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This document contains materials about and from a workshop that was conducted to help Ohio horticulture teachers learn to document student competence through effective performance assessments. The document begins with background information about the workshop and a list of workshop objectives. Presented next is a key to the 40 performance assessments that are included. A blank performance assessment form is provided for use in developing assessments for competencies not included in the document. A performance critique is provided to assist teachers in evaluating existing and newly developed performance assessments. The remainder of the document consists of the 40 performance assessments, which were developed by Ohio horticulture teachers and which contain the following components: Ohio Competency Analysis Profiles (OCAP) program name; unit number and title; competencies addressed by the performance assessment; terminal performance objective (outcome); competency builders/pupil performance objectives (criteria); list of applied academics competencies; list of equipment, supplies, and other resources to be provided; and list of preparations before the assessment starts. The following are among the agriscience and horticulture topics for which performance assessments are included: marketing and sales; floral design; greenhouse plant production; turf and landscape operations; nursery and garden operations; and soils. (MN)

This document of skill standards for the landscape technician 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 19 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 landscape technician cluster standards; table of contents; and performance skill levels. Standards include: market and promote landscape services and products; answer customer questions; plan, design, and price a landscape; install and maintain plants in the landscape; prune plants; and control weeds, pests, insects, diseases, moss, and plant disorders. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for horticulture I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in course I are as follows: horticulture careers and orientation, leadership development, plant structure and growth, plant classification and identification (taxonomy), plant growth media and nutrition, horticulture structures, basic plant propagation, horticulture chemical and pest management, basic principles of floristry, greenhouse crops, olericulture production, and interior plantscaping. Units in course II include the following: horticulture careers, nursery and landscape plant identification, advanced plant propagation, horticulture marketing and business procedures, container and field crop production, floriculture crop production, landscape design, landscape installation and construction, landscape maintenance, turfgrass installation and maintenance, pomology production, and advanced floral design. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 book is designed to survey the area of retail floriculture and make a current statement of the industry. The subject matter includes a blend of art, science, and business. It can be used in the following ways: by students pursuing individualized study; in a classroom where the instructor will reinforce, demonstrate, and expand upon the ideas; or by former students or flower shop employees who need a refresher tool and reference. The book is intended to be motivational while presenting a realistic picture of arranging and selling flowers and plants. Suggested activities are located in each chapter as hands-on exercises to provide the experience and practice necessary to master the concepts presented. Thirty-two chapters cover the following topics: introduction; elements of design; principles of design; fresh cut flowers and foliage; mechanics, supplies, and safety; corsages and boutonnieres; bud vases and rose bowls; decorating potted plants; mass arrangements; accessories, bases, and backgrounds; dried flowers; silk flowers; table settings; wedding floral design; sympathy flowers; living plant groupings; novelty arrangements; special occasions and holidays; period arrangements; contemporary arrangements; retail floriculture industry; sales and service; wrapping and packaging; pricing; organization and efficiency; store displays; conditioning and storing cut flowers; care of living plants; delivery; advertising and promotion; and keeping current. A subject index is provided. (YLB)

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 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 instructor guide and the corresponding student reference contain 12 units, which cover the following topics: (1) opportunities in the landscaping and turfgrass industries; (2) how plants grow; (3) plant identification; (4) hand and power tools (identification and maintenance); (5) pesticides; (6) installation and maintenance of trees and shrubs; (7) installation and maintenance of bedding plants and ground covers; (8) turfgrass; (9) site analysis and evaluation; (10) plant identification and selection; (11) design elements; and (12) cost estimates. This material is designed to be taught to junior and senior high or vocational school students as a 1-year course. In the instructor's guide, each lesson in a unit contains some or all of the following: objective, study questions, references, teaching outline, student test with answers, transparency masters, job sheets, and assignment sheets. Plant identification and selection tables are located in the student reference. (NLA)

This handbook on identifying and selecting landscape plants can be used as a reference in landscaping courses or on an individual basis. The first of two sections, Identifying Plants for the Landscape, contains the following tables: shade tree identification; flowering tree identification; evergreen tree identification; flowering shrub identification; evergreen shrub identification; ground cover and vine identification; perennial identification; and turfgrass identification. For plants listed in these tables, the following information is provided: common name, botanical name, form, branching habit, growth habit, stem, buds, leaf arrangement, venation, type of leaf, leaf shape, margin shape, tip shape, base shape, leaf color, bark characteristics, leaf surface, and unique characteristics. The second section, Selecting Plants for the Landscape, contains the following tables: shade tree selection; flowering tree selection; evergreen tree selection; flowering shrub selection; evergreen shrub selection; ground cover and vine selection; perennial selection; and turfgrass selection. For plants in these tables, some or all of the following information is given: common name, botanical name, height, width, form, growth rate, hardiness zone, use in landscape, texture, leaf color, flowering color, length of bloom, fruiting time/type, fertilizer requirements, soil conditions, water requirements, light requirements, temperature requirements, transplantability, disease problems, insect problems, pruning method/time, special considerations, life span, and unique characteristics. A list of 23 references is included. (NLA)

The retail florist industry is composed of many small businesses. A flower shop is unique as a retail outlet because it sells a highly perishable agricultural product that involves customized work requiring a high degree of product knowledge and skill. Qualifications of a successful florist include being a good businessperson, able to design, having enough capital, being a good buyer, being really interested in the business, having good interpersonal skills, knowing how to advertise, knowing how to train and handle employees, having experience, being a merchandiser, having a thorough knowledge of plants and flowers, and participating in civic affairs. A formal college education is highly desirable. Areas of study should include floriculture, floral design, and business management. The most common form of business ownership is proprietorship. Two other forms are partnership and corporation. Each form has advantages and disadvantages that the prospective florist must consider. Steps in setting up a flower shop include obtaining capital, formal training, discussion of options with a lawyer, location selection, purchase or lease of a store, application for tax number and licenses, selection of bookkeeper and accountant, interior work, purchase of supplies from a wholesaler, delivery arrangements, advertising, purchases, and customer solicitation. (YLB)

This module, intended for adult instruction, is an introduction to landscaping designed to help students become familiar with landscaping terminology and concepts. The material is planned for six 2-hour classes. The first three lessons aid students in interpreting landscape plans and understanding some of the reasons for plant placement and selection. They provide a base, which may be built on through future study of plant selection and the principles of landscape design. Lessons 4 and 5 provide practical guidelines for the installation and maintenance of landscape plants. Lesson six provides an introduction into the care of turfgrass. Lessons include an introduction, objectives, student motivation, key points, detailed information (including handouts), group discussion, summary and conclusions, transparency masters, outlines, and supplementary resources and activities. (KC)

This guide is for an articulated two-year high school, two-year college curriculum for florist management developed by two postsecondary and five secondary institutions and representatives of the private sector in Texas. The guide includes the following: (1) a brief description of the occupation of retail florist manager; (2) the basic objective of the curriculum; (3) extensive duty and task lists for retail florist management (including performance objective, standard, materials, enabling objectives, and performance guide for each task); (4) a flowchart showing the recommended secondary and postsecondary course options; (5) recommended student prerequisites including academic courses; (6) basic course outlines for grades 9-14; (7) a list of secondary reference materials keyed to courses; (8) a line drawing of recommended secondary facilities; (9) a list of recommended tools/equipment and estimated costs; (10) a competency profile; (11) an example of the student monitoring and follow-up system; (12) career ladder information; (13) recommended teacher approval criteria; and (14) a sample articulation agreement. (KC)

This guide is for an articulated two-year high school, two-year college curriculum for garden center management developed by two postsecondary and five secondary institutions and representatives of the private sector in Texas. The guide includes the following: (1) a brief description of the occupation of garden center manager; (2) the basic objective of the curriculum; (3) extensive duty and task lists for garden center management (including performance objective, standard, materials, enabling objectives, and performance guide for each task); (4) a flowchart showing the recommended secondary and postsecondary course options; (5) recommended student prerequisites including academic courses; (6) basic course outlines for grades 9-14; (7) a list of secondary reference materials keyed to courses; (8) a line drawing of recommended secondary facilities; (9) a list of recommended tools/equipment and estimated costs; (10) a competency profile; (11) an example of the student monitoring and follow-up system; (12) career ladder information; (13) recommended teacher approval criteria; and (14) a sample articulation agreement. (KC)

Activity-based collisional analysis is developed for introductory physics and astronomy laboratory experiments. Crushable floral foam is used to investigate the physics of projectiles undergoing completely inelastic collisions with a low-density solid forming impact craters. Simple drop experiments enable determination of the average acceleration, force, collision time, impulse, and work done on simulated meteorites by the floral foam during crater formation. (Contains 1 table and 6 figures.)

Many topics in the secondary science classroom can be difficult to introduce to students in a manner that fully engages them, especially when presented using traditional teaching methods. However, with a little innovation and an emphasis on inquiry, even dry subjects can be presented in an appealing way. The authors developed an inquiry-based exercise that teaches students about flower anatomy and dissection. During this exercise, students investigate the morphology of simple and composite flowers using digital microscopes. Dissection of a simple flower results in a count of floral parts that is used to construct a floral formula. Students use appearance of structures to suggest function of sepals, petals, anthers, pistils, and components. Investigation of composite and bilabiate flowers introduces concepts of inflorescence and symmetry and asymmetry. Following self-guided inquiry by the students, the teacher uses a digital microscope, computer, and LCD projector to lead discussion of what was observed and to help assimilate important concepts. (Contains 1 figure, 4 resources, and 2 online resources.)

This second volume of a two-volume curriculum guide contains 11 problem areas selected for study to be included in a core curriculum for 11th grade or third-year students enrolled in a metropolitan agricultural program. The 11 problem areas are divided into four units: Soil Science and Conservation of Natural Resources (Understanding Soils, Selecting Soil Sites for Urban Use, and Attracting Birds to Your Backyard); Horticultural/Agricultural Products (Selecting and Buying Horticultural Tools and Equipment); Landscape Design, Establishment, and Maintenance (Pruning Evergreens; Surveying, Grading and Tiling; Constructing Fences and Retaining Walls; and Interior Plantscaping); and Retail Floriculture (Handling and Preparing Cut Flowers; Ordering and Buying Cut Flowers; and Making Corsages, Nosegays, and Table Arrangements). Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide (objectives, suggested interest approaches, anticipated student problems and concerns, suggested learning activities and experiences, application procedures, an evaluation, references and aids), information sheets, student worksheets or assignment sheets with a key, job sheets or laboratory exercises, transparencies, a discussion guide for transparencies, and sample test questions with a teacher key. (YLB)

This curriculum guide in ornamental horticulture is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes five occupational subgroups: arboriculture, floriculture, landscape maintenance and establishment, nursery production, and turfgrass maintenance and equipment. It is meant as an aid to all who are involved in the curriculum planning phases prior to classroom instruction. Each unit has seven elements to be used for developing specific curriculum and curriculum materials: unit concept, student performance objectives, instructional areas, examples of learning activities, examples of evaluation processes, instructional materials or equipment, and references. Appendixes list recommended materials and equipment, additional references, and selected professional and technical societies. (Author/JC)

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the retail florists occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Three duties are broken down into a number of tasks and for each task a two-page table is presented, showing on the first page: tools, equipment, materials, objects acted upon; performance knowledge (related also to decisions, cues and errors); safety--hazard; and on the second page: science; math--number systems; and communications (performance modes, examples, and skills and concepts). The duties include: designing; selling and servicing; and delivering and servicing. Lists of equipment; design elements, occasions for floral use, safety factors and hazards are appended. (BP)

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the wholesale florist occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Five duties are broken down into a number of tasks and for each task a two-page table is presented, showing on the first page: tools, equipment, materials, objects acted upon; performance knowledge (related also to decisions, cues and errors); safety--hazard; and on the second page: science; math-number systems; and communications (performance modes, examples, and skills and concepts). The duties include: buying and selling flowers, florist's greens, and florist's supplies and accessories; keeping records and inventories; establishing maintenance and delivery system; and promoting public relations. (BP)

The program planning guide for ornamental horticulture was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of arboriculture, floriculture, greenhouse operation and management, landscaping, nursery operation and management, and turf management. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment, and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

The worksheets have been developed for use with any production occupational or work experience record book for high school vocational agriculture programs. Separate units have been developed for each of 11 areas in ornamental horticulture, so the student and teacher can select the appropriate one, or several, for the experiences planned by the student. The areas are: flower shop employee; greenhouse crops; landscape maintenance and establishment; nursery production; field grown crops; field grown trees; field grown shrubs; container grown plants; and turfgrass maintenance, establishment, and production. Within each area, the five following record sheets are provided: approved practices, goals, efficiency factors, cost accounting or employment achievement, and analysis. (Author/KJ)

This Job Function Booklet (Arranging) is one of the 14 components (see note) of the Career Alert Planning (CAP) program, a set of individualized materials designed to help participants find out about themselves and about the kind of work for which they are suited. In this program, participants become acquainted with occupations that are representative of 10 basic job functions. They learn how these occupations relate to personal interests, abilities, skills, educational goals, experiences, and training. They consider the working conditions, salary, and employment outlook for each occupation. Finally, participants use this information to make decisions and plans about the careers they will pursue. This Job Function Booklet examines arranging occupations, one of the 10 basic job functions explored in the series, and describes four occupations related to this function: interior designer, hair stylist, architect, and florist. The booklet contains the following sections: (1) an "explore" section, which describes the arranging job function and introduces the four occupations representative of it; (2) four "perform" sections, which contain work simulation activities related to each of the four occupations (e.g., "imagine you are an architect; your task is to design a floor plan for a new house"); these activities give participants "hands-on" experience in performing work-related tasks; and (3) four "decide" sections, which provide greater detail about the occupations and about working conditions, income, and education and experience required. Education and experience activities that can be undertaken by participants are suggested. (KC)

This curriculum guide contains five units with relevant problem areas for horticulture. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the following components: related problem areas, prerequisite problem areas, occupational tasks addressed, learning assessment plan sheets, instructor's guide, information sheets, student worksheets or assignment sheets and keys, demonstrations, transparency masters, and a discussion guide for transparencies. Suggestions are made for use of the core materials, including specific suggestions for using the different components of a problem area. The five units are as follows: (1) horticultural business operation and management; (2) horticultural science and production; (3) horticultural mechanics; (4) landscaping; and (5) floral design. (NLA)

This curriculum guide provides materials for nine courses taught in the readiness program for students 15 years of age and over who are not benefiting from education in regular educational settings. (The program is intended to identify a suitable occupational field in which students can succeed and to develop their social and emotional readiness and behavior to function successfully in all occupational training programs.) Introductory materials include the program's basic philosophy, objectives, criteria for entrance into the Occupational Readiness Center, and course descriptions. Outlines follow for each course that combine academic instruction with student experience in a "live work" situation. Courses cover these trade/occupational clusters: metal trades, automotive trades, building trades (masonry/carpentry), building trades (electrician/plumber), building maintenance, horticulture/floriculture occupations, food trades, cosmetology/personal grooming, and health/personal service occupations. The courses are divided into units corresponding to specific job titles and occupations. Each unit presents this information: job title, job duties, working conditions, job requirements, job conditions, basic skills and knowledge, job practice, academic demands, additional job information, and evaluation. A unit outline details learning goals; learning activities; tools, equipment, and supplies; new terminology; math; and text, workbook, and other supplies. Some student information forms are appended. (YLB)

This core curriculum guide consists of materials for use in presenting a 13-unit vocational agriculture course geared toward high school students living in metropolitan areas. Addressed in the individual units of the course are the following topics: employment in agricultural occupations, supervised occupational experience, leadership in horticulture and in agriculture, horticulture and agricultural mechanics, plant propagation, plant identification, horticultural-crop management, horticultural-plant pest control, urban animals, soil science and conservation of natural resources, horticultural and agricultural products, landscape design and maintenance, retail floriculture, and horticulture business management. Each unit contains some or all of the following: suggestions to the teacher, a teacher's guide, information sheets, student worksheets and a teacher's key, transparencies, a discussion guide for the transparencies, and sample test questions along with a teacher's key. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with recognizing and controlling diseases found on ornamental landscape plants. Included in the script are narrations for use with a total of 80 slides illustrating various foliar diseases (anthracnose, black spot, hawthorn leaf blight, powdery mildew, cedar-apple rust, cedar-quince rust, apple scab, pyracanthra scab, and other leaf spots); blights (pine tip and juniper tip blights); trunk and stem disorders (fireblight, pachysandra stem blight, cankers, slime flux, black knot, crown gall, and cytospora canker); and vascular wilts (Dutch elm disease, oak wilt, verticillium wilt, and pine wilt nematode). The introduction to the script includes suggestions for using the guide effectively. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with ornamental annual plants and their uses. Included in the script are narrations for use with a total of 254 slides illustrating 97 different plants. At least two slides are provided for each plant: one shows the growth habits of the plant, and the other is a close-up of the flower or foliage. Plants are listed alphabetically by scientific name, and popular varieties and cultivars are names where appropriate. At the end of the script are two indexes: one for scientific names and the other for common names. The introduction to the script also includes suggestions for its use and recommended additional learning activities. (MN)

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with commercially important herbaceous ornamental plants. Included in the script are narrations for use with a total of 338 slides illustrating 150 different plants. Generally, two slides are used to illustrate each plant: one slide shows the growth habit of the plant, and the other is a close-up of the plant's flower or foliage. Plants are grouped by flowering period and treated alphabetically in each group by scientific name. At the end of the script are two indexes: one for each plant's scientific name and the other for its common name(s). The introduction to the script also includes suggestions for its use and recommended additional learning activities. (MN)

These materials for a six-unit course were developed to prepare secondary and postsecondary students for entry-level positions in landscape management. The six units are on orientation, hand tools, light power equipment, water and watering techniques, planting and maintaining plant beds, and establishing and maintaining turf. The first section is designed to show teachers how to use the materials and includes an explanation of instructional elements, an instructional task analysis for each unit, and a list of 33 references. The instructional elements for the units include objectives, suggested activities, information sheets, transparency masters, assignment sheets, job sheets, tests, and test answers. Some elements, such as the information sheets, include photographs, diagrams, and line drawings. (CML)