Unitiii

UNIT III Landscape Landscape Basics

By Jim Martin

Unit III. Landscape Basics

Table of Content

Uni t III Landscape Basics Introduction

2

Lesson 1

Looking for Clues

4

Lesson 2

More Clues

13

Lesson 3

Keys to Unlock the Mystery

21

Lesson 4

Asset or Liability?

29

Lesson 5

Right Plant, Right Place

35

Lesson 6

Seeds and Changes

40

Lesson 7

New Plants from Old

47

Lesson 8

The Propagator’s Friend

56

Lesson 9

Fuel for Plant Growth

62

Lesson 10

Biological Competitors

69

Lesson 11

What’s Ailing This Plant?

77

Lesson 12

Giving Plants a Helping Hand

84

Glossary

92

Appendix

95

1

Unit III Landscape Basics

Introduction

LANDSCAPE BASICS Introduction This unit focuses on some of the basic practices in landscape horticulture. The lessons are based on the knowledge of plant science and the way plants grow and respond to their environment. Through proper implementation, optimal growth and appearance can be achieved in the living landscape. Plant Identification. Because there is such a great diversity of landscape plants, professional landscapers must be able to identify the plants with which they are working with. By knowing the proper name of a plant, a person can retrieve an abundance of information about the plant—its growth and its development. The basis for identification in landscape horticulture differs from botany in that the landscaper relies more on the vegetative clues than on the flower parts. This approach is necessary, because the landscaper must be able to identify a plant at any season of the year. Originally, plant identification and classification were based on reproductive parts, but the taxonomist has a different mission. Leaves, stems, and buds provide most of the clues needed for reasonable identification. The clues can be easily understood and used by the layman. The dichotomous key is an important tool in identifying unknown species. Lesson 3 will give students an opportunity to gain skills in using these plant keys. Plant Evaluation. The list of plants used in landscaping are numerous and diverse. They have a wide range of landscape qualities that help define their relative value. One way of evaluating them is on the basis of four basic citeria: form, foliage, fruit and flower. The student will have the opportunity to use this system to evaluate particular plants used in the landscape. Environmental Conditions. Plants are adapted to certain environmental conditions. Some are suited for sunny spots, others for shade, some like it wet, others like it dry. Some plants are destined to grow tall while others are short. We know most of these characteristics in advance, so it is important to put the right plant in the right place. Seed Propagation. Many landscape plants are started from seed. Students will have the opportunity to learn the basics of seed propagation. They will learn that seed propagation does lead to variability. It is also the way to create hybrids, new plant forms. Cutting Propagation. An alternative method of propagation is to create clones by asexual propagation. One of the easiest methods is by cuttings. Students will make several types to learn more about the process. Intermittent Mist. One method of keeping cuttings from drying out before they root is to keep them under an intermittent mist. Students will actually design a mist system and practice some of the basic steps of construction. Fertilizer. Fertilizing is a basic and on-going landscape activity. The application of fertilizer of the right type, at the proper rate of application, and at the right time of the year are important considerations. Fertilizing helps optimize plant growth and development.

2

Unit III Landscape Basics

Introduction

Plant Pests and Diseases. Diseases and pests affect the health and appearance of landscape plants. This complex subject is dealt with in an introductory way, students will learn about various types of pest and the different types of damage they cause, and control practices. Integrated Pest Management is addressed in the lesson as a way of bringing together many approaches to these problems. Pruning. Pruning is an art and a science. To be effective, an individual must know why and how to prune. This unit will give students a better insight to this timehonored practice. They will learn to prune by reason not by season.

3

Unit III Landscape Basics

Lesson 1

Lesson 1. Looking for Clues Tree and Shrub Identification Using Leaf Characters Terms leaf composition: whether leaf blade is in one unit or several leaf arrangement: the pattern in which leaves are held on a stem node: point on a stem where a leaf emerges alternate arrangement: just one leaf emerges at a node opposite arrangement: two leaves emerge at a node whorled arrangement: three leaves emerge at a node entire margin: the edge (margin) of a leaf blade is smooth, unbroken toothed margin: the edge of a leaf blade is broken by small tooth-like structures lobed margin: the edge of a leaf is broken up into sections larger than teeth leaf blade: the expanded part of a leaf petiole: the stem-like structure of a leaf that is attached to the stem leaflet: a portion of the compound leaf blade simple leaf: a blade in one part compound leaf: a leaf blade divided into parts pinnately compound leaf: a leaf blade divided into leaflets attached to a linear axis palmately compound leaf: a leaf blade divided into sections that arise from a single point

Performance Objective The student will •

classify leaves as to composition, arrangement, and type of margin.

Materials Needed For the class •

Overhead Transparency “Clues to Identification”

4

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization Evidence, models and explanation Change, constancy, and measurement Form and function Life Science: Matter, energy, and organization in living systems History and Nature of Science: Science as human endeavor Nature of scientific knowledge

Standards for School Mathematics Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 1

For each student •

cut specimens, approximately one foot long, of a variety of landscape plants that include examples of the possible types of leaf arrangement, composition, and leaf margin

•

Student Sheet “Finding The Clues to Solve the Mystery”

•

Transparency Key “Pattern Identification”

•

“A Scoring Rubric” (2 pages)

Background Information As a beginning point in landscape plant identification, it should be emphasized that the most positive identification can be made with flower parts. This is the system the great Linnaeus used in developing his classification system. However, flowers on landscape plants are seldom present for more than two weeks out of the year. Therefore, the landscaper must rely on vegetative characteristics for practical identification. Leaves. Leaves are the first vegetative clue to consider. For deciduous plants they are present for more than half the year; for evergreens they are always present. The arrangement and composition of leaves are quite consistent within a species and provide enough clues to identify most of the landscape plants we use without further clues from other parts of the plant. Note: similar information on grass identification is to be found in Section II, Lesson 4. Leaf Arrangement. A very important clue is how the leaf is arranged on the stem. There are three possibilities: Ø If at a node there is just one leaf, the arrangement is alternate, that is the leaves alternate up and down the stem. Ø If there are two leaves at a node, the arrangement is opposite, leaves are on opposite sides of the stem from one another. Ø If there are three leaves at a node, the arrangement is whorled. Only a few landscape plants have a whorled leaf arrangement, so they are easily identified. Leaf Composition. In determining a true leaf, look for a bud on the stem. Everything above that is one leaf. Ø The expanded portion of the leaf, the blade, is said to be simple if it is one part; that is, not separated into sections. Ø A compound leaf has the blade divided into sections in one of two ways. A pinnately compound leaf has the blade divided into leaflets attached to a linear axis. A palmately compound leaf has the blade divided into sections that arise from a single point.

5

Unit III Landscape Basics

Lesson 1

Leaf Margins. For a simple leaf, there are a number of clues associated with the margin of the blade. There are three categories of leaf margins: (1) If the margin is unbroken, smooth or wavy, it is said to be entire. (2) If the margin is broken into small, tooth-like segments, it is toothed. There are many variations of the toothed category of leaf margins; they vary in size, number, evenness, and being pointed or rounded. (3) If the leaf margin is divided into larger segments, it is lobed. A lobed leaf differs from a compound leaf in that the sections do not extend down to the midrib of the leaf blade. Another detail to look for on the leaf blade itself is the nature of the veins. If they are forked or branched, this will differentiate them from those that are unbranched and parallel. Another detail is the presence or absence of hairs on the blade or petiole.

Teacher Preparation •

Gather branches of common trees and shrubs for your area, including at least one specimen for each of the clues mentioned above. Be sure that each student has at least one to work with.

•

Copy the student sheets.

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Give each student at least one cut specimen to work with. Use the overhead transparency “Clues to Identification” to show students the clues. 2. Show students the leaf arrangements on the overhead. Describe patterns. Then, ask students to hold up the branches that correspond to the description. For example, say “Those students who have alternate arrangements hold up your branches.” Then, those students write “alternate” on their sheet at number 1. Then, continue through the patterns, opposite and whorled. 3. Show students the leaf compositions on the overhead. Describe patterns. Then, ask students to hold up the branches that correspond to the description. For example, say “Those students who have simple leaves, hold up your branches.” Then, those students write “simple” on their sheet at number 2. Then, continue through the patterns, palmately and pinnately compound. 4. Show students the leaf margins on the overhead. Describe patterns and proceed as in 2 and 3. 5. Have students complete sentence at the bottom of the sheet based on the characteristics of their specimens. 6. Have students exchange their sheets and specimens for a second opinion. Students can use the “Pattern Identification” page for verification.

6

Unit III Landscape Basics

Lesson 1

Reflection Which clues do you see on your specimen that may help identify it?

Enhancement •

If you are near a university or a botanical garden, visit the herbarium to see pressed specimens of plants.

•

Have students collect, press, and laminate specimens for future reference.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

7

Unit III Landscape Basics

Lesson 1

OVERHEAD TRANSPARENCY

CLUES TO IDENTIFICATION

8

Unit III Landscape Basics

Lesson 1

TRANSPARENCY KEY

PATTERN IDENTIFICATION

alternate

simple

entire

opposite

Pinnately Compound

lobed

whorl

Palmately Compound

toothed 9

Unit III Landscape Basics

Lesson 1

STUDENT SHEET

Name _________________________ Date__________

FINDING THE CLUES TO SOLVE THE MYSTERY What Plant Is This? Clue #1 Leaf Arrangement Here are the choices: •

Alternate

•

Opposite

•

Whorled My plant’s leaves have a(n) _________________________arrangement.

Clue #2 Leaf Composition

Here are the choices:

•

Simple

•

Pinnately Compound

•

Palmately Compound My plant’s leaves have a ____________________________composition.

Clue #3 Leaf Margins Here are the choices: •

Entire

•

Toothed

•

Lobed The margins of my plant’s leaves are _____________________________

My plant is ________________________________________________, _______________________________________________, and _______________________________________________.

10

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 1

Name__________________________Date________

LESSON TITLE: Looking for Clues The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

11

Unit III Landscape Basics

Lesson 1

WHAT I DID: Looking for Clues Performance 1. Completed the student sheet “Finding the Clues to Solve the

HOW WELL I DID IT 1 Minimal report

Mystery” according to instructions.

2

3

4______

Completed Completed Completed with reminders

without reminders

with many details

______________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without

2 or more

prompting responses

______________________________________________________________________________________ 3.

4.

5.

6.

12

Unit III Landscape Basics

Lesson 2

Lesson 2. More Clues Stems and Buds Terms lenticel: a small, raised corky spot on young bark of stems pith: the central core of tissue in stems imbricate: overlapping scales, like shingles on a roof valvate: two bud scales coming together

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes:

foliar bud: a bud without scales

Systems, order, and organization

leaf scars: a mark on a stem where the leaf petiole was attached

Evidence, models and explanation

terminal bud scale scar: a mark on the stem left at the base of the prior year’s terminal bud

Science as Inquiry:

Performance Objectives

Form and function Understanding about scientific inquiry

The student will

Abilities to do scientific inquiry

•

Life Science:

•

list the identification clues present on selected plant specimens. fill out the student sheets.

Matter, energy, and organization in living systems History and Nature of Science:

Materials Needed For the class •

a collection of stems of landscape plants exhibiting a variety of bud arrangements, with presence and absence of lenticels.

•

Overhead "Stems and Buds"

Science as human endeavor Nature of scientific knowledge Standards for School Mathematics

For each student •

a knife or sharp instrument for cutting through stems and buds

•

a hand lens

•

Student Sheet "Stems and Buds-More Clues"

•

“A Scoring Rubric” (2 pages)

Background Information Stems and buds have many clues to identification that can be used at any time of the year. These clues supplement the leaf clues and can provide more precise identification. The specific features below can be illustrated with the overhead "Stems and Buds".

13

Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 2

Stems. Stems are a plant part that is present year around and has many clues to focus on. Ø color of bark Ø presence or absence of lenticels Ø color, size, and shape of lenticels Ø presence or absence of pith Ø color, size, and shape of pith Buds. Buds are present at the base of every leaf. At some times of the year they are larger and more pr onounced, but they are always there. They vary in many ways. Ø presence or absence of a terminal bud Ø imbricate scales, valvate scales, or foliar Ø color Ø hairs present or absent Leaf scars. Under or around each bud is the scar left when the petiole freaks loose from the stem. These leaf scars also assist in identifying plants. Ø size and shape Ø orientation to bud, e.g., in the white ash, the leaf scar forms a "U" surrounding the bud

Teacher Preparation •

Collect cut specimens.

•

Make overhead transparency

•

Copy student sheet “Stems and Buds–More Clues.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Give each student at least one cut specimen to work with. 2. Describe each of the clues mentioned above. After the description, ask the

students to hold up their branches as you read each clue (e.g., lenticels). In this manner, go through all the clues, and have the students note which they have.

3. For pith characters, have students slice through the stem lengthwise. 4. For bud characters, have students slice through the stem crosswise to view interior.

5. Then, have students complete the student sheet “Stems and Buds—More Clues.”

14

Unit III Landscape Basics

Lesson 2

Reflection Which clues are the most obvious to you? Which are the most difficult to observe? Would a magnifying glass be a handy tool, or are the clues large enough that one is not necessary? What advantages or disadvantages might there be in using stem bud characters in comparison with leaf characters?

Enhancement •

Make a collection of twigs that have these clues. Mount and label them to use as a reference.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

15

Unit III Landscape Basics

Lesson 2

OVERHEAD TRANSPARENCY

16

Unit III Landscape Basics

Lesson 2

STUDENT SHEET

Student _______________________ Date __________

STEMS AND BUDS—MORE CLUES 1. Write the definitions. lenticel: ___________________________________________________________________________ _____________________________________________________________________________________ pith: _______________________________________________________________________________ _____________________________________________________________________________________ chambered pith: ___________________________________________________________________ _____________________________________________________________________________________ terminal bud: ______________________________________________________________________ _____________________________________________________________________________________ lateral bud: ________________________________________________________________________ _____________________________________________________________________________________ imbricate: _________________________________________________________________________ _____________________________________________________________________________________ valvate: ____________________________________________________________________________ _____________________________________________________________________________________ foliar bud: _________________________________________________________________________ _____________________________________________________________________________________ flower bud: ________________________________________________________________________ _____________________________________________________________________________________ vegetative bud: ____________________________________________________________________ _____________________________________________________________________________________ leaf scars: _________________________________________________________________________ _____________________________________________________________________________________

17

Unit III Landscape Basics

Lesson 2

terminal bud scale scar: ___________________________________________________________ _____________________________________________________________________________________ 2. Identification clues on my stem: Ø The stem has, doe s not have lenticels. ______________________________ Ø The buds are imbricate, valvate, or foliar. ___________________________ Ø Is there a terminal bud? ____________ Ø Are there lateral buds? _____________ Ø If yes, are they alternate or opposite? _______________________ Ø After the bud is cut open, do you see flower parts? ______________ Leaves? __________ 3. Draw shape of leaf scars

4. Color of pith ____________ Is pith solid, hollow, or chambered? ________________ 5. Tape stem below:

18

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 2

Name__________________________Date________

LESSON TITLE: More Clues The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

19

Unit III Landscape Basics

Lesson 2

WHAT I DID: More Clues

HOW WELL I DID IT 1

Performance 1. Completed the student sheet “Stems & Buds—More Clues”

Minimal report

according to instructions.

2

3

4______

Completed Completed Completed with reminders

without reminders

with many details

______________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

______________________________________________________________________________________ 3. ______________________________________________________________________________________

4. ______________________________________________________________________________________

5.

______________________________________________________________________________________

6.

7.

20

Unit III Landscape Basics

Lesson 3

Lesson 3. Keys to Unlock the Mystery Using Dichotomous Keys Term dichotomous key: a written system of choices of forked pairs of clues that leads to the ultimate identification of a plant

Performance Objective

Unifying Concepts and Processes:

The student will •

National Science Education Standards, Grades 9-12

use a dichotomous plant key to identify 3 different species of landscape plants in 15 minutes.

Materials Needed

Systems, order, and organization Evidence, models and explanation Science as Inquiry:

For each group of 3 students •

cut specimens of 3 different species of landscape plants.

Understanding about scientific inquiry

•

Student Fact Sheets “Dichotomous Key” (3 pages)

Abilities to do scientific inquiry

For each student

Life Science:

•

Student Sheet “To Key, or Not to Key”

•

“A Scoring Rubric” (2 pages)

History and Nature of Science:

Background Information The dichotomous key is a marvelous tool for unlocking the mysteries of plant identification. With a properly executed key, students will be able to identify unknown plants with ease once they have gained sufficient practice to master the skill of using it.

Science as human endeavor

The key works by asking the user a series of questions on points of identification. The best designed keys always have two recognizable choices. Each choice then leads to two more choices. At each “fork in the road” the choice is made that eventually leads the user to the proper identification of the plant in question. One of the points to be mastered is the special vocabulary of plant identification. The second is to recognize these points on the specimen. Once tentative identification has been made, you should read the description of that plant in a standard landscape plant reference to see if it really fits the specimen you have.

Standard 2: Patterns, Functions, and Algebra

Teacher Preparation •

Matter, energy, and organization in living systems

Use the simple key provided to test your skills before presenting the key to the students. See if it works well for the specimens you have.

21

Nature of scientific knowledge Standards for School Mathematics

Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 3

•

Make copies of Student Fact Sheet “Dichotomous Key.”

•

Collect specimens of the plants listed on the plant key for students to use.

•

Use a piece of masking tape to number or code each specimen.

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Give each group at least 3 cut specimens of landscape plants that are listed in the plant key to be used. 2. Have the student use the key to identify each specimen, and enter the data on the student sheet “To Key, or Not to Key.”

Reflection Rather than identifying a cut specimen, if you had the whole plant, what other information would you have to go by? Would that make it easier or more difficult to identify the specimen? Why?

Enhancement •

Observe and identify the trees on the school grounds, and label them.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

22

Unit III Landscape Basics

Lesson 3

STUDENT FACT SHEET

DICHOTOMOUS KEY To Some Common Trees and Shrubs 1. Leaves broad ·········································································································2 1. Leaves needle-like to scale-like ············································································44 2. Leaves opposite or whorled ··············································································3 2. Leaves alternate ·····························································································10 3. Leaves in whorls of 3 ···················································································Catalpa 3. Leaves opposite ·····································································································4 4. Leaves simple ··································································································5 4. Leaves compound ····························································································7 5. Leaf margins entire ···················································································Dogwood 5. Leaf margins toothed ····························································································6 6. Bud scales 3 or more, overlapping ···························································Maples 6. Bud scales 2, not overlapping, or absent ························Arrow wood, Black haw 7. Leaves pinnately compound ··················································································8 7. Leaves palmately compound ·················································································9 8. Leaflets 3-7, often lobed, previous year’s twigs green ···························Box elder 8. Leaflets 5-13, not lobed, previous year’s twigs gray ······································Ash 9. Leaflets usually 5, rarely 6-7 ······································································Buckeye 9. Leaflets usually 7-9, rarely 5 ···························································Horse chestnut 10. Leaves simple ·····························································································11 10. Leaves compound ·······················································································39 11. Stems with throns ····························································································12 11. Stems without thorns ·······················································································13 12. Leaves entire, never lobed ··························································Osage orange 12. Leavestoothed, sometimes lobed·····························Hawthorne and Crab apple 13. Three to five buds clustered at end of twigs ·······················································14 13. Buds not clustered at end of twigs, never more than 2 ······································15 14. Tip of leaves or tip of lobes bearing bristles ·······························Red oak group 14. Tip of leaves or tip of lobes without bristles, ···························White oak group 15. Leaves lobed or lobed and non-lobed on same tree ············································16 15. All leaves non-lobed ··························································································20 16. Leaf margins entire ·····················································································17 16. Leaf margins toothed ··················································································18 17. Buds rounded, previous year’s twigs green; leaves lobed and non-lobed on same ·· tree ·······································································································Sassafras 17. Buds flat, valuate previous year’s twigs brown; leaves always lobed ·········Tuliptree

23

Unit III Landscape Basics

Lesson 3

18. Leaves non-lobed, 2-lobed and 3-lobed on same tree; upper leaf surface ········· usually rough ····················································································Mulberry 18. Leaves 3 or 5-lobed, never non-lobed; upper leaf surface smooth ················19 19. Leaves with 3 large veins at base (palmately veined) margins toothed ·····Sycamore 19. Leaves with 5 large veins at base (palmately veined) margins serrate ·····Sweetgum 20. Leaf margins entire or with 1-3 large teeth ··················································21 20. Leaf margins toothed or with 5 or more teeth ··············································24 21. Leaf base heart-shaped ·············································································Redbud 21. Leaf base pointed (acute) ···················································································22 22. Leaf margins and midvein lined with stiff hairs ································Sourwood 22. Leaf margins and midvein without stiff hairs ···············································23 23. Leaf scars have 3 prominent dots (vascular bundles); leaves rarely 1-3 toothed ····· ·············································································································Black gum 23. Leaf scars have one prominent dot (vasuclar bundle); leaves never toothed ··········· ············································································································Persimmon 24. Leaves palmately veined ··············································································25 24. Leaves pinnately veined ··············································································27 25. Leaves about as long as broad ···········································································26 25. Leaves about twice as long as broad ································Hackberry or Sugarberry 26. Sap milky ·························································································Mulberry 26. Sap watery ·········································································Basswood (Linden) 27. Leaves very oblique (one-sided) at base ···························································Elm 27. Leaves not oblique at base ················································································28 28. Buds obviously stalked ···············································································29 28. Buds not stalked ·························································································30 29. Leaf margin with sharp teeth ········································································Alder 29. Leaf margin with rounded teeth ···························································Witch hazel 30. Leaf margins singularly toothed ··································································31 30. Leaf margins doubly toothed ·······································································36 31. Lateral veins unbranched and straight, extending to the tip of each serration ····32 31. Lateral veins branched or curved, not extending to the tip of each serration ······33 32. Leaves 5-10 inches long; bark rough ·················································Chestnut 32. Leaves 2-5 inches long; bark smooth ·····················································Beech 33. Base of leaf with disk-like glands ·································Wild cherry and Wild plum 33. Base of leaf without glands ················································································34 34. Leaf margins and midvein lined with stiff hairs ································Sourwood 34. Leaf margins and midvein without stiff hairs ···············································35 35. Leaves triangular, about as broad as long ····················Cottonwood, Aspen, Poplar 35. Leaves not triangular, much longer than broad ·········································Willows

24

Unit III Landscape Basics

Lesson 3

36. Bark smooth, trunk twisted and appearing muscle-like ·································· ·····················································································Blue beech (Iron wood) 36. Bark rough; trunk not twisted or appearing muscle-like ······························37 37. Leaves softly hairy ·····························································································38 37. Leaves not softly hairy ··················································································Birch 38. New twigs with stiff, sticky hairs ·······················································Hazelnut 38. New twigs without stiff, sticky hairs ················································Hornbeam 39. Spines or thorns present ···················································································40 39. Spines or thorns absent ····················································································41 40. Thorns more than one inch long, branched ································Honey locust 40. Thorns less than one inch long, not branched ·····························Black locust 41. Leaves twice compound ··························································Kentucky coffee tree 41. Leaves once compound ·····················································································42 42. The 3 terminal leaflets larger than the lateral leaflets ··························Hickory 42. The 3 terminal leaflets the same size or smaller than the lateral leaflets·······43 43. The pith partitioned by cross walls, twigs tough ·········································Walnut 43. The pith not partitioned, twigs brittle ·························································Sumac 44. Leaves (needles) bound together at base to form fascicles of 2-5 ···············Pine 44. Leaves not bound together at base ······························································45 45. Leaves scale-like or awl-shaped, usually flattened against branches·······Red cedar 45. Leaves not scale-like, or awl-shaped, spreading from branches ·························46 46. Leaves 4-angled ···················································································Spruce 46. Leaves flattened ················································································Hemlock

25

Unit III Landscape Basics

STUDENT SHEET

Lesson 3

Name ________________________ Date __________

TO KEY, OR NOT TO KEY Using a Dichotomous Key To Unlock the Mystery 1. Write the definitions. dichotomous key: _________________________________________________________________ ____________________________________________________________________________________ 2. Critically observe each of the three specimens you have and follow the clues through the key until you reach the conclusion of what tree it is. Then enter the name in the proper blank. You may want to check your answer with a reference book of the internet. 3. Write the answers. Ø Plant #1 is ______________________________________

Ø Plant #2 is ______________________________________

Ø Plant #3 is ______________________________________ 4. Which plant, if any, was the most difficult to identify? ____________________________ Ø

Why?_________________________________________________________________________ ______________________________________________________________________________

26

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 3

Name__________________________Date________

LESSON TITLE: Keys to Unlock the Mystery

The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to ____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned _____________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to ______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

27

Unit III Landscape Basics

Lesson 3

WHAT I DID: Keys to Unlock the Mystery Performance 1. Completed the student sheet “To Ke y, Or Not To Key”

HOW WELL I DID IT

1

2 Minimal report

according to instructions.

3

4

Completed Completed with reminders

without reminders

. Completed

with many details

__________________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

__________________________________________________________________________________________ 3. __________________________________________________________________________________________

4. __________________________________________________________________________________________ 5.

__________________________________________________________________________________________ 6.

7.

28

Unit III Landscape Basics

Lesson 4

Lesson 4. Asset Or Liability? Evaluating Plants Using the “4-F Method” Terms deciduous: plant that loses all its leaves once a year hardiness zone: climatic zones mapped by USDA, based on minimum winter temperature

Unifying Concepts and Processes:

Performance Objective The student will •

research a given group of landscape plants grown in their region and rank them on the basis of their positive and negative qualities.

Materials Needed •

a computer with access to the internet

•

USDA Hardiness Zone Map

Evidence, models and explanation Change, constancy, and measurement Science as Inquiry: Abilities to do scientific inquiry Life Science:

For each student •

Systems, order, and organization

Form and function

For class

•

National Science Education Standards, Grades 9-12

Student Sheet “Choosing the Best” “A Scoring Rubric” (2 pages)

Background Information Of the hundreds of thousands of plants known to humankind, only a relative few have been selected out to be used in the living landscape. One of the main criteria for selection is on the basis of whether a given plant can thrive in a particular hardiness zone. It is also important that the plants be relatively tolerant of diseases and insect problems. Beyond that, landscape pants are evaluated on their landscape qualities. One workable and understandable system is to consider the “4-F’s.” Form is the first criterion. This includes size, both height and spread. Mistakes in plant choice are made on the basis of wrong size than any other single factor. Form includes rate of growth; very fast growth generally results in brittle wood that breaks up in a storm. It also includes structure, how well the branches are placed. This is why the Bradford Pear is not a good choice. Its structure is such that it will break up in storm when it reaches maturity. Form is a quality that is present year around; so it is of the greatest importance in plant selection.

29

Interdependence of organisms Matter, energy, and organization in living systems History and Nature of Science: Science as human endeavor Nature of scientific knowledge Standards for School Mathematics Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 4

Foliage is the second criterion to be considered. It is second in importance as it is present year–round on evergreen plants, and six months or more on deciduous plants. Foliage varies in many ways. Size may be less than an inch, creating a fine textured appearance to the plant, or may be 10 or more, creating a coarse textured plant. By selecting plants of different textures, more interest can be created in a landscape planting. Foliage varies in color. Green is the norm, and what we expect to see. Some foliage is yellow, blue, white, red, variegated, or a blending of other shades. Any color other than green creates an accent in the landscape and becomes the focal point for the planting. Therefore, it is best to use off-color plants with discretion to have a landscape that is unified. The mark of an inexperienced landscaper is the improper or overuse of color. Fruit is the next landscape quality in importance; however, it can be either a positive or a negative feature. Since attractive fruit is generally present for weeks to months each year, it outranks flower effect as a landscape quality. It is one of the ways to build winter interest into the landscape. Fruit size is a significant aspect of evaluation. In most instances large fruit, more that an inch in diameter, are more of a nuisance than an asset in a landscape. A good example would be crabapples. Any apple less than 2 in diameter is considered a crabapple. Those that have fruit at the higher end of that range create a mess in the late summer or fall when the fruit begins to fall and rot. Whereas, those crabapples that have fruit the size of a pea are colorful long into the winter without the mess. Color is important. Yellows, reds, oranges, medium blues, etc. show up well in the landscape, but those with black fruit have little eye appeal. The abundance, along with the color, determines the ornamental effect of fruit. Smell may be a problem in the case of trees like the female ginkgo. When these large fruits fall, they are not only a hazard to traffic but are offensive to the nose as well. Trees like ash and maple have an abundance of non-ornamental fruit that can clog drains and create litter. These are examples of the negative aspects of fruiting that leads to the use of male clones where possible. Flower is the final characteristic to be considered. In the eyes of many it is the number one consideration. More plants are probably sold by flower effect than any other quality, but that can lead to bad choices. Whereas, the form is a year–round feature, foliage six months or more, fruit several weeks or months. Flowering seldom lasts more that two weeks, (with some except ions). Selection must be based on the year–long value of the plant. Flowering, however, is an important landscape quality. It brings excitement and drama to the spring. It is much appreciated in the summer when few trees or shrubs are showing color. What needs to be said is that this should not be the predominating feature to consider but one we consider after the other points mentioned have been satisfied. That is, we want a plant with good form and foliage, and if can have good flower and fruit as well, that is a bonus.

30

Unit III Landscape Basics

Lesson 4

Flowers vary in color, abundance, dependability, and fragrance. Another variable is how long they remain on the plant, for example, serviceberry has beautiful white flowers but they seldom last more than a few days. We do have a few plants like the glossy abelia that remain in flower all summer long, and the southern magnolia that has flowers a few at a time over many weeks or months.

Teacher Preparation •

Search the Web for sites that have good illustrations of landscape plants in your region, or look in books, magazines, or other publications.

•

Check out the website www.hcs.ohio-state.edu/plants.html.

•

Make these resources available to the students.

•

Copy Student Sheet “Choosing the Best.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Have students use the student sheet “Choosing the Best” to list 10 plants found in the references.

2. Then students rank the plants according to their total landscape quality according to the 4-F’s system.

Reflection Are there some other landscape qualities that you might want to include? Why?

Enhancement •

Visit a local nursery, botanic garden, park, or arboretum to see live plants that are included in the plants for sale or plants in the landscape.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

31

Unit III Landscape Basics

Lesson 4

STUDENT SHEET

Name _________________ Date ______

CHOOSING THE BEST 1. Write the definitions. deciduous: _____________________________________________________________________ _________________________________________________________________________________ hardiness zone: _________________________________________________________________ __________________________________________________________________________________ 2. Go to the references including the website www.hcs.ohio-state.edu/plants.html and select 10 landscape plants for your area. 3. Rate the plants according to the 4-F System of: form, foliage, fruit, and flower. 0 = poor, 4 = excellent. PLANT

FORM

FOLIAGE

32

FRUIT

FLOWER

TOTAL

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 4

Name__________________________Date________

LESSON TITLE: Asset or Liability? The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

33

Unit III Landscape Basics

Lesson 4

WHAT I DID: Asset or Liability? Performance 1. Completed the student sheet “Choosing the Best” according

HOW WELL I DID IT 1 Minimal report

to instructions.

2

3

4______

Completed Completed Completed with

without

reminders

reminders

with many details

______________________________________________________________________________________ 5 or less 2. Selected appropriate plants.

good plants

6 or 7

8 or 9

good

good

plants

plants

10 good plants

______________________________________________________________________________________ Not

Completed

Completed

Completed

with

without

without

prompting

prompting

prompting

3. Evaluation of plants.

Completed

evaluations all good ______________________________________________________________________________________ 4.

Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

______________________________________________________________________________________ 5.

______________________________________________________________________________________

6.

7.

34

Unit III Landscape Basics

Lesson 5

Lesson 5. Right Plant, Right Place Environmental and Site Requirements for Landscape Plants Terms microclimate: the physical environmental conditions immediately surrounding a plant, e.g., shade pH: relative acidity or alkalinity of the soil hardiness zone: climatic zones mapped by USDA, based on minimum winter temperature

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization

Performance Objectives The student will •

evaluate the environmental criteria of several sites on the school ground.

•

using those criteria, go to the Ohio State Plant Dictionary Site, www.hcs.ohio-state.edu/plants.html or other resources, and find landscape plants that would fit those criteria.

Evidence, models and explanation Science as Inquiry: Understanding about scientific inquiry Abilities to do scientific inquiry Life Science: Interdependence of organisms

Materials Needed For the class •

computer for access to OSU Plant Dictionary

•

reference books on landscape plants for your area

For each student •

Student Sheet “Right Plant, Right Place”

•

“A Scoring Rubric” (2 pages)

Matter, energy, and organization in living systems Behavior of organisms History and Nature of Science: Science as human endeavor Nature of scientific knowledge

Background Information Plants grow in a wide variety of environmental conditions: hot spots, cold spots, shade and full sun, acid soil, alkaline soil, dry conditions and wet conditions. In many sites there is a space restriction; in fact, one of the most common mistakes made is picking a plant that is too large in height or width for a particular spot. Although some plants are very adaptable to a wide range of environmental conditions, many are very specific. Data has been collected on the cultural requirements of landscape plants, and certainly on their size. Therefore, the two-step process is to (1) evaluate a site and list the existing criteria; then (2) select a plant or plants to fit those criteria.

35

Standards for School Mathematics Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 5

Teacher Preparation •

Select sites on the school grounds that differ in environmental and space conditions. Try to find sites that have multiple conditions that are discernable, such as shady, wet, or ones with restricted height. Number the sites.

•

Check out access to the OSU Plant Dictionary web site www.hcs.ohiostate.edu/plants.html and have the computer available for the students to use.

•

Copy the student sheets and have them available.

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Have students visit the different sites you selected and make notes about the sites. (They could do this as individuals or in small groups, depending on the size of the class and the amount of space outdoors.) 2. When students return to class, discuss the sites to see that there is agreement among the students as to the nature of the sites. 3. Then have each student use the references available—preferably the OSU web site—to find plants that fit these requirements. 4. Have students enter the information on their student sheets, “Right Plant, Right Place.”

Reflection What landscape plantings have you seen where plants appear overgrown? How might this information save utility companies money in reduced pruning costs?

Enhancement •

Visit the site of a new landscape installation and discuss the reasons for the selection of plants being used in respect to environmental criteria.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

36

Unit III Landscape Basics

Lesson 5

STUDENT SHEET

Name ______________________ Date ____________

RIGHT PLANT, RIGHT PLACE 1. The purpose of this exercise is to gain experience in site evaluation and plant selection. Look over the site assigned and determine as best you can the following environmental conditions: Exposure–sun or shade ______________________ Wet or dry ___________________ Type of soil (heavy, light, rocky, etc.) ______________________ Other vegetation, if any, (clues for what might grow there) ____________________________ _________________________________________________________________________________ Topography______________________________________________________________________ Are there any overhead features like power lines? Specify. ____________________________ _________________________________________________________________________________ 2. Make a sketch of site; indicate which direction is north. Note other vegetation and structural features.

3. Name 5 landscape trees or shrubs for this site. •

__________________________________________

•

__________________________________________

•

__________________________________________

•

__________________________________________

•

__________________________________________

37

Unit III Landscape Basics

Lesson 5

A SCORING RUBRIC

Name__________________________Date________

LESSON TITLE: Right Plant, Right Place The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

38

Unit III Landscape Basics

Lesson 5

WHAT I DID: Right Plant, Right Place Performance

HOW WELL I DID IT 1

1. Completed the student sheet

Minimal

“Right Plant, Right Place”

report

according to instructions.

2 Completed with reminders

3

4______

Completed Completed without reminders

with many details

______________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

______________________________________________________________________________________ 3. ______________________________________________________________________________________ 4. ______________________________________________________________________________________ 5.

______________________________________________________________________________________ 6.

7.

39

Unit III Landscape Basics

Lesson 6

Lesson 6. Seeds and Change Propagation by Seed and Hybridization Terms viable seed: seed that is dormant but will germinate under proper conditions F1 Hybrid: the first generation of seedlings after a cross of two plants that are different genetically heterosis: also called hybrid vigor, the extra vigor the hybrid seedling exhibits compared to its parents germination medium: an artificial growing mix that has been milled to fine granules so that seeds will not get buried cultivar: a cultivated variety, e.g., Red Maple ‘October Glory’

Performance Objectives

Unifying Concepts and Processes: Systems, order, and organization Change, constancy, and measurement Form and function Science as Inquiry: Understanding about scientific inquiry Abilities to do scientific inquiry

The student will

Life Science:

•

sow seeds properly in a seed flat.

•

transfer pollen from an anther to a stigma.

Molecular basis of heredity Interdependence of organisms

Materials Needed For the class •

National Science Education Standards, Grades 9-12

water spray bottles or a mist head to fit on the end of a hose

•

a monohybrid genetics kit available from Carolina Biological Supply

•

permanent marking pen

•

milled sphagnum peat moss

Matter, energy, and organization in living systems Behavior of organisms History and Nature of Science: Science as human endeavor Nature of scientific knowledge

For each student •

a package of vegetable or flower seed

•

a shallow container, such as a seed flat

•

a clear plastic bag, large enough to accommodate the container

•

plastic label

•

artificial soil mix germination medium moistened

•

pencil

•

Student Sheet “Sowing Seeds”

40

Standards for School Mathematics Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

•

Lesson 6

“A Scoring Rubric” (2 pages)

Background Information Sexual propagation involves properly sowing viable seed in an environment that will cause them to break dormancy and germinate. The favorable environment for most seeds includes moisture, correct temperature range, oxygen, and light (for some). Moisture must be in adequate amount to penetrate the seed coat and reach the plant embryo in the seed. A growing medium that holds moisture or an environment that is periodically drenched is necessary to assure that the seed never dries out. The seed may remain viable for weeks, months, or even years, depending on the species, but once moisture penetrates the seed, it will die if it ever dries out. Some seeds will germinate faster if they are soaked overnight to assure moisture penetration into the seed. Temperature ranges favorable for germination vary according to the species. Some of the cool season ve getables, for instance, can germinate at temperatures in the 40s and 50s, while some of the warm season crops require temperatures at least in the 70s. Most plants of the temperate part of the world will germinate in the 70s and 80s. To provide heat where it is needed most, an electric cable made for the purpose of heating soil and media may be employed. Oxygen is important to germination as it is used to break down stored carbohydrates in the seed to provide the energy required for the process. A medium that is super saturated with water will not have enough oxygen available. That is why it is important to select a medium that holds water, but at the same time, is well drained to permit a constant supply of oxygen in the root zone. The seeds of a few species, such as lettuce, must be exposed to light in order to germinate. Therefore, when sowing such seed, do not cover them. Most seed, however, will do better if covered slightly to assure that they remain moist.

Teacher Preparation •

Gather materials.

•

Copy Student Sheet “Sowing Seeds.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Give each student one package of seeds, a plastic label, and a small container filled with moistened germination medium. Have students write the name of the plant on the label, using a permanent marking pen (labels made with a regular pen will wash off very soon). NOTE: Information for the label should include the name of the species and the cultivar as listed on the seed package, the date sown, and the initials of the student.

41

Unit III Landscape Basics

Lesson 6

2. Have students use the information on the seed packet to complete the student sheet “Sowing Seeds.” NOTE: The packet will include sowing instructions that are necessary for the next step. 3. Have students take a pencil and lay it down on the germination medium, perpendicular to the sides of the container. Then, they should press down slightly to create a small indentation that will serve as a guide for sowing the seeds. Have them make several of these indentations about a ½ apart. 4. Have students follow these steps: Ø Take the seed package and cut it cleanly across the top to open the pack. Then, gently shake the seed from the package, using the “v” shaped corner of the package as a trough to let the seeds slide down and into the depressions. Take care to shake the seeds out slowly as you move the pack down the rows so that seed will not pile up on one another. Ø Then, according to label instructions—if light is not required—sprinkle a small amount of milled sphagnum moss over the top of the seeds, just enough to hide them from view. Ø Then, using the spray bottle or mist head, spray the seed flat lightly to fully moisten the sphagnum or the exposed seed. Ø Place the container in a plastic bag, and put it in a place that receives good light but not direct sun. Ø As soon as seeds germinate and tops of plants are visible, take seedlings out of the bag and put them in a brightly lit area—preferably a greenhouse or under lights in a Grow Lab. Ø Then, record data on the student sheet. 5. Using a Monohybrid genetics kit from Carolina Biological Supply, follow the instructions for getting a project under way. This project will include sowing Wisconsin Fast Plant seeds.

Reflection What would happen if you did not remove seedlings from the plastic bag immediately? Why might planting in rows be better than scattering the seed on top of the medium?

Enhancement •

Visit a greenhouse that has an automatic seed sower.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

42

Unit III Landscape Basics

STUDENT SHEET

Lesson 6

Name_______________________Date_____________

SOWING SEEDS 1. Write the definitions. viable seed: ________________________________________________________________________ _____________________________________________________________________________________ F1 Hybrid: _________________________________________________________________________ _____________________________________________________________________________________ heterosis: __________________________________________________________________________ _____________________________________________________________________________________ germination medium: _____________________________________________________________ _____________________________________________________________________________________ 2. Get a pack of seeds, a plastic label, and a container filled with germination medium from the teacher. 3. On the label, write the name of the plant species and variety listed on package, your initials, and date of sowing. Use a permanent marker, not a regular pen. 4. With a pencil, laid on its side, to create a shallow groove in which to sow seeds. Make several about ½ apart. 5. Next, follow these steps: Ø Take the seed package and cut it cleanly across the top to open the pack. Then, gently shake the seed from the package, using the “v” shaped corner of the package as a trough to let the seeds slide down and into the depressions. Take care to shake the seeds out slowly as you move the pack down the rows so that seed will not pile up on one another. Ø Then, according to label instructions if light is not required, sprinkle a small amount of milled sphagnum moss over the top of the seeds, just to hide them from view. Ø Then, using the spray bottle or mist head, spray the seed flat lightly to fully moisten the sphagnum or the exposed seed. Ø Place the container in a plastic bag, and put it in a place that receives good light but not direct sun. Ø As soon as seeds germinate and tops of plants are visible, take seedlings out of the bag and put them in a brightly lit area—preferably the greenhouse or under lights in a Grow Lab.

43

Unit III Landscape Basics

Lesson 6

Ø Then, record data. Date sown _______________ Date of germination ______________ Date most seedlings have two, true leaves ___________________ Comment on the vigor of the seedlings and the size of the stand _______________ ______________________________________________________________________________ ______________________________________________________________________________ 6. The next project is to get out the Monohybrid Genetics Kit from Carolina Biological Supply and following the directions to start the Wisconsin Fast Plant seeds.

44

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 6

Name__________________________Date________

LESSON TITLE: Seeds and Change The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

45

Unit III Landscape Basics

Lesson 6

WHAT I DID: Seeds and Change Performance 1. Completed the student sheet “Sowing Seeds” according to

HOW WELL I DID IT 1 Minimal report

instructions.

2

3

Completed Completed with reminders

4______ Completed

without

with many

reminders

details

______________________________________________________________________________________ 2. Participated in the Monohybrid exercise.

Did not

Minimal

participate participation

Participated Participated fully

and made extra contribution

______________________________________________________________________________________ 3. Participated in reflection on the lesson.

No response

1 response 1 response with

without

prompting

prompting

2 or more responses

______________________________________________________________________________________

4. ______________________________________________________________________________________ 5.

______________________________________________________________________________________

6.

7.

46

Unit III Landscape Basics

Lesson 7

Lesson 7. New Plants From Old Propagation by Cuttings Terms leaf blade: the expanded portion of the leaf petiole: the stem-like structure at the bottom of the leaf blade adventitious: roots arising from stem tissue and vice versa

Unifying Concepts and Processes:

rooting hormone: prepared compounds containing auxin type hormones, such as IBA or NAA, that accelerate and facilitate rooting of cuttings

Systems, order, and organization

cutting: portion of plant removed from the mother plant for asexual propagation

Change, constancy, and measurement

herbaceous plants: non-woody plants, i.e. soft, flexible, stems that die down in winter

Form and function

clone: a group of individuals that are genetically alike and have been propagated asexually from one mother plant

Understanding about scientific inquiry

asexual: using techniques of reproduction other than pollination and fertilization

Life Science:

perlite: white, inert granular material that is formed from volcanic debris, heated to high temperatures, used in potting media and for propagation

Interdependence of organisms

rooting hormone: a substance containing auxin compounds that enhances rooting

Performance Objectives

Evidence, models and explanation

Science as Inquiry:

Abilities to do scientific inquiry The cell

Matter, energy, and organization in living systems Behavior of organisms History and Nature of Science:

The student will •

National Science Education Standards, Grades 9-12

take the stem cuttings from familiar greenhouse plants and get them to root and form new plants.

Science as human endeavor Nature of scientific knowledge

•

take the leaf (blade and petiole) cuttings and get them to form new plants.

•

take a leaf blade cutting and get it to form a new plant.

Standards for School Mathematics

•

take a partial leaf blade cutting and get it to produce a new plant.

Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Materials Needed For the class •

an assortment of greenhouse plants, including a vining plant like heart leaf philodendron, pothos, or wandering 47

Unit III Landscape Basics

Lesson 7

Jew; chrysanthemums; succulents; African Violets or other gesneriads; and snake pl ant For each student •

a sharp knife

•

containers filled with perlite

•

plastic or wooden pot labels

•

Student Fact Sheet “Herbaceous Cuttings”

•

Student Sheet “New Plants From Old”

•

“A Scoring Rubric” (2 pages)

Background Information One of the easiest ways to propagate plants asexually is by cuttings. By removing a portion of the mother plant (such as a portion of the stem, a leaf or part of it, or perhaps the root) and placing it in the proper environment, the cutting will generate the missing parts. Unlike in the sexual process of reproduction, the resulting plants are clones, which have the same genetic makeup as the mother plant. Members of the clone have the potential to look just like the parent without the variation that comes through seedling production. Theoretically any piece of live tissue removed from the plant has the potential to become a whole new plant since all the genetic information necessary is in each living cell. Practice lags behind theory so that every attempt at propagation by cutting will not be successful. But the simple techniques outlined in this exercise should produce excellent results. Stem cuttings are about 3 in length with three or four leaves present. Using a rooting hormone will enhance the rooting process. The naturally occurring auxin Indole Acetic Acid (IAA) is largely responsible for the rooting process. Similar compounds, such as Indole Butyric Acid (IBA) and Naphthalene Acetic Acid (NAA), have been synthesized in the chemical lab and mimic the activity of IAA. The latter materials are used in the rooting compounds. The cut end of the cutting is dipped into the compound and the excess material is removed by tapping. The best plants to use for the stem cuttings in this exercise are any of the vining plants mentioned above or the chrysanthemums. Conditions required for successful rooting are warm temperatures, (in the 70s generally), moisture, and a pest-free environment. Sand or perlite are ideal substances to use. Since perlite is exposed to extremely high temperatures in its manufacture, it is free of pests and is the best, (easiest to use) medium. It does not hold much water, so frequent watering will be required. The erection of a small plastic tent over the cuttings will help conserve the moisture. When the stem cutting is placed in the medium, it will generate adventitious roots in a matter of a few weeks. These roots will develop over time until they are sufficient to sustain the new plant. At that point the cutting is removed from the medium, washed off, and potted up in a traditional growing medium.

48

Unit III Landscape Basics

Lesson 7

In a similar manner, an individual leaf (blade and petiole), can be placed in perlite, burying the petiole up to the blade, and it will not only generate adventitious roots, but a whole new plant will arise from the base of the plant. The best plants to use are the African Violets or other gesneriads like gloxinias. Many succulent plants have no petiole, thus the blade itself can be used as the cutting. Buried 1/3 of the way into the medium, it will root and send forth a whole new plant. For some plants like the Snake Plant (Sansieveria spp.), a portion of the leaf may be used and the cutting, it is a longer process than the stem and leaf cuttings but it works. For some plants a section of the roots can be taken for the cutting. After it is placed in the medium, it will generate adventitious stem. Garden phlox is a good example of one plant that is propagated this way.

Teacher Preparation •

Gather plants and materials.

•

Purchase the Rooting Hormone, available through local garden stores or through the Carolina Biological Supplies.

•

Copy Student Sheet “New Plants from Old.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure Have each student make 6 of the following types of cuttings and place them in a rooting medium. 1. Stem cuttings taken from plants provided. Each cutting should be around 3" long and include 3 or 4 leaves. Remove the lower leaf and dip the cut end of the stem into the rooting hormone, knocking off the excess with a sharp rap on the stem. Bury the end of the stem up to the base of the next leaf 2. Leaf cutting, including the blade and petiole. Take the cutting from an African violet or other plant provided. Dip it in a hormone and place it in perlite, burying the entire petiole. 3. Leaf cutting, blade only. From one of the succulent plants provided, break off leaf blades and insert them about 1/3 of the way into the perlite. 4. Partial leaf cutting. From the Snake Plant, cut a blade into sections about 2–3" long, keeping track of which part of the cutting was the lower part on the blade, and stick this end into the perlite about 1/3 the way from the surface. 5. Complete Student Sheet “New Plants from Old.”

Reflection What is the advantage of propagating by cuttings rather than by seed?

49

Unit III Landscape Basics

Lesson 7

Enhancement •

Ask a local nursery worker to visit the class and demonstrate other techniques of asexual propagation.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

50

Unit III Landscape Basics

Lesson 7

STUDENT FACT SHEET

Name_________________________Date___________

HERBACEOUS CUTTINGS

STEM CUTTINGS

LEAF BLADE & PETIOLE

LEAF BLADE CUTTING

PARTIAL LEAF CUTTING

51

Unit III Landscape Basics

Lesson 7

STUDENT SHEET

Name__________________________Date__________

NEW PLANTS FROM OLD 1. Write the definitions. leaf blade: _________________________________________________________________________ _____________________________________________________________________________________ petiole: ____________________________________________________________________________ _____________________________________________________________________________________ adventitious: ______________________________________________________________________ _____________________________________________________________________________________ rooting hormone: __________________________________________________________________ _____________________________________________________________________________________ cutting: ____________________________________________________________________________ _____________________________________________________________________________________ clone: ______________________________________________________________________________ _____________________________________________________________________________________ asexual: ____________________________________________________________________________ _____________________________________________________________________________________ perlite: ____________________________________________________________________________ _____________________________________________________________________________________ 2. Prepare the following cuttings: Ø Make stem cuttings, which should be around 3 long, and include 3 or 4 leaves. Remove the lower leaf and dip the cut end of the stem into the rooting hormone, knocking off the excess with a sharp rap on the stem. Bury the end of the stem up to the base of the next leaf Ø Make the leaf cutting, including the blade and petiole. Take the cutting from an African Violet or other plant provided. Dip the tip of the petiole in hormone and place in perlite, burying the entire petiole.

52

Unit III Landscape Basics

Lesson 7

Ø The next type of leaf cutting should be made from the blade only. This type of leaf cutting is best made from one of the succulent plants provided. Break off leaf blades and insert about 1/3 of the way into the perlite. Ø The partial leaf cutting is easily made from the Snake Plant. Cut the blade into sections about 2–3 long. It is important to know which part of the cutting was the lower part on the blade, and stick this end into the perlite about 1/3 the way. 3. After 3 weeks, gently pull the cuttings from the perlite, and see if there are any new roots visible. Record your observations and put the cuttings back in the perlite. 4. Check again in 2 weeks and record data. If some do have good root systems, measure and count the roots and pot them up so that they can grow on to full sized plants. 5. Continue checking on a weekly basis until every cutting has roots and is ready for transplanting. 6. Answer the following questions: Ø Which cutting rooted the fastest? _____________________________________________ Ø Which cutting rooted the slowest? ____________________________________________ Ø Describe what adventitious growth took place with each of the cuttings. stem _________________________________________________________________________ leaf __________________________________________________________________________ leaf blade ____________________________________________________________________ partial blade _________________________________________________________________

53

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 7

Name__________________________Date________

LESSON TITLE: New Plants From Old The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

54

Unit III Landscape Basics

Lesson 7

WHAT I DID: New Plants From Old Performance 1. Completed the student sheet “New Plants From Old” according

HOW WELL I DID IT 1 Minimal report

to instructions.

2

3

4______

Completed Completed Completed with reminders

without reminders

with many details

______________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

2 or

without

more

prompting

responses

______________________________________________________________________________________ 3.

______________________________________________________________________________________ 4.

______________________________________________________________________________________ 5.

______________________________________________________________________________________

6.

55

Unit III Landscape Basics

Lesson 8

Lesson 8. The Propagator’s Friend Intermittent Mist Terms intermittent mist: a system, run by time clocks that periodically sprays a fine mist over cuttings solenoid valve: a valve that responds to an electrical current and opens and closes to permit the flow of water through the nozzles strainers: devices placed in a watering system to filter the water before it passes through valves and nozzles mist nozzles: nozzles that break the water into a fine mist PVC pipe: a white colored polyvinyl chloride pipe used for carrying water perlite: white, inert granular material that is formed from volcanic debris, heated to high temperatures, used in potting media and for propagation

Performance objectives

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization Evidence, models and explanation Form and function Science as Inquiry: Understanding about scientific inquiry Abilities to do scientific inquiry Life Science: Molecular basis of heredity

The student will

Matter, energy, and organization in living systems

•

design an intermittent mist.

•

assemble PVC pipe sections with various fittings.

•

set a time clock for three different sequences of misting.

Behavior of organisms

•

install an intermittent mist system, if possible.

History and Nature of Science:

Materials Needed

Science as human endeavor

For the class

Nature of scientific knowledge

•

PVC pipe and fittings

•

PVC pipe cleaner and cement

•

a PVC pipe cutter

•

mist nozzles

•

time clocks: 24-hour and a cycle timer

•

a strainer

•

a greenhouse bench, preferably with sides

•

perlite to fill the bench

•

heating cable to fit in the bottom of the bench

•

catalogs of horticultural supplies

56

Unit III Landscape Basics

•

Lesson 8

a tape measure

For each student

•

Student Sheet “Intermittent Mist”

•

“A Scoring Rubric” (2 pages)

Background Information Modern mist systems date back to approximately 1950. They are designed to provide a moist environment for cuttings and seeds that might otherwise dry out. Thanks to the availability of all of the necessary materials at reasonable costs, intermittent mist systems are quite affordable additions to any greenhouse in which you wish to propagate plants. The basic components include a source of high quality water, time clocks, (both 24-hour and cycle types), PVC pipe and fittings, strainers or filters to be put in line, mist nozzles, and solenoid valve. A heating cable for the bottom of the bench, to keep this important area at the optimal temperature, is recommended. A simple diagram is included in the student fact sheet. The North Carolina State Leaflet NO: 405, included with this lesson, gives more details.

Teacher Preparation Preparation will depend on the extent to which you as the teacher want to develop this activity. It could be limited to simply viewing the component parts and assembling PVC pipe. For the complete design and construction, however, the following preparation is needed. •

Assemble materials listed above in Materials Needed.

•

Designate a particular bench in the greenhouse to use for the project.

•

Have graph paper available for the design of the system.

•

Copy Student Sheet “Intermittent Mist.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Have the students view the assigned bench and take measurements. 2. Have the students study the drawing of the mist system with components. 3. Have the students design the system and make a parts list. Then the design will be approved or modified by you, the teacher. 4. Have the students gather the components and assemble them.

5. Ask the students to test the system and set the timers. 6. Complete Student Sheet “Intermittent Mist.”

57

Unit III Landscape Basics

Lesson 8

Reflection Is the mist system necessary on rainy days or at night? Are there types of controls that could be used for the mist system other than the time clocks?

Enhancement •

Visit a local greenhouse to see the mist system in operation

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

58

Unit III Landscape Basics STUDENT SHEET

Lesson 8 Name ________________________ Date ______________

INTERMITTENT MIST 1. Write the definitions. intermittent mist: _________________________________________________________________ _____________________________________________________________________________________ solenoid valve: ____________________________________________________________________ _____________________________________________________________________________________ strainers: __________________________________________________________________________ ____________________________________________________________________________________ mist nozzles: ______________________________________________________________________ ____________________________________________________________________________________ PVC pipe: __________________________________________________________________________ _____________________________________________________________________________________ perlite: ____________________________________________________________________________ _____________________________________________________________________________________ 2. Take measurements of the designated bench. Note location of electrical outlets and water sources. 3. Study the drawing of mist system and its components. 4. Design the system and make a parts list. 5. Compute the costs for the system, excluding labor. 6. If the class is unable to install the system, make a square that measures 18 on a side, using the PVC pipe available. Use PVC cleaner and cement to hold it together. On one side, make a hole and insert one mist nozzle 9 from the end.

59

Unit III Landscape Basics

Lesson 8

A SCORING RUBRIC

Name__________________________Date________

LESSON TITLE: The Propagator’s Friend The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

60

Unit III Landscape Basics

Lesson 8

WHAT I DID: The Propagator’s Friend Performance 1. Completed the student sheet “All About Me: A Wildlife Species”

HOW WELL I DID IT 1 Minimal report

# ___ according to instructions.

2

3

4______

Completed Completed Completed with reminders

without reminders

with many details

______________________________________________________________________________________ 2. Completed “All About Me: A Wildlife Species” section “Source of Information,” # ___.

Recorded

Recorded

Recorded

Recorded

no

resource

resource

resource

resource

with help

with help

without help

______________________________________________________________________________________ 3. Completed the student sheet “All About Me: A Native Plant”

Used no

Used 1

Used 2

Used 3

resources

resource

resources

resources

# ___ according to instructions. ______________________________________________________________________________________ 4. Completed “All About Me: A Wildlife Species” section “Source of Information,” # ___.

Recorded

Recorded

Recorded

Recorded

no

resource

resource

resource

resource

with help

w/ min.

without

help

help

______________________________________________________________________________________ 5. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

______________________________________________________________________________________

6.

7.

61

Unit III Landscape Basics

Lesson 9

Lesson 9: Fuel For Plant Growth Fertilizers and Fertilizing Terms essential elements: those minerals required for a plant to complete its life cycle inorganic fertilizer: a group of minerals mined or manufactured to provide plants with essential elements organic fertilizer: fertilizer made of residues of plants and of animals and their wastes complete fertilizer: fertilizer containing nitrogen, phosphorus, and potassium pH: the relative acidity or alkalinity of a soil fertilizer analysis: the percentage of nitrogen, phosphorus, and potassium in a bag, by weight The student will

•

Unifying Concepts and Processes: Systems, order, and organization Evidence, models and explanation Change, constancy, and measurement Form and function Life Science:

Performance Objectives •

National Science Education Standards, Grades 9-12

read information on a bag of fertilizer to determine the amount of nitrogen, phosphorus, and potassium in the bag. determine how much of that fertilizer should be spread over a given area to meet the recommended rate of application.

Materials Needed

Matter, energy, and organization in living systems History and Nature of Science: Science as human endeavor Nature of scientific knowledge

Standards for School Mathematics

For the class

•

50' measuring tape

•

6 empty fertilizer bags (preferably with different analysis in each), numbered 1-6

For each student •

Student Sheet “Fuel For Plant Growth”

•

“A Scoring Rubric” (2 pages)

Background Information Through generations of research it has been determined that there are at least 16 elements that are necessary for a plant to complete its life cycle. A simple memory device has been created to help recall all 16; it is C HOPKNS CaFe Mg B Mn CuZn MoCl, which should read as if you were saying C. Hopkins café managed by mine cousin Mocl. C=carbon, H=hydrogen, O=oxygen, P=phosphorus,

62

Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 9

K=potassium, N=nitrogen, S=sulfur, Ca=calcium, Fe=iron, Mg=magnesium, B=boron, Mn=manganese, Cu=copper, Zn=zinc, Mo=molybdenum, Cl=chlorine. By definition, all of these minerals are essential; hence, none is more important than another. However, the three elements that most often limit plant growth are: nitrogen, phosphorus, and potassium. That is why these are generally the three main components in a bag of fertilizer. Fertilizers can either be made from organic materials such as animal manure, blood, bones, or other animal or plant residues. These fertilizers are generally bulkier than inorganic fertilizers, i.e., because of their lower analysis, it requires more weight to get the equivalent fertilizer elements. They generally release their elements slowly so that they do not have an immediate affect on plants, but they do release the elements over a long period of time. Inorganic fertilizers are manufactured from an assortment of materials that include the essential elements for plant growth. They are generally of higher analysis than organic fertilizers, have a shorter nutrient release time, require less bulk, and are cleaner to handle. Some inorganic fertilizers are encapsulated to slow down the release of the elements.

Teacher Preparation •

Collect 6 empty fertilizer bags, preferably with different analysis.

•

Copy Student Sheet “Fuel For Plant Growth.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. First have the students look at the bags of fertilizer to find the analysis. They will use this information to complete the Student Sheet “Fuel For Plant Growth.” 2. Have students measure the diameter of the spread of the branches of the tree you have selected on the school grounds. 3. Then have students complete Student Sheet “Fuel For Plant Growth” by computing the amount of fertilizer in the various bags it will require for the recommended rate of application.

Reflection Why is it that nitrogen is so often the element limiting growth? What problems are caused in the environment by overuse of fertilizers? What is the basic difference between organic and inorganic fertilizers? Which is better? Why?

Enhancement •

Take a soil sample from a spot on the school grounds where landscape plants are growing, and have it analyzed by the Cooperative Extension Service, your county agent.

63

Unit III Landscape Basics

Lesson 9

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

64

Unit III Landscape Basics

Lesson 9

STUDENT SHEET

Name_________________________Date___________

FUEL FOR PLANT GROWTH 1. Write the definitions. essential elements: ________________________________________________________________ _____________________________________________________________________________________ inorganic fertilizer: ________________________________________________________________ _____________________________________________________________________________________ organic fertilizer: __________________________________________________________________ _____________________________________________________________________________________ complete fertilizer: ________________________________________________________________ _____________________________________________________________________________________ pH: ________________________________________________________________________________ _____________________________________________________________________________________ fertilizer analysis: _________________________________________________________________ _____________________________________________________________________________________ 2. Look at the fertilizer bags provided and record the following information: Bag

Analysis

Other Elements

Source of Nitrogen

Amount Needed for Tree

1 2 3 4 5 6 3. Observe and measure the land under the tree designated by the teacher and determine how much fertilizer of each of the above to apply. Compute on the basis of 3 pounds of actual nitrogen per 1000 ft.2 . The area to be measured is the diameter of the spread of the branches. 65

Unit III Landscape Basics

Lesson 9

4. After 3 weeks, gently pull the cuttings from the perlite, and see if there are any new roots visible. Record your observations and put the cuttings back in the perlite. 5. Check again in 2 weeks and record data. If some do have good root systems, measure and count the roots and pot them up so that they can grow on to full sized plants. 6. Continue checking on a weekly basis until every cutting has roots and is ready for transplanting. 7. Answer the following questions: Ø Which cutting rooted the fastest? _____________________________________________ Ø Which cutting rooted the slowest? ____________________________________________ Ø Describe what adventitious growth took place with each of the cuttings. stem _________________________________________________________________________ leaf __________________________________________________________________________ leaf blade ____________________________________________________________________ partial blade _________________________________________________________________

66

Unit III Landscape Basics

A SCORING RUBRIC

Lesson 9

Name__________________________Date________

LESSON TITLE: Fuel For Plant Growth

The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

67

Unit III Landscape Basics

Lesson 9

WHAT I DID: Fuel For Plant Growth Performance 1. Completed the student sheet “Fuel for Plant Growth” according

HOW WELL I DID IT 1 Minimal report

to instructions.

2 Completed with reminders

3

4_______

Completed Completed without reminders

with many details

______________________________________________________________________________________ 2. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without

2 or more

prompting responses

______________________________________________________________________________________ 3. ______________________________________________________________________________________ 4. ______________________________________________________________________________________ 5.

______________________________________________________________________________________ 6.

7.

68

Unit III Landscape Basics

Lesson 10

Lessons 10. Biological Competitors Insects and Related Pests Terms insect: any of numerous invertebrate animals with their bodies in three segments and three pairs of legs IPM: Integrated Pest Management, a philosophy of dealing with pests that incorporates many techniques to minimize damage to the environment mites: small invertebrates with four sets of legs and rasping mouth parts that often attack desirable plants nematodes: small (microscopic), cylindrical worms that are parasitic on plants and animals, sometimes called eel worms pesticide: a chemical substance used to control pests

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization Form and function Science as Inquiry: Understanding about scientific inquiry Abilities to do scientific inquiry

Performance Objectives The student will

Life Science:

•

view overheads or slides of insect and insect-like pests.

Interdependence of organisms

•

collect specimens of insect damaged plants.

•

complete the accompanying student sheet

Matter, energy, and organization in living systems Behavior of organisms

Materials Needed For the class •

overheads or slides showing important insect and related pests

•

overheads or slides of damage caused by these pests

For each student

History and Nature of Science: Science as human endeavor Nature of scientific knowledge

•

Student Sheet “What’s Bugging These Plants?” (3 pages)

Standards for School Mathematics

•

“A Scoring Rubr ic” (2 pages)

Standard 2: Patterns, Functions, and Algebra

Background Information Insects and their kin are the most abundant form of animal life in the world. Almost 700,000 species have been discovered and identified. An additional 9,000 species of ticks and mites inhabit the earth. Many of these small invertebrates attack landscape plants in a variety of ways. Some insects have sucking mouth parts and feed on plants, disfiguring the leaves and causing leaf drop in

69

Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 10

some instances. They may also carry disease from one plant to another. Others have chewing mouth parts and will devour leaves and buds. Still others have rasping mouth parts causing damage to leaves. Some insects undergo complete metamorphosis, meaning they change from one form to another. These insects may begin life hatching from an egg as a larva, feed on plants, then form a cocoon or chrysalis and pupate. In time they emerge as an adult, generally with wings. Identifying insects, mites, and nematodes is the first step in managing the harmful populations. The fact that there are so many species and that they change forms during their life cycles makes this a difficult task. Fortunately, there are many sources of information, including the Internet, the Agricultural Extension Service, and many texts, to help identify pests. After proper identification of the pest, then we must decide on a management program to control it. We are often tempted to go directly to a chemical pesticide to do the job. However, because of environmental concerns, it is important to consider other alternatives. To that end, a strategy has been developed, called Integrated Pest Management (IPM). The basic idea of IPM is to first use those methods of control that have the least impact on the environment and the nontarget organisms. IPM suggests many alternatives to chemical pesticides. Included are cultural, mechanical, and biological methods. These are discussed on website www.IPMnet.org.

Teacher Preparation •

Gather publications from the Cooperative Extension Service in your county about pests of landscape plants.

•

Or, consult the website www.hcs.ohio-state.edu/plants.html, and then go to the section on Pests and Diseases. Familiarize yourself with information on common landscape plants in your area. List plants from either source for students to research.

•

Copy Student Sheets “What’s Bugging These Plants?”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. View overheads or slides on pests and the damage they cause. 2. Discuss any evidence of pests the students know about or have heard about. 3. Have students research the insect problems on ten common plants in the area, using Agricultural Extension Service publications or websites to suggest methods of managing those pests. 4. Students fill out Student Sheet “What’s Bugging These Plants?”

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Reflection Why would we want to use the IPM methods of pest management? What insect damage have you noted on plants around your home?

Enhancement •

Have someone from the Extension Service talk to the class about pest diagnosis and treatment on landscape plants.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the e valuations with the students so that the students can learn to evaluate their own work more effectively.

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STUDENT SHEET

Name___________________________Date______________

WHAT’S BUGGING THESE PLANTS? 1. Write definitions for the following. insect: _____________________________________________________________________________ _____________________________________________________________________________________ IPM: _______________________________________________________________________________ _____________________________________________________________________________________ mites: _____________________________________________________________________________ _____________________________________________________________________________________ nematodes: ________________________________________________________________________ _____________________________________________________________________________________ pesticidides: _______________________________________________________________________ _____________________________________________________________________________________ contact: ___________________________________________________________________________ _____________________________________________________________________________________ systemic: __________________________________________________________________________ _____________________________________________________________________________________ LD50: _______________________________________________________________________________ _____________________________________________________________________________________ 2. View overheads or slides on pests and the damage they cause. 3. Discuss any evidence of pests you know about around your home or in the area. 4. Select 10 popular landscape plants using for your area. 5. Using Agricultural Extension Service publications or websites, identify any major insect pests for those plants. 6. Suggest two effective methods of managing or controlling those pests. PLANT

PESTS

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MANAGEMENT/CONTROL

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Lesson 10

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Lesson 10

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A SCORING RUBRIC

Lesson 10

Name__________________________Date________

LESSON TITLE: Biological Competitors The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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WHAT I DID: Biological Competitors Performance 1. Completed the student sheet “What’s Bugging These Plants?”

HOW WELL I DID IT 1 Minimal report

according to instructions.

2

3

Completed Completed with reminders

without reminders

4______ Completed with many details

______________________________________________________________________________________ 2. Participated in class discussion.

No

Minimal

Offered

Had more

Participation ______________________________________________________________________________________ 3.

Participated in reflection on the lesson.

No response

1 response with prompting

1 response

2 or

without

more

prompting

responses

______________________________________________________________________________________

4.

______________________________________________________________________________________ 5.

______________________________________________________________________________________

6.

7.

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Lesson 11

Lessons 11. What’s Ailing This Plant? Diseases Caused by Fungi, Bacteria, and Viruses Terms disease: a condition of a living plant or plant part that impairs the performance of a vital function; brought about by a causal organism such as a fungus, bacterium, or virus pathogen: an organism that causes a disease fungus: a parasitic organism characterized by having spores and mycelium, that may cause disease in higher plants; common fungi are molds, mildew, smuts and mushrooms bacteria: small (microscopic), single-celled organisms, living in soil, water, organic matter, or the bodies of plants or animals virus: a large group of submicroscopic infective agents

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization Form and function Science as Inquiry: Understanding about scientific inquiry Abilities to do scientific inquiry Life Science:

fungicide: a chemical to control harmful fungi

Interdependence of organisms

host: the plant preferred by a particular disease organism

Matter, energy, and organization in living systems

IPM: Integrated Pest Management, a philosophy of controlling pests that incorporates many techniques to minimize damage to the environment

Behavior of organisms

Performance Objectives

History and Nature of Science: Science as human endeavor

The student will

Nature of scientific knowledge

•

view overheads or slides of the symptoms of prominent diseases of plants.

•

collect specimens of diseased plants.

Standards for School Mathematics

•

complete Student Sheet “What’s Ailing This Plant?”

Standard 2: Patterns, Functions, and Algebra

Materials Needed For class •

overheads or slides showing symptoms of prominent diseases of plants

•

access to diseased plants

For each student •

“A Scoring Rubric” (2 pages)

•

Student Sheet “What’s Ailing This Plant?”

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Understand various types of patterns and functional relationships

Unit III Landscape Basics

Lesson 11

Background Information The causes of plant diseases in the landscape are often misunderstood. This is because plant diseases are often incited by pathogens that are not always visible to the naked eye, some not even detected by high powered microscopes. Therefore we have to rely heavily on the symptoms of the diseases that pathogens cause. Maintaining the good health of plants involves an understanding of what causes plant diseases. In the broad sense, disease is an injury or unhealthy condition regardless of what causes it. Some diseases are caused by pathogens, but others are not. Mechanical damage, toxic chemicals, air or soil pollutants, obstruction of root functions due to soil compaction, too little or too much moisture, or severe temperatures may cause plant disorders. For the infectious diseases caused by pathogens, laboratory analysis or screening must be done to absolutely verify the causal agent. Of the three most common causal organisms, fungus diseases are easiest to determine since the mycelium, spores, or fruiting bodies, may be visible even to the naked eye. Whereas, with a virus disease or bacteria that is not possible. Landscape managers need to be aware of several important concepts regarding plant diseases: a. Landscape plants differ in their disease susceptibility or resistance. Many nurseries label disease resistant cultivars for customer information. Furthermore, susceptibility of many landscape plants to disease can be altered by the growing conditions. Plants having low energy reserves due to drought, injuries, and poor nutrition may have little energy left to fight diseases. In other words, a vigorous, healthy plant is more resistant to attack by a disease than an unhealthy plant. b. Many pathogens such as fungi and bacteria, are living organisms that often exist in an unseen, dormant form. They will become active again under the right conditions, such as favorable temperature and moisture levels, and the presence of the proper host. c. Management of the landscape environment can have a profound effect on whether or not a disease will occur. In general, rainy, foggy weather and poor drying conditions favor foliar diseases, and wet soils favor most root decay organisms. Some of these factors defy management, but good drainage can be implemented.

Teacher Preparation •

Gather publications from the Cooperative Extension Service in your county on diseases of landscape plants.

•

Consult the website www.hcs.ohio-state.edu/plants.html , go to the section on Pests and Diseases, and familiarize yourself with information on common landscape plants in your area. List plants from either source for students to research.

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Lesson 11

•

Copy student sheets.

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. View overheads or slides on diseases and the damage they cause. 2. Discuss what evidence of diseases the students know about or have heard about. 3. Have students research the disease problems on ten common plants in the area, using Extension publications or websites, and suggest methods of managing those diseases. 4. Students fill out Student Sheet “What’s Ailing This Plant?.”

Reflection What disease damage have you noted on plants around your home?

Enhancement •

Invite someone from the Extension Service to talk to the class about plant pathology.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students. Compare and contrast the evaluations with the students so that the students can learn to evaluate their own work more effectively.

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STUDENT SHEET

Name_________________________Date___________

WHAT'S AILING THIS PLANT? 1. Write definitions for the following. disease: ____________________________________________________________________________ _____________________________________________________________________________________ pathogen: __________________________________________________________________________ _____________________________________________________________________________________ fungus: ____________________________________________________________________________ _____________________________________________________________________________________ bacteria: ___________________________________________________________________________ _____________________________________________________________________________________ virus: ______________________________________________________________________________ _____________________________________________________________________________________ fungicicide: ________________________________________________________________________ _____________________________________________________________________________________ host: _______________________________________________________________________________ _____________________________________________________________________________________ IPM: _______________________________________________________________________________ _____________________________________________________________________________________ 2. View overheads or slides on pests and the damage they cause. 3. Select 10 popular landscape plants useful for your area. 4. Using Agricultural Extension Service publications or websites to identify and list any major diseases for those plants. PLANT

MAJOR DISEASES

1. __________________________________ __________________________________________ 2. __________________________________ __________________________________________ 3. __________________________________ __________________________________________

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4. __________________________________ __________________________________________ 5. __________________________________ __________________________________________ 6. __________________________________ __________________________________________ 7. __________________________________ __________________________________________ 8. __________________________________ __________________________________________ 9. __________________________________ __________________________________________ 10. __________________________________ __________________________________________ 5. Suggest 4 effective ways of preventing, controlling, or eradicating diseases in general. Ø ______________________________________________________________________________ ______________________________________________________________________________ Ø ______________________________________________________________________________ ______________________________________________________________________________ Ø ______________________________________________________________________________ ______________________________________________________________________________ Ø ______________________________________________________________________________ ______________________________________________________________________________

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A SCORING RUBRIC

Name__________________________Date________

LESSON TITLE: What’s Ailing This Plant The purpose of this lesson was to _______________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The method we used was to _____________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I learned ______________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The information I learned can be applied to _______________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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WHAT I DID: What’s Ailing This Plant

HOW WELL I DID IT 1

Performance 1. Completed the student sheet “What’s Ailing This Plant?”

2

3

Not

Completed

completed

with

without

reminders

reminders

according to instructions.

Completed

4______ Completed with many details

______________________________________________________________________________________ 2. Participated in class discussions.

Did not

Minimal

One

participate participation idea shared

More than one idea shared

______________________________________________________________________________________ 3.

Participated in reflection on the lesson.

No response

1 response with prompting

1 response without prompting

2 or more responses

______________________________________________________________________________________ 4. ______________________________________________________________________________________ 5.

______________________________________________________________________________________

6.

7.

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Lesson 12

Lesson 12. Giving Plants a Helping Hand The Art and Science of Pruning Terms thinning: cutting a branch back to its source heading back: cutting back branches part way, generally to a particular length to reduce size of plant tree topping: cutting back all the major branches of a tree to the same length leaving large stubs, improper practice branch collar: the enlarged base of a stem where it emerges from larger branch or tree trunk leader: main trunk of tree or shrub water sprouts: vigorous, ve rtical growth above the soil line suckers: vigorous, vertical growth from below soil line

Performance Objectives

National Science Education Standards, Grades 9-12 Unifying Concepts and Processes: Systems, order, and organization Evidence, models and explanation Life Science: Matter, energy, and organization in living systems Behavior of organisms

The student will

History and Nature of Science:

•

handle pruning equipment and execute proper technique.

Science as human endeavor

•

observe small and large trees and describe necessary pruning program.

Standards for School Mathematics

Materials Needed For the class •

long handles lopping shears

•

folding tree saw

Nature of scientific knowledge

Standard 2: Patterns, Functions, and Algebra Understand various types of patterns and functional relationships

For each student •

pruning shears, if possible

•

branches to prune

•

Student Sheet “Proper Pruning”

•

Student Fact Sheet “Some Pruning Guides”

•

Student Fact Sheet “Tree with Pruning Needs and Terminology”

•

“A Scoring Rubric” (2 pages)

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Lesson 12

Background Information Pruning, like most of horticulture, is an art and a science. It requires acquired skills to do the actual pruning, but more important it requires an understanding of the reasons for pruning. Proper pruning is as dependent on the why’s as the how’s. Many homeowners approach pruning by season rather than reason. In the spring, it seems like the thing to do and performance is often measured on the basis of the amount of debris to be hauled away. The proper approach should be based on the rationale for pruning. There are several categories of reasons to consider. Here are some of the most critical: Health of the tree. Dead and diseased wood needs to be removed in a timely fashion to prevent the spread of a disease. Removal of some branches back to the main trunk or central leader, permits light to enter the interior of the plant and helps the foliage there. It also permits air to move through which can prevent the spread of certain fungal diseases. Branches that rub will lead to future damage and pest problems, therefore one branch or the other should be removed at as early an age as possible. Training and appearance. The old adage “Bring up a tree in the way it should grow….” had its beginnings here. Young trees and shrubs can be helped to a good start by proper, early pruning. The goal is to select branches that are well spaced and structurally sound. The Bradford Pear, which has such a terrible habit of breaking up when it reaches the age of 15-20 years, could profit by early removal of some of the crowded lower branches. Erratic branches on any tree or shrub may have to be pruned back to improve the shape and appearance of the plant. This does not mean to keep everything cut back to a perfectly smooth exterior or geometrical shape; naturalness should be the goal. Shrubs can be trained to grow narrow and upright or wide spreading by selective pruning above inward or outward facing buds, depending on the desired effect. Size control. This is one of the most common reasons for pruning and one of the most unnecessary. Proper plant selection based on size could minimize such pruning. Safety. Low hanging branches near a walk or drive can be a hazard as are shrubs that have overgrown a walk. Large limbs perched over a structure like a house or garage present a threat of storm damage. Invigoration. Plants cut back severely will send forth an abundance of new growth, which may be an advantage for some plants. Shrubs with colored stems like some of the shrubby dogwoods need to have a third of the oldest canes removed each year to encourage new growth of colored twigs. Timing. Timing is a consideration in that trees and shrubs suffer the least when pruned while dormant. But, timing often depends on the desired results. For health or safety pruning, this should be done when problem is discovered. For non-critical pruning there are other factors to consider. As an example flowering trees and shrubs are best pruned immediately after flower so that flowering will not be lost. Thin barked trees like birch and beech as well as maples will “bleed” when pruned in January or February. Pruning yews late in the growing season will encourage new growth that may be killed by an early 85

Unit III Landscape Basics

Lesson 12

frost. Pines have only one flush of growth per year. The new growth extends rapidly before the needles unfold, this is candle growth. By removing a third to a half of each of these growths, a bushier plant will develop. The techniques of various pruning practices are outlined in the student worksheets. Some of the general principles are worth mentioning. Cuts should be made clean with a sharp tool. For selective pruning, individual cuts should be made on a slight angle just above a bud facing in the direction you want the plant to grow. Prune back to a larger branch or the main trunk, do not leave stubs. Do not, on the other hand, prune completely flush with the main trunk. Look for the small taper at the base of the branch to be removed, this is the branch collar. Do not cut into this collar, cut just beyond it and the wound will heal faster. Another technique to mention, is the removal of large limbs. To do it properly it takes three cuts. The first one should be upward and away from the branch collar. With a tree saw cut through the stem about half way or until the saw begins to bind from the weight of the limb. Then move out from the trunk a few inches farther and cut down through the limb. It will eventually break off at the first cut without stripping the bark of the trunk. Then make the third cut downward just outside the branch collar to remove the stub. Research has shown that the use of tree paints to cover the wounds is not effective in aiding the response of the tree to wounding. In some cases it even slows down the process, so painting wounds is no longer recommended.

Teacher Preparation •

Collect branches that have some side branches that can be used for practicing making cuts. Scout out trees or shrubs near at hand that have need for pruning. These will be used in the second part of the exercise to give students experience in evaluating.

•

Copy the Student Sheet “Proper Pruning.”

•

Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial performance; No. 3 = full performance; No. 4 = excellent performance. (A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)

Procedure 1. Using the website www.na.fs.fed.us/spfo/pubs/howtos/ht_prune/cuts, illustrate how cuts should be made and give the students the opportunity to practice on the branches collected 2. The outdoor exercise is for each student to be assigned a tree or shrub to evaluate and then to write up a pruning plan including what needs to be pruned, why, how, and when. 3. This information will go on the student sheet along with a sketch of the plant before and after pruning.

Reflection What plants around the school have either been over pruned or neglected? Why don’t plants in their native environment need pruning? 86

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Enhancement •

Invite a certified arborist to discuss their operation and career opportunities.

Assessment Give each student a copy of “A Scoring Rubric,” which is designed for this lesson. The goal is for students to score a “3” (full performance). Students can score themselves and then you, as the teacher, can score the students.

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STUDENT FACT SHEET

Lesson 12

Name___________________________Date_________

SOME PRUNING GUIDES

Placement of cut above bud.

Tree topping, a harmful practice.

Remove large branches in three cuts.

Thinning, a better practice.

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Cut to avoid branch collar

Prune hedge narrower at top than at bottom.

Unit III Landscape Basics

STUDENT FACT SHEET

Lesson 12

Name___________________________Date_________

TREE WITH PRUNING NEEDS AND TERMINOLOGY

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STUDENT SHEET

Lesson 12

Name _______________________ Date _________

PROPER PRUNIING 1. Write the definitions. thinning: __________________________________________________________________________ _____________________________________________________________________________________ heading back: ______________________________________________________________________ _____________________________________________________________________________________ tree topping: ______________________________________________________________________ _____________________________________________________________________________________ branch collar: ______________________________________________________________________ _____________________________________________________________________________________ 2. Go to the plant assigned outdoors and evaluate its pruning needs. Look for dead wood, rubbing branches, any sign of disease, sharp angled (less than 45 degrees) branching, crowded branching as with a Bradford Pear, safety problems like low branches over a walk or drive, over grown plants, etc. Do a simple sketch of the plant below, indicating the problems and your solutions.

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WHAT I DID: Giving Plants a Helping Hand Performance 1. Completed the student sheet “Proper Pruning” according

______1 Not Completed

according to instructions.

HOW WELL I DID IT 2

3

Completed Completed with reminders

without reminders

4_______ Completed with many details

______________________________________________________________________________________ Did not

Participated Participated

participate with help

fully

2. Participated in pruning exercise.

Found additional pruning needs

______________________________________________________________________________________ 3. Participated in reflection on the lesson.

No response

1 response 1 response with prompting

without prompting

2 or more responses

______________________________________________________________________________________

4. ______________________________________________________________________________________

5.

______________________________________________________________________________________

6.

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Glossary

Glossary adventitious: roots arising from stem tissue and vice versa alternate arrangement: just one leaf emerges at a node asexual: using techniques of reproduction other than pollination and fertilization bacteria: small (microscopic), single-celled organisms, living in soil, water, organic matter, or the bodies of plants or animals balled and burlapped (B&B): a method of digging up a plant and protecting the ball for movement by covering it with a piece of burlap bare root: a method of digging a plant without soil on the root system branch collar: the enlarged base of a stem where it emerges from a larger branch or tree trunk caliper: the diameter of a tree trunk, measured 6

above the soil line

clone: a group of individuals that are genetically alike and have been propagated asexually from one mother plant complete fertilizer: fertilizer containing nitrogen, phosphorus, and potassium compound leaf: a leaf blade divided into parts container grown: plants grown in nursery containers cutting: portion of plant removed from the mother plant for asexual propagation deciduous: plant that loses all its leaves once a year dichotomous key: a written system of choices of forked pairs of clues that leads to the ultimate identification of a plant disease: a condition of a living plant or plant part that impairs the performance of a vital function; brought about by a causal organism such as a fungus, bacterium, or virus dormant plant: a live plant in a suspended state of growth entire margin: the edge (margin) of a leaf blade is smooth, unbroken essential elements: those minerals required for a plant to complete its life cycle F1 Hybrid: the first generation of seedlings after a cross of two plants that are different genetically fertilizer analysis: the percentage of nitrogen, phosphorus, and potassium in a bag, by weight foliar bud: a bud without scales fungicide: a chemical to control harmful fungi fungus: a parasitic organism characterized by having spores and mycelium, that may cause disease in higher plants; common fungi are molds, mildew, smuts and mushrooms

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Glossary

germination medium: an artificial growing mix that has been milled to fine granules so that seeds will not get buried hardiness zone: climatic zones mapped by USDA, based on minimum winter temperature heading back: cutting back branches part way, generally to a particular length to reduce the size of a plant heterosis: also called hybrid vigor, the extra vigor the hybrid seedling exhibits compared to its parents host: the plant preferred by a particular disease organism imbricate: overlapping scales, like shingles on a roof inorganic fertilizer: a group of minerals mined or manufactured to provide plants with essential elements insect: any of numerous invertebrate animals with their bodies in three segments and three pairs of legs intermittent mist: a system, run by time clocks that periodically sprays a fine mist over cuttings IPM: Integrated Pest Management, a philosophy of controlling pests that incorporates many techniques to minimize damage to the environment leaf arrangement: the pattern in which leaves are held on a stem leaf blade: the expanded portion of the leaf leaf composition: whether leaf blade is in one unit or several units leaf scars: a mark on a stem where the leaf petiole was attached leaflet: a portion of the compound leaf blade lenticel: a small, raised corky spot on young bark of stems liner: any small plant put in the field or container to grow to a larger size lobed margin: the edge of a leaf is broken up into sections larger than teeth microclimate: the physical weather conditions immediately surrounding a plant, e.g., shade mist nozzles: nozzles that break the water into a fine mist mites: small invertebrates with four sets of legs and rasping mouth parts that often attack desirable plants nematodes: small (microscopic), cylindrical worms that are parasitic on plants and animals, sometimes called eel worms node: point on a stem where a leaf emerges opposite arrangement: two leaves emerge at a node organic fertilizer: fertilizer made of residues of plants and of animals and their wastes

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Glossary

palmately compound leaf: a leaf blade divided into sections that arise from a single point pathogen: an organism that causes a disease perlite: white, inert granular material that is formed from volcanic debris, heated to high temperatures, used in potting media and for propagation pesticide: a chemical substance used to control pests petiole: the stem-like structure of a leaf that is attached to the stem pH: the relative acidity or alkalinity of a soil pinnately compound leaf: a leaf blade divided into leaflets attached to a linear axis pith: the central core of tissue in stems PVC pipe: a white colored polyvinyl chloride pipe used for carrying water rooting hormone: prepared compounds containing auxin type hormones, such as IBA or NAA, that accelerate and facilitate rooting of cuttings simple leaf: a blade in one part solenoid valve: a valve that responds to an electrical current and opens and closes to permit the flow of water through the nozzles strainers: devices placed in a watering system to filter the water before it passes through valves and nozzles terminal bud scale scar: a mark on the stem left at the base of the prior year’s terminal bud thinning: cutting a branch back to its source toothed margin: the edge of a leaf blade is broken by small tooth-like structures tree topping: cutting back all the major branches of a tree to the same length leaving large stubs, (an improper practice) valvate: two bud scales coming together viable seed: seed that is dormant but will germinate under proper conditions virus: a large group of submicroscopic infective agents whorled arrangement: three leaves emerge at a node

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Appendix

Appendix References Websites and Resources References Dirr, Michael, (1998), Manual of woody landscape plants, Champaign, IL:Stipes Publishing Harris, Richard W., (1992), Arboriculture, integrated management of landscape trees, shrubs, and vines, Engelwood Cliffs, NJ: Simon & Schuster Company Hensley, David L.,(1994), Professional landscape management, Champaign, IL: Stipes Publishing Reiley, H. Edward, & Shry, Carroll L.(1995), Introductory horticulture, Albany NY: Delmar Publishers Schroeder, Charles B., et al., (1995), Introduction to horticulture science and technology, Danville, IL: Interstate Publishers Websites The following are some excellent websites that have been tested for good information. Many have links to additional sites of interest. Brooklyn Botanic Garden >> www.bbg.org/gardening . This site is loaded with information about a wide range of plant and gardening topics. The BBG is famous for its user friendly publications, and this is one more opportunity for outreach to the home and amateur gardener as well as the serious plantsman. Burpee >> www.garden.com/ A commercial site maintained by one of America's venerable seeds companies. Good information on herba ceous plants and vegetables. Good plant selection guide for specific planting conditions. Floridata >> www.floridata.com/ This site is a photographic encyclopedia of landscape plants. The illustrations are excellent and the commentary on the plants is very good. There are links to commercial sources for the plants. Gardening Guides >> www.gardeninguides.com/ Good articles on gardening. Special guides to selection and use of flowers, vegetables, and herbs. Gardening catalogs and forums included. Hort FYI >> www.nvo.com/hortfyi Is primarily a resource for the horticulture and greenhouse industry. It will give the student a link with the industry and acquaint them with the products and services available. This site now has over 700 links. The Ohio State University >> http://hcs.osu.edu/plants.html Many universities have excellent sites for horticultural information. This is one of the best, and through its "Fact Sheets" feature it links you to the rest.

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Appendix

Great plant dictionary, including info on plants, diseases, and technology. United States Department of Agriculture >> http://plants.usda.gov/ . Our national government invest tremendous resources into providing Americans with a vast array of information. This site is excellent for plant data bases, fact sheets, and general plant information. Yahoo Living >> http://living.com/living/garden Another interesting site with both practical and topical information regarding plants and gardens. One unique feature is a list of current and upcoming broadcast events related to gardening. Field Guides and Plant Identification Keys Check Appendix D at the end of the Environmental Issues section for a good listing of helpful printed resources. Government Agencies and Professional Associations A long list of human resources are found in Appendix C of the Environmental Issues Section.

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