landscaping of England
• Complete Drafting Assignment 2 Basemap of Cottage – Triangulating objects
 
Class Activities:,
• Outdoor/GH jobs – transplanting, plant potatoes, plant corn, transplant beets (still small…), harvest parsley, harvest chard, harvest parsnips
 
Day 70 - Wednesday, April 21, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• Why is it important to note where septic tanks are located in a yard?
• What is important to note about overhead power lines?
• How can the designer improve the look of trash, utility and storage areas?
• What are the three different view the designer might indicate on a plan? [good, bad, potential]  What are the symbols used to note this?
• What are generally considered “good views”, “bad views”?
• What parts of the house or yard might be candidates for improved views?
• How do use a compass to triangulate points on a drawing?
• How do you draw the diameter of plants on a drawing?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory, House and Circulation
• Ppt - Site Inventory and Analysis - from Designing the Landscape – Inventory & Analysis – Utilities and Views
• Reading 3.2r Site analysis 1 pgs 44-52
• Worksheet 3.2ws Site analysis 1
• Continue to work on: Drafting Assignment 2 Basemap of Cottage – Triangulating objects
 
Class Activities:,
• Start to triangulate trees, shrubs, etc. on drafted cottage basemap
• Outdoor/GH jobs
 
Day 69 - Tuesday, April 20, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• What is the difference between site inventory and site analysis?
• What items do you need to bring to do a site inventory?
• What are some things that should be noted about the house?
• Which rooms in the house are important for creating nice views?
• What are the two different types of paths in the landscape?  Where would you use each?
• What are desire lines and what should you do about them?
• How do use a compass to triangulate points on a drawing?
• How do you draw the diameter of plants on a drawing?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Site Inventory, House and Circulation
• Terms 3.2t Site analysis plan
• Ppt - Site Inventory and Analysis - from Designing the Landscape – Inventory & Analysis – Desire Lines
• Return student sketches of cottage
• Handout – Conventional Symbols and Line Weights
• Go over symbols form handout that will be used in drawing
• Demonstrate how to use a compass to triangulate tree measurements
• Drafting Assignment 2 Basemap of Cottage
 
Class Activities:,
• Start to triangulate trees, shrubs, etc. on drafted cottage basemap
 
Day 68 - Monday, April 19, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you begin to draw a basemap? – draw house, windows and doors, stairs
• How do you get your measurements on paper?
• How do you decide where to locate the building?

Unit of Study – Chapter 3 – Analyzing the Landscape Site – Basemaps, Indian and Italian Renaissance Gardens
• Announce plant sale results
• Announce Chattahoochee Tech Open House
• Pass out progress reports
• Have available any recent assignments for students to make up
• Return quiz on Basemaps – go over questions on the final
• Quiz: NP 5 & 6
• Drafting Assignment 1 Basemap of Cottage
• Go over drafting assignment step-by-step with the class, return student measurements 1-4 of the cottages
 
Class Activities:
• Transplanting in GH
• Properly locate the corner [B]of the cottage on the basemap, decide on paper orientation [landscape], decide on a scale 3/32”=1’0”, draw the cottage, landings, and stairs on paper.
 
Day 67- Friday, April 16, 2010
 
GPS:
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you begin to draw a basemap? – draw house, windows and doors, stairs
• How do you get your measurements on paper?
• How do you decide where to locate the building?

Unit of Study – Chapter 3 – Analyzing the Landscape Site – Basemaps, Italian Renaissance Gardens
• Video – Gardens of The World – Formal Italian Gardens
• Drafting Assignment 1 Basemap of Cottage
• Go over drafting assignment step-by-step with the class, return student measurements 1-4 of the cottages
 
Class Activities:
• Properly locate the corner [B]of the cottage on the basemap, decide on paper orientation [landscape], decide on a scale 3/32”=1’0”, draw the cottage, landings, and stairs on paper.
 
Day 66 - Thursday, April 15, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you begin to draw a basemap? – determine scale, center house on paper
• How do you get your measurements on paper?
• How do you decide where to locate the building?

Unit of Study – Chapter 3 – Analyzing the Landscape Site – Basemaps
• Quiz: Basemaps, Site Surveys, Measurement
• Return NP 5 & 6 papers for tomorrow’s quiz
• Drafting Assignment 1 Basemap of Cottage
• Go over drafting assignment step-by-step with the class, return student measurements 1-4 of the cottages
 
Class Activities: 
• Work on building final bench
• Take additional measurements outdoors for cottage drafting project
• Transplanting in GH
• Planting potatoes, marigolds outdoors
• Properly locate the corner [B]of the cottage on the basemap, decide on paper orientation [landscape], decide on a scale 3/32”=1’0”, draw the cottage, landings, and stairs on paper.
 
Day 65 - Wednesday, April 14, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-6.  Students will prepare new landscape planting sites for nursery and landscape plants
AG-NL-7.  Students will create and interpret landscape plans
AG-NL-8.   Students will install landscape plants to industry standards and recommended practices.
 
Essential questions:
• How do you draw a basemap?
• What were some of the features of Italian Renaissance gardens?
• What were some of the plants and materials that might be used in Italian Renaissance gardens?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Basemaps, Italian Renaissance Gardens
• Discuss seed potatoes, how potatoes grow and planting potatoes
• Ppt - The Base Map 2 - from Designing the Landscape – What to locate on a site and how to measure, Drawing a basemap by using a site survey
• Hand out study list for tomorrow’s quiz
• Return all papers for tomorrow’s quiz
• Video: Nature Perfected 6 – “New Perspectives” – first half – Italian Renaissance gardens
 
Class Activities: 
• Extra credit sketching of Italian Renaissance gardens
• Outdoor work/GH work – prepare bed for planting potatoes
 
Day 64 - Tuesday, April 13, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-6.  Students will prepare new landscape planting sites for nursery and landscape plants
AG-NL-7.  Students will create and interpret landscape plans
AG-NL-8.   Students will install landscape plants to industry standards and recommended practices.
 
Essential questions:
• How do you triangulate a curve?
• How do you measure a curve using a grid method?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Triangulation, Triangulating a curve
• Ppt - The Base Map 2 - from Designing the Landscape – Triangulating a Curve, Grid Method
• Handout – Cottage basemap
• Assignment 3.1iws Basemap of Cottage 5
 
Class Activities:
• Measure walkways and take curve triangulation measurements
• Assemble bean towers and plant pole beans
 
Day 63 - Monday, April 12, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-7.  Students will create and interpret landscape plans
 
Essential questions:
• How do you locate “free-floating” things in a landscape plan?
• How do you take measurements for triangulation?
• What are usually the “fixed” points for triangulation and why?
• How do you use a compass when drawing triangulation measurements?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site – Triangulation. Indian and Mughal design
• Video – Nature Perfected 5 – Gardens of Conquest
• Ppt - The Base Map 2 - from Designing the Landscape – Triangulation
• Handout – Identifying trees on the basemap
• Copy of Triangulation showing items only
• Copy of Triangulation showing points and labels
• Assignment 3.1hws Basemap of Cottage 4
• Go over measurements on the screen – using WORD to compare team measurements
 
Class Activities:
• Measure items that must be triangulated on the basemap
 
SPRING BREAK
 
Day 62 - Friday, April 2, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-6.  Students will prepare new landscape planting sites for landscape plants.
AG-NL-7.  Students will create and interpret landscape plans
AG-NL-8.   Students will install landscape plants to industry standards and recommended practices.
 
Essential questions:
• What utilities do you locate on a site?
• How do you correctly list and describe utilities that are attached to a house?
 
Unit of Study –Chapter 3 – Analyzing the Landscape Site, Measurements for a Basemap - utilities
• Return cottage measurements form yesterday – og over common errors
• Return 2 drafting assignment to students and personally touch base regarding corrections/errors, etc.
• Ppt - The Base Map 2 - from Designing the Landscape – Utilities attached to the house
• Handout – copy of labeling utilities
• Handout – blank sketch of cottage to use to ID and label utilities
• Assignment 3.1gws Basemap of Cottage 3 [OPTIONAL]
 
Class Activities:
• Visit a cottage on campus to measure: walls doors, windows, stairs, height of windows
• GH/outdoor activities
 
Day 61 - Thursday, April 1, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you record baseline measurements?
• How do you use measuring tools?
• What are some characteristics of Indian/Mughal gardens
 
Unit of Study –Chapter 3 – Analyzing the Landscape Site, Measurements for a Basemap, Mughal and Indian Design
• Return quiz NP 3 & 4 – go over questions on the final
• Return cottage sketch from yesterday and discuss importance of SEQUENTIAL NUMBERING
• PPT - The Base Map 2 - from Designing the Landscape – Recording baseline measurements – Measuring walls, windows and doors
• Assignment 3.1fws Basemap of Cottage 2 - go outdoors to measure – using wheels and tape, in groups of 2-3
• Handout - Sample Cottage Basemap with corners labeled 3.1e
• Handout - Sample Cottage Basemap with listing for measurement 3.1f
• Graph paper with cottage labeled for students to use
• 2nd graph paper for students to use to transfer their information
• Video: Nature perfected 5 – Gardens of Conquest
 
Class Activities:
• Visit a cottage on campus to measure: walls doors, windows, stairs, height of windows
• GH/outdoor activities
 
Day 60 - Wednesday, March 31, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you label a building before taking baseline measurements? 
• How do you label the corners, windows, doors, and door and window jambs?
 
Unit of Study – Ancient Roman, Monastic, Islamic & Moorish Landscape Design,  Chapter 3 – Analyzing the Landscape Site, Labeling a Building – corners, doors, windows
• Quiz – NP 3 & 4
• Pass out individual drawing assignments to some students and discuss individually
• The Base Map 2 - from Designing the Landscape – Recording baseline measurements – windows, walls, & doors
• Assignment 3.1ews Basemap of Cottage 1 – go outdoors to sketch, individually
• Handout showing how to label house, windows, and doors
• Graph paper
 
Class Activities:
• Visit a cottage on campus to label corners: A,B,C,D, label windows (W1, W2, etc.), doors (D1, etc.) and draw on graph paper.
• GH/outdoor activities
 
Day 59 - Tuesday, March 30, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you draw a base map?
• What is the difference between direct measurements and baseline measurement?
 
Unit of Study – Chapter 3 – Analyzing the Landscape Site, Drawing a Base map
• Return assignments on NP3 & 4 for students to review for quiz
• Drafting assignment 3.1d Drawing a Base Plan
• Items to cover:
 Base plan must be drawn to scale
 Scale must be labeled properly
 Use property line symbol for property outline
 Design should be centered in the middle of the page
 Use scale for making points – not as a straight edge
 Hold T-square firmly, ditto for triangles
 Always use guidelines before darkening lines
 Use correct line weights:
 Heavy: Ink or HB lead (double lines) – house
 Medium: H or HB lead – property lines, outline of symbols, areas, and objects
 Lightest: 4H -guidelines
 Do not put any words or numbers on the page
 Do not draw utilities, etc.
 Only draw:
 Property lines
 House with windows and patio door
 Driveway
 Sidewalk
 2 trees (use circle template and be sure to add center dot)
 Vegetable garden 
 Darken the house to 6” thick (use scale) LAST to avoid smearing
 
Class Activities:
• GH/outdoor activities
 
Day 58 - Monday, March 29, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the landscape industry
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What were hallmarks of castle gardens during the Middle Ages?
• What is Islamic/Moorish design style?
• What tools are used to measure the landscape?  How are they used?
• What are three different ways to take measurements?  Which way is the most accurate?
• What is the problem with the direct measurement method? [compounding errors]
 
Unit of Study –Medieval castle gardens, Islamic Designs, Chapter 3 – Analyzing the Landscape Site, Taking measurements
• Pass out progress reports
• Make available recently missed assignments for students to pick up
• PPT - The Base Map 2 - from Designing the Landscape – through How to take baseline measurements
• Video: Nature Perfected 4 – Garlands of Repose
• Finish drawing “Redrawing a Site Survey” – review property lines, house darkening, concrete symbol, using a triangle, expansion joints, written scale
 
Class Activities:
• GH/outdoor activities: bean seeds
 
Day 57 - Friday, March 26, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What options are available in CAD? What are the advantages of using CAD?
• Contrast using CAD to hand-drafting
• What is a lien?
 
Unit of Study –Chapter 3 – Analyzing the Landscape Site. Redrawing a site survey
• Return quiz on Line – go over questions on the final
• Terms 3.1t Computer Assisted Design
• Discuss questions commonly missed on the previous worksheet
• Discuss liens
• Drafting exercise 3.1c Redrawing a Site Survey – redraw site survey in ¼”scale
 
Class Activities:
• Drafting a site survey – property lines, anchoring the building correctly, darkening lines, concrete symbols
• Make Chinese cabbage salad from harvested Chinese cabbage
 
Day 56 - Thursday, March 25, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-NL-10.  Students will identify plant pests, pest control practices and prescribe the use of  cultural, biological and chemical materials and methods to protect nursery crops and  landscape plantings.
 
Essential questions:
• What are common GH pests?
• How can they be controlled?
• What were monastery gardens like?
• How do you take and record measurements from a site survey?
 
Unit of Study – Greenhouse Pests, Monastery/Cloister gardens, Chapter 3 – Analyzing the Landscape Site.
• Look at a variety of greenhouse pests on our plants with magnifying lenses : aphid, mealy bug, spider mites, fungal infection
• Discuss greenhouse pest control - effectiveness
• Reading 3.1r The design process, CAD and drawing pgs 39-44
• Worksheet 3.1ws CAD, Drafting Tools and Drawing the Plan
• Worksheet 3.1bws Taking measurements from a Site Survey
• Video: Nature Perfected 4 – Garlands of Repose
 
Class Activities:
• Taking measurements from a site survey
• Ourdoor/GH work
 
Day 55 - Wednesday, March 24, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What are neighborhood covenants?  What can happen if you violate them?
• What is a lien? [l e e n]
• What design influences are the legacy of ancient Rome?
 
Unit of Study –Line, Ancient Roman Design, Neighborhood Covenants, Chapter 3 – Analyzing the Landscape Site.
• Quiz - Line
• Article - Loathe Thy Neighbor
• Worksheet 3.0cws Article - Loathe Thy Neighbor
• Video: Nature Perfected 3 – The Heritage of Rome
 
Class Activities:
• Assorted GH/outdoor jobs
• Put up PLANT SALE SIGN
• Build benches
• Spray for aphids
• Prep Chinese cabbage
• Plant broccoli raab outdoors
• Plant seeds – soybeans, okra, cucumber
 
Day 54 - Tuesday, March 23, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What is meant by line “weight”?
• How do you draw different line weights?
• What do different line weights indicate?
• How does line weight indicate elevation?
• What is the “hierarchy of lines?”
• How do you draw under the canopy?
• What design influences are the legacy of ancient Rome?
• 
Unit of Study –Line, Ancient Roman Design
• Ppt - Plan Graphics for the Landscape Designer - Chapter 3 – Line (Line weight - end)
• Give out powerpoints (2) on Line for students to review for quiz
• Exercise 3.3d Detail Lines, Hatching
• Exercise 3.3e Hierarchy of Lines – Drawing under the Canopy
• Video: Nature Perfected 3 – The Heritage of Rome
 
Class Activities:
• Drawing Detail lines/hatching, drawing under the canopy – line weights
• Cook broccoli (harvested yesterday)
• Assorted GH/outdoor jobs
 
Day 53 - Monday, March 22, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What is meant by drawing a “consistent” line?  How do you draw one?
• How is the width/darkness of a line affected by speed of hand and sharpness of lead?
• What is meant by “emphasis” on shorter lines?
• What parts of the hand/arm should move what drafting lines?  What parts should not move? [shoulder and elbow move…wrist and fingers do not]
• What direction should lines be drawn in? [left to right]
• What are several ways to prevent smudging your drawings?
 
Unit of Study –Line
• Return Midterm Exams
• Ppt - Plan Graphics for the Landscape Designer - Chapter 3 – Line ( through smudging)
• Exercise 3.3b Freehand - Long Lines
• Exercise 3.3c Freehand - Short Straight Lines, Boxes, Angular Forms
• Finish up Exercise 3.3a - Freeform shapes
 
Class Activities:
• Draw free-from lines, Draw long lines, Draw short lines with positive connections
• Look are Bristlecone pines!
• ½ class - work on designing a Japanese Garden
• ½ class - work outdoors or in GH
 
Day 52 - Friday, March 19, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you use triangles, compass, T-square, scale together?
• How do you hold/use a pencil in drafting? 
• What parts of the hand/arm should move what drafting lines?  What parts should not move? [shoulder and elbow move…wrist and fingers do not]
• How is a pencil held against a T-square?
• What direction should lines be drawn in? [left to right – or away from the body]
• How do you draft free-form shapes and lines?
 
Unit of Study –Drafting Tools, Site Surveys
• Exercise 3.2c Drafting – Geometric Shapes – Draw a knot garden – go over as a class – step-by-step
• Handout – Techniques (2)
• Instruction in pencil use, hand/wrist/arm technique
• Exercise 3.3a Freeform shapes
 
Class Activities:
• Finish drawing knot garden
• Draw free-from lines
• work outdoors or in GH
 
Day 51 - Thursday, March 18, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you read a plat?
• What are some common symbols used on plats?
• How do you use triangles, compass, T-square, scale together?
 
Unit of Study –Drafting Tools, Site Surveys
• Return quiz on Drafting tools – Go over questions that will be on the final
• Distribute progress reports – make available recent missed work
• Make-up quizzes
• Handout - Plat of 2411 Weatherford Court
• Handout - Material symbols (construction details)
• Handout - Conventional symbols and line weights for Landscape Working Drawings
• Exercise 3.0B Site Survey
• Exercise 3.2c Drafting – Geometric Shapes – Draw a knot garden – go over as a class – step-by-step
 
Class Activities:
• Coloring a Plat
• Drawing a know garden
• Variety of Greenhouse jobs
• Building new greenhouse benches
 
Day 50 - Wednesday, March 17, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What is found on site surveys?
• What are easements?
• What are setbacks?
• What are covenants?
• How do you use triangles, compass, T-square, scale together?
 
Unit of Study –Drafting Tools, Chapter 3 – Analyzing the Landscape, Site Surveys
• Midterm Exam
• Make-up quizzes
• PPT - The Base Map 1 - from Designing the Landscape –  Site Surveys – Easements, Setbacks, Covenants
• Exercise 3.2c Drafting – Make a 3” square in paper in preparation for tomorrow’s assignment
 
Class Activities:
• Variety of Greenhouse jobs
• Building new greenhouse benches
 
Day 49 - Tuesday, March 16, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you read a plat/site survey?  What information is on a plat?
• What are bearings? 
• Where are property stakes located?
• What is a footprint?
• What is the right-of-way?  Who owns this land?  About how wide is it?
• How do you use a circle and compass and triangle together?
• What are common elements found in Japanese gardens?
 
Unit of Study –Drafting Tools, Chapter 3 – Analyzing the Landscape, Japanese Gardens
• Make-up quizzes
• Pass out review question sheet
• PPT - The Base Map 1 - from Designing the Landscape –  Site Surveys, Lots, Bearings, Footprint, Right-of-Way
• Exercise 3.2c Drafting – Geometric Shapes – Make a hexagon (using a compass, scale, 60/30 triangle, T-square, etc.
• Video – Gardens of the World – Japanese Gardens
 
Class Activities:
• Variety of Greenhouse jobs
• Building new greenhouse benches
 
Day 48 - Monday, March 15, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What is the difference between a base plan and a plat?
• How do you read a plat?  What information is on a plat?
• What are bearings? 
• Where are property stakes located?
• What is the right-of-way?  Who owns this land?  About how wide is it?
• What are common elements found in Japanese gardens?
 
Unit of Study –Drafting Tools, Chapter 3 – Analyzing the Landscape, Japanese Gardens
• Return quiz on Nature Perfected – go over questions on the final
• Quiz – Drafting Tools
• Return all quizzes to use to study for midterm exam
• Pass out review question sheet
• PPT - The Base Map 1 - from Designing the Landscape –  Base map and Beginning of Plats
• Reading 3.0r Steps in the Design Process, Base plans pgs 34-39
• Worksheet 3.0ws Steps in the Design Process, Base plans
• Video – Gardens of the World – Japanese Gardens
 
Class Activities:
• Variety of Greenhouse jobs
 
Day 47 - Friday, March 12, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of careers available in the landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you use/select different leads?
• How do they compare – in terms of the darkness of the line?
• What is a base plan?
• What is a plat or site survey?
• What is the difference between a base plan and a plat?
• What views are commonly used in landscape design?
• What is the difference between plan view and elevation view?  Which is more commonly drawn?
 
Unit of Study –Drafting Tools, Using Different Leads, , Chapter 3 – Analyzing the Landscape
• Hand out copy of powerpoint on drafting tools for students to study for Monday’s quiz
• Discuss drafting projects
• Terms 3.0 Base plan
• Exercise 3.2a – Testing the Leads
 
Class Activities:
• Drafting Exercise 3.2a – Testing the Leads – Go over step-by step – Draft two patterns
• Testing the leads assignment – using H and B and HB leads – drawing circle guidelines
• Variety of Greenhouse jobs
 
Day 46 - Thursday, March 11, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you effectively use a T-Square and a triangle [move them around as little as possible]
• How are circle templates used?
• How do you use a compass?
• How do you use a compass to make a specific sized tree?
• How do you sharpen the leads on a compass?
• What is the dry-cleaning pad used for?
• What is the Ames lettering guide used for?
• How do you use flex curve or French curve to draw a bed line?
• How do you draw an effective bed line?
 
Unit of Study –Scales, Drafting Tools, Using a Triangle
• PPT – Drafting Tools – Circle template, Compass, Ames lettering Guide, Dry Cleaning pad, Brush, Flex curve, French curves
• Using a triangle assignment – need to go over step-by step.  Work on drafting the two patterns
 
Class Activities:
• Drafting Exercise 3.2b – Using a Triangle – Draft two patterns following directions
• Greenhouse work for students who finished early
 
Day 45 - Wednesday, March 10, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• How do you effectively use a T-Square and a triangle [move them around as little as possible]
• What are guidelines, why are they drawn, how are they drawn, how are they erased?
• How do you use an eraser shield? 
• What can you do with a kneadable eraser?
• Why are the different hardnesses of leads used in landscape design? How do you select a lead to use?
• What do you need to be careful with, when using markers [not to smudge when still wet]
• How do you draft 2 identical 3” squares on paper
 
Unit of Study –Scales, Drafting Tools, Using a Triangle
• Return quiz on Scales – Go over questions on the final. Go over garden measurement section
• Quiz – Nature Perfected 1 & 2
• PPT – Drafting Tools – Triangle, Leads, Sharpeners/Paddles, Erasers, Eraser shield, Markers
• Demonstration – proper use of T-square, triangles, what a scale is used for (measurement), and what it is not used for (drawing lines), NO SHARPIES without blotter paper…, using drafting pad, guidelines
• Using a triangle assignment – need to go over step-by step.  Explain guidelines, how to use 45 triangle.  Importance of parallel lines, etc. Show setp-by step how to draft the two 3” squares.

Class Activities:
• Drafting Exercise 3.2b – Using a Triangle – Draft 2 3” squares using scale, T-square, and triangle
 
Day 44 - Tuesday, March 9, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-7.  Students will interpret landscape plans.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize measures of agriculturally related items.
• Describes importance of measures in agriscience.
• Explains the importance of standard measurements in agriculture.
• Provides measurements used in agriculture.
AG-BAS-8: The student demonstrates plant propagation methods.
AG-BAS-22: The student explores the use of mechanical energy in agricultural operations, identifies energy sources and uses, and identifies tools and equipment for agricultural operations.
• Demonstrates the safe use of selected hand and power tools.
 
Essential questions:
• What are elements of Japanese gardening style?  How are they different from Chinese style?
• How do you build a greenhouse bench?
 
Unit of Study –Scales, Nature Perfected – Gardens of China and Japan
• Return quiz on Working with the Customer – Go over questions on the final
• Do students want a midterm?
• Video: Nature Perfected 2: Ancient Spirits: China and Japan – Japanese gardens, Zen gardens, tea gardens
• Extra credit sketching NP2
• Quiz – Scales
• Hand back NP1, sketches and NP2 after quiz for student to review for tomorrow’s quiz
 
Class Activities:
• Starting to build 3 new greenhouse benches, outdoors – assembly and using a drill
• Transplant snapdragons
 
Day 43 - Monday, March 8, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-7.  Students will create and interpret landscape plans.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize measures of agriculturally related items.
• Provides measurements used in agriculture.
AG-BAS-8: The student demonstrates plant propagation methods.
 
Essential questions:
• What is the relationship between the different scales?
• Which scales work best for landscape design?
• How do the architect and engineer scales overlap?
• What are some essential drafting tools?
• How do you select a drawing surface?
• What types of paper are used in landscape design?
• How do you roll up a paper and store in a tube?
• How do you hold/use a T-square?
• How do you “square” the paper of the board?
• What are elements of Japanese gardening style?  How are they different from Chinese style?
 
Unit of Study –Scales, Drafting Tools, Nature Perfected – Gardens of China and Japan
• Distribute progress reports – make available recent missing work
• Return scale assignments for students to study for tomorrow’s quiz
• Review scales: Notation, popular scales, using scale and compass and circle template, differences between architect and engineer scales
• Ppt - Plan Graphics for the Landscape Designer - Chapter 2 – Tools – Start – Squaring paper on board
• Students practice squaring paper on board and using T-square
• Video: Nature Perfected 2: Ancient Spirits: China and Japan – Japanese gardens, Zen gardens, tea gardens
• Extra credit sketching NP2
 
Class Activities:
• Squaring paper on drafting board, using drafting dots
• Planting plugs in the greenhouse
• Plant seeds
• Transplant snapdragons
• Move seedlings off of heat mats
 
Day 42 - Friday, March 5, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in landscape design.
AG-NL-7.  Students will create and interpret landscape plans.
 
Essential questions:
• What is the relationship between the different scales?
• Which scales work best for landscape design?
• How do the architect and engineer scales overlap?
 
Unit of Study –Unit 2 – Working with the Customer, Scales
• Quiz – Chapter 2 (reviewed material with student who were absent the day before)
• PPT – tools – Just the part about scales, and compasses with scales
• Measuring exercise – Rank the Scales in order
 
Class Activities:
• Planting plugs in the greenhouse
• Plant seeds
• Transplant snapdragons
 
Day 41 - Thursday, March 4, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the landscape design industry.
AG-NL-7.  Students will create and interpret landscape plans
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• What are good presentation graphics and why are they important?
• What are some of the drawings that a landscape designer may use during the design process?
• What are some hallmarks of the Chinese gardening style?
 
Unit of Study –Unit 2 – Working with the Customer, Chapter 1 (different text) – Presentation Graphics, Nature Perfected – Gardens of China and Japan
• Go over assignment 2.2 and family inventory survey – make sure students understand that a number of visits might take place, different contracts signed, many different drawings
• Return papers to study for tomorrow’s quiz
• Distribute a copy of the powerpoint and review summary sheet for tomorrow’s quiz
• Ppt - Plan Graphics for the Landscape Designer - Chapter 1 -The Landscape Design Process and Presentation Graphics
• Video: Nature Perfected 2: Ancient Spirits: China and Japan – Chinese gardens, Summer Palace
• Extra credit sketching NP2
 
Class Activities:
• Planting plugs in the greenhouse
• Clear off back bench in GH for veggies
• Set up additional heat mat
 
Day 40 - Wednesday, March 3, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• What happens during the presentation (return visit)?
• How is a sale closed?
• What does the follow-up process involve?
 
Unit of Study –Unit 2 – Working with the Customer
• Return quiz on Trees & Shrubs – go over questions on the final
• Terms 2.2t – Presentation
• Worksheet 2.1b Family Inventory
• Xtra credit – do a Family Inventory Survey
• Video clips:
    ILD 5 - Common Residential Landscape Styles
    LDPresTech 2a - Designer Working with a Client
• Reading 2.2r Sales Process - Steps 3-5 - pgs 26-32
• Worksheet 2.2ws Working with the Customer pgs 26-32
• Setting up heat mats – how they work, how they help germination
 
Class Activities:
• Plant bristlecone pine seeds
• Planting plugs in the greenhouse
• Set up heat mat
 
Day 39 - Tuesday, March 2, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-NL-7.  Students will interpret landscape plans.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• What is important for the client and designer to discuss at the initial meeting?
• What information does a landscape designers need to gather from a client before starting on the landscape?
• What are the ways that design fees are usually handled in the industry?
• What are some of the different landscape design styles that developed over the ages?
 
Unit of Study –Unit 2 – Working with the Customer, Nature Perfected – History of Landscape Design
• Make-up quizzes
• Ppt – The Client Interview –Client Information, Design Fees
• Reading 2.1r Sales Process - Step 2 - pgs 22-26
• Worksheet 2.1ws Sales Process - Step 2 - pgs 22-26
• Video: Nature Perfected 1 – Paradise on Earth (Islamic gardens, Monastery gardens, Italian Renaissance gardens, Monet’s garden, America and the wilderness - Yosemite, Versailles )
• Extra credit sketching NP1
 
Class Activities:
• Planting plugs in the greenhouse
 
Day 38 - Monday, March 1, 2010 
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-NL-7.  Students will interpret landscape plans.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• What is important for the client and designer to discuss at the initial meeting?
• What is a family inventory survey?
• How can you create a good first impression with a client?
• How did gardens evolve over time?
• How have gardens been connected to religions and philosophies?
• What was the initial purpose of gardens?
• What are some hallmarks of the Japanese garden style?
 
Unit of Study –Unit 2 – Working with the Customer, Nature Perfected – History of Landscape Design
• Pass out progress reports
• Have available missing work for students to pick up
• Pass out review materials for students who missed the quiz on Monday
• Discussion of work ethics/attendance issues, grades, employability – Greenhouse work
• Terms 2.1t  Opening
• Ppt – The Client Interview – Design work, Client Information, Design Fees
• Video: Nature Perfected 1 – Paradise on Earth (origins of gardens, gardens in Mexico, Japanese gardens)
• Extra credit sketching NP1
 
Class Activities:
• Pruning river birch trees in the courtyard
 
Day 37 - Friday, February 26, 2010
 
SUBSTITUTE TEACHER
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• How is landscape design connected with sales?
• How do you set up a client interview?
• What do you bring to the interview?
 
Unit of Study – Unit 20 – Trees and Stems, Unit 2 – Working with the Customer
• Quiz – Trees, Stems, Bark
• Reading 2.0r Sales Process - Step 1- pgs 18-22
• Worksheet 2.0ws Working with the Customer pgs 18-22
• DVD – The Man Who Planted Trees
 
Day 36 - Thursday, February 25, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
 
Essential questions:
• What needs to happen before a landscape is drawn/designed?
• What is an interview?
• How do you set up a client interview?
• How are landscape interviews set up?  Where should they take place? Who should be present?
• How should the designer appear?
• What should the designer bring to an interview?
 
Unit of Study – Unit 20 – Trees and Stems, Unit 2 – Working with the Customer
• Return all papers, models, etc. for student to review for tomorrow’s quiz
• Pass out Quiz Review Sheet
• Pass out copy of powerpoint “Stems, Bark, Etc.”
• Terms 2.0t –Sale
• PPT – The Client Interview – Setting up the Interview – What to Bring
• 3-D Model – Fall Leaf Stem/Leaf Abscission
 
Class Activities:
• Planting plugs and transplanting in the GH, or 3-D model leaf abscission, or making greenhouse signs
 
Day 35 - Wednesday, February 24, 2010
 
GPS:
AG-NL-4.  Students will understand and apply scientific methods for plant nomenclature, identification, and to provide for plant environmental needs.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Identifies the major parts of the plant.
• Describes the functions of vegetative plant parts.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are differences between sapwood and heartwood
• What does bark do?
• How is bark formed?
 
Unit of Study – Unit 20 – Trees and Stems, Bristlecone Pines, Bark, Sapwood and Heartwood, Dendrochronology
• PPT – Stems – Bark, Sapwood and Heartwood
• Video Clips:
PLP2 - tree rings and Bristlecone pine
• Go over answers to dendrochronology model – explain how to count the rings
• Video – Methusalah Tree
• Go over branch labeling with student who need extra help
• Xtra credit colorings: The Stem, Xylem and Phloem, Water transport
 
Class Activities:
• Planting plugs and transplanting in the GH
 
Day 34 - Tuesday, February 23, 2010
 
GPS:
AG-NL-4.  Students will understand and apply scientific methods for plant nomenclature,  identification.
AG-GH/PS-2.  Students will identify plant parts, growth.
AG-BAS-8: The student demonstrates plant propagation methods.
• Explains the application of vegetative propagation.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Identifies the major parts of the plant.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are differences between hardwoods and softwoods?
• How are they used for lumber and construction?
• What are saps and resins?
• What can dendrochronology tell us?
• How do you take cuttings? 
• What is the role of cuttings in the nursery industry?
 
Unit of Study – Unit 20 – Trees and Stems, Bristlecone Pines, Hard and Softwoods, Saps and Resins, Dendrochronology
• PPT – Stems – Softwoods and Hardwoods
• Video – Methusalah Tree
• Dendrochronology 3-2 model/puzzle
 
Class Activities:
• Planting herb plugs in the GH, taking cuttings of herbs
 
Day 33 - Monday, February 22, 2010
 
DISRUPTED CLASS – SPECIAL-ED DANCE
 
GPS:
AG-GH/PS-2.  Students will identify plant parts, growth.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Identifies the major parts of the plant.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are lateral and terminal buds?
• What is meristem and what is cambium?  What is their significance to trees?
• What are the branching patterns of trees?
• What is dendrochronology?  How do the trees overlap?
 
Unit of Study – Unit 20 – Trees and Stems, Bristlecone Pines, Dendrochronology
• Review (on whiteboard) of parts of plants from essential questions
• Video Clips:
    PLP2 - leaves opening - how leaves work – photosynthesis
    PLP2 - plant roots, xylem, and transpiration
• Reading 20.1 Birch Trees
• Worksheet 20.1 Birch Trees
• Video – Methusalah Tree
 
Class Activities:
• Greenhouse – plant plugs, mix in Marathon
 
Day 32 - Friday, February 19, 2010
 
GPS:
AG-NL-4.  Students will understand and apply scientific methods for plant nomenclature,  identification.
AG-GH/PS-2.  Students will identify plant parts, growth.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Identifies the major parts of the plant.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What can we learn from winter twigs?
• What can we lean from very old trees?
 
Unit of Study – Unit 20 – Trees and Stems, Bristlecone Pines
• Video Clips:
TIPI - Dormant Features
TIPI- Stems and Branches
• Color: Seasonal Organography
• Worksheet 20.0bws Label a dormant twig
• Video – Methusalah Tree
 
Class Activities:
• Color – Seasonal Organography
• Collect sample to label a dormant twig
 
Day 31 - Thursday, February 18, 2010
 
GPS:
AG-NL-4.  Students will understand and apply scientific methods for plant nomenclature,  identification.
AG-GH/PS-2.  Students will identify plant parts, growth.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Identifies the major parts of the plant.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are the three branching patterns of stems? [Alternate, opposite, whorled]
• What is meant by a tree’s “habit”?
• What is the difference between primary and secondary growth?  Where does each originate?
• What is cellulose?  What does it do for a tree?
• What is the difference between heartwood and sapwood?
• How do monocot stems differ from dicots?  How do they grow differently?  How is this applied to landscape? [herbicides]
 
Unit of Study – Unit 20 – Trees and Stems, Bristlecone Pines, Monocot and Dicot Stems
• Terms 20.1 Branch arrangement
• Video – A Man Named Pearl (last 10 minutes)
• Discuss monocot and dicot stems
• Finish up coloring monocot and dicot models
 
Student activities: 
• GH – planting seeds
 
Day 30 - Wednesday, February 17, 2010
 
GPS:
AG-NL-4.  Students will understand and apply scientific methods for plant nomenclature,  identification, and to provide for plant environmental needs.
AG-GH/PS-2.  Students will identify plant parts, growth.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Describes the functions of vegetative plant parts.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are some things we get from stems?
• What are the functions of stems?
• What are stolons and rhizomes?
• How do stems grow – primary and secondary growth?
• What is the function of the cambium?
• How do xylem and phloem function?
• What is woody tissue?
• What is the function apical buds and lateral buds?
 
Unit of Study – Unit 20 – Trees and Stems
• Make-up quiz
• PPT – Stems and Bark
• Reading 20.0r Stems pgs 87-90
• Worksheet 20.0ws Stems
• Return Quiz on Pruning Shrubs, Evergreens, Tools – go over questions on the final
• Video – A Man Named Pearl
 
Student activities: 
• GH - transplanting
 
Day 29 - Tuesday, February 16, 2010
 
GPS:
AG-GH/PS-2.  Students will identify plant parts, growth, and reproduction processes.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize measures of agriculturally related items .
• Provides measurements used in agriculture.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant scienc
• Identifies the major parts of the plant.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Explains the role of plant hormones
 
Essential questions:
• What are the important parts of stems?
• What is the significance of the terminal bud?
• What is auxin and how does it influence stem growth
• What scars are commonly found on stems?
 
Unit of Study – Unit 20 – Trees and Stems, Using Scales
• Distribute Progress Reports
• Make available any missed assignments from the past unit for students to complete
• Terms 20.0t Terminal bud
• Make-up quizzes
• Discuss common problems with using scales and circles
    1. Always make a center dot
    2. Do not draw circles with diameter lines through them
• Explain how to change scales – measure first, then redraw
• Worksheet 3.0dws Scale - Change the Scale
• Remedial work with students who have had problems with previous exercises
• Optional activities:
• Greenhouse work - transplanting
 
Student activities: 
• GH work – transplanting
 
Day 28 - Friday, February 12, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will learn to maintain landscape plants to industry standards and  recommended practices.
AG-BAS-22: The student explores the use of mechanical energy in agricultural operations, identifies energy sources and uses, and identifies tools and equipment for agricultural operations.
• Demonstrates the safe use of selected hand tools.
 
Essential questions:
• How are shrubs and evergreen shrubs pruned?
• What are tools commonly used in pruning?
• How are vascular tissues arranged in a dicot stem?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants
• Quiz – Pruning Shrubs, Evergreens, Ornamental grasses, Pruning Tools
• Discussion of dicot stems
• Start on Dicot Stem 3-D model
• Video – A Man Named Pearl
 
Student activities: 
• GH work – moving flats in the greenhouse for better organization, making labels, tending to ferns, putting away supply delivery order
 
Day 27 - Thursday, February 11, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will learn to maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize measures of agriculturally related items.
• Provides measurements used in agriculture.
 
Essential questions:
• How are shrubs and evergreen shrubs pruned?
• How do you know if you are using an architect or engineer scale?
• How do you use a scale and a circle template?
• How a trees and shrubs represented in a landscape design?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Using a Scale with a Circle Template
• Return papers for tomorrow’s quiz
• Video clips: [Optional]
    FOP9 Pruning Conifers
    FOP10 Pruning Vines, Grasses, Perennials
• Review powerpoint on pruning tools
• Quiz review questions
• Comments on using scales:
1. Be precise with drafting measurements
2. Make confident, accurate, BOLD lines
• Remediation from yesterday…  Help students who need help with Engineer scale.  Have students who aced it help others.
• How to use a circle template:
1. Circles used for plants in landscapes
2. Circles always have center dots indicating the trunk
3. Most plants are drawn to their mature diameter
4. In trees with wide trunks, the trunks are also drawn and darkened
• Exercise 3.1a Using a Scale: Scale and Circle Template
 
Student activities: 
• Using a circle template and a scale together
• GH work – transplanting seedlings, make labels, cut back fennel and thyme, start to cut back roses
 
Day 26 - Wednesday, February 10, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will learn to maintain landscape plants to industry standards and  recommended practices.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize measures of agriculturally related items.
• Provides measurements used in agriculture.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• How and when are evergreens pruned?
• What are candles, when are they produced, and how do they relate to pruning?
• What is the DEAD ZONE? Which plants have dead zones?
• What time of year should you NEVER prune?
• How do you correctly write scales?
• How do you use a scale to draw a line?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Pruning Evergreens, Using a Scale to draw Lines
• Discussion of yesterday’s pruning by the county….
• PPT - Pruning III Evergreens
• Reading 16.4r Pruning Evergreens and Pruning Tools pgs 341-345
• Worksheet 16.4ws Pruning Evergreens, Tools pgs 341-345
• What are the written conventions for using an architect and engineer’s scale.  i.e. Scale 1/8” – 1’0”, Scale 1” = 20’0”
• Handouts: Written Scale Conventions
• Handout: Measuring with Scales
• Exercise 3.0c: Using a Scale – Draw These Lines
• Remediation from yesterday…  Help students who need help with Engineer scale
• Video – A Man Named Pearl (continued)
 
Student activities: 
• Drawing lines using architect and engineer scales
 
Day 25 - Tuesday, February 9, 2010
 
GPS:
AG-NL-8.   Students maintain landscape plants to industry standards and recommended practices.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are the four different ways to prune a shrub?
• When might you want to shear a shrub?
• What is a topiary?
• How do you correctly write scales?
• How do you use a scale to draw a line?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Pruning Shrubs, Using a Scale to draw Lines
• Video clips: [Optional] 
    FOP6 Pruning shrubs
• Reading 16.3r Pruning Shrubs pgs 338-341
• Worksheet 16.3ws Pruning Deciduous shrubs pgs 338-341
• Remediation – Help students who need help with Engineer scale
• Video – A Man Named Pearl
 
Student activities: 
• Transplanting in the GH
 
Day 24 - Monday, February 8, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-8.   Students will  maintain landscape plants to industry standards and  recommended  practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-4: The student will utilize weights and measures of agriculturally related items
• Explains the importance of standard measurements in agriculture.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains important factors in plant growth.
 
Essential questions:
• What are some pruning cuts related to shrubs?
• How do you read an engineer’s scale?
• What is the key difference between the two scales?
• How would you decide which scale to use?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Reading an Engineer Scale
• PPT - Pruning II Deciduous Shrubs – Things to Consider, 4 pruning cuts
• Video clips: [Optional] 
    Edward Scissorhands - pruning, Edward makes a T-Rex
    Edward Scissorshands - a look at Edward's garden, topiary
• Go over quiz on Chapter 16 – discuss questions on the final
• Discuss common scale problems – Labeling foot with ‘ rather than “ft.”, rounding to 6” or a foot
• Discuss engineer scale – explain how, when to use
• Handout: Measuring with scales
• Return Worksheet 3.0bws Scale - Measure these Lines – help any student who need it – have students who aced it help those who had trouble
• Finish video : In Celebration of Trees
 
Student activities: 
• Measuring lines using engineer scale
• GH or outdoor garden work – transplanting
 
Day 23 - Friday, February 5, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
• AG-BAS-4: The student will utilize weights and measures of agriculturally related items
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
• Explains the role of plant hormones
 
Essential questions:
• What are some pruning cuts related to shrubs?
• What are some pruning terms related to conifers?
• How do you read an architect’s scale?
• How can you measure lines with an architect’s scale?
• What does a scale enable you to do?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Drafting Tools, Reading an Architect Scale
• Distribute progress reports
• Have available copies of worksheets from previous unit
• Terms 16.3t Renewal pruning
• Discuss pinching and apical dominance
• Pinch oregano
• Handout: Measuring with scales
• Discuss architect scale – how to read, how it is used
• Worksheet 3.0bws Scale – How long are these lines?
• Make-up quiz
 
Student activities: 
• Pinch oregano and catnip
• Measuring lines using architect scale
• GH – transplanting seedlings/plant seeds, take cuttings of mint
 
Day 22 - Thursday, February 4, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
 
Essential questions:
• What is grafting, why is it done?  How can you tell if a tree has been grafted?
• What items make up a basic drafting kit and how are they cared for?
• What does a scale enable you to do?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants, Drafting Tools, Reading an Architect Scale
• Video clips:[Optional]
    VEP Grafting and Budding
    GIG budding and grafting
• Quiz – Chapter 16 – Pruning and Pruning deciduous trees
• Discuss architect scale – how to read, how it is used
 
Student activities: 
• Assign drafting kits and go through list of tools to make sure all student have proper items in kits
• Clean out kits of lead
• Measuring lines using architect scale
 
Day 21 - Wednesday, February 3, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use  problem-solving and improvement methods and tools.
 
Essential questions:
• What is the 3 cut method of pruning, why is it important?
• How do wound heal? How should they look? What should you add?
• When should you top a tree?
• What are some general guidelines for the timing of pruning?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants
• Return papers related to tomorrow’s quiz
• Discussion about copied work…
• Hand out tree-pruning checklist
• Hand out quiz review sheet
• Go over confusing concepts: branch bark ridge and collar – location and where to cut; 3-cut method; watersprouts; when are U and V angles important; how do you assess a tree; significance of flowering on old ad new wood – relating to pruning
• PPT – How to prune large limb, wound healing, topping, timing of pruning
• Video clips:[Optional]
     FOP3 Correct pruning cuts
     FOP4b Heading
     FOP4c Thinning or Thinning out
     FOP5 Timing of pruning
     FOP8 Pruning Trees
• Review using a pole pruner/safety
 
Student activities: 
• Outdoors – look at 3 cut method vs. 1 cut – compare results
• Look at bleeding sap
• Outdoors – removing larger low branches from trees – student use saw attachment of pole-pruner
 
Day 20 - Tuesday, February 2, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-3 Communications: Learners use various communication skills in expressing and  interpreting information.
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use  problem-solving and improvement methods and tools.
 
Essential questions:
• What are the three basic pruning suts made on trees?
• What techniques can be used to prune a tree that has gotten too large?
• What is the difference between heading and thinning a tree?
• What is the 3-cut method of pruning a large branch?  Where are the cuts made and why?
• What is urban forestry?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants
• Drawing assignment:
1. Draw a tree that has: watersprouts, suckers, dead branch [explain how you know it is dead].crossing branch, low branch
2. Draw a graft with: scion, rootstock, union, growth below the graft
3. Draw a scaffold branch with: branch bark ridge, collar, where you would cut properly to remove the branch
• PPT – Three basic pruning cuts for trees, how to remove a large limb
• Terms 16.2t Drop-crotch pruning
• Reading 16.2r Tree pruning cuts pgs 334-338
• Worksheet 16.2ws Tree pruning cuts pgs 334-338
 
Student activities: 
• Drawing review exercise
• GH: plant seeds: Kohlrabi, dill, zinnia, marigold; transplant thyme, fennel; cuttings from sweet potatoes; attend to fern hanging baskets
 
Day 19 - Monday, February 1, 2010 
 
GPS:
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
AG-NL-4.  Students will understand and apply scientific methods to provide for plant  environmental needs.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
AG-BAS-3: The student distinguishes between types of environmental natural resources and draws conclusions about human impact on the environment.
• Defines environmental and natural resources.
• Explains ecosystems and the interrelationship of natural resources.
• Identifies career areas involved in environmental stewardship.
 
Essential questions:
• What are suckers, watersprouts?
• Why is growth below a graft a problem?
• What are some additional things that should be pruned from trees [in addition to co-leaders and V-shaped crotches, and poor scaffold branch arrangement?
• What is the difference between the branch bark ridge and the branch bark collar? How do they relate to pruning cuts?
• What is contained in the branch bark ridge and the branch bark collar?
• How do trees heal wounds?
• How has America’s approach to logging changes over the years?
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants
• PPT – What to prune, young trees, compartmentalization, branch bark ridge and collar
• Video clips: [Optional]
FOP1 Intro to pruning, why and how plants respond
• Video – In Celebration of Trees
 
Student activities: 
• Walk to see suckers, watersprouts, grafts, wounds – compartmentalized or not, branch bark ridge and collar,
• Remove suckers from plants in courtyard/parking lot
 
Day 18 - Friday, January 29, 2010
 
GPS:
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
AG-NL-4.  Students will understand and apply scientific methods to provide for plant  environmental needs.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• What are some additional things that should be pruned from trees [in addition to co-leaders and V-shaped crotches, and poor scaffold branch arrangement?]
• How do grafts work?
• What happens below the graft?
• What is the difference between the branch bark ridge and the branch bark collar? How do they relate to pruning cuts?
• How do trees heal wounds?
• What does the cambium do for the tree? What does it do?
• Where is the cambium located in relation to the bark, xylem, and phloem
 
Unit of Study – Chapter 16 – Pruning Woody Landscape Plants
• Terms 16.1 – Watersprouts
• Reading 16.1r What to prune 2, compartmentalization pgs 329-334
• Worksheet 16.1ws What to prune 2, Compartmentalization pgs 329-334
• Color – The Vascular Cambium
• Draw cross-section of a tree trunk on board and discuss: primary growth, secondary growth, bark, apical meristem, cambium, xylem, phloem, wood, heartwood, girdling – relate this to the coloring assignment
 
Student activities: 
• GH – transplanting seedlings: Thyme, Cilantro, Chives, make labels, take cuttings of mint
 
Day 17 - Thursday, January 28, 2010 
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use  problem-solving and improvement methods and tools.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• What are the reasons to prune a tree?
• What are some basic pruning rules?
• What are some things to prune in trees?
• When should trees be pruned?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance – Chapter 16 – Pruning Woody Landscape Plants
• Distribute progress reports – answer student questions, fix problems
• Make available assignments for students to make-up since last progress report
• Return quiz – Chapter 1 Landscape Design, Construction, and Maintenance – go over questions that will be on the final exam
• PPT - Pruning, What to Prune II
• Exercise – 1)draw a tree that has a central leader 2) draw scaffold branches 3) add on a codominant leader and indicate what to do with it, 4) draw a branch with a U-shaped angle of attachment, 5) draw a branch with a V-shaped angle of attachment
• Reading 16.0r Pruning, What to prune 1 pgs 324-329
• Worksheet 16.0ws Pruning, What to prune pgs 324-329
 
Student activities: 
• plant green onions outdoors
• pruning off dead leaves in vegetable garden
• finish pruning remaining crape myrtles in courtyard
• Draw a tree featuring elements discussed yesterday
 
Day 16 - Wednesday, January 27, 2010
 
GPS:
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape  industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and  recommended practices.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the  full range of careers for all pathways in the program concentration.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• What are the reasons to prune a tree?
• What are some basic pruning rules?
• What are some things to prune in trees?
• When should trees be pruned?
• What is important about the angle of branch attachment? What is a strong angle? A weak one?
• What are scaffold branches? How can good pruning improve the arrangement of scaffold branches?
• What is the problem with a double leader? What can you do about it?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance – Chapter 16 – Pruning Woody Landscape Plants
• Quiz – Chapter 1 - Landscape Design, Construction, and Maintenance
• Terms 16.0t Pruning
• PPT - Pruning, What to Prune I
• Draw on board – how to prune a crape myrtle
 
Student activities: 
• Walk to look at tree branching structure: leader, double leader, subordination pruning, scaffold branches, U-shaped branch attachment, V-shaped branch attachment
• Transplant leeks outdoors
• Pruning crape myrtles in courtyard
 
Day 15 - Tuesday, January 26, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
 including its scope, importance, and careers available in the nursery and
 landscape industries.
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use  problem-solving and improvement methods and tools.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and  behaviors associated with successful entrepreneurial performance.
AG-BAS-8: The student demonstrates plant propagation methods.
 
Essential questions:
• How does landscaping add value to commercial and residential properties?  How much can landscaping raise the price of a residential or commercial property?
• Describe the concept of landscaping “framing” a house?
• How much can good plant placement reduce heating or cooling energy usage?
• What are common landscape mistakes?
• What landscape changes add value to a home?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance – How Landscaping adds value to Residential and Commercial Properties
• Reading 1.4r Article - Landscaping's Net Worth
• Worksheet 1.4ws Article - Landscaping's Net Worth
• Go over answers of reading 1.4 - discuss
• Return papers for Unit 1 quiz
• Quiz review sheet for tomorrow
• Review for quiz using questions from quiz
 
Student activities: 
• GH – plant seeds: Marigold, Thunbergia, Zinnia ‘Dwarf pumilla’, Catnip, Mesclun
• GH – straighten pots, sort pots, transplanting seedlings
• Outdoors – transplant leek seedlings in garden
 
Day 14 - Monday, January 25, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-NL-9.  Students will develop a pricing strategy for landscape planning, design, and installation.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
CTAE-FS-10 Career Development: Learners plan and manage academic-career plans
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Describes how plants are adapted to climate.
AG-BAS-8: The student demonstrates plant propagation methods.
 
Essential questions:
• What are some careers that are related to the landscape and nursery industry? [Horticulture therapy, teaching, small engine repair, etc.] How do you train for these careers?
• What causes the differences in tree rings?
• What is unusual about bristlecone pines?
• What is stored in the trunks of living and dead trees? [carbon]
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance – Related careers – Tree growth & Tree Rings
• 1.1bpp Jobs and Careers in Landscape Horticulture – Teaching, Environmental Educator, Horticulture Therapy, Small Engine Repair & Maintenance, How to prepare for a career
• Video Clips: [Optional]
     CH - Teaching and Other Careers
     GBY horticulture therapy - gardening with help
• Return Quiz – Landscape Take-off – go over questions
• 3-D Model – Tree Rings – cut and assemble
• Video – In Celebration of Trees
 
Student activities: 
• GH – plant seeds: Marigold ‘Jaguar’, ‘Spun lemon’, Coleus “Wizard mix’, Celosia ‘Red velvet’ (1/2 class)
• oil and sharpen pruners (selected students)
• Finish 3-D model of tree rings
 
Day 13 - Friday, January 22, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• What jobs are associated with landscape maintenance?
• What is the goal of landscape maintenance?
• What employability skills are you good at?
• What employability skills do you need to work on?
• When do temperate trees put on rings of annual growth?  What about tropical trees?
• What can you see in a tree “biscuit”?
• What things do we get from plants?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance – Landscape Miantenance - Plant Functions – Tree Growth Rings
• Terms 1.3t – Landscape Maintenance
• 1.1bpp Jobs and Careers in Landscape Horticulture – Landscape Maintenance
• Video Clips: [Optional]
    CH - Landscape Management
    Peachstar Gardeners and Groundskeepers
• Reading 1.3r Landscape Maintenance
• Worksheet 1.3ws Landscape Maintenance
• 3-D Model – Tree Rings – start coloring
• Video – Bill Nye - Plants (finish)
 
Student activities: 
• GH – plant seeds: broccoli raab, mustard greens, lettuce, collards (1/2 class)
• Prepare and eat salad (chop veggies, etc.) using lettuce grown in the GH
• Start 3-2 model – tree rings
 
Day 12 - Thursday, January 21, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-NL-9.  Students will develop a pricing strategy for landscape planning, design, and installation.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• What are some tasks associated with landscape installation?
• What does a landscape contractor do?
• How do you start out as a landscape contractor?
• How can you learn to be a landscape contractor?
• What is a landscape/crew supervisor?
• What does a crew supervisor need to lean to advance on a career path?
• How do plants affect the earth’s atmosphere?
• What are some things that we get from plants?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance, Landscape Installation, Landscape Estimating – Plant Functions
• Return estimating worksheet – touch base with students who may have had problems
• Quiz - Landscape Take-Off
• Reading 1.2r Landscape Construction
• Worksheet 1.2ws Landscape Construction pgs 11-13
• Video – Bill Nye - Plants
 
Student activities: 
• GH – harvest lettuce, compost lettuce, wash, trim & spin lettuce for tomorrow’s class salad
• GH – make-up work for students who missed technical skills (hanging baskets, etc.)
 
Day 11 - Wednesday, January 20, 2010
 
GPS:
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices.
AG-NL-9.  Students will develop a pricing strategy for landscape planning, design, and installation.
AG-NL-10.  Students will identify plant pests, pest control practices and prescribe the use of cultural, biological and chemical materials and methods to protect nursery crops and landscape plantings.
AG-BAS-10: The student identifies major pests of agriculture, their damage and prescribed control methods.
• Explains five major kinds of agricultural pests.
• Describes how pests are prevented and methods used to control them after infestation.
• Describes how pests affect plants and cause losses.
• Demonstrates safe practices in pest control.
 
Essential questions:
• How to you complete a landscape installation estimate?
• What are “hidden” costs in installation – not including plant materials?
• What damage is caused by worms/caterpillars?
• What are some ways to prevent the worms in the GH?
• What are some methods of control?
 
Unit of Study – Landscape Estimating, Pest control in the GH, Pruning, removing, dividing ornamental grasses
• Finish landscape take-off assignment using colored pencils
• Go over assignment and check for student understanding
• Look at worms in GH eating ferns – discuss how they got there, life cycle, control
 
Student activities: 
• Students prune Boston ferns and remove worms
• Outdoors – dig out ornamental grasses and cut back remaining grasses by the pond, etc.
 
Day 10 - Tuesday, January 19, 2010
    
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-7.  Students will create and interpret landscape plans.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices.
AG-NL-9.  Students will develop a pricing strategy for landscape planning, design, and installation.
 
Essential questions:
• What are some jobs associated with landscape installation?
• What to landscape contractors do? 
• What are sub contractors?
• How do you start out as a landscape contractor?
• How are landscape crews organized?
• What is the relationship of repeat business to landscape installation?
• How can you learn how to be a landscape contractor?
• What is the usual entry-level position in landscape contracting?
• How do you do a landscape take-off?
• What costs are included in landscape estimating?
• What problems arise if your estimate is too high or too low?
 
Unit of Study – Chapter 1 Landscape Design, Construction, and Maintenance, Landscape Installation, Landscape Estimating
• Hand out student photo list
• Terms 1.2t – Landscape Construction
• 1.1bpp Jobs and Careers in Landscape Horticulture – Landscape Installation
• Video Clips: [Optional]
     CH - Commercial Landscape Construction
     Peachstar Concrete Masons
• Video – Bill Nye Forests (2nd ½)
• Take-off 1.1bws – show how to do using whiteboard – use colored pencils to color in plants, show how to read a plan
 
Student activities: 
• Landscape Installation estimating project
• Dig out ornamental grasses and continue pruning ornamental grasses
 
Day 9 - Friday, January 15, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science..
• Describes how plants are adapted to climate.
AG-BAS-16: The student applies earth science principles to agricultural production.
• Explains succession and its relationship to the earth.
 
Essential questions:
• What are the two main purposes of landscape design?
• What are the two different careers that are involved in landscape design?
• How do landscape architects and designers differ in terms of education, training, licensing, types of work that they do?
• Where could you go to learn landscape design or architecture in GA?
• What are the four levels in a forest?
 
Unit of Study – Landscape Design – Architects and Designers, Pruning Ornamental Grasses
• Pass out Progress Reports
• Lay out papers and let students pick up reprints of any missed assignments
• Reading 1.1r Landscape Design
• Worksheet 1.1ws Landscape Design pgs 8-11
• Video – Bill Nye Forests (1/2)
• Discuss Georgia forests [temperate], dominant trees in GA, different levels found in forests and how this relates to using plant materials in landscapes, understory trees
 
Student activities: 
• Pruning ornamental grasses in the school courtyard
 
Day 8 - Thursday, January 14, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Describes how plants are adapted to climate.
• Explains different plant life cycles and gives examples.
AG-BAS-8: The student demonstrates plant propagation methods.
• Explains ways plants reproduce.
 
Essential questions:
• What is the difference between landscape designers and landscape architects – in terms of training, projects, licenses, etc. ?
• How do you care for and maintain pruning tools?
• How does conifer pollination and seed dispersal differ from flowering plants?
• Why do pinecones close up when they are wet?
• Are conifer seedlings monocots or dicots?
• What trees on our campus are conifers?
• What value do conifers supply to the landscape
• How are male and female pinecones different?  Where are they located on the tree?
 
Unit of Study – Landscape Design – Architects and Designers, Tool Care, Pine Pollination, Pines in the Landscape
• Terms 1.1 Landscaping
• Go over reading in tool care
• Demonstrate how to clean and oil pruners
• Video: The Secret life of Pines – fast forward to part II
• Discuss monocot and dicot seedlings vs. conifer seedlings
• Discuss pollen with air bladders, male and female cones, length of time needed for pollination
• Discuss how conifers are used in the landscape
• Discuss growing regions: equatorial, tropical, sub tropical, temperate – define temperate zone
 
Student activities: 
• Look at pinecone that we wet in sink (yesterday)
• Outdoors – cut back ornamental grasses in courtyard (1/2 class = pruners, ½ class = picker-uppers) – use tarp and rake
• Walk to look at conifers and their cones in the courtyard
 
Day 7 - Wednesday, January 13, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including its scope, importance, and careers available in the nursery and
landscape industries.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
AG-BAS-6: The student classifies living things according to scientific classification methods..
• Describes a classification system for living things.
AG-BAS-8: The student demonstrates plant propagation methods.
 
Essential questions:
• What it the difference between an landscape architect and a landscape designer? education, training, focus of job, license
• What is the “Green Industry”?
• What is the difference between a hardscape and a softscape?
• What is meant by aesthetic value?
• How does conifer pollination and seed dispersal differ from flowering plants?
• Why do pinecones close up when they are wet?
 
Unit of Study – Landscape Design – Architects and Designers, Overview of Landscaping, Hardscapes and Softscapes, Aesthetics – Chapter 1
• 1.1bpp Jobs and Careers in Landscape Horticulture – Landscape Design, only
• Video Clips: [Optional]
  ILD 3 - Landscape Design Careers
• Terms 1.0t
• Reading 1.0r Landscaping
• Worksheet 1.0ws Landscaping pgs 1-7
• Discussion about transplanting seedlings – when to do it and why – transplant shock
• Discussion of 4 plant groups – with focus on conifers/gymnosperms
 
Student activities:  
• GH work – finish spider plant hanging baskets, transplant herb seedlings into 3” pots
• Wet a pinecone…look at tomorrow
 
Day 6 - Tuesday, January 12, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including it scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices
AG-GH/PS-9.  Students will compare and contrast the use of various plant growing containers.
 
Essential questions:
• What tools are used for cutting in landscape?
• What guidelines help determine which pruning tool to select?
• How do you care for pruning tools?
• What is the difference between wholesale and retail nurseries?
• What are some jobs available in the turf industry?
 
Unit of Study – Identification of pruning tools, Care and use of pruning tools, making hanging baskets, wiring hanging baskets
• PPT – Pruning Tools
• Get out all the pruning tools and go over use, etc. during ppt.
• Terms 16.5 Pruning tools
• Reading 16.6r Tools and Equipment - Tool Maintenance, etc.
• Worksheet 16.6ws Tools and Equipment pgs 16-17
• Video Clips: [Optional]
Christmas Tree Farm
Sporting Lawns - Adelphia Stadium, Nashville
Class Activities:
• GH – Make hanging baskets – learn to fill pots, wire pots, plant spider plants
 
Day 5 - Monday, January 11, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including it scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-NL-8.   Students will install and maintain landscape plants to industry standards and recommended practices
 
Essential questions:
• What tools are used for cutting in landscape?
• What guidelines help determine which pruning tool to select?
• What is the difference between wholesale and retail nurseries?
• What are some jobs available in the turf industry?
 
Unit of Study – Pruning Tools, Nursery & Turf Careers
• Swap Tree drawings and do “analysis”
• 1.1bpp Jobs and Careers in Landscape Horticulture – Nursery and Turf Careers
• Video Clips: [Optional]
CH - Sports and Rec Turf Management
Sporting Lawns Pebble Beach
• Discuss web flats, 4” pots, how transplants are produced for the nursery industry, and how to transplant them
• Reading 16.5r Tools and Equipment - Cutting Tools
• Worksheet 16.5ws Tools and Equipment pgs 16
 
Class Activities:
• Sharpening hand-pruners (Essential Skill)
• GH – transplanting oregano seedlings and oregano cuttings
 
Day 4 - Friday, January 8, 2010
 
NO SCHOOL - SNOW DAY
 
Day 3 - Thursday, January 7, 2010
 
GPS:
AG-NL-2.  Students will develop a broad understanding of the green industry
including it scope, importance, and careers available in the nursery and
landscape industries.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
AG-GH/PS-12.  Students will explore plant science and horticulture careers and opportunities.
AG-BAS-9: The student explains plant growth and the essential elements for plant health, growth, and reproduction.
• Describes how plants grow.
 
Essential questions:
• How does horticulture relate to agriculture?
• Where does landscaping fit in?
• How are ornamental grasses and bamboos pruned?
 
Unit of Study – Intro to Ag/Hort/Landscape, Ornamental Grasses
• Take roll – update in Pinnacle
• Distribute Class Rules/Procedures – discuss
• Student folder/filing system
• Powerpoint - 1.1pp Welcome to Nursery and Landscape! (13 slides)
• Reading 16.7r Pruning Bamboos and Grasses
• Worksheet 16.7ws  Pruning Bamboos and Grasses pg 166
• Tree drawing activity
 
Class Activities:
• Draw/color a tree!
• Greenhouse – explain heating system
• GH jobs: cull through dead lettuce and add to compost pile, make a hanging basket, sort pots, dump soil into barrel for sterilizing
 
Day 2 - Wednesday, January 6, 2010
 
AG-NL-2.  Students will develop a broad understanding of the green industryincluding it scope, importance, and careers available in the nursery and
landscape industries.
AG-NL-3.  Students will identify tools and equipment and their use in the nursery and landscape industries.
AG-GH/PS-11.  Students will identify plant growth processes and factors that affect plant  development and growth.
 
Essential questions:
• What are ornamental grasses, how do they differ from turfgrasses?
• What are the differences between bypass and anvil pruners?
• How do you prune ornamental grasses?
 
Unit of Study – Ornamental Grasses, Pruners
• Take roll – update in Pinnacle
• Video: Eyewitness Trees – Finish up
• Distribute syllabus – go over grading
• Students complete Student Interest Inventory / Take additional 9 photos
• Students take home Drafting supplied from to be signed
• Practice firedrill
• Course website
• Video clip:  
     GBY ornamental grasses
     FOP10b Pruning Ornamental grasses
     GIG pruning ornamental grasses 
• Discussion of 2 different types of pruners – bypass and anvil, look at pruners, cut wire
 
Class Activities:

• 
Weather VERY COLD!
• Quick walk to look at ornamental grasses

• Students learn to use FELCO pruners – open and close, sharpen, and clean, cut wire
 
Day 1 - Tuesday, January 5, 2010
 
AG-NL-2. Students will develop a broad understanding of the green industry
including it scope, importance, and careers available in the nursery and
landscape industries.
AG-BAS-7: The Student demonstrates an understanding of the basic principles of plant science.
• Describes how plants are adapted to climate.

Essential questions:
• What is a nursery? What are different types?
• Has anyone worked in the nursery/landscape industry before?

Unit of Study - Trees
• Take roll – update in Pinnacle
• Ask Essential Questions
• Oral explanation of Course – What we will learn about, How we will learn, What we will do – focus on outdoor activities
• Materials Needed for this class – handout (go through)
• Student fill out Student Information Sheet
• Pass out sample drafting kits for student to look through
• Take 8 photos with T-Square
• Video: - Eyewitness – Trees (40 min)

Class Activities:
• Weather VERY COLD!
• Student photos with T-square
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