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These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: (1) agricultural lab technician--animal, (2) agricultural lab technician--plant, (3) agricultural field technician, and (4) agricultural biotechnology technician. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 53 skill standards are categorized into these 7 areas: safety (5 standards); administration (4); communication (2); basic laboratory skills (13); greenhouse/growth chamber (7); plant field trials (9); and animal care and field trials (13). (YLB)

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

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

This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 12 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: (1) selection of the best horticultural or agricultural tool for a job and (2) agricultural mechanics. (KC)

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 15 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: ornamental plant and crop production; growing plants under supplemental or artificial lights; design of greenhouse facilities; and evaluating plant growth. (KC)

This list consists of essential competencies from the following specialized Ohio Competency Analysis Profiles: Floriculutre and Greenhouse Worker; Nursery and Garden Center Worker; and Turf and Landscape Worker. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for horticulture occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 10 units are as follows: general safety precautions; marketing and sales; merchandise handling; business management; facility maintenance; equipment maintenance; equipment operation; employability skills; floriculture and greenhouse management; and turf, landscape, and nursery operations. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for nursery and garden center occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the nine units are as follows: general safety precautions; nursery and garden center operations; equipment maintenance; equipment operation; facility maintenance; marketing and sales; product handling; business management; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for floriculture and greenhouse occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the eight units are as follows: general safety precautions; equipment maintenance; marketing and sales; merchandise handling; business management; floral design; greenhouse plant production; and employability skills. (YLB)

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

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture II. For each unit of instruction, the following are identified: course name and number, teaching unit title, approximate teaching time, competency statement, and instructional objectives. This page is followed by a content outline, teaching activities, and resources. A reference list keyed to the resources section includes titles and/or vendor names for textbooks, slide sets, filmstrips, videotapes, periodicals, and computer programs. (KC)

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

Describes how academic and administrative buildings can be designed to support learning into the next century in the following examples: an applied science an engineering facility; a college greenhouse; and a public affairs classroom building. Photos and floor plans accompany each example. (GR)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Units focus on such topics as the meaning of the word "appropriate," what makes technology appropriate, non-renewable and renewable energy, technology and the environment, using energy efficiently, life cycle costing, the solar greenhouse, storing energy, conserving energy, and solar and wind collectors. The final unit is a class project which permits students to use many of the skills they have learned. These skills include listening, building science vocabulary, reading for meaning, taking effective notes, making judgments, interpreting charts and graphs, problem solving, test taking, using scientific measuring tools, applying laws, working with the metric system, working in scientific notation, and developing and testing hypotheses. This teacher's guide (which includes facsimiles of all pages in the student text) includes instructional strategies and practical suggestions for both the experienced and inexperienced teacher. (JN)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Unit topics and the corresponding skills fostered (in parentheses) in part one focus on: the meaning of the word "appropriate" (listening as a science skill); what makes a technology appropriate (building science vocabulary); non-renewable energy (reading for meaning); renewable energy (taking effective notes); technology and the environment (making judgments); using energy efficiently (working with graphs); life cycle costing (problem solving); and review of appropriate technology (test taking). Part two focuses on the solar greenhouse as an appropriate technology. Unit topics and skills in this part include: trapping the sun's energy (using scientific measuring tools); energy behavior in a solar greenhouse (applying scientific laws); storing energy (working with the metric system); and conserving energy (working with scientific notation). Part three consists of two units. The first deals with applications of appropriate technology by considering solar and wind collectors (developing and testing hypotheses). The second is a class project which permits students to use many of the skills they have learned. (JN)

This notebook provides vocational agricultural teachers with 10 detailed lesson plans on the major topic of energy management in agriculture. The lesson plans present information about energy and the need to manage it wisely, using a problem-solving approach. Each lesson plan follows this format: lesson topic, lesson performance objectives, materials needed, the situation, introduction to lesson, presentation of lesson (the problem and possible solutions to the problem), student application (suggested exercises), evaluation suggestions and instruments, and a listing of references. Appendixes provide handouts and transparency masters. The ten lesson plans are (1) An Overview of the Energy Situation for Ohio Agriculture, (2) Framework for Evaluating Costs and Benefits of Alternative Energy Systems, (3) Electrical Energy Management for the Home and Business, (4) Using Solar Energy as a Renewable Energy Resource at Home or on the Farm, (5) Using Wood as a Renewable Energy Source, (6) Energy Management with Maintenance and Operation of Tractors, (7) Reducing Energy Costs in Producing Corn, (8) Energy Management in Livestock Production, (9) Energy Management in the Greenhouse with Engineering and Cultural Practices, and (10) Inventory of Energy Use. (YLB)

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

This manual is intended as a resource for anyone involved in planning, developing, and/or operating a horticultural training or work co-op program for the handicapped. Following an introductory chapter, the manual is divided into three parts with the greatest weight given to the second part. Part I elaborates on development of the horticulture therapy and rehabilitation field and puts into perspective the breadth of the current horticultural programs. Part II consists of the fundamental building blocks of the program. It includes guidelines for leadership, administration, community assessment, funding, personnel, and federal regulations. General training guidelines pertaining to admission, evaluation, and wage determination are also considered. Four program models are described: greenhouse, plant sales, grounds maintenance, and contracting. The greenhouse and grounds maintenance program models are broken down into prevocational training, vocational training, and work co-op operations, and the requisite needs of planning, management, training, business, facilities, equipment, staff, etc., are discussed. Part III briefly presents a history and overview of the Melwood Horticultural Training Center, Inc., to exemplify the models presented earlier. Appendixes, amounting to approximately one-fourth of the manual, include sample personnel job descriptions, universities with horticultural therapy programs, curricula, and training and evaluation. (YLB)

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control; care and management of a vegetable garden; greenhouse business management; soils and fertilizer; and plant anatomy, physiology, and classification. production and marketing; floral design; fruit production; greenhouse crop production and marketing; greenhouse structures; interior landscaping; landscape construction; landscape design; landscape maintenance; nursery management; operation and care of horticultural equipment; perennial plant identification, production, and marketing; plant nutrition; plant propagation; retail flower shop management; turf management; vegetable producing and marketing; beekeeping; plant tissue culture; and hydroponic culture. Each unit contains these components: length (time); objectives; related job titles and relevant competencies; content outline; teacher and student activities; evaluation suggestions; bibliography; and individual teacher unit review. Validated competency lists and job descriptions for relevant job titles are appended. (YLB)

This learning guide is designed to assist vocational agriculture students in mastering 20 tasks involved in the operation and maintenance of a greenhouse. Addressed in the individual sections of the guide are the following topics: identification of greenhouse designs, greenhouse construction, basic greenhouse maintenance to conserve energy, replacement of broken glass, application of shading compounds and glass lap sealants, techniques for cleaning greenhouse glass, construction and operation of a cold frame, greenhouse ventilation systems, cooling and fan ventilation systems, evaporative cooling systems, boiler heating systems and unit heaters, variation of light intensity, installation of shade cloth and black cloth for reduction of light intensity and photoperiod control, provision of light for photoperiod control, and intermittent mist systems. Each section includes the following: a task title, objectives, suggested references, a list of materials needed, procedures, review questions, and an evaluation measure. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for horticulture technology and landscape management technology. Section I lists baseline competencies for the program. Section II consists of the curriculum guides for these courses in the horticulture cluster: horticulture/landscape management core courses, horticulture courses, landscape management courses, related vocational-technical courses, and related academic courses. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This document is the teacher's edition of a module containing 16 instructional units covering competencies for students with career aspirations in horticulture. It is designed to provide high school students with an in-depth perspective of both the technical and the commercial aspects of running a greenhouse. The 16 units cover the following topics: designing and constructing greenhouses; controlling the greenhouse environment; preparing growing media; propagating plants; maintaining plant nutrition; producing a crop; using chemicals in the greenhouse; identifying and controlling pests in the greenhouse; marketing greenhouse products; shipping and receiving greenhouse products; customer relations; performing general office work; maintaining greenhouses; servicing and maintaining equipment; managing the business; and applying safety regulations. Each instructional unit follows a standard format that includes some or all of these 13 basic components: performance objectives, suggested activities, basic academic skills taxonomy, handouts, information sheets, supplements, transparency masters, assignment sheets, assignment sheet answers, job sheets, practical tests, written tests, and written test answers. (KC)

This publication is designed to provide a core of instruction for the many different fields in agricultural/horticultural education. This course contains 21 instructional units that cover the following topics: introduction to horticulture; beginning a career in horticulture; hand and power tools; introduction to safety; growing facilities; greenhouse watering; plant growth and responses; introduction to floral design; introduction to deciduous plants; chemical safety; introduction to plant growth media; elementary study of soils; introduction to fertilizers; plant propagation; introduction to indoor plants; repotting greenhouse and indoor plants; introduction to evergreens; introduction to transplanting; introduction to pruning; introduction to fruits and vegetables; and introduction to garden flowers. Each instructional unit follows a standard format that includes some or all of these basic components: performance objectives, suggested activities for teachers and students, information sheets, supplements, transparency masters, activity sheets, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets, activity sheets, and written tests. Units are illustrated with drawings and photographs. (KC)

These student and instructor materials for a one-semester course intended for high school juniors and seniors teach the following 24 lessons: (1) the scope and development of greenhouse production; (2) the economic importance of greenhouse crops; (3) careers in greenhouse operation and management; (4) greenhouse parts, structures, and coverings; (5) greenhouse environmental control; (6) interior layout; (7) energy conservation; (8) plant parts, structures, and functions; (9) plant processes; (10) environmental effects on plant growth; (11) growth regulation; (12) floriculture plant identification; (13) sexual plant propagation; (14) asexual plant propagation; (15) growing media; (16) containers; (17) watering; (18) fertilizers and plant nutrition; (19) common greenhouse pests and diseases; (20) techniques and equipment used to apply pesticides; (21) pesticide safety; (22) marketing floricultural crops; (23) recordkeeping in greenhouse management; and (24) legal considerations. The instructor materials include 24 student objectives; 24 competencies; suggestions for motivating students; evaluation suggestions; 38 references; a competency profile on which to record student performance; transparency masters; job sheets; assignment sheets; and appendices that contain a production schedule for potted plant crops and crop culture sheets for nine common greenhouse crops (chrysanthemums, foliage plants, bedding plants, Easter lilies, tulips, geraniums, calceolaria, cineraria, and poinsettias). The student reference includes information sheets for the 24 lessons that contain text, line illustrations, diagrams, and references. The student reference concludes with a two-page glossary. (CML)

This brochure describes the philosophy and scope of a secondary-level course in floriculture and horticulture. Addressed in the individual units of the course are the following topics: the Future Farmers of America, floriculture, merchandising and selling, retail flower shop management, advertising, inventory, indentification of common floral design foliage and flowers, greenhouse management, plant propagation, pest management, general horticultural techniques, in-school projects, vegetable production, techniques for pruning, the principles of judging flowers and plants, and tool and equipment safety. The brochure contains various materials for use in implementing the course, including a list of subtopics in each topic area, a detailed outline of the objectives and goals to be addressed in the presentation of each subtopic, statements of the philosophy of the course and of the school at which the course was developed, lists of school and course objectives, a discussion of worker characteristics and job environmental factors, a course description, lists of entry-level jobs and possible occupations that can be entered with additional training, job descriptions appearing in the Dictionary of Occupational Titles (DOT), and a task identification chart that correlates course tasks with those listed in the DOT. (MN)

This bulletin has been designed to provide assistance to boards of education, school administrators, teachers, and architects in planning various types of greenhouses and related facilities. Topics discussed include the numerous uses of greenhouses, ideas on design and construction, the growing demand for primary and supporting facilities, evolving job classifications, and recommended acceptable minimum square footages for the various kinds of facilities. Program suggestions are made for the elementary, middle, high, and adult school levels. (Author/MLF)

Designed for use when the student or the class is expected to grow a crop using the high school greenhouse, these learning activity packages are sequenced in typical greenhouse cropping fashion: (1) poinsettias in the fall, (2) Easter lilies (bulb crop) in the winter, (3) bedding plants (seed crop) in the spring, and (4) a nursery crop (from cuttings) in the summer. Included within each of these four areas are activities such as selecting crops, propagation, preparing soil mixtures, and transplanting. Each of the twenty-five learning activity packages is divided into the following parts: introduction, directions, objective, learning activities, tools and equipment, materials and supplies, safety, instructions, student self-check with correct responses, and a final check-out activity. In addition, an instructor's final checklist is included with each package. (LRA)

An instructor's manual and student activity guide on building a model greenhouse and growing plants are provided in this set of prevocational education materials which focuses on the vocational area of agriculture (ornamental horticulture). (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics, distributive education, health occupations, world of work, trade and industry, and office occupations.) The instructor's guide is organized into the following elements: title of activity, duration of activity (five days main activity, eighteen days for follow-up activity), activity goals, ten instructional objectives, and activity implementation (description, materials needed, safety considerations, teacher preparation prior to class, during the class, follow-up activities, answer key to student check point activity 1 and masters for duplication [e.g., objective 1 check sheet, plans for model greenhouse]). The student activity guide provides step-by-step instructions (narrative and illustrations) for completing each instructional objective (e.g., identify tools and equipment, build model greenhouse, plant seeds in greenhouse). At the end of each set of instructions is a student check point (evaluation activity). Five occupational descriptions (e.g., plant propagator, horticultural worker) conclude the document. (JH)

Designed to culminate an ornamental horticulture class, this teaching guide provides information needed for the year-round operation of a school and/or commercial greenhouse. Three units are presented: production schedules, determining harvest time, and cost analysis. Each unit lists major teaching points, learning activities, and reference materials. Included in the appendixes are crop production schedule information for twenty-three annuals, seven perennials, ten vegetables, ten flowering pot plants, and thirteen foliage plants. Also provided in the appendix is cost analysis information, including general cost information, a sample student problem, and specific cost information for six different plants. (JH)

This manual is designed by the Massachusetts Cooperative Extension Service as a guide for the control of the most common insects and related pests of floricultural crops grown commercially in glass and plastic houses in Massachusetts. The publication consists of two sections. The first section presents a description of the major pests of floricultural crops, their biology, and the damage they cause. Some of these pests include aphids, beet armyworm, cockroaches, cutworms, leaf miners, loopers, mites, scale insects, slugs and snails, thrips and whiteflies. This is followed by general information and the methodology for using pesticides effectively and safely. The second section provides information on the control of pests on specific crops such as pesticide formulations and methods of application, safety precautions, storage of pesticides, pesticide delivery calculations, the safe use of temik, toxicity of pesticides and reported phytotoxicity of Acaricides and insecticides to ornamentals. The metric system and poison centers in Massachusetts are also presented at the end of the manual. (HM)

Six units of instruction are provided in this manual designed for deaf students enrolled in an ornamental horticulture program. Unit 1 contains eight lessons (pictures and names) on tool and equipment identification (e.g., cutting and pruning tools, lawn and garden equipment, and power equipment). Unit 2 provides ten lessons on the care of tools and equipment. Topics include the storage of tools, sharpening a hoe, starting a lawnmower, and changing the lawnmower oil. Unit 3 contains twenty-two lessons on greenhouse practices, including types of greenhouses, soil testing, starting seeds, repotting, and watering greenhouse plants. Nine lessons on nursery practices are provided in unit 4. These practices include moving a tree or shrub, plant propagation, and pesticide handling safety. Unit 5 contains fourteen lessons on grounds maintenance. Topics include pruning, seeding a lawn, staking trees, and fertilizing trees and shrubs. Finally, unit 6 provides eight lessons on floral design, including making a boutonniere, corsage, and Christmas wreath. A multiple choice test accompanies each unit. (JH)

This publication presents information and suggestions for providing adequate buildings and facilities for vocational agriculture/agribusiness education programs. Parts 1 and 2 are devoted to effective need assessment and long-range planning of the facilities on the basis of local comprehensive instructional programs. Part 3 addresses factors to consider in providing optimum building and facilities. The department layouts presented in part 4 are representative of vocational agriculture/agribusiness departments in Wisconsin. Plans are not intended as models but rather to show typical departments of various sizes that currently exist. Part 5 discusses facility features for various departmental areas. First are considered some general features to assure that the physical facilities will provide the teaching-learning environment conducive to quality education. Some apply to school buildings in general; others apply more directly to vocational agriculture/agribusiness educational facilities. Departmental areas for which facility features are specifically discussed include the classroom, office-conference room, locker and toilet facilities, general storage room, departmental laboratories, general agriculture/agribusiness laboratory, agricultural mechanics laboratory, greenhouse, and land laboratory. Part 6 briefly discusses effective building and facilities use. (YLB)

This instructor's guide accompanies the secondary-level, competency-based student material for Nursery and Greenhouse Worker available separately--see note. It is intended for use as a reference and aid in implementing the curriculum in a vocational agriculture program. These sections are included: identification and validation of job titles and competencies, listing of modules and competencies included in the curriculum, bibliography or resources, and equipment list. An implementation guide summarizes each competency sheet (found in the student materials) as to equipment needed, instructor's responsibilities, and a summary and/or answers to the criterion evaluation. Sample grade cards are provided. (YLB)

This secondary-level, competency-based curriculum contains 11 modules for Nursery and Greenhouse Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Nursery and Greenhouse Worker tasks/competencies with a performance guide listing the steps needed to perform each task, learning activities, and evaluation. Student checklists and handouts may also be provided. Titles of the modules are (1) Occupational Knowledge, (2) Soil Preparation, (3) Seeds, (4) Rooting and Propagation, (5) Container Plants, (6) Transplanting, (7) Fertilizer, (8) Greenhouse Control, (9) Disease and Pest Control, (10) Sale Preparation, and (11) Special Duties. (YLB)

This packet contains a program guide and a career map for the implementation of a nursery operations program in Florida secondary and postsecondary schools. The program guide describes the program content and structure, provides a program description, lists job titles under the program, explains licensing, and includes a curriculum framework and student performance standards for ornamental horticulture and nursery operations courses. The curriculum framework outlines major concepts and content, laboratory activities, program specifics, and intended outcomes; the student performance standards guide lists each standard and the behaviors expected to show mastery of each standard. The guide also provides information on the following: facility design for the nursery operation program, equipment, program implementation, teacher professional development, and instructional resources (a listing of 80 print materials, 12 audiovisuals, 2 computer software programs, and 44 sources of instructional materials). Appended to the program guide is a sample student learning guide that includes program title, course title, intended outcomes, activity, introduction, objectives, performance objective, tasks, references, tools and equipment, procedures, information sheets, laboratory sheets, self-check and answers, activity sheet, written test, and a performance test. The Career Merit Achievement Plan (Career MAP) is a checklist of student progress in the competencies required for entry into the field of nursery operations, to be kept by student and teacher. (KC)