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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 presents agriculture skill standards for programs to prepare Washington students for employment in the following occupations: John Deere agricultural equipment technician; agricultural and diesel equipment mechanic; irrigation technologist; turf management technician; and turf equipment service technician. The introduction explains the origins of skill standards and their benefits to various stakeholders, discusses the relationship between skill standards and the pyramid of competencies, details a model for continuous improvement and a process for building skill standards, and presents an overview of the Agriculture Skills Standards Project during which the skill standards were developed. The remaining four sections, which are devoted to the individual occupations, each contain the following items: (1) a historic DACUM (Developing a Curriculum) process chart for the occupation; (2) a template summarizing critical work function and key activities; (3) a template detailing the performance indicators, technical knowledge, and employability skills required for the occupation's key activities; (4) routine, crisis, and long-term planning scenarios typically encountered by workers in the given occupation; (5) the results of the validation survey conducted for the occupation; and (6) the results of the Secretary's Commission on Achieving Necessary Skills survey conducted for the occupation. The appendix lists 45 workforce, skills-standards and competency-based, and Internet resources. (MN)

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 resource conservation 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 13 units are as follows: general safety precautions; resource conservation industry; water quality management; soil conservation; mapping; nature interpretation; fish and wildlife management awareness; groundskeeping; equipment maintenance; equipment operation; facility construction and maintenance; business management; and employability skills. (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 turf and landscape 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 seven units are as follows: general safety precautions; turf and landscape operations; equipment maintenance; construction skills; marketing and sales; business management; and employability skills. (YLB)

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)

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)

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)

Asserts that facility managers need continual education in many subjects to keep their campuses in excellent condition, highlighting four areas related to landscaping and maintenance: landscaping care; athletic field care; grounds care; and equipment care. Lists of relevant professional organizations are included. (SM)

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 guide contains basic information to meet specific standards for pesticide applicators. The text is concerned with recognition and control of ornamental and turfgrass pests such as leaf spot, scab, powdery mildew, galls, grubs and weeds. A section of the text is also devoted to environmental concerns to be considered when undertaking pest control. (CS)

This Cooperative Extension Service publication from Mississippi State University is a training guide for commercial pesticide applicators. Focusing on ornamental and turf plant pest control, this publication examines the control of plant diseases, insects, and weeds. The contents are divided into a section on ornamental pest control and one on turfgrass pest control. The ornamental section includes discussions of disease agents, weeds, insects and mites, and vertebrate pests. The turfgrass section includes discussions of diseases, disease controls, weeds, weed control, insects, phytotoxicity, environmental concerns, and weights and measures. No specific pesticide information is given in this publication. (MR)

This report addresses the application of agricultural processing wastes, industrial and municipal wastes on agricultural land as both a waste management and resource recovery and reuse practice. The document emphasizes the treatment and beneficial utilization of sludge and wastewater as opposed to waste disposal. These objectives are achieved through incorporation into well-designed and operated agricultural production systems in ways that are compatible with maintaining the soil's normal viability and productivity. Waste characterization, crop selection and management, site selection, management and monitoring are addressed. Sample problems, procedures, calculations and diagrams are incorporated into most sections. In addition, public health and nuisance concerns, as well as public acceptance, legal and economic considerations are discussed. (Author/BB)

This handbook suggests safety guidelines for public playground equipment and describes various surfaces used under the equipment and possible injuries resulting from falls. The handbook is intended for use mainly by manufacturers, installers, school and park officials, and others interested in technical criteria for public playground equipment. Information and suggestions on what to look for and what to avoid are covered: (1) assembly, installation, and maintenance of equipment; (2) materials from which equipment is constructed; (3) strength of individual components and structures; (4) sharp points, corners, edges, and other safety hazards; (5) base configuration of rotating equipment; (6) moving impact of swings; (7) entrapment; (8) falls from equipment; and (9) safety guidelines for surfaces under playground equipment. (JD)

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 competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include root-feeding insects, shoot-feeding insects, and fungicides. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as handouts, discussion activities, field trips, crossword puzzles, hands-on experiences, worksheets, tests, and quizzes. Answer keys are provided. (KC)

This competency-based curriculum unit on planting turf is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The eight sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include preparing soil bed area, planting turfgrasses, lawn establishment by seed, stolonizing and sprigging, plugging, sodding, rolling newly established turf, and caring for a newly established lawn. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as handouts, discussion activities, field trips, crossword puzzles, hands-on experiences, worksheets, tests, and quizzes. Answer keys are provided. (YLB)

This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for turf seedbed, and turf fertility. A list of references precedes a section containing visual aids, student skill checklist, and student activities such as handouts, discussion activities, field trips, crossword puzzles, hands-on experiences, worksheets, tests, and quizzes. Answer keys are provided. (YLB)

This compentency-based curriculum unit on turf identification is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include identifying turfgrasses, identifying turf samples, and selecting proper turfgrass for specific sites. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as handouts, discussion activities, field trips, crossword puzzles, hands-on experiences, worksheets, tests, and quizzes. Answer keys are provided. (YLB)

This competency-based curriculum unit on maintaining the landscape is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include watering plants, mulching plants, directing plant growth, pruning the landscape, and mowing the landscape. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as field trips, handouts, discussion activities, worksheets, crossword puzzles, hands-on experiences, tests, and quizzes. Answer keys are provided. (YLB)

The 88 activity guides in this document are intended to supplement the initial or organized instruction of the agricultural teacher at the secondary educational level. Some of the activities require one student to complete, others may need two or more students working in a team. Some activities also require followup checking within a few days to months. Thus long-range planning and activity schedules are experienced by the students, and are typical of out-of-school work experiences. The activity guides cover the areas of grounds maintenance (41 activities), greenhouse (21 activities), landscaping (16 activities), and horticulture mechanics (10 activities), and are numbered consecutively for convenience in making assignments to the students. Each guide includes the title of the activity (e.g., pruning established evergreens, sodding a lawn area, and composting), tools and equipment needed, materials and supplies needed, procedures, special information, and a referral number for cross-reference between or among other guides related to the activity to which the student is assigned. (HD)

Each section contained in this packet is necessary for designing an effective program of agriculture education. The curriculum guide that is developed from this model should include the same sections. The model includes: (1) community description; (2) school description; (3) goals and objectives of education in agriculture; (4) evaluation policy; (5) development procedures for an advisory committee; and (6) unit outlines. Unit outlines are examples of Iowa's vocational education in agriculture programs, which are intended to help students apply communications, situational analysis, and problem-solving skills to agricultural work settings. Each unit contains the following information: course name; unit name; unit objectives; introduction/situation; unit sequence--problem area(s), lesson title, and lesson objectives; and unit evaluation. Section I contains six units: home landscape maintenance; house plant propagating and care; turf management; windbreaks; fruit and vegetable crops; and potted mum production. Four units in section II cover these topics: agriculture processing--meats; biological farming; daily personal skills; and farm law. Section III includes six units: tomato production; strawberry production; sweet corn production; lawn care; pasture management; and corn production. Topics in section IV are as follows: chain saw safety; arc welding; farm wells; water quality; plumbing; and liquid petroleum gas. Section V contains eight units: hunting and hunter safety; predator control and trapping; game bird production; beekeeping/honey production; small animal pets; animal rights in veal production; dairy production; and beef production. (NLA)

This second volume of a 2-volume curriculum guide contains 12 problem areas selected as suggested areas of study to be included in a core curriculum for 10th-grade or second-year students enrolled in a metropolitan agriculture program. The 12 problem areas are divided into 5 units: Growing and Managing Horticultural Crops (4 problem areas), Identifying and Controlling Pests of Horticultural Plants (1), Soil Science and Conservation of Natural Resources (1), Agricultural Production (2), and Landscape Design Establishment and Maintenance (4). Each problem area includes some or all of the following components: suggestions to the teacher, teacher's guide (objectives, suggested interest approaches, anticipated student problems and concerns, suggested learning activities, suggested uses of problem area, evaluation, references and aids), information sheets, student worksheets or assignment sheets and key, job sheets or laboratory exercises, transparencies, discussion guide for transparencies, and sample test questions and teacher's key. (YLB)

Developed for use by vocational agriculture teachers in Iowa, this instructional unit provides information about the growing and marketing of sod for lawns. This document is one of three manuals making up a single package. (The other two are Christmas Tree Production and Marketing and Sod Production and Marketing). The manual includes an instructional plan and related technical information. The instructional plan features objectives, interest approach, a listing of materials needed, and teaching procedures. The technical information section provides concise information related to sod production and marketing. A reference list is included for teachers wishing additional information on the topic. Transparency masters and activity sheets are provided and coded to the unit. A list of 10 slides for use with the instructional materials is also provided. Eleven fact sheets from the Iowa Cooperative Extension Service discuss various aspects of turfgrass care. (KC)

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 guide is intended for use by licensed irrigators who wish to teach others how to design and install residential and commercial irrigation systems. The materials included in the guide have been developed under the assumption that the instructors who use it have little or no formal training as teachers. The first section presents detailed instructions for using the guide and for setting up a classroom and instructional laboratory. Lesson plans covering the following topics are provided: irrigation then and now; procedures for controlling water flow (water meters and cross connections, valves, controllers and electrical wiring); methods of controlling water placement (piping and sprinkler types and nozzles); layout and design (design basics, basics of hydraulics, and procedures for developing a design and checking it mathematically); drip irrigation; and irrigation considerations. Each lesson plan includes lists of required materials and related assignments, steps to complete before teaching the lesson; instructional text, and a subject review exercise. Drawing and laboratory exercises are also provided. Appendixes contain the test of Texas's Licensed Irrigators Act and Permanent Rules for Irrigators, examples of local codes, tips on preparing for the licensing exam, common terminology of the turf irrigation industry, an index, and a pretest and posttest. (MN)

This guide is intended for use by individuals preparing for a career in commercial and residential irrigation. The materials included are geared toward students who have had some experience in the irrigation business; they are intended to be presented in 10 six-hour sessions. The first two sections deal with using this guide and preparing for the licensed irrigator's exam. The following topics are covered in the individual lessons: irrigation then and now; procedures for controlling water flow (water meters and cross connections, valves, controllers and electrical wiring); methods of controlling water placement (piping and sprinkler types and nozzles); layout and design (design basics, basics of hydraulics, and procedures for developing a design and checking it mathematically); drip irrigation; and irrigation considerations. Each lesson includes an overview, definition(s), instructional text, and a subject review exercise. Drawing and laboratory exercises are also provided. Appendixes contain the text of Texas's Licensed Irrigators Act and Permanent Rules for Irrigators, examples of local codes, common terminology of the turf irrigation industry, and an index. (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)

This module is the second volume in a series of three publications on landscape management. The module contains five instructional units that cover the following topics: orientation; equipment; irrigation systems and maintenance; plant material identification and pests; and turf identification and pests. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed for use for more than one lesson or class period. Instructional task analyses and 26 references are also included. (KC)

This module is the third volume in a series of instructional materials on landscape management. The materials are designed to help teachers train students in the job skills they will need in landscape occupations. The module contains six instructional units that cover the following topics: orientation; basic landscape design principles; irrigation design and installation; landscape plant materials; turf management; and landscape construction. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed to be used for more than one lesson or class period. Instructional task analyses and 31 references are also included. (KC)