Landscape Design Ag 330

Table of Contents
Nursery/Landscape Careers
Objectives Power Points Student Handouts Evaluations
1. Students will research one historical figure in 0 Landscape Design Historical Profile Nursery & Landscape Design
the history of landscape design. Assignment Sheet Career Assignment Grading
2. Students will explore a career in nursery or Sheet
landscape design, determine the specifications Nursery & Landscape Design Career Two quiz questions from
of the career and present to the class. Assignment Sheet students about careers
Landscape Design Drafting
1. Students will be able to use drafting Landscape Design House plan footprint Student Landscape Design Drafting
equipment. Drafting Equipment Handout Quiz
2. Students will be able to measure and Scale Student Sheet
reproduce lines drawn to scale. Circle and Angle Student Sheet Landscape Design Drafting
3. Students will be able to practice landscape Landscape Symbol House Plan Quiz Master
lettering. Student Sheet
4. Students will be able to render symbols used Plan Label Student Sheet
in landscape designing. Plan Label Guide Student Sheet
5. Students will be able to redraw a house plan Lettering Student Sheet
footprint in a different scale. Lettering Student Handout
6. Students will be able to reproduce different Blank Lettering Student Sheet
symbols used in landscape design. Low & High Gravity Lettering
7. Students will be able to reproduce a landscape Student Sheet
design plan label. General & Branched Trees Student
Sheet
Broadleaf Trees Student Sheet
Mulch & Ground Cover Student
Sheet
Needle, Grasses, & Weeping Trees
 Student Sheet
Wood, Water, Turf & Rocks Student
Sheet
Hardscape Student Sheet
Elements & Principles of Landscape Design
Objectives Power Points Student Handouts Evaluations
1. Students will be able to identify and Elements and Principles Elements & Principles of Design Elements & Principles Quiz
demonstrate the Elements of Landscape Design. of Landscape Design Student Sheet
2. Students will be able to identify and Elements & Principles Flashcards Elements & Principles Quiz
demonstrate the Principles of Landscape Design. Color Color Wheel Student Sheet Master
3. Students will be able to identify the colors on Mandala Student Sheet
a color wheel. Landscape Examples
4. Students will be able to identify color values:
tints, tones, & shades.
5. Students will be able to identify different color
harmonies.
Planning Landscape Designs
1. Students will be able to conduct a client The Landscape Design Client Evaluation Site Analysis Grading Sheet
evaluation to determine wants and needs of a Process Site Analysis Plan Check List Bubble Diagram Grading
potential landscape design client. Coloring Techniques Bubble Diagram Plan Check List Sheet
2. Students will be able to create a base map for Landscape Design Standard Final Plan Grading Sheet
a landscape design. Measurements Student Planning Landscape Design
3. Students will be able to conduct a site analysis Information Sheet Quiz
for a landscape design. Flower Bed Design Student Sheet Planning Landscape Design
4. Students will be able to draw a bubble Low-Maintenance Landscape Quiz Master
diagram based on information gathered from Design Planning Student Handout
the site analysis. Coloring Techniques Student
5. Students will be able to create a final design Handout
based on the bubble diagram.
6. Students will be able to create a legend or key
for their final design.
7. Students will be able to add color to the final
design.
8. Students will be able to create a planting plan
based on their final plan.
9. Students will be able to present their final
design to the client.
10. Students will learn the proper and improper
way to design a foundation planting.
11. Students will be able to plan a flower bed
design.
12. Students will be able to identify key
elements in the Outdoor Room Concept
13. Students will be able to identify the Design
areas: private, public, play and utility.
14. Students will be able to select plants and
place them in a landscape setting.
15. Students will be able to plan landscapes to
meet Low maintenance criteria.
Maintaining Landscapes
Objectives Power Points Student Handouts Evaluations
1. Students will be able to identify design Landscape Maintenance Lawn Watering Guide Student Landscape Design Fertilizer
strategies for a low maintenance landscape. Sheet Experiment Grading Sheet
2. Students will be able to list the benefits of Landscape Design Fertilizer Landscape Maintenance
trees. Experiment Assignment Sheet Quiz
3. Students will be able to identify proper Fertilizer Experiment Data Landscape Maintenance
pruning cuts. Collection Sheet Quiz Master
4. Students will be able to list the benefits of Tree Pruning Animation Student Tree Pruning Animation
mulch. Sheet Master
5.Students will be able to list the key elements in
watering a landscape
6. Students will be able to list the key elements
in weeding a landscape.
7. Students will be able to list the key elements
in fertilizing a landscape.
 Installing Landscape Designs
Objectives Power Points Student Handouts Evaluations
1. Students will be able to determine the Installation of Landscape Tree Planting Student Sheet Tree Planting Sheet Master
benefits of sod vs. seeding a lawn. Designs Bill of materials Model Grading Sheet
2. Students will be able to learn how to install a
hardscape.
3. Students will be able to prepare a bill of
materials for a landscape design.
4. Students will be able to describe how to plant
several different kinds of trees.
6. Students will be able to complete a design
model to scale of their landscape plan.

Nursery/Landscape Plant Identification

1. Students will learn why scientific classification The Classification of Plant Nursery/Landscape Plant Nursery/Landscape Plant ID
of plants is important. Materials Identification Student Sheet A-E Quiz
2. Students will be able to properly write a Nursery/Landscape Plant Climate Zone Student Sheet Nursery/Landscape Plant ID
scientific name. ID A-E What Tree Is That? Student Sheet F-L Quiz
3. Students will be able to identify nursery and Nursery/Landscape Plant Nursery/Landscape Plant ID
landscape plants used in the industry. ID F-L M-P Quiz
4. Students will be able to determine which Nursery/Landscape Plant Nursery/Landscape Plant ID
climate zone they live in. ID M-P Q-Z Quiz
5. Students will be able to classify plants Nursery/Landscape Plant What Tree Is That? Master
according to climate zone, growth habits, and ID Q-Z
growing requirements.
6. Students will be able to identify tress
according to a dichotomous key.
 Nursery/Landscape Equipment Identification
Objectives Power Points Student Handouts Evaluations
1. Students will be able to properly identify Nursery Equipment & Nursery Equipment & Supplies Nursery Equipment &
nursery equipment and supplies. Supplies Identification Comparison Student Sheet Supplies Identification Quiz
2. Students will be able to identify appropriate Nursery Equipment & Supplies ppt.
uses for nursery equipment and supplies. Observation Sheet
3. Students will compare nursery equipment and
supplies to find the similarities and differences.
4. Students will be able to determine if nursery
equipment and supplies are readily available in
their area.

Nursery Pests & Disorders Identification

1. Students will be able to identify and classify Nursery Pests & Nursery Pests & Disorders Nursery Pests & Disorders
nursery pests and disorders. Disorders Identification Identification Student Sheet Identification Quiz
 Agricultural Science and Technology
Landscape Design-Ag 330
Landscape & Nursery Career Exploration

Unit Objectives
1. Students will be able to research one historical figure in the history of landscape
design.
2. Students will explore a career in nursery or landscape design, determine the
specifications of the career and present to the class.

Student Handout
Landscape Design Historical Profile Assignment Sheet
Nursery & Landscape Design Career Assignment Sheet

Evaluation
Nursery & Landscape Design Career Assignment Grading Sheet
Evaluation will be a compilation of the two quiz questions written by the students about their
careers

Interest Approach
Begin by asking the students what they did this morning on their way to school. What
determined their choice of breakfast, clothes, how they fixed their hair, how they got to school,
etc. Share with them that the reason why we do certain things is determined by a variety of
choices that we make. Share with them why you chose to be a teacher. Help them choose a
career they would like to study that is related to nursery or landscape design. Encourage them to
research different career opportunities. The history profile sheet may help them determine what
kind of career they would like to choose.

Teaching Content
Some historical figures in landscape architecture could include, but are not limited to:
Andrew Jackson Downing Gilbert Laing Meason
Beatrix Farrand H.W.S. Cleveland
Calvert Vaux Humphry Repton
Ellen Biddle Shipman Joseph Addison
Florence Yoch Lancelot Brown
Fredrick Law Olmstead Thomas Church
Gertrude Jekyll William Shenstone

Some careers related to nursery or landscape design could include, but are not limited to:
Botany Garden Designer Landscape maintenance
Chemical applicator Grounds keeper Nursery grower
Entomologist Landscape Plant research &
Forestry Landscape architect development
Garden center owner, Landscape designer Teacher
manager, employee Landscape installation
Student Activities
1. Landscape Design Historical Profile
Students will research one historical figure in landscape designing history. This may
be an introduction into what career they would like to choose for research.
Equipment:
Landscape Design Historical Profile Assignment Sheet

2. Nursery & Landscape Design Career Presentation Assignment

Students will research a career related to the nursery or landscape industry. Students
will prepare and present a presentation of their research.
Equipment:
Nursery & Landscape Design Career Assignment Sheet
Nursery & Landscape Design Career Assignment Grading Sheet

Reference
Laprofession.org
 Name__________________________

Landscape Design Ag 330

Historical Profile Assignment Sheet
Name of Historical Figure:

Time period:

Associations affiliated with or founded:

Contributions to Landscape Design:

 Nursery & Landscape Design
Career Presentation Assignment Sheet

Due Date:
Value: 150 points

REQUIREMENTS: The Nursery & Landscape Design Career Assignment must include:
1. Education Needed
2. Benefits & Salary
3. Job Description
4. Special Training
5. Employment Location(s)
6. Visuals of Career to be included in PPT or Poster
7. Prepare a presentation (power point or poster)
8. Present Landscape Design Career to the class
9. References
10. Two quiz questions about your career choice

COMMENTS: The class will be discussing possible careers related to landscape

design. This assignment requires students to research possible
choices of careers in the landscape industry. Learning about
landscape careers helps students gain knowledge about what job
opportunities are available and a chance to decide if this is an
avenue they would pursue as a possible career choice.
 NAME_________________________

NURSERY & LANDSCAPE DESIGN

CAREER PRESENTATION ASSIGNMENT
GRADING SHEET
ASSIGNMENT: CAREER PRESENTATION
DUE DATE:
POINTS: 150 Points
REQUIREMENTS: STUDENTS WILL study one career choice in nursery or landscape design
and prepare a power point presentation or poster for the class.
Requirement Possible Earned
Education Needed ............................................................... 10 __________
Benefits & Salary ................................................................. 10 __________
Job Description ................................................................... 10 __________
Special Training .................................................................. 10 __________
Employment Location(s)...................................................... 10 __________
Visuals of Career ................................................................. 10 __________
Power Point or Poster ......................................................... 25 __________
Presentation to class ........................................................... 25 __________
References used ................................................................. 10 __________
Two quiz questions.............................................................. 10 __________
Overall ................................................................................. 20 __________

Sub-Total ..................................................................... 150 _________

Late deductions (10%/day) .............................................. 0 _________

Total ......................................................................... 150 _________

 AG. 330 LANDSCAPE DESIGN

________________________________________________________________________

COURSE DESCRIPTION: A course that prepares students to design, construct, and maintain
planted areas and devices for the beautification of home grounds and other areas of human
habitation and recreation.
________________________________________________________________________

MINUTES OF
UNITS OF INSTRUCTION INSTRUCTION

Introduction to Landscaping 705

Landscape Design 705
Climate and Zonation 235
Soil Conservation 235
Ornamental Plant Identification 470
Horticulture Tools, Equipment and Machinery 235
Electrical Controls and Sensing Devices 235
Leveling and Land Measurement 235
Lawnsite Quality and Preparation 235
Maintaining Lawns 235
Identification and Control of Turf Grass Pests 235
Gardening 235
Salesmanship 235

TOTAL MINUTES 4,230

A. Introduction to Landscaping

1. Match terms and definition associated with landscaping

2. List the duties and responsibilities of a landscape architect
3. List the duties and responsibilities of a landscape horticulturist
4. Name the objectives of developing a landscape plan
5. List the guiding principles of landscape design
6. Identify as true or false statements relating to the elements of a good landscape
design
7. Name the main areas to develop in a landscape design
8. Identify the tools associated with landscape design
9. Select statements that pertain to corner plantings
10. Identify factors as they relate to entrance and foundation plantings
11. List three different occupations related to landscaping
B. Landscape Design

1. Match terms and definitions associated with landscape design

2. List the elements of landscape design
3. List the principles of symmetry in landscape design
4. Choose between formal and informal design factors
5. Draw and explain the symbols used in landscape design
6. List the sequence of planning a landscape design
7. List the ways to attain contrast in a landscape design
8. Identify as true or false statements about repetition and rhythm in landscape
design
9. Discuss proportion or scale as it relates to landscape design
10. Identify plants that are commonly used in landscaping
11. List the common mistakes made in foundation plantings
12. List the maintenance considerations in a landscape design
13. List the factors used in developing a private area in landscaping
14. Complete a scale exercise landscape plan
15. Develop a home landscape plan

C. Climate and Zonation

1. Match terms and definitions associated with climate and plant zones
2. List the factors which influence weather
3. Explain plant hardiness and the importance of it in choosing plants for
landscaping
4. Select appropriate plants for various landscaping conditions and considering
climate
5. Demonstrate the ability to determine climate zone and develop a landscape plan
for a given area

D. Soil Conservation

1. List types of erosion

2. List factors that influence soil erosion
3. Describe the four categories of water erosion
4. List conservation practices for reducing erosion
5. List mechanical and cropping practices used to reduce water erosion
6. List factors that determine cropping systems
7. List three organizations involved with soil conservation
E. Ornamental Plant Identification

1. Discuss the system of plant classification

2. Identify the parts of simple and compound leaves
3. Name the types of leaf arrangement, venation and margins
4. Identify the types of leaf arrangement to the stem
5. Identify the parts of a stem
6. Match stem modification to their descriptions
7. Identify the types of inflorescences
8. Identify 100 common ornamental indoor plants
9. Identify 100 common ornamental outdoor plants

F. Horticulture Tools, Equipment, and Machinery

1. Match terms and definitions associated with horticulture tools

2. List the general rules for choosing garden tools
3. List the kinds of shovels
4. Name the kinds of hoes
5. Identify as true or false statements about hoes
6. List the kinds of shears
7. Name the kinds of spading forks and two uses of each
8. List some special tools used in horticulture
9. Select preventive maintenance techniques for horticulture tools
10. List the kinds of equipment used in horticulture and landscaping
11. Name the tractor implements used in horticulture applications

G. Electrical Controls and Sensing Devices

1. Identify types of controls by nomenclature and use, including thermostats,

humidostats, photoelectric cells, magnetic relays, timers, pressure switches, and
time delay equipment
2. Set controls, such as timers and switches, for the desired performance
3. Use low voltage electrical control equipment
4. Interpret wiring diagrams
5. Select controls for electric motors from supply catalogs
6. Connect, start, and stop magnetic motor controllers
7. Install a timer circuit
8. Install a thermal delay relay control
9. Install a low voltage motor control system
10. Install switch control for staring 115 & 230 volt motors
11. Install a sensing device such as thermostat, humidostat, photoelectric cell, etc.
H. Leveling and Land Measurement

1. Set up leveling instrument

2. Take rod readings
3. Determine difference in elevation of two or more points
4. Record field notes for differential leveling
5. Measure distance with steel tape
6. Determine percent of slope
7. Determine land area
8. Use the hand level
9. Read legal land descriptions
10. Lay out foundations, footings, and batter boards

I. Lawn Site Quality and Preparation

1. Identify common lawn tools and the safety practices associated with them
2. Demonstrate the ability to prepare a lawnsite for proper drainage
3. Develop an irrigation plan for a lawn site
4. Demonstrate the ability to prepare a proper seedbed
5. Develop an overall plan for a lawn, protecting valuable natural features, to
enhance property value

K. Identification and Control of Turf Grass Pests

1. List the common diseases of turf grass

2. Describe the symptoms of various turf diseases
3. List the preventative management practices to avoid turf grass diseases
4. Identify the common insect pests harmful to lawns
5. Identify the common lawn diseases
6. Match the damage to the lawn with the pest responsible
7. Match the pests with the control measures for each
8. List the reasons for controlling weeds in lawns
9. Identify the common turf grasses used in the northwest and their specific area of
advantage
10. List the management practice used in controlling lawn weeds

J. Maintaining Lawns

1. Describe how to properly water a lawn

2. Explain what happens when a newly seeded lawn has too much traffic
3. Describe the use of weed killers on a newly seeded lawn
4. Describe the mowing schedule of a newly seeded lawn
5. List the types of equipment for lawn mowing
 6. Describe what each type of fertilizer does for a lawn
7. Develop a fertilizer schedule for a lawn
8. Identify common lawn problems
9. Select the qualities of a good and poor lawn
10. Demonstrate the ability to aerate a lawn
11. List the maintenance practices for lawns

L. Gardening

1. Locate a desirable garden site at home

2. Determine the size of garden a family of four would need
3. Plan a garden layout based on suggested planting groups
4. Select vegetable varieties based on family preference, geograghics, and vegetable
seed availability
5. Estimate cost and return of a home garden
6. Determine the proper time to prepare garden soil for crops
7. Demonstrate the ability to prepare garden soil with usual cultural practices
8. Demonstrate the ability to properly plant a garden
9. Demonstrate the ability to transplant vegetables from flats and hot beds
10. List proper garden irrigation methods
11. List the common garden fertilization methods

M. Salesmanship

1. Match terms and definitions associated with salesmanship

2. Describe how to be a service to the customer
3. Explain how to use persuasion in closing a sale
4. Discuss the necessity to educate the customer before proceeding in the sales
process
5. Discuss how vital sales are in the American system of economy
6. List the steps in making a sale
 Name________________________________

Landscape Design 330

Blank Lettering Student Sheet
 Agricultural Science and Technology
Landscape Design-Ag 330
Landscape Design Drafting

Unit Objectives
1. Students will be able to use drafting equipment.
2. Students will be able to measure and reproduce lines drawn to scale.
3. Students will be able to practice landscape lettering.
4. Students will be able to render symbols used in landscape designing.
5. Students will be able to redraw a house plan footprint in a different scale.
6. Students will be able to reproduce different symbols used in landscape design.
7. Students will be able to reproduce a landscape design plan label.

Power Point
Landscape Design Drafting Equipment

Student Handouts
Circle and Angle Student Sheet Landscape Symbols Student Sheets:
Scale Student Sheet Broadleaf Trees Student Sheet
House Plan Footprint Student Handout General & Branched Trees Student Sheet
Landscape Symbol House Plan Student Hardscape Student Sheet
Sheet Mulch & Ground Cover Student Sheet
Plan Label Student Sheet Needle, Grasses, & Weeping Trees Student
Plan Label Guide Student Sheet Sheet
Wood, Water, Turf & Rocks Student Sheet
Lettering Student Sheets:
Low & High Gravity Lettering Student Sheet
Lettering Student Sheet
Lettering Student Handout
Blank Lettering Student Sheet

Evaluation
Landscape Design Drafting Quiz

Interest Approach
Display several different drafting tools to the students. Have students guess what the tool is used
for. Correct misconceptions as you explain what each drafting tool is used for.

Teaching Content
Drafting Equipment:
Drawing surface—smooth surface without bumps or grooves in the table top. Drawing surface
must have a straight edge allowing for horizontal and vertical lines to be drawn with the T-
square. May be a board placed on the student desk if drafting tables are not available. Portable
drafting tables are also available for purchase.
Tracing paper—thin and translucent paper used to sketch ideas and designs. Usually available in
a roll.

Drafting tape or dots—used to secure the paper to the drawing surface. All four corners should
be secured after lining up with a T-square to make sure the paper is square on the drawing
surface.

T-square—used to draw consistent vertical and horizontal lines on the paper.

45/45 degree triangle—used to draw 45 or 90 degree lines.

30/60 degree triangle—used to draw 30, 60, or 90 degree lines.

Pencils—come in a variety of lead hardness or softness. H designates the degree of hardness and
is used to make light/thin lines. B designates the degree of softness of the lead and is used to
draw dark/thick lines. HB is used for general drawing or to draw shadows.

Pencil Sharpener—a high quality pencil sharpener must be available to keep pencils sharp and
lines consistent.

Eraser—most generally white, use with caution to avoid smudging lines with soft lead. Can be
washed or cut to sharpen edges. Pink may be used but harden over time.

Eraser shield—not essential but useful to erase lines close to other lines.

Flexi-curve—used to draw curving lines. May be picked up and the line repeated.

Circle template—used to draw circles quickly and to scale.

Compass—used to draw large circles.

Scale—a scale is a ruler that has units that represent feet in a landscape plan. Available as
engineer or architect depending on preference and project.

Protractor—used to measure and draw angles.

Note: As you have students begin to draw plans, have them draw the plans on the outside of the
roll of their paper instead of the inside. This way, when they roll out their plans, the rolled edges
will be facing down instead of up on their desk. This will help keep their plans from rolling.
Student Activities
Equipment for Student Activities:
30/60 degree Compass Eraser shield Scale
triangle Drafting tape or Flexi-curve Tracing paper
45/45 degree dots Pencil Sharpener T-square
triangle Drawing surface Pencils
Circle template Eraser Protractor

1. Drafting Equipment
Allow students to experiment with different drafting tools and make a 8 ½ x 11
composition using the drafting tools.

2. Scale, angle, and circle assignments

Students will measure and reproduce lines drawn to scale. Students will measure and
reproduce angles. Students will measure and reproduce circles.
Student Sheets needed:
Scale Student Sheet
Circle and Angle Student Sheet

3. House plan foot print

Have students redraw lines of a house using a different scale. This plan may be kept
and used in the next unit: Planning the Landscape Design, students will add further
detail there.
Student Sheet needed:
House plan Footprint Student Sheet

4. Measuring and drawing to scale

Have students measure a hallway, your classroom, or small outside building. Have
students reproduce their measurements to scale on a sheet of tracing paper. Remind
students to include features like windows, doors, heaters, etc. in their drawing.

5. Lettering
Have students practice lettering the alphabet.
Student Sheets needed:
Lettering Student Handout
Lettering Student Sheet
Blank Lettering Student Sheet
Low & High Gravity Lettering Student Sheet
 6. Symbol Rendering
Students will reproduce different symbols used in a landscape design. Once they are
finished with these sheets, have them put them all together on the Landscape Symbol
House Plan Student Sheet to practice what symbols they have learned.
Student Sheets needed:
Landscape Symbol House Plan Student Sheet
Broadleaf Trees Student Sheet
General & Branched Trees Student Sheet
Hardscape Student Sheet
Mulch & Ground Cover Student Sheet
Needle, Grasses, & Weeping Trees Student Sheet
Wood, Water, Turf & Rocks Student Sheet

7. Landscape Design Plan Label

Have students practice drawing different kinds of plan labels.
Student Sheets needed:
Plan Label Student Sheet
Plan Label Guide Student Sheet

Reference
Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name_____________________

Score_____________________

Landscape Design Ag 330

Landscape Drafting Quiz

Match the following drafting equipment with the correct definition.

1.______d
2.______j
3.______h
4.______k
5.______m
6.______g
7.______i
8.______l
9.______b
10._____n
11._____a
12._____e
13._____f
14._____c
15._____o

16. Measure the following line with an engineer scale. Use the 10 scale and the 30 scale.
_____________________________

10 scale_____________ 30 scale_______________

Answers will vary. Please refer to student sheets:

17. Draw an example of a deciduous tree. Include a shadow.

18. Draw an example of a evergreen tree. Include a shadow.
19. Draw an example of a grouping of trees. Include shadows.
20. Draw an example of low gravity lettering.
21. Draw an example of mulch.
22. Draw an example of a wall with a window.
23. Draw an example of water.
24. Draw an example of wood.
25. Draw a 50 degree angle.
 Name_____________________

Score_____________________

Landscape Design Ag 330

Landscape Drafting Quiz

Match the following drafting equipment with the correct definition.

1.______Drawing surface
2.______Tracing paper
3.______Drafting tape or dots
4.______T-square
5.______45/45 degree triangle
6.______30/60 degree triangle
7.______Pencils
8.______Pencil Sharpener
9.______Eraser
10._____Eraser shield
11._____Flexi-curve
12._____Circle template
13._____Compass
14._____Scale
15._____Protractor

a. used to draw curving lines

b. used to erase pencil mistakes
c. a ruler that has units that represent feet in a landscape plan
d. smooth surface without bumps or grooves in the table top
e. used to draw circles quickly and to scale
f. used to draw large circles
g. used to draw 30, 60, or 90 degree lines
h. used to secure the paper to the drawing surface
i. come in a variety of lead hardness or softness
j. thin and translucent paper used to sketch ideas and designs
k. used to draw consistent vertical and horizontal lines on the paper
l. keep pencils sharp and lines consistent
m. used to draw 45 or 90 degree lines
n. useful to erase lines close to other lines
o. used to measure and draw angles

16. Measure the following line with an engineer scale. Use the 10 scale and the 30 scale.
_____________________________

10 scale_____________ 30 scale_______________
17. Draw an example of a deciduous tree. Include a shadow.

18. Draw an example of a evergreen tree. Include a shadow.

19. Draw an example of a grouping of trees. Include shadows.

20. Draw an example of low gravity lettering.

21. Draw an example of mulch.

22. Draw an example of a wall with a window.

23. Draw an example of water.

24. Draw an example of wood.

25. Draw a 50 degree angle.

 Name________________________________

Landscape Design 330

Lettering Student Handout

The vertical central axis is an imaginary line that runs down the left side of a letter. When the
axis is designated as vertical, the line on the left side of the letter should be straight up and
down, perpendicular to the line it is written on. When the center of gravity is in the middle, the
middle line the letters are written on is in the middle of the lines. If the letter has a low center
of gravity, the parallel line in the middle is lowered. If the letter has a high center of gravity,
the parallel guide line is higher.

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

Lettering Student Sheet

Practice drawing the following capital letters using a vertical central axis and center gravity.
Draw each letter until it becomes natural.

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

High and Low Gravity Lettering Student Sheet

Practice drawing the letters using a vertical axis and low or high gravity center.

Low Gravity Letters

High Gravity Letters

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Plan Label Guide

This Plan Label Guide may be placed under a sheet of tracing paper to
fill in the label. The horizontal lines will act as a guide for the lettering
height. The vertical line is a guide for centering words.
 Plan Label
Each plan you draw must be labeled. The plan label always goes in the bottom right
corner of the landscape design. The plan label is approximately 6” x 4”. The first label
on this sheet shows what is included on a plan label and the font sizes for each line. The
second plan label is an example.

Plan Name (34)

Scale: 1” = 5’ (18)
North Arrow (18)

Client Name (24)

Client City, ST (20)

Your Name (16)

Your Business Name or School Name (16)
Your City, ST (12)

Site Analysis Plan

Scale: 1” = 5’

Jones Residence
Joy Valley, ID

Jill Smiles
Love Your Landscape Design Firm
Joy Valley, ID
 North property line– 60 feet
from deck

East proper line— 50 feet from

east bedrooms

Garage Kitchen Bathroom Bedroom

East property line—40

feet from garage front

South property
line— 35 feet
from south
bedroom
Living Room Bedroom

Scale 1” = 20’

Name__________________________
Base Plan Student Sheet
1. Draw the following plan in 1” = 10’ scale
2. Draw the inside walls as 1’ thick
3. Fill in windows, doors, and garage door
4. Add in the extended property lines
 Name________________________________

Landscape Design 330

Circle & Angle Student Sheet

1. Measure the radius and diameter of the following circle using 10’ scale.

Radius_____________

Diameter_____________

Duplicate the circle using 20’scale.

2. Measure the following angle using a protractor.

Duplicate the previous angle.

3. Draw a 35 degree angle.

4. Draw a 70 degree angle

 Name________________________________________
Landscape Symbol Student Sheet

Fill in the following plan with symbols practiced. Draw in mulch, turf, ground cover, patio materials, etc.

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

Scale Student Sheet

1. Measure the following lines using an Architect & Engineer Scale.

A.

B.

C.

Engineer
Scale 10 20 30 40 50 60
A.

B.

C.

Architect
Scale 3/16” 3/32” 1/4” 1/8” 1/2” 3/4” 3/8”
A.

B.

C.

2. Measure the following line using an Engineer scale in 10 scale and duplicate the line
using 40 scale.

3. Measure the same line using an Architect scale in 1/4” scale and duplicate in 1/8” scale.
 Name________________________________

Landscape Design 330

Broadleaf Trees Student Sheet

On a separate piece of paper, practice drawing broadleaf trees. Use a circle template to draw
the original circle, then add detail as shown. Choose 10 different broadleaf symbols to draw.

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

General and Branched Trees Student Sheet

On a separate piece of paper, practice drawing general and branched trees. Use a circle tem-
plate to draw the original circle, then add detail as shown. Choose 3 general and 4 branched
symbols to draw. General trees are draw when specific detail is not necessary. Branched trees
are drawn when special attention is given to one specific or specimen tree.

GENERAL TREE SYMBOLS

BRANCHED TREE SYMBOLS

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

Hardscape Student Sheet

On a separate piece of paper, practice drawing these hardscape symbols. Use a T-square and
triangle to make the lines square.

CONCRETE SYMBOLS PATIO STONE SYMBOL

CUT STONE SYMBOLS

FLAG STONE SYMBOLS

Bertanski, Tony. Plan Graphics for the Landscape

Designer. Prentice Hall 2003.

BRICK PAVER SYMBOLS

 Name________________________________

Landscape Design 330

Mulch & Groundcover Student Sheet

On a separate piece of paper, practice drawing mulch and groundcover. Use a T-square and
triangle to make the outlines square.

MULCH SYMBOLS

GROUNDCOVER SYMBOLS

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

Needle, Grasses and Weeping Trees Student Sheet

On a separate piece of paper, practice drawing needle trees, grasses and weeping trees. Use a
circle template to draw the original circle, then add detail as shown. Choose 4 needle, two
grasses, and two weeping forms to draw.
NEEDLE TREE SYMBOLS

GRASSES AND WEEPING TREE SYMBOLS

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.
 Name________________________________

Landscape Design 330

Wood, turf, rocks, and water Student Sheet

On a separate piece of paper, practice drawing wood, turf, rocks, and water. Use a T-square and
triangle to make the lines square.

WOOD SYMBOL

Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.

TURF SYMBOLS

COBBLESTONE SYMBOL WATER SYMBOL

 Agricultural Science and Technology
Landscape Design-Ag 330
Planning a Landscape Design

Unit Objectives
1. Students will be able to conduct a client evaluation to determine wants and needs of a
potential landscape design client.
2. Students will be able to create a base map for a landscape design.
3. Students will be able to conduct a site analysis for a landscape design.
4. Students will be able to draw a bubble diagram based on information gathered from
the site analysis.
5. Students will be able to create a final design based on the bubble diagram.
6. Students will be able to create a legend or key for their final design.
7. Students will be able to add color to the final design.
8. Students will be able to create a planting plan based on their final plan.
9. Students will be able to present their final design to the client.
10. Students will learn the proper and improper way to design a foundation planting.
11. Students will be able to plan a flower bed design.
12. Students will be able to identify key elements in the Outdoor Room Concept
13. Students will be able to identify the Design areas: private, public, play and utility.
14. Students will be able to select plants and place them in a landscape setting.
15. Students will be able to plan landscapes to meet Low maintenance criteria.

Power Point
Design Process
Coloring Techniques

Student Handout
Client Evaluation
Site Analysis Plan Check List
Bubble Diagram Plan Check List
Landscape Design Standard Measurements Student Information Sheet
Low-Maintenance Landscape Design Planning Student Handout
Evaluation
Site Analysis Evaluation
Bubble Diagram Evaluation
Final Plan Evaluation
Planning Landscape Design Quiz
Planning Landscape Design Quiz Master

Interest Approach
Show students a photo of a newly built home that has not had a landscape planned. Have
students discuss what types of things would need to happen to start the landscape. List these on
the board, and then have students number them according to what should happen first. This
should lead into a client evaluation.
Teaching Content
The Landscape Design Process
Landscape plans are drawn from a bird’s eye view.
Aerial photo and plans drawn for the landscape.
Steps In Design
• Assemble the Base Plan
• Conduct a Site Analysis
• Client Evaluation
• Assess family needs and desires
• Develop a Bubble Diagram
• Locate private, public, service, and utility areas
• Design Landscape Plan
• Pencil drawing, then color
• Plant selection and placement
Assembling the Base Plan
• Obtain architect drawings
• Plan view drawings (house plans) floor plans
• Sections—side view or cut away slice
• Perspectives or elevations
• Contour map or topographic
• Site or deed map—dimensions with proper angles
• These plans maybe secured from the builder, developer or county or city property
records.
The base plan should consist of :
• accurate house placement on the lot
• accurate lot and house dimensions with window & door placement
• existing driveways &/or walks (hardscape)
Conducting A Site Analysis
• Features that will stay
o Existing vegetation
o Tree and shrub condition and placement
o Trees on adjoining property that affect shade patterns
o Protect existing vegetation during construction
• Hardscape
• Permanent features
• Views to preserve or block
o Panoramic views--Takes in a wide area, distance from viewer
 Distant mountain range, valley below, adjoining golf course
o Concentrated or focused view--particular point
 Sculpture, unique tree, bed of showy flowers
o Blocked view--undesirable, needs screened
 High plant materials, walls, fences
• Poor Drainage
• slope or land elevation changes
 • determines surface water drainage patterns
• Traffic
o provide proper access
• City/County Ordinances
• Noise Levels
o Identify distractions
o question neighbors or the property owner
o Record noise sources like roads, factories, saw mills, etc
o time of day for peak noise levels
o Plot the direction and distance of the source
o Record other distractions--glare or odors
• Utility Placement
o on poles or underground
o locate the electrical meter, the air-conditioner unit &water outlets
o television and telephone cables, water lines and sewage lines, or a septic tank and
field line
• Easements/setback lines
• Primary architectural features of the house
o Shape of windows, style, and items that can be repeated in the landscape
• House orientation
o affects the exposure of various portions of the house to the sun
• provide shade
o southeastern exposure- most comfortable spot year-round
o western slope- hot in summer and cold in winter
• Soil conditions
o determines selection and placement of plants
o Consider soil pH, nutrient and water holding capacity and drainage
• Seasonal wind pattern—prevailing winds
o differ with the area of the state, the season and the time of day
o existing wind breaks
o plants and structures on the property or on adjacent property
• Microclimate
o conditions in a isolated spot may differ considerably from the conditions in
another area of the landscape
• Other:
o Snow removal, pile-up
Client evaluation
• Establish the wants and needs of the client
Landscape Design Areas: Bubble Diagram
• Establish--Public area, Private area, Utility area, Play area
• Slow down and think broadly or generally
• More creative design
• Think of alternatives
• Go beyond preconceived notions or ideas
Public Area
(Entrance area or front yard)
• Puts the house into an attractive setting
o Enhance architecture
o Focus of viewer’s attention
o Recognize value of home
• Identify & provide access to the point of entry
• Greatest priority
• Not complicated
• Front walk to front door
• guest parking easy access
• Includes:
• lawn, foundation plants, walks, and drives/parking
• Should not include:
• cheap plastic animals, recreation equipment, play equipment, swimming pools
Private Area
(Living Area or backyard)
• Outside extension of the private living area inside the home
• Use of plants and/or fences to make private
• Open space needed for games, etc.
• Include: Deck or patio, area of open lawn, plants that provide an attractive view
• may include swimming pool, athletic facilities, barbecue or picnic facilities, trails, view
gardens, reflection pools
Utility Area (service/work area)
• Smallest space possible and still functional
• Screen from private area
• Locate on driveway side of yard for access
• May have two or more locations
• Includes: Clothesline, compost bin, Firewood, fuel tanks , garbage containers, garden
supplies storage, Greenhouse, pet facilities, tool storage, utility buildings, vegetable
gardens, workshops
Play Area
• May or may not be part of private area
• Visible from kitchen
• Easy access to rear entry door
• Grass warn under play equipment
• Use mulch, fine gravel, or sand
• Includes: swings, slides, sandbox, shade trees
Final Design plan--Form composition
Form composition—the organization, placement, or relationship of basic shapes so as to produce
a naturally and logically connected image
• Detailed plans for planting and construction
• show sizes, locations, and quantity of plants and materials
• drawn to scale
Outdoor Room Concept
Outdoor wall
• Defines the limits or size of the outdoor room
• Slow or prevent movement in a certain direction
• Should not be placed in the middle of areas, but sides instead
• Materials include: shrubs, small trees, ground covers, flowers fencing, masonry
Outdoor floor
• Provides the surface
• Materials grass, ground covers, sand, gravel, or water, brick, concrete, patio blocks, tile.
Outdoor ceiling
• Defines the upper limits of the outdoor room
• May offer physical protection—awning or aluminum covering
• Shade in summer, drop leaves, warm house in winter
Foundation Plantings: Foundation Mistakes
Overgrown effect
• plants too large for rooflines or windows
• dwarfs home and requires high maintenance to control size
Crowded effect
• large mass of confusion
• plants too close at time of planting
• gives instant fullness but plants lose their identity over time
Clipped effect
• plants get a regular “haircut”
• maintained with very smooth edge
• plants loose unique growth habits
Unbalanced effect
• too many plants or larger plants occur on one side or at the end of the planting
• appears tilted and is out of balance
Toy Solider effect
• Landscape uses one species of landscape plants, often round which are spaced equally
with noticeable gaps between plants
• monotonous, boring and lack creativity
Hedge effect
• plants are trimmed to continuous box shape
• lacks variety and gives foundation no relief from horizontal lines
• hedges are used as borders or living fence
Foundation Plantings:
• Focalize the main entrance with noticeable plants
• Compliment architectural style
• Break long continuous lines of the house
• Avoid competing elements
• Select plants
• Easily be maintained to proper scale with the house
• Height not to exceed two-thirds the wall at house corners
• Use taller plants on corners
 • Medium-size shrubs for one-story homes; large shrubs for two story or taller.
• Use dwarf shrubs or ground covers under windows 4’ or less above ground level.
• Balance the planting with equal “foliage mass.”
• Repeat some of the same plants on each end
• Use variety in plants—texture, color, form
• Mass plants
• Mature size allowed to touch adjacent plants
Designing a Flower Garden: Steps in Garden designing:
• Choose a configuration, Explosion, Sine curve, C curve, E curve
• Place skeletal flowers on the ground in a triangular shape with three unequal sides along
the curved line
• Draw line in soil with shovel or use a hose for the line
• One side of that triangle is then used to form the base of the next triangle of a different
size
• Continue pattern throughout the design until if forms the configuration you have chosen
• Configurations that don’t work
• Straight lines, concentric circles, checkerboards, zipper patterns
Skeleton
• Dominance main design principle
• Shown by plant form, texture, color or position
• Qualify a plant as skeletal:
• Strong, tall, vertical (for dominant form)
• Broad and dramatic (for dominant form)
• Coarse texture (for dominant texture)
• Vivid bright blossoms or leaves (for dominant color)
• 10 to 20 % of flowers used in design
Tendon
• Positioned after the skeleton plants have been placed
• Chosen to connect and blend the skeletal flowers, helping to hold together the form of the
skeleton
• Complement skeleton flowers according to principle you choose
• form might be shorter or less dominant
• texture might be softer or smaller
• color might contrast or complement
• Tendon maintains the configuration line
• Triangles interlock with the skeleton plant triangles along the configuration line
• 10 to 20 % of flowers in the design
Flesh
• More subordinate flowers
• Scattered in and among the other flowers to complete and fill out the design
• Place in clusters that form asymmetrical shapes with fractured edges
• Group together to form clusters around the skeletal and tendon flowers
• creates a shifting mosaic with the groupings of plants
• 60-80% of the number of plants
Sparkle
• Final touch
• Few special or highly contrasting flowers
• Odd-numbered groups of three, five or seven
• Placed randomly
Plant Selection: Choosing plants
• Massing
o Group alike plants together
o placed close enough to look like a mass without overcrowding
• Variety
o Makes design interesting
o Vary time of bloom or leaf color, and mature height, spring blooming, fall color
• Texture
o Most often associated with leaf size
o don’t use all coarse or fine textured plants
• Repetition
o Repeat same plants throughout the design
o Same plant used on one side should be repeated on the other
• Symmetrical all same number
• Asymmetrical not necessary to use same number of plants
Low-Maintenance Landscape Planning
• Even the perfectly designed and installed landscape will fail if maintenance fails
• Many maintenance problems are designed into landscapes
• Complex designs usually require more maintenance
Design
• Keep outlines of grass, decks, sidewalks simple
• Use curing lines in the borders--more natural
• Keep lawn out of small wedges and acute angles
• Avoid acute angles—obtuse is allowable
• If it can be mowed with a riding lawnmower without a lot of trimming, it is a low
maintenance design
• When lines and forms intersect a square, connect them at right angles--90 degrees
• Landscape the borders of the property—especially the rear garden
Trees and Shrubs
• Avoid improper plant selection, spacing and installation
• Own planting bed
• Less edging and trimming if not planted in grass
• Next to building Placement
• Genetically small w/ slow rate of growth
Selection
• Little pruning
• Pest resistance
• Avoid messy fruit drop
Lawn
• Keep plant materials separate from grass
 • Leave open areas of lawn
• Learn to use weed barrier fabrics, mulches, groundcovers and chemicals to reduce weeds
• Only plant grass where it is actually needed
• Use edging materials that are impregnable
• Bender board, metal or concrete edging
• Distinct mowing edge, clean lawn boundary
Flowers
• Use annuals sparingly
o Plant every year
o Labor and money intensive
• Rely more heavily on perennial flowers, ground covers, flowering shrubs & vines

Coloring Techniques : Coloring the Final Plan Using: Prisma Color Dual Tip Markers
1. Color in basic shapes. One layer of marker.
2. Color in hardscape
3. Color in ground plane
4. Color over shapes to add dimension--use more than one color to layer trees.
5. Draw in lines of trees, beds, and hardscape.
6. Draw in shadows.
7. Add in more detail as needed.
Marker Coloring Tips:
o Marker bleeds through most paper—but not tracing paper.
o Place tracing paper over final design and color in detail on the tracing paper.
o Don’t use the black outlining pen until all of the color is finished. The color
markers make the sharpie bleed.
o Base color all the shapes in a light color. Add layers of darker colors on top.
o Have a piece of scratch paper to test colors and combinations on before adding to
color design.
o Use a blending marker to blend harsh lines.
o To keep the color from pooling, lift quickly and blend out pools of marker with
blending marker.
o Keep a list of markers used to lessen confusion if you have to go back and color a
spot again.
o Don’t be afraid to use different colors on trees—they don’t have to be all green.
Purple, blue, or yellow stippling added gives depth.

Student Activities
1. Client Evaluation
Find a member of your community who has just finished building a home and needs
the landscape started. Invite this client into your classroom and go through the Client
Evaluation with them. Have them bring as many house plans and plot plans as they
have. Have them also bring measurements of their site or invite the students to take
there measurements if this is feasible. Photographs of their site will help the students
 visualize the design. Many students can work on the same design and present
different plans to the client. You may have more than one client. If this is not
feasible, you will need to come up with a landscape for the students to design. I
would not suggest having the students make up their own plan out of their heads, but
you may invite them to bring their own dimensions from home and landscape their
own residence. Encourage students to think of where we live when planning a
landscape and not design too many swimming pools for an Idaho climate. This is
why the client evaluation has been added. They will need to really consider the needs
of the client and not just unrealistic ideas.
Equipment:
Client Evaluation

Equipment for all of the following student activities:

30/60 degree triangle Drafting tape or dots Pencils
45/45 degree triangle Drawing surface Protractor
Circle template Eraser Scale
Compass Eraser shield Tracing paper
Drafting Paper Pencil Sharpener T-square

2. Base Map Plan

Give the students a piece of drafting paper. It should be at least 2’ x 2’. Have them
square the paper to their desk and affix with drafting tape. Hand out all necessary
drafting equipment. If possible, gather as many of the plans for the landscape design
as possible. This would include site maps, elevation changes, etc. Have students
begin drafting the property borders, house footprint, and any permanent features—
such as the hardscape. This is as far as you want them to go up to this point. Instead
of having the students redraw everything for the final design, I just have them add to
the base map, but they will need to conduct the site analysis and bubble diagram
before adding any more to this plan. The plan label will need to be placed in the
bottom right hand corner. Remember to have the students roll their plans with the
plan on the outside of the sheet. This helps the plan lay flat when it is unrolled.
Equipment:
Architect plans
Base map from Drafting Unit

3. Site Analysis Plan

Place a piece of tracing paper over the base map plan and have students free hand the
details in that have been placed on the base map plan. Have the students conduct a
site analysis using the Site Analysis Plan Check List. This will help them determine
where significant design details will be placed. I explain this plan as the problems or
special considerations that need faced during the planning for the landscape design.
The plan label for this design should be Site Analysis Plan placed in the bottom right
hand corner.
Equipment:
Site Analysis Plan Check List
4. Bubble Diagram Plan
Have the students place a new piece of tracing paper over their site analysis plan and
base map plan. The bubble diagram is a plan which gives the students and
opportunity to think generally and brainstorm before being committed to a final
design. The site analysis plan should have given all considerations to be faced during
planning, the bubble diagram fixes or addresses all those considerations. This is why
it is placed over the site analysis. The students will need to free hand the base map
information and then free hand circles or bubbles for specific areas in the plan. All
areas in the plan will need to be filled in. There should not be spaces between the
circles. Please note the Bubble Diagram Plan Checklist for details needed in this
plan. The plan label for this design should be Bubble Diagram Plan placed in the
bottom right hand corner.
Equipment:
Bubble Diagram Plan Check List

5. Final Design Plan

After the bubble diagram plan is completed, the students are ready to begin the final
design plan. They will need to refer to their practice sheets for how to render
landscape symbols and start adding symbols and detail to their base map plan. The
detail in this plan in not generally freehanded, but requires use of all of the drafting
equipment. The plan label for this design should be Final Design Plan placed in the
bottom right hand corner. Have students make a legend after they are finished with
the design. Each symbol will need to be explained in the legend as well as any other
detail they have added—see Planting Plan. Have students use the Low-Maintenance
Landscape Design Planning Student Handout while planning their designs. Remind
them of the outdoor room concept as they are planning.

6. Color Final Design Plan

Have the students lay a piece of tracing paper over their Final Design Plan and begin
coloring in their details. Color all pieces first with color markers and then add in
black detail with a fine tip permanent marker. This detail should be all of the
symbols they made in the Final Design Plan. Make sure the tracing paper does not
bleed through. Refer to the ppt. for detail on how to color with markers. I suggest
markers over colored pencils only because it is faster.
Equipment:
Prisma Color dual tip markers
Fine tip or ultra fine tip Sharpie markers--black

7. Planting plan
Students will use the information gathered in the Plant Identification Unit –climate
zone, growth habits, growing requirements, and plant classification to decide what
plants will be placed in their final plan. They may make a specific plan for planting
or they may include the specific plants needed in a key or legend on their final plan.

8. Present Design To Client

 Invite clients into the classroom to view the Final Designs. Have the students present
their work and answer any questions the clients may have.

9. Plan a Flower Bed Design

Show students the flower bed design ppt. Give them an assignment to plan a flower
bed using the skeleton, tendon, flesh, and sparkle technique. They may choose a
flower bed they have already added in a landscape design or create a new one. This
plan has a lot more specific detail than added to a landscape plan.

References
Bertanski, Tony. Plan Graphics for the Landscape Designer. Prentice Hall 2003.

Bridwell, Ferrell M. Landscape Principles & Practices. The Residential Design Workbook.
Sixth Edition. Delmar Learning 2004.

Booth, Norman K. & James E. Hiss. Residential Landscape Architecture: Design Process for the
Private Residence, 3rd Edition. Prentice Hall 2002.

Gates, Christina, Diane Erickson, Shelly Zollinger & Larry Sagers.

Temple Square Gardening. Ingland Press 2003.

Ingels, Jack E. Landscape Principles & Practices. Sixth Edition. Delmar Learning 2004.

edis.ifas.ufl.edu

Resources
CAERT Curriculum. 2005 Unit C. Nursery, Landscaping, and Gardening. Problem Area 2—
Residential Landscape Design. Lesson 1. Analyzing the Residential Landscape
 Name________________________
Date_________________________
Landscape Design
Client Evaluation

Client Evaluation
Residential Landscape Design
Landscape Plans for ______________________Residence
Address:
Phone:
Email:
Names: Age: M/F: Hobbies: Frequency:

Examples of hobbies—greenhouse, swimming, rebuilding old cars

Frequency--everyday/weekends/some weekends/seldom/seasonal
Additional family members expected? (children, grandchildren, aged parents)

Do family members have physical limitations?

Outdoor Cooking and dining:

Activities enjoyed type of cooking--
by family
(please note: ask
intended future Type of entertaining:
uses—past uses, Number of people--
patio, deck, pool,
open space for
games, etc.) Children’s play:
specific requirements--

Gardening:
vegetable garden, cut flower production, perennial, annual
Pets
(please note:
indoors, outdoors,
confinement
Plants Wanted:
(please note: ask
what are favorite
trees, shrubs, Avoid:
flowers?)

Are family members allergic to specific plants?

Privacy issues: Satisfied with current privacy or needs changed—

What changes?

Landscape Sprinkling system available Yes/No

Maintenance
Maintenance job Willing to do Hire out
Mow grass
Prune trees
Fertilize & water lawn
Rake leaves
Mix and spray pesticides
Prepare planting areas
deadhead
Other:

Service Needs
Utility Item Need Have
clothes line
compost pile
Trash can storage and protection

Firewood storage

Delivery access

Enclosed work area

Additional parking or vehicle storage

Other:
Preferences:
colors, materials,
styles, brands,
themes
Views:
important views
into the landscape
from major rooms
within the house
Interior:
formal or casual
types of décor—
original art, crafty,
themes, etc
Budget:
range in mind, one
step completion,
over time, most
important first
Time Frame:

Changes planned:
additions to the
home, etc.

Other
Considerations:
 Name_____________________________
Landscape Design Ag 330

Site Analysis Plan Checklist

Conduct a site analysis by noting on the Site Analysis Plan where each of the following items are
located. This will help identify what items will need to be addressed in the Bubble Diagram and
continued on into the Final Design Plan. Place a piece of tracing paper over your base plan, hand
draw in the house footprint and property lines and begin your site analysis.
Features that will stay
o Existing vegetation
 tree and shrub condition and placement
 trees on adjoining property that affect shade patterns
 Protect existing vegetation during construction
o Hardscape
o Permanent features
Views to preserve or block
o Panoramic views--Takes in a wide area, distance from viewer
o Concentrated or focused view--particular point
o Blocked view--undesirable, needs screened
Poor Drainage
o slope or land elevation changes
 determines surface water drainage patterns
Traffic
o provide proper access
City/County Ordinances
Noise Levels
o Identify distractions
 question neighbors or the property owner
o Record noise sources like roads, factories, saw mills, etc
 time of day for peak noise levels
o Plot the direction and distance of the source
 Record other distractions--glare or odors
Utility Placement
 on poles or underground
 locate the electrical meter, the air-conditioner unit &water outlets
 television and telephone cables, water lines and sewage lines, or a septic
tank and field line
Easements/setback lines
Primary architectural features of the house
o Shape of windows, style, and items that can be repeated in the landscape
House orientation
 o affects the exposure of various portions of the house to the sun
 provide shade
 southeastern exposure- most comfortable spot year-round
 western slope- hot in summer and cold in winter
Soil conditions
o determines selection and placement of plants
o Consider soil pH, nutrient and water holding capacity and drainage
Seasonal wind pattern—prevailing winds
o differ with the area of the state, the season and the time of day
o note existing wind breaks
 plants and structures on the property or on adjacent property
Microclimate
o conditions in a isolated spot may differ considerably from the conditions in
another area of the landscape
Other:
o Snow removal, pile-up
 Name_____________________________
Landscape Design Ag 330

Bubble Diagram Checklist

The bubble diagram gives designers the opportunity to brainstorm ideas before committing to a
certain design. It is a time to make a more creative design and go beyond preconceived notions
or ideas. Remember to slow down and think broadly or generally. Each area in the bubble
diagram should be covered in a bubble or circle with clear distinction on what this area will
entail. Place your bubble diagram plan over the site analysis you conducted earlier in order to
address the issues discovered there. Include the following areas:
 Public area  Utility area
o Identify point of entry o Screen from private area
o Provide access to the point of o Locate on driveway side of
entry yard for access
o Identify guest parking o May have two or more
 Private area (may or may not include locations
all of the following) o Smallest space possible and
o Deck or patio still functional
o Open area of lawn o May or may not include all of
o Swimming pool the following:
o Athletic facilities  Clothesline
o Barbecue  Compost bin
o Picnic facilities  Firewood
o Trails  Fuel tanks
o View gardens  Garbage containers
o Reflection pools  Garden supplies
o Plants or fences for privacy storage
o Other:  Greenhouse
 Play area  Pet facilities
o Visible from kitchen  Tool storage
o Easy access to rear entry door  Utility buildings
o May or may not include all of  Vegetable gardens
the following:  Workshops
 Swings  Other:
 Slides
 Sandbox
 Shade trees
Other:
 Landscape Design Ag 330
Landscape Design Standard Measurements
Student Information Sheet

House Measurements:
Standard windows 2 ½ to 3 feet
Bathroom windows 2 to 2 ½ feet
Picture or bay windows 6 to 8 feet
Doors 3 to 3 ½ feet

Driveways & Walkways:

Driveway minimum of 10 feet for each car
(9’ x 18’ single car)
Entry walk 4 feet wide
Secondary walk 2 feet minimum
Garden path 3 feet
Circle drive 18 feet inside radius minimum
32 feet outside radius
14 feet surface width
wheelchair ramp 3 feet width minimum
5 percent gradient

Trees & Shrubs:

Large trees 20 feet in diameter or greater
Medium trees 15 to 20 feet in diameter
Small trees 10 to 15 feet in diameter
Dwarf shrubs 3 to 4 feet in diameter
Medium shrubs 5 to 6 feet in diameter
Large shrubs 6 to 9 feet in diameter

Cooking:
Grill 2’x 2’
Countertop 2’x 4’
Overall 20 sq. feet

Eating:
Two people 2’ – 6’ x 5’
Four people 9’ x 9’
Six people 7’ x 8’ (picnic table)
Eight people 9’ x 7’ (picnic area)
 Sitting:
Patio 12’ x 15’ minimum
Single aluminum lawn chair 2’ x 2’
Single wood deck chair with cushions 2’ – 6’ x 2’ – 6’
Bench Seat depth 18”
Seat length 2’ – 6’
Single aluminum lounge chair 2’ – 6’

Storage:
Garbage can 2’ diameter
Two garbage cans 2’ x 6’
Cord of wood 4’ x 4’x 8’

Recreation:
Badminton (doubles): 17’ x 39’ (playing surface)
20’ x 44’ (overall surface)
Croquet 38’ x 85’ (playing surface)
50’ x 95’ (overall surface)
Frisbee, baseball, football throwing 15’ x 40’
Horseshoe stakes 40’ apart
10’ x 50’ (overall area)
Tennis (doubles) 36’ x 78’ (playing surface)
60’ x 120’ (overall surface)
Volleyball 30’ x 60’ (playing surface)
45’ x 80’ (overall surface)
Backyard basketball 25’ x 25’ minimum
Half-court basketball 42’ x 40’
Swimming pool (average) 18’ x 36’
Lap pool 10’ x 60’
Spa/Jacuzzi 5’ x 5’
Sandbox 4’ x4’
Swing set 10’ x 15’

Booth, Norman K. & James E. Hiss. Residential Landscape Architecture: Design Process for the Private Residence, 3rd Edition.
Prentice Hall 2002.
 Low-Maintenance Landscape Design Planning Student Handout
Design
Keep outlines of grass, decks, sidewalks are simple
Use curing lines in the borders--more natural
Keep lawn out of small wedges and acute angles
Avoid acute angles—obtuse is allowable
If it can be mowed with a riding lawnmower without a lot of trimming, it is a low maintenance
design
When lines and forms intersect a square, connect them at right angles--90 degrees
Landscape the borders of the property—especially the rear garden

Trees and Shrubs

Avoid improper plant selection, spacing and installation
Own planting bed
Less edging and trimming if not planted in grass
Next to building Placement--Genetically small w/ slow rate of growth
Selection --Little pruning , Pest resistance, Avoid messy fruit drop

Lawn
Keep plant materials separate from grass
Leave open areas of lawn
Learn to use weed barrier fabrics, mulches, groundcovers and chemicals to reduce weeds
Only plant grass where it is actually needed
Use edging materials that are impregnable--Bender board, metal or concrete edging
Distinct mowing edge, clean lawn boundary

Flowers
Use annuals sparingly--Plant every year, Labor and money intensive
Rely more heavily on perennial flowers, ground covers, flowering shrubs & vines
 Coloring Techniques Student Handout
Coloring the Final Plan
1. Color in basic shapes. One layer of marker.
2. Color in hardscape
3. Color in ground plane
4. Color over shapes to add dimension--use more than one color to layer trees.
5. Draw in lines of trees, beds, and hardscape.
6. Draw in shadows.
7. Add in more detail as needed.

Marker Coloring Tips:

o Marker bleeds through most paper—but not tracing paper.
o Place tracing paper over final design and color in detail on the tracing paper.
o Don’t use the black outlining pen until all of the color is finished. The color
markers make the sharpie bleed.
o Base color all the shapes in a light color. Add layers of darker colors on top.
o Have a piece of scratch paper to test colors and combinations on before adding to
color design.
o Use a blending marker to blend harsh lines.
o To keep the color from pooling, lift quickly and blend out pools of marker with
blending marker.
o Keep a list of markers used to lessen confusion if you have to go back and color a
spot again.
o Don’t be afraid to use different colors on trees—they don’t have to be all green.
Purple, blue, or yellow stippling added gives depth.
 Flower Bed Design Student Sheet
Designing a Flower Garden: Steps in Garden designing:
• Choose a configuration, Explosion, Sine curve, C curve, E curve
• Place skeletal flowers on the ground in a triangular shape with three unequal sides along
the curved line
• Draw line in soil with shovel or use a hose for the line
• One side of that triangle is then used to form the base of the next triangle of a different
size
• Continue pattern throughout the design until if forms the configuration you have chosen
• Configurations that don’t work
o Straight lines, concentric circles, checkerboards, zipper patterns
Skeleton
• Dominance main design principle
• Shown by plant form, texture, color or position
• Qualify a plant as skeletal:
• Strong, tall, vertical (for dominant form)
• Broad and dramatic (for dominant form)
• Coarse texture (for dominant texture)
• Vivid bright blossoms or leaves (for dominant color)
• 10 to 20 % of flowers used in design
Tendon
• Positioned after the skeleton plants have been placed
• Chosen to connect and blend the skeletal flowers, helping to hold together the form of the
skeleton
• Complement skeleton flowers according to principle you choose
• form might be shorter or less dominant
• texture might be softer or smaller
• color might contrast or complement
• Tendon maintains the configuration line
• Triangles interlock with the skeleton plant triangles along the configuration line
• 10 to 20 % of flowers in the design
Flesh
• More subordinate flowers
• Scattered in and among the other flowers to complete and fill out the design
• Place in clusters that form asymmetrical shapes with fractured edges
• Group together to form clusters around the skeletal and tendon flowers
• creates a shifting mosaic with the groupings of plants
• 60-80% of the number of plants
Sparkle
• Final touch
• Few special or highly contrasting flowers
• Odd-numbered groups of three, five or seven
• Placed randomly
Gates, Christina, Diane Erickson, Shelly Zollinger & Larry Sagers. Temple Square Gardening. Ingland Press 2003.
 Name______________________________
Landscape Planning Quiz 128 points total
Put a (*) in front of the following items that would be found in a client evaluation.
Put a (√) in front of the following items that would be found in a base plan.
Put a (♥) in front of the following items that would be found in a bubble diagram.
Put a (→) in front of the following items that would be found in a site analysis.
Put a ( ) in front of the following items that would be found in a landscape plan—form
composition. (2 points each)
1.___________Accurate house placement on the lot
2.___________Accurate lot and house dimensions with window & door placement
3.___________City/county ordinances
4.___________Detailed plans for planting and construction
5.___________Easements/setback lines
6.___________Establish--public area, private area, utility area, play area
7.___________Existing driveways &/or walks (hardscape)
8.___________House orientation
9.___________Microclimate
10.__________Noise levels
11.__________Poor drainage
12.__________Primary architectural features of the house
13.__________Seasonal wind pattern—prevailing winds
14.__________Show sizes, locations, and quantity of plants and materials
15.__________Slow down and think broadly or generally
16.__________Snow removal, pile-up
17.__________Soil conditions
18.__________Think of alternatives
19.__________Traffic
20.__________Trees on adjoining property that affect shade patterns
21.__________Utility placement
22.__________Views to preserve or block
23.__________Wants and needs

24. Describe the Public Area (4 points)

25. Describe the Private Area (4 points)

26. Describe the Utility Area (4 points)

27. Describe the Play Area (4 points)

Match the following items: (2 points each)
28. __________Outdoor wall d. Defines the upper limits of the
29. __________Outdoor floor outdoor room
30. __________Outdoor ceiling e. Few special or highly contrasting
flowers
31. __________Outdoor Room Concept
f. Landscape uses one species of
32. __________Overgrown effect landscape plants, often round which
33. __________Crowded effect are spaced equally with noticeable
34. __________Clipped effect gaps between plants
35. __________Unbalanced effect g. Materials like grass, ground covers,
36. __________Toy solider effect sand, gravel, or water, brick,
37. __________Hedge effect concrete, patio blocks, tile.
h. Plants are trimmed to continuous box
38. __________Skelton
shape
39. __________Tendon i. Plants get a regular “haircut”
40. __________Flesh j. Plants too close at time of planting
41. __________Sparkle k. Plants too large for rooflines or
windows
a. Chosen for plant form, texture, color l. Scattered in and among the other
or position flowers to complete and fill out the
b. Chosen to connect and blend the design
skeletal flowers, helping to hold m. Too many plants or larger plants
together the form of the skeleton occur on one side or at the end of the
c. Defines the limits or size of the planting
outdoor room n. Extending the indoor rooms to
outdoor areas

42. What are some tips for correct Foundation Plantings? (10 points)

43. Circle the following items that are considered “Low-Maintenance Landscape Planning”
(2 points each)
• Use curving lines in the borders • Trees in own planting bed
• Keep lawn out of small wedges and acute • Choose messy fruit drop
angles • Keep plants separate from grass
• Avoid obtuse angles— acute is allowable • Leave open areas of lawn
• If it can be mowed with a riding • Learn to use weed barrier fabrics, mulches,
lawnmower—without extra trimming groundcovers and chemicals to reduce
• When lines and forms intersect a square, weeds
connect them at right angles--90 degrees • Only plant grass where it is needed
• Landscape the borders of the property— • Distinct mowing edge, clean lawn boundary
especially the rear garden • Use perennials sparing
• Encourage improper plant selection, spacing
and installation
 Landscape Planning Quiz Master
Put a (*) in front of the following items that would be found in a client evaluation.
Put a (√) in front of the following items that would be found in a base plan.
Put a (♥) in front of the following items that would be found in a bubble diagram.
Put a (→) in front of the following items that would be found in a site analysis.
Put a ( ) in front of the following items that would be found in a landscape plan—form
composition. (2 points each)
1.√ 9.→ 17.→
2.√ 10.→ 18.♥
3.→ 11.→ 19.→
4. 12.→ 20.→
5.→ 13.→ 21.→
6.♥ 14. 22.→
7.→ 15.♥ 23.*
8.→ 16.→

24. Describe the Public Area (4 points)

(Entrance area or front yard)
Puts the house into an attractive setting
Enhance architecture
Focus of viewer’s attention
Recognize value of home
Identify & provide access to the point of entry
Greatest priority
Not complicated
Front walk to front door
guest parking easy access
Includes:
lawn, foundation plants, walks, and drives/parking
Should not include:
cheap plastic animals, recreation equipment, play equipment, swimming pools
25. Describe the Private Area (4 points)
(Living Area or backyard)
Outside extension of the private living area inside the home
Use of plants and/or fences to make private
Open space needed for games, etc.
Include: Deck or patio, area of open lawn, plants that provide an attractive view
may include swimming pool, athletic facilities, barbecue or picnic facilities, trails, view gardens, reflection pools

26. Describe the Utility Area (4 points)

(service/work area)
Smallest space possible and still functional
Screen from private area
Locate on driveway side of yard for access
May have two or more locations
Includes: Clothesline, compost bin, Firewood, fuel tanks , garbage containers, garden supplies storage, Greenhouse, pet facilities, tool storage,
utility buildings, vegetable gardens, workshops

27. Describe the Play Area (4 points)

May or may not be part of private area
Visible from kitchen
Easy access to rear entry door
Use mulch, fine gravel, or sand
Includes: swings, slides, sandbox, shade trees
Grass warn under play equipment
Match the following items: (2 points each)
28. c 33. j 38. a
29. g 34. i 39. b
30. d 35. m 40. l
31. n 36. f 41. e
32. k 37. h

42. What are some tips for correct Foundation Plantings? (10 points)
Focalize the main entrance with Height not to exceed two-thirds the wall Balance the planting with equal “foliage
noticeable plants at house corners mass.”
Compliment architectural style Use taller plants on corners Repeat some of the same plants on each
Break long continuous lines of the house Medium-size shrubs for one-story end
Avoid competing elements homes; large shrubs for two story or Use variety in plants—texture, color,
Select plants taller. form
Easily be maintained to proper scale Use dwarf shrubs or ground covers Mass plants
with the house under windows 4’ or less above ground Mature size allowed to touch adjacent
level. plants

43. Circle the following items that are considered “Low-Maintenance Landscape Planning”
(2 points each)
* notes which items are not circled
• Use curving lines in the borders • Trees in own planting bed
• Keep lawn out of small wedges and acute angles • *Choose messy fruit drop
• *Avoid obtuse angles— acute is allowable • Keep plants separate from grass
• If it can be mowed with a riding lawnmower—without • Leave open areas of lawn
extra trimming • Learn to use weed barrier fabrics, mulches,
• When lines and forms intersect a square, connect them groundcovers and chemicals to reduce weeds
at right angles--90 degrees • Only plant grass where it is needed
• Landscape the borders of the property—especially the • Distinct mowing edge, clean lawn boundary
rear garden • *Use perennials sparingly
• *Encourage improper plant selection, spacing and
installation
 Coloring Techniques Student Handout
Coloring the Final Plan
1. Color in basic shapes. One layer of marker.
2. Color in hardscape
3. Color in ground plane
4. Color over shapes to add dimension--use more than one color to layer trees.
5. Draw in lines of trees, beds, and hardscape.
6. Draw in shadows.
7. Add in more detail as needed.

Marker Coloring Tips:

o Marker bleeds through most paper—but not tracing paper.
o Place tracing paper over final design and color in detail on the tracing paper.
o Don’t use the black outlining pen until all of the color is finished. The color
markers make the sharpie bleed.
o Base color all the shapes in a light color. Add layers of darker colors on top.
o Have a piece of scratch paper to test colors and combinations on before adding to
color design.
o Use a blending marker to blend harsh lines.
o To keep the color from pooling, lift quickly and blend out pools of marker with
blending marker.
o Keep a list of markers used to lessen confusion if you have to go back and color a
spot again.
o Don’t be afraid to use different colors on trees—they don’t have to be all green.
Purple, blue, or yellow stippling added gives depth.
 Flower Bed Design Student Sheet
Designing a Flower Garden: Steps in Garden designing:
• Choose a configuration--Explosion, Sine curve, C curve, E curve
• Place skeletal flowers on the ground in a triangular shape with three unequal sides along
the curved line
• Draw line in soil with shovel or use a hose for the line
• One side of that triangle is then used to form the base of the next triangle of a different
size
• Continue pattern throughout the design until if forms the configuration you have chosen
• Configurations that don’t work
o Straight lines, concentric circles, checkerboards, zipper patterns
Skeleton
• Dominance main design principle
• Shown by plant form, texture, color or position
• Qualify a plant as skeletal:
• Strong, tall, vertical (for dominant form)
• Broad and dramatic (for dominant form)
• Coarse texture (for dominant texture)
• Vivid bright blossoms or leaves (for dominant color)
• 10 to 20 % of flowers used in design
Tendon
• Positioned after the skeleton plants have been placed
• Chosen to connect and blend the skeletal flowers, helping to hold together the form of the
skeleton
• Complement skeleton flowers according to principle you choose
• form might be shorter or less dominant
• texture might be softer or smaller
• color might contrast or complement
• Tendon maintains the configuration line
• Triangles interlock with the skeleton plant triangles along the configuration line
• 10 to 20 % of flowers in the design
Flesh
• More subordinate flowers
• Scattered in and among the other flowers to complete and fill out the design
• Place in clusters that form asymmetrical shapes with fractured edges
• Group together to form clusters around the skeletal and tendon flowers
• creates a shifting mosaic with the groupings of plants
• 60-80% of the number of plants
Sparkle
• Final touch
• Few special or highly contrasting flowers
• Odd-numbered groups of three, five or seven
• Placed randomly
Gates, Christina, Diane Erickson, Shelly Zollinger & Larry Sagers. Temple Square Gardening. Ingland Press 2003.
 Name_____________________________

Site Analysis Plan Grading Sheet

Instructors: rate the students on a scale of 1 to 5 for each of the sewage lines septic tank _____________ _____________
following Site Analysis Items: field line _____________ _____________
5= present, well planned for Easements/setback lines
4=present, planned for
Primary architectural features
3=present
2= present, needs improvement of the house
1= not present House orientation
NA=not applicable to this design You will need to fill in the points Soil conditions
possible as some items may not be used in all designs. Seasonal wind pattern _____________ _____________
Site Analysis Items: Points Possible: Points Earned: prevailing winds _____________ _____________
Existing vegetation _____________ _____________ Note existing wind breaks _____________ _____________
Tree and shrub condition and Microclimate
placement _____________ _____________ Snow removal, pile-up
_____________ _____________
Trees on adjoining property Other Items to consider on
_____________ _____________
Hardscape _____________ _____________
specific Site Analysis:
Permanent features _____________ _____________
______________________
_____________ _____________
Panoramic views _____________ _____________
______________________ _____________ _____________
Concentrated or focused view _____________ _____________
Blocked view _____________ _____________
______________________ _____________ _____________
Poor drainage
Traffic ______________________ _____________ _____________
City/county ordinances
Noise levels _____________ _____________
other distractions--glare or Site Analysis Subtotal:
odors _____________ _____________
Late 10%/day:
Utility placement
Television cables _____________ _____________
telephone cables _____________ _____________
_____________ _____________ SITE ANALYSIS TOTAL:
water lines
 Name_______________________
Landscape Design Grade Sheet
Landscape Design Item: Points Possible: Points Earned: Landscape Design Item: Points Possible: Points Earned:
Drafting Skills: Borders are curving or geometrical 5
House is square 5 Open areas of lawn 5
House lines are correct length 5 Straight lines avoided 5
Yard lines are correct length 5
Items labeled correctly 5 Design Areas Subtotal:
35 +__________
House and borders drawn in 5 Low Maintenance Design:
Legend 20 Avoid acute angles with lawn 5
Title Block 20 Lawn areas can be mowed with
Exact scale throughout design 5 riding lawn mower 5
Lettering complete & neat 5 grass only where it is needed 5
Lines are dark, smooth, & 5 Distinct mowing edge, clean lawn
consistent boundary 5
Overall neatness throughout design 20 Trees--own planting bed 5
Plant selection-less pruning, pest
Drafting Skills Subtotal:
100 +__________ resistance, fruit drop 5
Principles and Elements: 90 degree angles when lines or
Variety in plants and textures 5 forms intersect at a square 5
Simplicity evident 5 Use of perennials over annuals 5
Circulation provides ease in
movement 5 Low-maintenance Subtotal:
40 +__________
Focal points in front & rear garden 5 Colors consistent with landscape
Overall design of property designing 15
balanced 5 Coloring clean & neat
Foliage mass appears balanced 5
70
Plants appear massed 5 Coloring Subtotal:
Plants repeated throughout design 5
85 +__________

Principles & Elements Subtotal:

40 +__________ DESIGN Subtotal:
Design Areas:
300 =__________
Areas well defined and organized 5
Entry to residence enhanced 5 Late 10%/day -
Guest parking provided &
appropriate
Plantings in borders of yard
5
5 DESIGN TOTAL:
300
 Name__________________________________

Bubble Diagram Grading Sheet

Instructors: rate the students on a scale of 1 to 5 for each of the following
areas: Area: Points earned: Points possible:
5=most appropriate use of space Play area overall: ________ ________
4=used space well Visible from kitchen ________ ________
3=used space Easy access to rear entry door ________ ________
2= space needs improved Swings ________ ________
1= lease appropriate use of space Slides ________ ________
NA=not applicable to this design Sandbox ________ ________
You will need to fill in the points possible as some areas may not be used in Shade trees ________ ________
all designs.
Area: Points earned: Points possible: Subtotal: ________ ________
Public area overall ________ ________ Utility area overall: ________ ________
Identify point of entry ________ ________ Screen from private area ________ ________
Access to entry ________ ________ Located for access ________ ________
Identify guest parking ________ ________ Smallest space, still functional ________ ________
Clothesline ________ ________
Subtotal: ________ ________ Compost bin ________ ________
Private area overall: Firewood ________ ________
Deck or patio ________ ________ Fuel tanks ________ ________
Open area of lawn ________ ________ Garbage containers ________ ________
Swimming pool ________ ________ Garden supplies storage ________ ________
Athletic facilities ________ ________ Greenhouse ________ ________
Barbecue ________ ________ Pet facilities ________ ________
Picnic facilities ________ ________ Tool storage ________ ________
Trails ________ ________ Utility buildings ________ ________
View gardens ________ ________ Vegetable gardens ________ ________
Reflection pools ________ ________ Workshops ________ ________
Privacy plants or fences ________ ________
Subtotal: ________ ________
Subtotal: ________ ________
Bubble Diagram Subtotal: ________ ________

All space designated: ________ ________ Late work- 10% / day: ________ ________

Other specific to this diagram: ________ ________

Bubble Diagram Total: ________ ________
Subtotal: ________ ________
 Agricultural Science and Technology
Landscape Design--Ag 330
Elements and Principles of Landscape Design

Unit Objectives
1. Students will be able to identify and demonstrate the Elements of Landscape Design.
2. Students will be able to identify and demonstrate the Principles of Landscape Design.
3. Students will be able to identify the colors on a color wheel.
4. Students will be able to identify color values: tints, tones, & shades.
5. Students will be able to identify different color harmonies.

Power Points
Elements and Principles of Landscape Design
Color

Student Handouts
Elements & Principles of Design Student Sheet
Elements & Principles Flashcards
Mandala Student Sheet
Color Sheet

Evaluation
Elements & Principles Quiz
Elements & Principles Quiz Master

Interest Approach
Have the students imagine a day at the beach. They are building a giant sand castle. Let the
students help you think of all the items/tools they will need—i.e. buckets, shovels, sand, water,
and sticks. Now have them describe how they will go about building-- the first layer of sand,
then the towers and mote and whatever else they can think of that goes into building the sand
castle. Now explain to them that the elements of designing are like the tools they needed to build
the sand castle—the sand, water, buckets, and shovels. The principles are how the pieces are put
together—we need a stable foundation before we add a second—then we can add the tower and
the mote. The elements are what items were tangibly used to put the castle together; the
principles are the “rules” of construction. You may use a different building strategy, but the
basis is the same.
Teaching Content
Elements of Design
The elements of design: the directly observable components, ingredients, and physical
characteristics of design.
Line: the vital visual path that directs eye movement through a composition.
Form: the shape or configuration of an individual component of the composition. The overall,
three-dimensional, geometric shape or configuration of a composition.
Space: the area in, around, and between the components of the design, defined by the three-
dimensional area occupied by the composition.
Texture: the surface quality of a material, as perceived by sight or touch.
Pattern: a repeated combination of line, form, color, texture, and/or space.
Size: the physical dimensions of line, form, or space.
Color: the visual response of the eye to reflected rays of light.
Principles of Design
Principles of design-fundamental guidelines to aesthetic design that govern the organization of
the elements and materials in accordance with the laws of nature.
Balance: a state of equilibrium, actual or visual; a feeling of three-dimensional stability.
Proportion: the relationship of one portion to another, or of one portion to the whole.
Scale: the relative ratio of size, or the relationship of the size of a composition to the
surrounding area or environment.
Focal area/ focal point: the area of greatest visual impact or weight; the center of interest to
which the eye is most naturally drawn.
Opposition: contrast between elements which are counterpoint in relation to each other.
Simplicity: elimination of unnecessary detail
Variation: dissimilarity among attributes or characteristics.
Rhythm: visual movement through a design, usually achieved through repetition or gradation.
Repetition: the recurrence of like elements within a composition.
Transition: the ease of visual movement with results from gradual degrees of change among
one or more of the elements.
Unity: oneness of purpose, thought, style, and spirit.
The American Institute of Floral Designers. The AIFD Guide to Floral Design. Terms,
Techniques, and Traditions. The Intelvid Group 2005.
Color
Color: the visual response of the eye to reflected rays of light.
Hue: the descriptive name of color. Hue defines a specific spot on the color wheel. Hues are
pure color without black, white, or gray added to them.
Value: the lightness or darkness of a hue, relative to the gray scale, achieved by the addition of
black, white, or gray.
Shade: a hue which has been darkened by the addition of black. E.g., navy is a shade of blue.
Tint: a hue which has been lightened by the addition of white. E.g., pink is a tint of red
Tone: a hue which has been muted by the addition of gray, often resulting in a dull or dusty
appearance.
Color wheel: twelve hour color system which was developed by Louis Prang, an American
Printer in 1876.
Primary colors: red, yellow, and blue—are spaced equidistantly apart on the color chart and
cannot be created by mixing any other colors together.
Secondary colors: orange, green and violet—are created by mixing two primary colors and are
placed in between primary colors.
Tertiary colors: red-orange, red-violet, blue-violet, blue-green, yellow-green, and yellow-
orange are situated between primary and secondary colors and are made from mixing the
two. Primary color is always listed first with a hyphen in the center of the word.
Chromatic colors: colors derived from the visible spectrum and characterized by the presence of
both hue and chroma, all colors other than black, white or gray.
Achromatic colors: neutral colors which lack hue: white, black, and any values of gray and they
do not appear on the color wheel.
Neutral color: an achromatic color to which a small amount of hue has been added.
Advancing colors (also known as aggressive or warm)-colors that are predominantly composed
of red or yellow and seem to visually move forward toward the viewer.
Receding colors: (also known as passive or cool)-colors that are predominantly composed of
blues or greens. Receding colors seem to visually pull back from the viewer.
Color harmonies: groupings of specific hues and/or different values of a hue, resulting in a
pleasing or useful combination. Color harmonies may display different values of the given hue
and still be (i.e. pink and mint green) considered complementary color harmony. White, black
and gray –being achromatic, can be legitimately included in any color harmony without
disrupting it.
Achromatic color harmony: a grouping of colors without hue; white, black, and any values of
gray.
Monochromatic color harmony: a grouping of different values of one hue, and which may
include achromatic colors. An example would be a color scheme using pink (red+white), mauve
(red+gray), red, burgundy (red+black), and/or black, white or gray.
Analogous color harmony: a color harmony featuring adjacent hues on the color wheel,
incorporating no more than one primary color. The group of adjacent colors forms an angle of
up to 90 degrees on the color wheel. One color usually dominates. The most realistic depiction
of colors as they occur in nature as well as interior environments, also one of the most
harmonious and pleasing of all. An example of an analogous color scheme would be using
green, blue-green, and yellow-green, with green dominating.
Complementary color harmony: a pair of hues directly opposite each other on the color wheel.
Some examples would be red and green, violet and yellow, or blue and orange. Many schools
select their colors from a complementary color harmony.
Split complementary color harmony: a trio of hues, consisting of a hue and the two hues on
either side of its direct complement. An example would be violet with yellow-orange, and
yellow-green. Many restaurants use a split-complementary color scheme.
Triadic color harmony: a grouping of three hues which are equidistant on the color wheel. An
example would be the primary colors red, blue and yellow. An interesting triadic color harmony
used often in baby designing would be pink, baby blue, and soft yellow. Changing the value
does not change the color harmony.
Tetradic color harmony: a grouping of four hues which are equidistant on the color wheel.
Polychromatic color harmony: a multicolored grouping of many hues which may otherwise be
unrelated.

The American Institute of Floral Designers. The AIFD Guide to Floral Design. Terms,
Techniques, and Traditions. The Intelvid Group 2005.

Student Activities
1. Elements and Principles School Grounds Observation
Take your students on an observation hike around the school campus, or greenhouse.
Have them evaluate their surroundings according to the elements and principles around
them. Have them also observe color harmonies. They may find these in posters on the
wall, school colors, clothing, tiles, etc. Give them a few minutes to find the elements,
principles and color harmonies and then meet back together as a class to discuss what
they found. If it isn’t possible to leave the classroom, take a moment to have the students
identify different elements, principles and color harmonies in class.

2. Elements and Principles Class Discussion

Make flashcards that are provided. Hand out one card to each student. Have students
view an art piece or a landscape design from ppt. Go around the classroom and have the
students share what they see as pertaining to the element or principle. Switch to a
different slide and have the students trade cards with each other and start evaluation
again. This will help the students prepare for the next activity.
Equipment:
Elements & Principles Flashcards

3. Elements and Principles Art Evaluation

Students will need to gather pictures of 2 landscape designs, one art piece, and one
advertisement out of magazines or internet site. Instructors may change the required
evaluation criteria. Students will evaluate the piece according to the elements and
principles displayed in the picture. Students will write what it is about the picture that
displays the element or principle in the corresponding table. Teachers may want to
evaluate one piece as a class.
Equipment:
Elements & Principles Student Sheet
 4. Color a Mandala
Mandalas have spiritual significance to Buddhist Monks who developed them. They
believe that a realigning of the spirit and body can be achieved by creating a mandala.
Mandalas are usually circular with some type of center point signifying deity. The
mandala is often divided into twelve equal parts--which makes it perfect for creating a
color wheel. Have students fill in each of the twelve parts of the color wheel by coloring
a mandala. Additional study may be made by researching mandala history, uses, etc.
You may have the students cut out their mandala and laminated it for them. They will
then have a color wheel to refer to during the rest of the course. Students may color the
mandala with hues, tints, tones, and shades.
Equipment:
Packages of 24 Crayola Crayons—these include all of the tertiary colors
Mandala Student Sheet

References
Booth, Norman K. & Hiss, James E. Residential Landscape Architecture—Design Process for
the Private Residence. Third Edition. Prentice Hall 2002.

Hunter, Norah T., The Art of Floral Design Second Edition Delmar 2000.

The American Institute of Floral Designers. The AIFD Guide to Floral Design. Terms,
Techniques, and Traditions. The Intelvid Group 2005.

Resources
CAERT Curriculum. 2005 Unit B. Floriculture. Problem Area 2--Floral Design. Lesson 3 & 4.
Understanding the Principles of Design & Understanding the Design Elements
 LINE PATTERN

FORM SIZE

SPACE COLOR

TEXTURE UNITY
 BALANCE SIMPLICITY

PROPORTION REPETITION

RHYTHM FOCAL POINT

TRANSITION OPPOSITION

SCALE VARIATION
 Name________________________
Date_________________________
Landscape Design
Elements and Principles Quiz
58 points
Match the following terms with their definitions: (2 points each)
1. Elements of design _________ 11. Proportion _________
2. Line _________ 12. Scale _________
3. Form _________ 13. Focal area/ focal point_________
4. Space _________ 14. Opposition _________
5. Texture _________ 15. Simplicity _________
6. Pattern _________ 16. Variation _________
7. Size _________ 17. Rhythm _________
8. Color _________ 18. Repetition _________
9. Principles of design _________ 19. Transition _________
10. Balance _________ 20. Unity _________

a. the physical dimensions of line, form, or space.

b. The vital visual path that directs eye movement through a composition
c. the visual response of the eye to reflected rays of light.
d. the shape or configuration of an individual component of the composition. The overall,
three-dimensional, geometric shape or configuration of a composition.
e. the surface quality of a material, as perceived by sight or touch.
f. a repeated combination of line, form, color, texture, and/or space.
g. the area in, around, and between the components of the design, defined by the three-
dimensional area occupied by the composition.
h. the directly observable components, ingredients, and physical characteristics of design.
i. the recurrence of like elements within a composition.
j. the relative ratio of size, or the relationship of the size of a composition to the
surrounding area or environment.
k. oneness of purpose, thought, style, and spirit.
l. contrast between elements which are counterpoint in relation to each other
m. the area of greatest visual impact or weight; the center of interest to which the eye is most
naturally drawn.
n. the relationship of one portion to another, or of one portion to the whole.
o. fundamental guidelines to aesthetic design that govern the organization of the elements
and materials in accordance with the laws of nature.
p. dissimilarity among attributes or characteristics.
q. visual movement through a design, usually achieved through repetition or gradation.
r. a state of equilibrium, actual or visual; a feeling of three-dimensional stability.
s. the ease of visual movement with results from gradual degrees of change among one or
more of the elements.
t. elimination of unnecessary detail
Matching:
Match the following color terms with their correct definition:
(2 points each)
21. Color _________ a. twelve hour color system
developed in 1876.
22. Hue _________ b. all colors other than black,
23. Value _________ white or gray.
c. known as passive or cool colors
24. Shade _________ d. white, black, and gray--which
do not appear on the color
25. Tint _________ wheel.
26. Tone _________ e. an achromatic color to which a
small amount of hue has been
27. Color wheel _________ added.
f. known as aggressive or warm
28. Chromatic colors_________ colors.
29. Achromatic colors_________ g. an American Printer who
developed the color wheel.
30. Advancing colors_________ h. descriptive name of color which
defines a spot on the color
31. Louis Prang _________
wheel.
32. Neutral colors _________ i. a hue which has been lightened
by the addition of white.
33. Receding colors_________ j. the visual response of the eye to
reflected rays of light.
k. a hue which has been darkened
by the addition of black.
l. a hue which has been muted by
the addition of gray.
m. the lightness or darkness of a
hue.

34. Using the color wheel, give an example of the following color harmonies: (3 points
each) Each example should have the colors listed which will be used.

Achromatic color harmony

Monochromatic color harmony
Analogous color harmony
Complementary color harmony
Split complementary color harmony
Triadic color harmony
Tetradic color harmony
Polychromatic color harmony
35. Fill in the following color wheel. Label each hue as P-primary, S-secondary, or T-
tertiary. (3 points each)
Principles and Elements of Landscape Design Quiz Master

1. Elements of design h
2. Line b
3. Form d
4. Space g
5. Texture e
6. Pattern f
7. Size a
8. Color c
9. Principles of design o
10. Balance r
11. Proportion n
12. Scale j
13. Focal area m
14. Opposition l
15. Simplicity t
16. Variation p
17. Rhythm q
18. Repetition i
19. Transition s
20. Unity k
21. Color j
22. Hue h
23. Value m
24. Shade k
25. Tint i
26. Tone l
27. Color wheel a
28. Chromatic colors b
29. Achromatic colors d
30. Advancing colors f
31. Louis Prang g
32. Neutral colors e
33. Receding colors c
34. Answers will vary
35. See color wheel to check
 Name________________

Color Sheet
Mandala Student Sheet
Mandala Student Sheet
 Name_____________________________

Landscape Design Ag 330

Elements and Principles of Design Assignment Sheet
Evaluate two landscape designs, one art piece, and one advertisement. Write which part of the
design conveys the specific element or principle. For example, if the trees in a design show a
nice vertical line, write trees in the box.
Elements Landscape Design Landscape Design Art Piece Advertisement
Line
Form
Space
Texture
Pattern
Size
Color

Principles
Balance
Proportion
Focal point
Scale
Opposition
Simplicity
Variation
Rhythm
Repetition
Transition
Unity
 Agricultural Science and Technology
Landscape Design-Ag 330
Nursery/Landscape Equipment & Supplies Identification

Unit Objectives
1. Students will be able to properly identify nursery equipment and supplies.
2. Students will be able to identify appropriate uses for nursery equipment and supplies.
3. Students will compare nursery equipment and supplies to find the similarities and
differences.
4. Students will be able to determine if nursery equipment and supplies are readily
available in their area.

Power Point
Nursery Equipment & Supplies Identification

Student Handout
Nursery Equipment & Supplies Observation Sheet
Nursery Equipment & Supplies Comparison Student Sheet

Evaluation
Nursery Equipment & Supplies Identification Quiz ppt.

Interest Approach
Assign the students a job using incorrect tools such as eating a yogurt or pudding with a pencil or
ruler, knife or fork. Then let the students use the correct tool, in this case a spoon. You may
wish to build a peanut butter and jelly sandwich instead. Timing the event would make it more
interesting—first using inappropriate tools, then appropriate ones. Use this demonstration to
lead into nursery equipments and supplies identification and appropriate uses for each.

Student Activities
1. Nursery Equipment & Supplies Identification
Where possible have a class set of each nursery equipment and supplies. Share
appropriate uses with the students. Allow students to experiment using tools.
Observe safely regulations.
Equipment:
Nursery Equipment & Supplies available at your school

2. Nursery Equipment & Supplies Comparison

Students will compare different nursery equipment & supplies to learn the similarities
and differences between them.
Equipment:
Equipment & Supplies Comparison Student Sheet
 3. Garden Supply Store
Send students to a garden supply store. Have them observe which equipment and
supplies are readily available. Have students fill in the Nursery Equipment &
Supplies Observation Sheet.
Equipment:
Nursery Equipment & Supplies Observation Sheet

Resources
Sites that have power point presentations with--
Nursery Equipment & Supplies Identification:
Okstate.edu
Gaaged.org

References
1.bp.blogspot.com freeplants.com plantpropagation.com
1.zoysiafarms.com furniture.lovetoknow.com plumbersurplus.com
2.bp.blogspot.com gardening-tools-direct.co.uk portable-electric-power-
2.sunysuffolk.edu gear.tinyfarmblog.com generators.com
877joebark.com grocerystorefeet.files.wordpress.co prosupplydepot.com
acohardware.com m/ pubs.caes.uga.edu
acwsupply.com gthydroponics.com qcsupply.com
aircraftspruce.com gwestern.com reaselackpolymers.com
alligata.co.uk/ hackedgadgets.com repotme.com
americannettings.com hardwareworld.com rittenhouse.ca
approvedgasmasks.com hollywoodsandvines.comtnfarmsup robbinsaquatics.co.uk
auction.uufh-nc.org ply.com rumfordgardener.com
beingwife.files.wordpress.com homedepot.com s7d5.scene7.com
benmeadows.com igoe.ie/ sci.sdsu.edu
cartsandanchors.com image.made-in-china.com sciencefirst.com
catalog.ehgriffith.com images.meredith.com sosecure.demonweb.co.uk
catalogclearance.com img.alibaba.com suburbanlandscapesupply.com
clark.wsu.edu img.diytrade.com suppliers.jimtrade.com
continentalrollomixer.com img.hgtv.com thecompostshop.co.uk
cooltropicalplants.com imitationrain.com thegarden.co.uk
creativeglassguild.co.uk jelpc-pneumatic.com tlcfortrees.info
crew1717.org/ karlkuemmerling.com turf.msu.edu
dawsonindia.com kiowacd.org ultimatehandyman.co.uk
diy-green-home-improvement.com kk.org upload.wikimedia.org
drillspot.com landscapingwisconsin.com uthernobserver.com
dripdepot.com longfence.com veggiesmith.com
drumsanders.net mineralprocess.com verobeachbusinessdirectory.com
ecx.images-amazon.com montrosesupply.com wikipedia.com
eijkelkamp.com northerntool.com/ wilkinsonplus.com
emeraldseedandsupply.com ohioline.osu.edu williamthecoroner.files.wordpress.c
farmtek.com okstate.edu om
fivenonblondes.files.wordpress.com oregonwireproducts.com wise4living.com
free-background-wallpaper.com otteruk.com
 Name__________________________

Landscape Design Ag 330

Nursery Equipment & Supplies Observation Sheet

Observe as many sources as possible to find the following nursery equipment and supplies. Determine the use of the items. Have a
manager or sales clerk sign the next sheet as verification.

Item Use Store Item Use Store

Anvil-and-blade pruner Garden (spading) fork
Architect’s scale Garden (bow) rake
Ball cart (B&B truck) Gas mask
Bark mulch Grafting band
Bark medium Grafting tool
Bow saw Granular fertilizer
Brick paver Gravity (drop) spreader
Broadcast (cyclone) spreader Grass shears
Bubbler head, irrigation Ground/pelleted limestone
Bulb planter Hearing protection
Burlap Hedge shears
Chaps Hoe
Compressed air sprayer Hook-and-blade pruners
Core aerifier Hose-end repair footing
Chain saw Hose-end sprayer
Cut-off machine Hose-end washer
Drip emitter, irrigation Hose repair coupling
Dry-lock wall block Impulse sprinkler
Duster Landscape fabric
Dust mask Leaf rake
Edger (power or hand) Loppers
Edging Mattock
Engineer’s scale Measuring wheel
Erosion netting Mist nozzle (mist bed)
Fertilizer tablet Mower blade balancer
Galvanized pipe Nursery container
 Item Use Store Item Use Store
Oscillating sprinkler Planting/earth/soil auger
Peat moss Planting bar
Pick axe Pole pruner
Polyethylene film Siphon proportioner
Polyethylene pipe Soaker hose
Pop-up irrigation head Soil sampling tube
Post-hole digger Solenoid valve
Power blower Spade
Power hedge trimmer Spark plug gap gauge
Pot-in-pot units Sphagnum moss
Propagation mat Spray suit
Pruning saw Square point (flat) shovel
PVC (polyvinylchloride) pipe String trimmer
Reel mower Tape measure
Resin-coated fertilizer Timeclock
Respirator Topsoil
Rotary mower Tree caliper
Rototiller Tree wrap
Round point shovel Trowel
Safety goggles T-square
Sand Vermiculite
Scoop shovel Vertical mower
Shade fabric Water breaker
Sharpening stone Wire tree basket

Signatures of sales clerks:

Store : Clerk:
 Name__________________________

Landscape Design Ag 330

Nursery Equipment & Supplies Comparison Sheet

Compare the following Nursery Equipment & Supplies and determine similarities & differences.

SIMILARITIES: ITEMS: DIFFERENCES:

Bubbler head, irrigation
Drip emitter, irrigation
Pop-up irrigation head
Impulse sprinkler
Oscillating sprinkler
Mist nozzle (mist bed)
Soaker hose
Water breaker
Siphon proportioner
Solenoid valve
Hose-end repair footing
Hose-end washer
Hose repair coupling
Power blower
Duster
Bark mulch
Bark medium
Peat moss
Sphagnum moss
Vermiculite
Sand
Topsoil
Hedge shears
Power hedge trimmer
Grass shears
Pole pruner
Bow saw
Pruning saw
 Square point (flat) shovel
Spade
Trowel
Scoop shovel
Round point shovel
Reel mower
Rotary mower
Vertical mower
Ground/pelleted limestone
Resin-coated fertilizer
Granular fertilizer
Fertilizer tablet
Chain saw
Cut-off machine
Erosion netting
Burlap
Galvanized pipe
PVC (polyvinylchloride) pipe
Polyethylene pipe
Architect’s scale
Engineer’s scale
T-square
Grafting band
Tree wrap
Anvil-and-blade pruner
Hook-and-blade pruners
Loppers
String trimmer
Edger (power or hand)
Garden (spading) fork
Hoe
Post-hole digger
Mower blade balancer
Spark plug gap gauge
Rototiller
Core aerifier
Mattock
Pick axe
 Measuring wheel
Tape measure
Tree caliper
Timeclock
Garden (bow) rake
Leaf rake
Propagation mat
Pot-in-pot units
Wire tree basket
Nursery container
Edging
Dry-lock wall block
Bulb planter
Planting bar
Planting/earth/soil auger
Soil sampling tube
Dust mask
Gas mask
Respirator
Compressed air sprayer
Hose-end sprayer
Safety goggles
Hearing protection
Chaps
Spray suit
Shade fabric
Landscape fabric
Polyethylene film
Grafting tool
Ball cart (B&B truck)
Gravity (drop) spreader
Broadcast (cyclone) spreader
Brick paver
Sharpening stone
 Agricultural Science and Technology
Landscape Design-Ag 330
Installing a Landscape Design

Unit Objectives
1. Students will be able to describe how to plant several different kinds of trees.
2. Students will be able to complete a design model to scale of their landscape plan.
3. Students will be able to prepare a bill of materials for a landscape design.
4. Students will be able to determine the benefits of sod vs. seeding a lawn.
5. Students will be able to learn how to install a hardscape.

Power Point
Installing a Landscape Design

Student Handout
Bill of materials
Tree Planting Student Sheet

Evaluation
Tree Planting Master
Model Grading Sheet

Interest Approach
Help the students imagine a fairy tale landscape where plants are placed correctly and all is
beautiful. Now help them imagine a landscape where trees are falling over, plants are dying and
all is in chaos. Help them understand why it is so important to install landscapes correctly.

Student Activities
1. Planting a tree
Have students observe the following internet videos in class:
Planting videos
• Tree planting techniques
• Planting bare root trees
• Balled and burlapped
• Planting containerized trees
arborday.org/trees/video/howtoplant/cfm

2. Landscape Design Model

This assignment allows students to “install” a landscape that they have created. You
may have opportunity to landscape a client’s yard in this class, but lacking time and
money, this assignment is a great substitute. Have students build a landscape design
model out of a design they have already drawn. It is helpful to make a copy of their
design and glue it to a base cardboard. This only works if they stay in the same scale
as their drawing. I have found that students like to work in a larger scale for the
model than they used for drawing. You may decide to have students choose a smaller
section of their design to build their model. They may choose a key section such as a
 flower bed or water feature. This uses less material and saves time, depending on
what resources you have. Detail may then be added in the form of hardscape etc.
Have them follow the patterns for grass—felt or they may spray paint their cardboard
with green paint. They may glue the trees and flowers into the floral foam. They will
be very creative. . You may encourage students to provide their own materials or
charge a class fee and purchase the items yourself. Examples are included in the
Installing a landscape Design ppt. As students complete this activity, you may wish
to take pictures and add them to your ppt.
Suggested Equipment & Supplies:
Glue gun & glue
Scissors
Knife
Little colored candy or candy sprinkles--shrubs and flowers
Floral foam for hills or contours
Pinecones sprayed green for needle trees
Dried plant material for deciduous trees
Peat moss for mulch
Felt for grass
Matte board for stairs
Water--Hot glue and blue paper (gum wrappers)
Small rocks—boulders and borders
Spray paint—shades of green
Graham or other crackers and frosting for flagstone walkway
Pretzel sticks for fences

Landscape Design Model Variations:

1. Have the students make a complete model out of modeling clay.
2. Have the students make a complete model out of all edible materials—such as
a gingerbread house.
3. Use plants from your greenhouse to plant a miniature landscape model with
real plants. You may plant them in a seed germination flat, add hardscape,
trees, shrubs, etc.

3. Bill of materials
Have the students determine the cost of installing the landscape they designed. You
may choose to have them estimate one portion of the landscape design. Goods may
be researched on line or locally. Labor usually doubles the cost of materials. Tax
will need to be determined. Tax will be charged when items are purchased with a
business license.

4. Seeding Vs. Sod Activity

Have students calculate how much sod will be needed for a yard. Students could
measure any space and have them calculate how much sod will be needed. They may
use a plan they have drawn or another plan. Examples of areas to measure include: a
parking lot, grass lot, school shop, etc. Sod costs 8-30 cents per square foot
depending on variety and quality bought. A lawn with small areas, odd shapes or
 steep grade will cost more. A lawn of 2000 square feet would cost between $160-
$600. Labor usually doubles the cost. Seed will cost approximately $2 per pound. 1
lb covers 200 square feet. A 5,000 square foot lawn would cost approx $40.00.
Equipment:
Measuring tape
Calculator

5. Hardscape
Build a frame 4x4 and have the students practice laying bricks or pavers in this space.
Search the following references for details on how to install hardscapes:
Install a retaining wall—dakotahoarscapesupply.com/diyretain.html
Install a stone patio or walkway— dakotahardscapesupply.com/diypatio.html
Install pavers—barkmanharscapes.com/
Irrigation installation—doityourself.com/strylh2installsprinkler
Irrigaiontutorials.com/
Lawnbeltusa.com/design.htm

References
Arborday.org
 Name_____________________________________

Landscape Installation Model Grading Sheet

Model Grading Items: Points Possible: Points Earned:

Installed to scale 25

Clean edges 25

Appropriate materials 25

Creativity 50

Present to class 25

Model Subtotal:
150
Late 10%/day

MODEL INSTALLATION SUBTOTAL:

150
Instructor Comments:
 Name__________________________

Bill of Materials Student Sheet

Item Quantity Price/ea. Total

Total Materials= ______________

If you purchase items without paying tax, you will need to charge tax and report earnings to the
Idaho State Tax Commission
Total Tax =
_____________
(Materials Total x .06%)
usually doubles cost of materials
Labor Cost=
(Total Materials x 2) _______________
You don’t need to charge tax on labor.

TOTAL= _______________
(Materials + Labor+ Tax)
 Name______________________________________

Tree Planting Guide Student Sheet Master

Launch the tree planting guide found at--arborday.org/trees/video/howtoplant/cfm

Tree Planting Techniques

1. Why does a tree need to be planted correctly?

Healthy and strong

2. What are some considerations before planting a tree?

Safe to plant it If in town permit Not underground or overhead
utility wires
Hazard as they grow such as maples, pines, oaks tangled in wires

3. If you plant a tree correctly, it can grow TWICE as fast and live TWICE as long as a
poorly planted tree.
Planting bare root trees

4. What are 5 of the steps to planting a bare root tree?

Remove packing materials from Keep tree roots moist at all times Tamp with original soil
roots
Keep roots covered with burlap or Remove air pockets
Soak water 3-6 hours newspaper or any other moisture
holding material Don’t fill with peat or soil
Dig hole wider than seems amendments—they will discourage
necessary so roots can spread Position tree in center of ole or from spreading
mulch
Clear grass 3 feet radius of planting Make a nice water basin around
site Support tree tree

Rotor till to turn bare soil or turn Plant so root collar is above the
soil ground

Give a good watering Mulch with wood chips or mulch

5. What is a root collar?

Bulge right above roots

Balled and Burlapped

6. What shape is the container?

Saucer shaped

7. How big should the hole for planting a tree be?

2 to 3 times as wide and 10-12 inches deep

8. What are 5 of the steps to planting a balled and burlapped tree?

Sides of hole slope If moving, support the root ball and Cut upside of wire basket vertically and
don’t move by the trunk alone peel away
Don’t disturb soil at bottom
Measure for proper depth Remove all burlap, nails, twine, and
Set tree in center of hole rope
Don’t plant too deep
Fold burlap back and cut away loose No air pockets Give good watering
material
Soil just below root collar Mulch
Make sure tree is straight
Firmly pack soil around rootball

9. When is it okay to leave burlap below the rootball?

if not treated or vinyl

Containerized trees

10. What are five of the steps to planting containerized trees?

Remove tree Don’t plant too deep Build a water holding basin around
trunk
Keep soil intact Support tree in straight position

Tap sides and bottom Firmly pack original soil around

roots
Slide tree from container
Make sure no air pockets as
Place tree in middle of hole backfilling just below root collar

11. Why shouldn’t you yank on the trunk of a tree?

Don’t try to remove by yanking on trunk—separate roots from tree

12. What does it mean if a tree is rootbound?

roots circle the rootball

13. What should you do if a tree is rootbound?

If so, cut x on bottom of root ball with sharp knife and 4 vertical slices on sides to encourage outward
growth of roots

14. What does the video say about watering a tree?

Water well once a week for a slow hour trickle—won’t drown tree

15. Why should you remove all labels on a tree?

Remove all labels—affect tree as it grows

16. What parts of a new tree should you prune?

Prune only broken, dead or rubbing branches, make sure leader doesn’t compete with other branches

17. What is the proper mulching technique?

Mulch with wood chips or shredded bark 3 ft circle 2 inches deep.
 Name______________________________________

Tree Planting Guide Student Sheet

Launch the tree planting guide found at--arborday.org/trees/video/howtoplant/cfm

Tree Planting Techniques

1. Why does a tree need to be planted correctly?

2. What are some considerations before planting a tree?

3. If you plant a tree correctly, it can grow ______________as fast and live _____________
as long as a poorly planted tree.

Planting Bare Root Trees

4. What are 5 of the steps to planting a bare root tree?

5. What is a root collar?

Balled and Burlapped

6. What shape is the container?

7. How big should the hole for planting a tree be?

8. What are 5 of the steps to planting a balled and burlapped tree?

9. When is it okay to leave burlap below the rootball?

Containerized Trees

10. What are five of the steps to planting containerized trees?

11. Why shouldn’t you yank on the trunk of a tree?

12. What does it mean if a tree is rootbound?

13. What should you do if a tree is rootbound?

14. What does the video say about watering a tree?

15. Why should you remove all labels on a tree?

16. What parts of a new tree should you prune?

17. What is the proper mulching technique?

 Agricultural Science and Technology
Landscape Design-Ag 330
Landscape Maintenance

Unit Objectives
1. Students will be able to identify design strategies for a low maintenance landscape.
2. Students will be able to list the benefits of trees.
3. Students will be able to identify proper pruning cuts.
4. Students will be able to list the benefits of mulch.
5. Students will be able to determine the amount of water needed in a landscape.
6. Students will be able to list the key elements in weeding a landscape.
7. Students will be able to list the key elements in fertilizing a landscape.

Power Point
Landscape Maintenance

Student Handout
Lawn Watering Guide
Landscape Design Fertilizer Experiment Assignment Sheet
Fertilizer Experiment Data Collection Sheet
Landscape Design Fertilizer Experiment Grading Sheet
Tree Pruning Animation Student Sheet

Evaluation
Landscape Maintenance Quiz
Landscape Maintenance Quiz Master
Tree Pruning Animation Master

Interest Approach
Have students list all the benefits of trees they can think of. List them on the board. Refer to the
Maintaining a Landscape power point presentation or arborday.org/trees/benefits.cfm for more
benefits. Lead a discussion on the benefits of maintaining a landscape design.

Teaching Content
Trees:
Where roots really grow
Grow outward to a diameter 1 to 2 times the height of the tree
Roots lie less than 8 to 12 inches below the surface
Don’t grow in compacted soil under paved streets
Girdling
Injures the bark of a tree trunk and extends around much of the trunk’s circumference
Caused by lawnmowers and weed trimmers
Destroy vital membranes that conduct water and minerals from the roots to the leaves and return
the food produced by the leaves to the rest of the tree
Pruning
Don’t top trees
Never cut main branches back to stubs
Weakly attached limbs grow back higher than the original branches
New grow is ugly & bushy
Starves tree by drastically reducing food making ability
Makes tree more susceptible to insects and disease
1/3 and ¼ rules of pruning
Never remove more than ¼ of a trees’ crown in a season
Try to encourage side branches that form angles that are 1/3 off vertical ( 10:00 or 2:00
positions)
Most species—tree should have a single trunk
Main side branches should be at least 1/3 smaller than the diameter of the trunk
Don’t prune up from the bottom any more than 1/3 of the tree’s total height
How to make a pruning cut
Large limbs
Make a partial cut from beneath
Make a second cut from above several inches out and allow the limb to fall
Complete the job with a final cut just outside the branch collar
Small branches
Make a sharp clean cut, just beyond a lateral bud or other branch
Mulching
Insulates soil
Retains moisture
Keeps out weeds
Prevents soil compaction
Reduces lawnmower damage
Add aesthetic touch to yard or street
How to mulch
Pour wood chips or bark pieces 2 to 4 inches within the circle, but not touching the trunk (will
rot)
Mowing
Mowing height and mowing frequency determine how nice a lawn looks
never cut away more than one-third of the grass blade in any one mowing
Ideal Mowing Heights:
Grass type: Height:
Bahia grass; fescue, tall;
blue grama; buffalo grass 2 to 3 inches
Bent grass 1/4 to 1 inch
Bermuda grass, common 3/4 to 1-1/2 inches
Bermuda grass, hybrid 1/2 to 1 inch
Centipede grass; zoysia grass* 1 to 2 inches
Fescue, fine; St. Augustine grass 1-1/2 to 2-1/2 inches
Kentucky bluegrass 1-3/4 to 2-1/2 inches
Ryegrass 1-1/2 to 2 inches
Edging and trimming are the finishing touches of mowing
leave clippings on the lawn
pieces break down quickly
reduce the amount of fertilizer by as much as 25%
research has proven that the clippings don't cause thatch to build up
Watering
give your plants enough water without giving them too much water
Watering too little can lead to wilt from which the plant may not recover
watering too much starves the roots of oxygen
Different size and types of plants require different depths and widths.
completely wet the root zone each time you water
root zone—the area in which the plant’s feeder roots are concentrated.
The 1-2-3 Rule is an easy way to remember how deep to water:
Grass should be watered to a depth of 10 inches
Water small plants such as groundcovers, cacti, and annuals to a depth of 1 foot.
Water medium plants such as shrubs to a depth of 2 feet.
Water large plants such as trees to a depth of 3 feet.
test watering depth with a soil probe (or a very long screwdriver)
Wait one hour after watering
push the probe into the soil
it will slide easily through wet soil but will be difficult or impossible to push through dry soil
Water your plants and lawn until you can easily slide the probe to the recommended depth.
After plants are established, most water absorbing roots are located near the dripline
beneath the outer edge of the plant’s canopy—not close to the trunk or stem
Concentrate your emitters along the dripline of each plant.
The water will spread down and horizontally as it soaks into the soil, reaching the entire root
zone.
When plants get more water than they need, they grow more than they should, and will need to
have more pruning and mowing.
While fertilizers promote plant growth, they also increase water consumption. Apply the
minimum amount of fertilizer needed.
Watering tips:
Thatch in the lawn restricts penetration of water, air and nutrients, and should be removed as
soon as possible.
If soil is compacted, aerate (core) to increase water and air penetration
done only during spring
Properly fertilize
Don’t change turf mowing height
Eliminate weeds that compete for moisture
Mulch helps planting beds retain moisture
Use an oscillating sprinkler, or impact-drive revolving sprinkler
Don’t use a hand-held hose
Make sure sprinkler system is in good repair
no leaks
heads are properly adjusted to eliminate any overspray
When installing new landscapes, a properly designed and installed irrigation system should be
included as a water conservation tool.
Consider water consumption when selecting and placing plants (zoning) .
Water early in the day to avoid loss due to evaporation.
Water slowly for longer periods of time to avoid loss due to run-off.
Weeding
A weed is any plant that grows where it is not wanted
compete with crops for nutrients and water
Weeds and crops can coexist for about 3 weeks before too much competition
convert productive land into unusable scrub
poisonous, distasteful, produce burrs, thorns or other damaging body parts
contaminate harvests
host pests and diseases that can spread to cultivated crops
seeds can lay dormant in the soil for as long as 80-100 years
will germinate if soil is disturbed
can produce as many as 30,000 seeds per plant
Remove weeds before they seed out
Herbicides:
Contact herbicides destroy only that plant tissue in contact with the chemical spray.
fastest acting herbicides
ineffective on perennial plants that are able to re-grow from roots or tubers.
Systemic herbicides are foliar-applied and are translocated through the plant and destroy a
greater amount of the plant tissue.
designed to leave no harmful residue in the soil.
Soil-borne herbicides are applied to the soil and are taken up by the roots of the target plant.
Pre-emergent herbicides are applied to the soil and prevent germination or early growth of weed
seeds.
Organic Weeding Methods:
Drip irrigation: Rubber hoses bring water to the roots of the desired plants. This limits weed
access to water.
Manually: pulling weeds by hand
Mechanical tilling: carefully till weeds around plants
Weed mat: A weed mat is an artificial mulch, fibrous cloth material, bark or newspaper laid on
top of the soil preventing weeds from growing to the surface.
Fertilizing
Rates of Application:
Woody plants--N-P-K ratio between 3-1-1 and 4-1-2 (such as 12-4-4)
Landscape plants--N-P-K ratio of 3-1-2
Timing Fertilizer Treatments:
once a year is preferable to less frequent applications
twice a year in light sandy soils or in seasons of excess rainfall
best time to fertilize in the northern United States is autumn
after the first hard freeze in October and before the soil freezes in December
next best time prior to growth in early spring
between February and early April
applications may be made up to July 1
after this midsummer date is not recommended--it could delay acclimation to winter weather
conditions
Methods of Application:
soil should be moist at the time of fertilizing to prevent fertilizer injury
Liquid Injection into Soil—injection sites for fertilizer
Drill Hole or Punch Bar--opens of heavy, compacted soils which allow air and fertilizer to
penetrate the soil
Surface Application--surface of the ground
Fertilizer Stakes or Spikes--driven into the soil
Foliar Spraying--spraying liquid or water soluble fertilizer on the foliage
Tree Trunk Injection or Implants—holes place in the trunk root flair and infusing with liquid or
implants of fertilizer
Low-Maintenance Landscape Planning
Design
Keep outlines of grass, decks, sidewalks simple
Keep lawn out of small wedges and acute angles
If it can be mowed with a riding lawnmower without a lot of trimming, it is a low maintenance
design
Trees and Shrubs
Own planting bed
Less edging and trimming if not planted in grass
Next to building Placement
Genetically small w/ slow rate of growth
Selection
Little pruning
pest resistance
Avoid messy fruit droppage
Lawn
Keep plant materials separate from grass
Learn to use weed barrier fabrics, mulches, groundcovers and chemicals to reduce weeds
Only plant grass where it is actually needed
Use edging materials that are impregnable
Bender board, metal or concrete edging
Distinct mowing edge, clean lawn boundary
Flowers
Use annuals sparingly
Plant every year
Labor and money intensive
Rely more heavily on perennial flowers, ground covers, flowering shrubs & vines

Student Activities
1. Launch the Tree Pruning Guide Animation
The Arbor Day Foundation website arborday.org has a tree pruning animated guide to
help students see pruning guidelines. Use the Tree Pruning Animation Student Sheet
and Master. Guide students through pruning a tree on school grounds. Get
permission first.
 2. Lawn Watering Guide
Follow the instruction on the Lawn Watering Guide Student Sheet and determine the
amount of water needed for a school lawn.
Equipment:
Lawn Watering Guide Student Sheet
5 cans
Watering system or sprinklers
Ruler

3. Weed Id.
Have students study for the Agronomy CDE. They will need to identify weeds and
weed seeds.
Equipment:
Agronomy weed and seed id

4. Fertilizer Application Experiment

Students will conduct an experiment to determine the best methods to use for
applying fertilizer. They will need to come up with an experiment and implement
their ideas. Please see student handout. They may conduct an experiment using
different types of fertilizers, application, frequency, duration, and amounts. They will
write a report on their findings.
Equipment:
Landscape Design Fertilizer Experiment Assignment Sheet
Fertilizer Experiment Data Collection Sheet
Landscape Design Fertilizer Experiment Grading Sheet
differs depending on student experiments
fertilizers
measuring devices
plants

References
The Teaching Content came from the following web sites. See Individual Slide for
complete URL.
arborday.org
dummies.com
uri.edu
wateruseitwisely.com
wikipedia.org
wsnla.org
 Landscape Design
Fertilizer Experiment Assignment Sheet
Names of
Group Members:

Due Date:

Value: 150 points

REQUIREMENTS: RESEARCH fertilizer application and rate procedures.
CHOOSE an experiment that will help you determine optimum conditions
for fertilizing plants. You may manipulate the amounts, types, frequency,
and duration of fertilizers. You will need to:
write a HYPOTHESIS—what you think will happen,
determine the CONTROL GROUP--normal conditions—no experiment
done
determine the EXPERIMENTAL GROUP--manipulated conditions
collect DATA—measure results and record on data collection sheet
assign a TIME LINE—length of time for experiment—how you will
know when your experiment is finished
determine VARIABLES—what happened that changed the outcome, and
write a CONCLUSION—was your hypothesis correct or incorrect
according to data collected.
REPORT all of your findings in a typed report—2 pages, double spaced,
12 pt. font. While writing your report, consider the following questions:
What were the results of the experiment? Did the experiment turn how
you thought it would? Why or Why not? What did you learn about
fertilizer? What would you recommend now that the experiment is
completed? Complete an extra credit poster of your findings for 25 points.
EQUIPMENT NEEDED:

COMMENTS: The class will be discussing proper fertilizer. There are many
different types of fertilizers and applications. This assignment
requires students to gain hands-on experience by conducting an
experiment to determine procedures that will provide optimal
growing conditions for landscape plants.
 Names of Group members_________________
_______________________________________
Fertilizer Experiment
Data Collection Sheet

Dates Control Group Experimental

Group
 NAME_________________________
LANDSCAPE DESIGN
FERTILIZER EXPERIMENT GRADING SHEET
ASSIGNMENT: FERTILIZER EXPERIMENT

DUE DATE:
POINTS: 150 Points

Requirement Possible Earned

Hypothesis ....................................................................... 15 _________
Control group .................................................................. 10 _________
Experimental group ......................................................... 10 _________
Data collection ................................................................ 20 _________
Time line .............................................................................. 10
Variables ......................................................................... 10 _________
Conclusion ...................................................................... 15 _________
Report (typed, 2 pgs, double spaced, 12 pt. font) ........... 30 _________
Grammar/spelling............................................................ 10 _________
Overall ............................................................................. 10 _________

Sub-Total ..................................................................... 150 _________

Late deductions (10%/day) .............................................. 0 _________

Extra Credit Poster (up to 25) .......................................... 0 _________

Total ......................................................................... 150 _________

Lawn Watering Guide Student Sheet

Here's a simple way to determine your lawn watering needs:

1. Place five or more flat bottom cans (tuna can) or coffee mugs randomly around
your lawn.
2. Turn on your sprinkler(s) for I5 minutes.
3. Measure the depth of the water in each can with a ruler to determine the
average water depth in the cans.
4. Refer to the following chart and read the number of minutes you should water,
every third day. Record times for future reference.

Depth in Cans Minutes to Water

Spring* Summer* Fall*
1/8" 30 60 24
1/4" 15 30 12
2/3" 10 20 8
1/2" 7.5 15 6
5/8" 6 12 4.75
3/4" 5 10 4
1" 4 8 3 1/3
1 1/8' 3 1/3 6 2/3 2 1/2

*Minutes you should water, every third day.

Reminders: Use this chart as a guide only, and alter your watering to climatic
conditions. Decrease watering times and frequencies during cool and/or humid
weather. Skip at least one scheduled watering after any substantial rainfall.

http://www.wsnla.org/WaterForLife/wfl2.html
 Name______________________
Landscape Maintenance Quiz
Circle the statements which are TRUE.
Each line is worth 2 points. 74 points total.

Which of the following statements are true about trees?

Roots lie less than 8 to 12 inches below the surface.
Tree roots grow in compacted soil under paved streets.

Which of the following statements are true about girdling?

Girdling may be caused by lawnmowers and weed trimmers.
Girdling destroys vital membranes that conduct water and minerals from the roots to the leaves
and return the food produced by the leaves to the rest of the tree.
Which of the following pruning statements are true about cutting main branches back to
stubs?
Weakly attached limbs grow back higher than the original branches, making new growth ugly &
bushy.
Starves the tree by drastically reducing food making ability and makes tree more susceptible to
insects and disease.

Which of the following statements are true about pruning?

Never remove more than ¼ of a trees’ crown in a season.
Most species of trees should have multiple trunks.

Which of the following statements are true about mulching?

Insulates soil, retains moisture, keeps out weeds, & prevents soil compaction.
Mulching increases lawnmower damage.

Which of the following statements are true about mowing?

Never cut away more than one-third of the grass blade in any one mowing.
Edging and trimming are the finishing touches of mowing.

Which of the following statements are true about fertilizing?

Fertilizing once a year is preferable to less frequent applications.
The best time to fertilize in the northern United States is summer.
Soil should be moist at the time of fertilizing to prevent fertilizer injury.

Which of the following statements are true about watering?

Watering too little starves the roots of oxygen.
Watering too much may lead to wilt from which the plant may not recover.
Different size and types of plants require different depths and widths.
Completely wet the root zone each watering.
After plants are established, most water absorbing roots are located near the dripline.
While fertilizers promote plant growth, they also increase water consumption. Apply the
minimum amount of fertilizer needed.
Use a hand-held hose for optimum watering.
Sprinkler systems in need of repair are properly adjusted to eliminate any overspray.
When installing new landscapes, a properly designed and installed irrigation system should be
included as a water conservation tool.
Water at noon to avoid loss due to evaporation.
Water quickly for shorter periods of time to avoid loss due to run-off.

Which of the following are true about weeding?

Weeds and crops can coexist for about 3 weeks before too much competition.
Poisonous, distasteful, produce burrs, thorns or other damaging body parts.
Weeds host pests and diseases that can spread to cultivated crops.
Seeds can lay dormant in the soil for as long as 80-100 years.
Weeds can produce as many as 30,000 seeds per plant.
Pre-emergent herbicides are applied to the soil and prevent germination of weed seeds.
Two organic weeding methods are manual and use of a weed mat.

Which of the statements are true regarding low-maintenance landscape planning?

Keep lawn out of small wedges and acute angles and only plant grass where it is actually needed.
If it can be mowed with a riding lawnmower without a lot of trimming, it is low maintenance.
Trees and shrubs should have their own planting bed.
Perennial flowers are labor and money intensive.
 Landscape Maintenance Quiz Master
Circle the statements which are TRUE. Each line is worth 2 points. 74 points total.

Instructors: All statements with an asterisk (*) are false. All others should be circled.
Which of the following statements are true about trees?
Roots lie less than 8 to 12 inches below the surface.
*Tree roots grow in compacted soil under paved streets.

Which of the following statements are true about girdling?

Girdling may be caused by lawnmowers and weed trimmers.
Girdling destroys vital membranes that conduct water and minerals from the roots to the leaves
and return the food produced by the leaves to the rest of the tree.
Which of the following pruning statements are true about cutting main branches back to
stubs?
Weakly attached limbs grow back higher than the original branches, making new growth ugly &
bushy.
Starves the tree by drastically reducing food making ability and makes tree more susceptible to
insects and disease.

Which of the following statements are true about pruning?

Never remove more than ¼ of a trees’ crown in a season.
*Most species of trees should have multiple trunks.

Which of the following statements are true about mulching?

Insulates soil, retains moisture, keeps out weeds, & prevents soil compaction.
*Increases lawnmower damage.

Which of the following statements are true about mowing?

Never cut away more than one-third of the grass blade in any one mowing.
Edging and trimming are the finishing touches of mowing.

Which of the following statements are true about fertilizing?

Fertilizing once a year is preferable to less frequent applications.
*The best time to fertilize in the northern United States is summer.
Soil should be moist at the time of fertilizing to prevent fertilizer injury.
Which of the following statements are true about watering?
*Watering too little starves the roots of oxygen.
*watering too much may lead to wilt from which the plant may not recover.
Different size and types of plants require different depths and widths.
Completely wet the root zone each watering.
After plants are established, most water absorbing roots are located near the dripline.
While fertilizers promote plant growth, they also increase water consumption. Apply the
minimum amount of fertilizer needed.
*Use a hand-held hose for optimum watering.
*sprinkler systems in need of repair are properly adjusted to eliminate any overspray.
When installing new landscapes, a properly designed and installed irrigation system should be
included as a water conservation tool.
*Water at noon to avoid loss due to evaporation.
*Water quickly for shorter periods of time to avoid loss due to run-off.

Which of the following are true about weeding?

Weeds and crops can coexist for about 3 weeks before too much competition.
Poisonous, distasteful, produce burrs, thorns or other damaging body parts.
Weeds host pests and diseases that can spread to cultivated crops.
Seeds can lay dormant in the soil for as long as 80-100 years.
Weeds can produce as many as 30,000 seeds per plant.
Pre-emergent herbicides are applied to the soil and prevent germination of weed seeds.
Two organic weeding methods are manual and use of a weed mat.

Which of the statements are true regarding low-maintenance landscape planning?

Keep lawn out of small wedges and acute angles and only plant grass where it is actually needed.
If it can be mowed with a riding lawnmower without a lot of trimming, it is low maintenance.
Trees and shrubs should have their own planting bed.
*Perennial flowers are labor and money intensive.
 Name______________________________

Tree Pruning Guide Student Sheet

→Arborday.org

→Trees

→Pruning guide

→Launch the tree pruning animation

Fill in the following blanks and/or answer the following questions:

1. A tree that is properly pruned is:

a.
b.
c.
d.
e.
f.
2. What are the characteristics of a rambling bush?
a.
b.
c.
d.
3. What things should be started in the nursery?
a.
b.
c.
d.
e.
f.
g.
4. When to prune:
a. What would be a condition where trees could be pruned in the summer?

b. When is the best time to prune?

c. Why would it be unhealthy to prune in the fall?

d. What does the animation say about pruning in the spring?

e. What does the animation say about pruning after a storm?

f. When are other times to prune?

5. Identify the 7 Keys to good pruning:

a.
b.
c.
d.
e.
f.
g.
h.
6. What 5 items does the animation say about pruning for strength?
a.
b.
c.
d.
e.
7. Pruning for form
a. Shape trees that is aesthetically pleasing and don’t prune too high too quick, no
more than ______________________% of life crown should be removed during
a season.
i. What are Protuders and ingrowers?

ii. What does the pruning lesson mean by thinning and spacing?

iii. What is a reason to prune for Function?

iv. What is a double leader?

8. Virtual pruning lesson--

a. What is the difference between a tree that is properly pruned and one that is
not?

b. Where specifically do I cut?

1.
2.
3.
4.
c. Practice cutting the right branches.
i. We found a few problems—what advice does the computer give you for
proper pruning?
 Name______________________________

Tree Pruning Guide Student Sheet

→Arborday.org

→Trees

→Pruning guide

→Launch the tree pruning animation

Fill in the following blanks and/or answer the following questions:

1. A tree that is properly pruned is:

a. tall
b. straight trunk
c. full
d. healthy crown to provide beautiful shade
e. more able to resist damage from wind and ice
f. much easier to maintain
2. What are the characteristics of a rambling bush?
a. Low growing branches
b. Obscure Streets and driveways
c. Branches damaged during storms
d. Unsightly shoots sprout everywhere
3. What things should be started in the nursery?
a. Strong developed central leader-main shoot
b. Bright, healthy bark
c. Trunk and limbs free of insect or mechanical injury
d. Healthy buds
e. Branches well distributed around trunk, smaller caliper than trunk
f. Ideal spacing between branches, 8-12” apart
g. Good trunk taper, widest at base, tapering gradually to the top
h. Low branches temporary, but help develop taper; promote trunk caliper growth
and prevent sun damage.
4. When to prune:
a. What would be a condition where trees could be pruned in the summer?
Corrective purposes
b. When is the best time to prune?
Winter, during dormancy most common after coldest part of winter has passed
 c. Why would it be unhealthy to prune in the fall?
Fall no decay fungi, spread spores, healing slower
d. What does the animation say about pruning in the spring? leave alone
e. What does the animation say about pruning after a storm?
prune broken branches—wait to cut it down if wounded, 50% of crown gone—
cut the tree down
f. When are other times to prune? Anytime— light pruning, water sprouts and
suckers
5. Identify the 7 Keys to good pruning:
a. Early-wounds small growth where want
b. Start top-visual inspection from top and work down
c. Follow leader—best leader and lateral branches
d. No paint needed-doesn’t prevent or reduce decay
e. Stay sharp—curved one hand pruner the best
f. Be safe
g. Leave collar—swollen area at the branch base, no protruding stubs
h. Head back—choose bud, grow in desired direction, ¼ beyond bud
6. What 5 items does the animation say about pruning for strength?
a. prune modesty if at all—when transplanting, strengthen and expand root
system—reduced 80-90% by transplanting, loose leaf surface—food factory
b. After the first year prune
i. Best way to avoid weak branches later on and prevent expensive
correction later
c. Narrow angles-future weakness in trunk or crown; grow against each other,
hammering a wedge.
d. Strength—ideal branch angle 10 and 2 o’clock
i. Branches No more than ½ to ¾ diameter of trunk
e. Rubbing branches—rub result in wounds, decay, and notches—best to remove
one.
f. Center of gravity-trees deformed by wind more central over trunk by cutting
back leader and lateral on windward side
7. Pruning for form
a. Shape trees that is aesthetically pleasing and don’t prune too high too quick, no
more than 25% of life crown should be removed during a season.
i. What are Protuders and ingrowers?—limbs turn inward, extend beyond
natural outline
ii. What does the pruning lesson mean by thinning and spacing?
 removing a portion of the limbs that compete for space and light even
spaced laterals 8-12 in apart in a young tree
iii. What is a reason to prune for Function? headed toward house, walkway,
sign
iv. What is a double leader?—protect leader from competition, lopsided
8. Virtual pruning lesson--
a. What is the difference between a tree that is properly pruned and one that is
not?
b. Where specifically do I cut?
1. 1st cut partway through the branch A
2. Next cut off branch at B
3. Then cut along C-D
4. Do not cut along C-X
c. Practice cutting the right branches.
i. We found a few problems—what advice does the computer give you for
proper pruning?
 Agricultural Science and Technology
Landscape Design-Ag 330
Nursery Pests & Disorders Identification

Unit Objectives
1. Students will be able to identify and classify nursery pests and disorders.

Power Point
Nursery Pests & Disorders Identification

Student Handout
Nursery Pests & Disorders Identification Student Sheets

Evaluation
Nursery Pests & Disorders Identification Quiz (ppt format)

Interest Approach
Bring in different samples of pest and disorders and start a discussion about what causes these
plant disorders. Brainstorm different ways to capture pests. Discuss the impact of plant pests
and disorders.

Student Activities
1. Nursery Pests & Disorders Identification
After discussing the nursery pests & plant disorders identification slides, allow
students to explore the greenhouse or school grounds to find different samples. Place
sticky yellow insect cards in the greenhouse to capture pests. Have students identify
their findings. You may want students to bring in samples from home—depending on
availability at school.
Equipment:
Yellow sticky cards
Various insect collection equipment

2. Nursery Pests & Disorders Identification Sheets

Divide the nursery pests & disorders Id items and have each student research the
items on the Nursery Pests & Disorders Identification Student Sheet. Have them
present their findings to the class. You may wish to have them prepare a power point
of the items and add them to your Nursery Pests & Disorders Identification Power
Point Presentation.
The students will find the following information for the pests and disorders:
• Pest or Disorder No.—pest or disorder number from the official list of Nursery
Pest & Disorders Identification
• Common name—name typically called, may have more than one
• Unique characteristics—things that make the pest or disorder easier to identify
• Classification—insect, disease, physiological problem, weed
• Habitat—where the pest or disorder can be found
 • Growing requirements—what are the optimal growing conditions for this pest or
disorder
• Image—draw a sketch of the pest or disorder or upload one from the internet
• other—any other things that you would like to remember about the pest that will
make it easier to identify
Equipment:
Nursery Pests & Disorders Identification Student Sheets

References:
The photos in the Nursery Pests & Disorders Ppt. have come from the following sites:
altnature.com illinois.edu tamu.edu
associatedcontent.com Inhs.uiuc.edu ucdavis.edu
bing.com na.fs.fed.us utahstate.edu
bing.com nu-distance.unl.edu uwex.edu
caf.wvu.edu Ohiolin.osu.edu vt.edu
colostate.edu orst.edu wikimedia.org
cornell.edu pbsgrow.com wikipeida.org
Edis.ifas.ufl.edu pestproducts.com wildmanstevebrill.com
gardeningknowhow.com plant-shed.com wsu.edu
iastate.edu purdue.edu wsu.edu
 Name________________________
Date_________________________

Nursery Pests & Disorders Identification

Student Sheet

Obtain the official list of Nursery Pests and Disorders Identification. These pests & disorders are numbered
from 217-254. Using your book, internet, or a lab manual, research the following information about nursery
pests and disorders and fill out this Student Sheet.
• Pest or Disorder No.—pest or disorder number from the official list of Nursery Pest & Disorders
Identification
• Common name—name typically called, may have more than one
• Unique characteristics—things that make the pest or disorder easier to identify
• Classification—insect, disease, physiological problem, weed
• Habitat—where the pest or disorder can be found
• Growing requirements—what are the optimal growing conditions for this pest or disorder
• Image—draw a sketch of the pest or disorder or upload one from the internet
• other—any other things that you would like to remember about the pest that will make it easier to
identify

Disorder No.___________ Pest Id. Information: Image

common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:

Disorder No.___________ Pest Id. Information: Image

common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:
Disorder No.___________ Pest Id. Information: Image
common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:

Disorder No.___________ Pest Id. Information: Image

common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:

Disorder No.___________ Pest Id. Information: Image

common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:

Disorder No.___________ Pest Id. Information: Image

common name:

unique characteristics:

classification:

habitat:

growing requirements:

other:
 Agricultural Science and Technology
Floral Design-- Ag 330
Nursery/Landscape Plant Identification
Unit Objectives:
1. Students will learn why scientific classification of plants is important.
2. Students will be able to properly write a scientific name.
3. Students will be able to identify nursery and landscape plants used in the industry.
4. Students will be able to determine which climate zone they live in.
5. Students will be able to classify plants according to climate zone, growth habits, and
growing requirements.
6. Students will be able to identify tress according to a dichotomous key.

Power Point Presentations:

The Classification of Plants
Nursery/Landscape Plant Identification A-E
Nursery/Landscape Plant Identification F-L
Nursery/Landscape Plant Identification M-P
Nursery/Landscape Plant Identification Q-Z
Please note that the sources for all slides are found in the notes section for each slide.

Evaluation (power points):

Nursery/Landscape Plant Identification A-E Quiz
Nursery/Landscape Plant Identification F-L Quiz
Nursery/Landscape Plant Identification M-P Quiz
Nursery/Landscape Plant Identification Q-Z Quiz
The quiz answers will be found in the notes section of each slide.

Instructors may use the Nursery/Landscape Career Development Events Guide to evaluate plant
identification scoring.
Nursery/Landscape CDE Plant Identification Lists pgs.
Nursery/Landscape CDE Plant Identification Score Card pg.

Student Handout
Nursery/Landscape Plant Identification Student Sheet
Nursery/Landscape CDE Plant Identification List
Nursery/Landscape CDE Identification Score Card
Climate Zone Student Sheet
What Tree Is That? Student Sheet
What Tree Is That? Master

Interest Approach
Show the students the power point The Classification of Plants. Have the students write their
own names according to the correct way to write scientific names.
Teaching Content

The Classification of Plants

Taxonomy is the study and practice of classifying living things into a natural system of
groups based on evolutionary relationships. Whenever one deals with groups of things as large as
the more than 350,000 known species of plants, some form of classification is essential.
Taxonomists have attempted to make their basic classifications of plant and animals correspond
with actual degrees of relationship, as nearly as these can be determined. The plants within any
of the major divisions of the plant kingdom are thus understood to be more closely related to
each other than they are to plants in any other division (in the animals kingdom, the first level of
division is called a phylum). Each division is in turn broken down into progressively smaller
categories, and at each level the most closely related plants are placed together into one group.
From time to time, especially in modern times with more advanced testing techniques,
classifications are changed based on the discovery of some new genetic evidence.
The system of classification most widely used at present, separates the plant kingdom
into twelve divisions based mostly on reproductive characteristics, which distinguish among
various groups of vascular plants (flowering and non-flowering), fungi, and byophytes (mosses
and liverworts). Each division is further separated into classes, each class is divided into orders,
the orders into related families, the families into related genera, and each genus into related
species. As species may be further divided into subspecies, varieties, and cultivars, the latter
category being especially used to identify by trade name the flowers and plants which have been
bred or selected for the horticulture and floriculture industries.
Historically, Latin has been the language of the science, including botany, and has been
conceived to be internationally understandable. Many of the unusual sounding names of flowers
and plants have their origins in Latin as well as Greek terminology. The binomial system of
nomenclature (the naming of living organisms with a pair of Latin or Latinized word which
identify the genus and species) is the comprehensive system by which living things are
categorized (at least among Western societies). In technical writing, these words are written in
italics. For example: the botanical name for the Bird of Paradise flower is Strelitzia (genus
name) reginae (specific epithet).
The botanical name typically references some special characteristic of the plant or flower,
its place of origin, or it may commemorate a person, such as the individual who discovered or
described it, or the patron who funded the expedition during which the plant was found. The
genus name may be thought of as being similar to a last name or surname, and plants within the
same genus are understood to be closely related to each other. The specific epithet is like a given
name or first name, and it further distinguishes genetically related plants from each other. Just as
in human communities, given species names may occur within any number of different genera.
This system of binomial nomenclature originated with the great Swedish botanist, Carl
von Linne (1707-1778), who, in 1735, published the first edition of his classification of living
things, Systema Naturae. He is more commonly known by the Latinized name with which he
dubbed himself, Carolus Linnaeus, and is often called the Father of Taxonomy.
The following chart shows, as an example, the taxonomic classification of the Bird of Paradise:

Taxonomic Hierarchy Chart

Kingdom Plantae (plants)
Division (Phylum) Spermatophyta (seed bearing plants) (aka: Magnoliophyta)
Subdivision Angiospermae (flowering plants with covered seeds) (aka: Magnoliophyta)
Class Liliopsida (monocots)
Order Zingiberales (ginger family)
Family Musaceae (bananas)
Genus Strelitzia
Species reginae
Common name Bird of Paradise

The Classification of Plants information is for educational use only. Obtained by permission
from:
The American Institute of Floral Designers. The AIFD Guide to Floral Design. Terms,
Techniques, and Traditions. The Intelvid Group 2005.

Student Activities
1. Nursery/Landscape Plant Identification Student Sheet
Students will research information for the Nursery/Landscape plants. They will find
several different pieces of information:
Instructions on the sheet:
Obtain the official list of Nursery/Landscape Plant Identification. These plants are numbered
from 101-216. Using your book, internet, or a lab manual, research the following information
about nursery/landscape plants and fill out the Information Sheet.
• Plant no.—plant number from the official list of Nursery/Landscape Plant Identification
• Common name—name typically called, may have more than one
• Scientific name—Latin botanical epithet
• Unique characteristics—things that make the plant easier to identify
• plant classification—herbaceous or woody, annual, biennial, perennial, woody plant,
vine
• hardiness zone—zone the plant can withstand as the coldest freezing temperature and
still grow
• growing requirements—does the plant prefer shade or sun, what type of soil, etc
• Image—draw a sketch of the plant or upload one from the internet
• other—any other things that you would like to remember about the plant that will make
it easier to identify
Equipment:
Nursery/Landscape Plant Identification List
One copy for each student of the first sheet, several copies of the second sheet—
Nursery/Landscape Plant Identification Student Sheet
 2. Nursery/Landscape Plant Identification List
Have the students study the power points and learn the Nursery/Landscape Plant
Identification List. Each has been divided into 15-20 plants. Help students prepare for
the quizzes provided.

3. Climate Zone
Have the students log onto arborday.org and follow the directions on Climate Zone
Student Sheet and find which climate zone they live in. This will help when deciding
which plants to plant in a particular zone.

4. Arborday.org What Tree Is That? Animation

Students will launch the “What Tree Is That?” Animation from arborday.org and work
through a worksheet to learn how to identify six mystery trees and then they will learn
how to use a simple dichotomous key. Students will need to collect information for six
trees to identify on their own. What Tree Is That? Student Sheet & Master

References
The American Institute of Floral Designers. The AIFD Guide to Floral Design. Terms,
Techniques, and Traditions. The Intelvid Group 2005.

The photos in the Plant Identification Ppt. have come from the following sites:
1.bp.blogspot.com davesgarden.com image51.webshots.com
2.bp.blogspot.com davidbessler.files.wordpress.com images.marketplaceadvisor.channeladvis
3.bp.blogspot.com daytonnursery.com or.com
4.bp.blogspot.com desert-tropicals.com images.pictureshunt.com
abnativeplants.com dicts.info images.whiteflowerfarm.com
about-garden.com digitalnaturalhistory.com img.hgtv.com
acgnursery.com dkimages.com inmygarden.org
aggie-horticulture.tamu.edu en.wikipedia.org jabalamelnursery.com
ajuga.org/ en.wikivisual.com jungleseeds.com
americanmeadows.com extension.umn.edu jvh-nurseries.com
aragriculture.org faculty.etsu.edu landscape-service.com
aroma-pure.com farm2.static.flickr.com lejardin.ro
arthurleej.com farm3.static.flickr.com lh6.ggpht.com
assets.babycenter.com farm4.static.flickr.com lotf.com
australian-insects.com findmeplants.co.uk magnoliagardensnursery.com
azarboretum.org finegardening.com magnoliasociety.org
banwnursery.co.uk floracyberia.net marecromwell.files.wordpress.com
bernheim.org floralimages.co.uk media.growsonyou.com
biology.missouristate.edu/ florifacts.umn.edu media-2.web.britannica.com
bioweb.uwlax.edu flowerservant.com members.tripod.com
bomengids.nl/ fotosearch.com mgonline.com
botgard.ucla.edu gardenmart.com michaelweishan.com
bowerbirdz.files.wordpress.com gardensandplants.com millernursery.com
bpl.blogger.com gerdes-wholesale-nursery.com missouriplants.com
brianandsherry.com gerrystreenursery.com mivak.nl
cactusjungle.com goodnewsgardening.com mobot.org
cas.vanderbilt.edu gpgreenhouses.ca msuplants.com
ces.ncsu.edu greengrasslandscape.com naturallandscapenursery.com
cincinnati.com greengrowerindia.com netstate.com
cirrusimage.com greenspade.com oncampus.richmond.edu
classes.hortla.wsu.edu greergardens.com oregonstate.edu
commanster.eu gruporiobravo.com paghat.com
conncoll.edu home.comcast.net pekin.net
connon.ca hort.cornell.edu pendernursery.com
critsite.com hortiplex.gardenweb.com plantcare.com
darrell.barrell hortmag.com plantfinder.sunset.com
datasync.com image.gardening.eu plant-identification.co.uk
plantoftheweek.org sod-depot.com uvm.edu
plants.chebucto.biz soonerplantfarm.com vanbloem.com
Portland Nursery swbiodiversity.org wikimedia.org
quaint.kapsi.fi talltreesgroup.com wikipedia.com
rainkc.com thegardenhelper.com windowtothegarden.com
robsplants.com thewildlifeporch.com wolf.mind.net
rockwallgardens.com thymeafterthyme.com yorkccd.org
royalcrestnurseries.com toptropicals.com zahradnictvikub.cz
sacredorigin.com trees-online.co.uk zelenhoz.com
seedlingsrus.com troymi.gov
shadetreesandevergreens.com us nps photo

Resources
Nursery/Landscape CDE Guide
CAERT Curriculum. 2005 Unit C. Animal, Plant, and Soil Science. Problem Area 2—Plant and
Soil Science. Lesson 1. Classifying and Naming Plants
 Name_________________________

What Tree Is That? Student Sheet

→Log on to Arborday.org
→ What Tree is that? Online Edition
→ Tree ID Tutorial
→ Click to launch the animation
→ Choose a mystery tree to identify until you have identified all six.

All six trees identified:

1. _______________________ 4. _______________________
2. _______________________ 5. _______________________
3. ______________________ 6. _______________________

Fill in the blanks and answer the following questions as you identify the mystery trees:
_______________________ have cones. Most conifers are evergreen. Some broadleaf trees,
like _______________________ , remain evergreen, holding on to their leaves throughout the
year-_______________________ them gradually over time.
What part of the tree is next year’s leaf? _______________________
A _______________________ leaf has one blade attached to the leaf stalk or
_______________________.
A _______________________ leaf has more than one blade attached to the
_______________________ .
Compound leaves have many individual leaf blades called _______________________ .
_______________________ leaves stagger up the twig and are not located directly across from
each other on the twig.
_______________________ leaves have two leaves arranged directly across from each other on
the twig.
The edge of a leaf is called the _______________________ . Some broadleaf trees have leaves
with smooth edges or entire margins. Some have _______________________ leaves, leaves
with projections that shape the edge of the leaf. Some have toothed margins characterized by a
____________-___________ edge on the leaf.
_______________________ means the trees keep their leaves through the winter. Conifers
have leaves that either look like _______________________ or leaves that look like small
_______________________ , resembling fish scales.
Broadleaf trees have a variety of _______________________ and _______________________.
They have leaves that are _______________________ and _______________________ . Most
broadleaf trees are _______________________ , meaning they lose their leaves in the fall.

Collect leaf samples from six more trees. Use samples you have collected to identify six more
trees:

→Arborday.org
→What Tree is That? Online Edition
→Western United States
→Begin the Tree Identification

Start sorting which characteristics your trees contain by clicking yes to each of the sets of
questions until your tree is the only possible answer.

1._________________________
2._________________________
3._________________________
4._________________________
5._________________________
6._________________________
 Tree identification sheet master
What Tree Is That?
→Log on to Arborday.org
→ What Tree is that? Online Edition
→ Tree ID Tutorial
→ Click to launch the animation
→ Choose a mystery tree to identify until you have identified all six.
All six trees identified:
1. Eastern White Pine 4. Honey locust
2. Bur Oak 5. Silver Maple
3. Eastern Redcedar 6. Green Ash

Fill in the blanks and answer the following questions as you identify the mystery trees:
Conifers have cones. Most conifers are evergreen. Some broadleaf trees, like holly, remain
evergreen, holding on to their leaves throughout the year-shedding them gradually over time.
What part of the tree is next year’s leaf? Bud
A simple leaf has one blade attached to the leaf stalk or petiole
A compound leaf has more than one blade attached to the leaf stalk.
Compound leaves have many individual leaf blades called leaflets.
Alternate leaves stagger up the twig and are not located directly across from each other on the
twig.
Opposite leaves have two leaves arranged directly across from each other on the twig.
The edge of a leaf is called the margin. Some broadleaf trees have leaves with smooth edges or
entire margins. Some have lobed leaves, leaves with projections that shape the edge of the leaf.
Some have toothed margins characterized by a saw-like edge on the leaf.
Evergreen means the trees keep their leaves through the winter. Conifers have leaves that either
look like needles or leaves that look like small scales, resembling fish scales.
Broadleaf trees have a variety of fruits and flowers. They have leaves that are thin and flat.
Most broadleaf trees are deciduous, meaning they lose their leaves in the fall.

Collect leaf samples from six more trees. Use samples you have collected to identify six more
trees:
→Arborday.org
→What Tree is That? Online Edition
→Western United States
→Begin the Tree Identification
Start sorting which characteristics your trees contain by clicking yes to each of the sets of
questions until your tree is the only possible answer.
1._________________________
2._________________________
3._________________________
4._________________________
5._________________________
6._________________________
TABLE OF CONTENTS

General Information . . . . . . . . . . . . . . . 4 Extemporaneous Public Speaking. . . . . 151

Philosophy for National FFA Farm Business Management . . . . . . . . . 157

Career Development Events . . . . . . . . . 5
Floriculture . . . . . . . . . . . . . . . . . . . . . . 165
General Rules and Policies . . . . . . . . . . 5
Food Science and Technology . . . . . . . 195
Selection and Certification . . . . . . . . . . 7
Forestry . . . . . . . . . . . . . . . . . . . . . . . . . 203
Team and Individual Awards . . . . . . . . . 11
Horse Evaluation. . . . . . . . . . . . . . . . . . 219
Agricultural Communications. . . . . . . . 17
Job Interview . . . . . . . . . . . . . . . . . . . . . 223
Agricultural Issues Forum . . . . . . . . . . . 35
Livestock Evaluation . . . . . . . . . . . . . . . 235
Agricultural Mechanics . . . . . . . . . . . . . 43
Marketing Plan . . . . . . . . . . . . . . . . . . . 241
Agricultural Sales. . . . . . . . . . . . . . . . . . 61
Meats Evaluation and Technology . . . . 247
Agronomy . . . . . . . . . . . . . . . . . . . . . . . 73
Nursery/Landscape . . . . . . . . . . . . . . . . 263
Creed Speaking . . . . . . . . . . . . . . . . . . . 99
Parliamentary Procedure. . . . . . . . . . . . 281
Dairy Cattle Evaluation . . . . . . . . . . . . 103
Poultry Evaluation. . . . . . . . . . . . . . . . . 293
Dairy Cattle Handlers’ Activity . . . . . . 121
Prepared Public Speaking . . . . . . . . . . . 305
Dairy Foods . . . . . . . . . . . . . . . . . . . . . . 125
Appendix . . . . . . . . . . . . . . . . . . . . . . . . 311
Environmental and Natural
Resources . . . . . . . . . . . . . . . . . . . . . . . . 133

FFA makes a positive difference in the lives of students by developing their potential for premier
leadership, personal growth and career success through agricultural education. National FFA
Online, www.ffa.org, FFA’s Internet web site, can provide information about the National FFA
Organization.

Prepared and published by the National FFA Organization. The National FFA Organization is
a resource and support organization that does not select, control or supervise state association,
local chapter or individual member activities except as expressly provided for in the National FFA
Organization Constitution and Bylaws. The National FFA Organization affirms its belief in the
value of all human beings and seeks diversity in its membership, leadership and staff.

©Copyright, National FFA Organization, 2006

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 3

NATIONAL FFA CAREER DEVELOPMENT EVENTS

GENERAL INFORMATION The National FFA Career Development Events

Contact Career Development Events are educational activities organized by the
Jessica Scholer National FFA Organization and sponsored
National FFA Center through the National FFA Foundation and special
PO Box 68960 industry sponsors.
Indianapolis, Indiana
This is your copy of the official rules and regu-
46268-0960
lations for National FFA Career Development
(317) 802-4263
Technical Carol L. Herl Events for 2006–2010. Please retain this manual
Writer 51 Snowbird Trail throughout the five-year period. Refer to the
Fairfield, PA Local Program Resource CD-ROM or FFA
online for the most up-to-date edition of the
Career Development Event Handbook.

CDE Event Superintendent Phone E-mail

Agricultural Communications Dr. Cindy Akers 806-742-2816 [email protected]
Agricultural Issues Forum Dr. Jerry Peters 765-494-8423 [email protected]
Agricultural Mechanics Dr. Stephen Poe 523-317-6418 [email protected]
Agricultural Sales Mr. Troy Selman 936-661-9195 [email protected]
Agronomy Mr. Harold Brown 614-836-7694 [email protected]
Creed Speaking Mr. Greg Beard 805-756-2402 [email protected]
Dairy Cattle Evaluation Mr. Jim Ertl 651-582-8347 [email protected]
Dairy Cattle Ron Tilford 513-293-4180 [email protected]
Handlers’ Activity
Dairy Foods Dr. Freddie Scott 479-575-2035 [email protected]
Environmental and Mr. Billy Sumrall 601-785-9602 [email protected]
Natural Resources
Extemporaneous Mr. Dennis Wallace 360-458-6543 [email protected]
Public Speaking
Farm Business Dr. James Casey 318-342-1750 [email protected]
Management
Floriculture Mr. David Kercheval 254-854-2952 [email protected]
Food Science Dr. Lori Moore [email protected]
and Technology
Forestry Mr. Marion Fletcher 501-682-2561 [email protected]
Horse Evaluation Mr. Joe Cunningham 918-479-6221 [email protected]
Job Interview Ms. Linda Story 270-733-4173 [email protected]
Livestock Evaluation Dr. Fred Rayfield 229-896-2293 [email protected]
Marketing Plan Mr. John Jeans 503-999-6914 [email protected]
Meats Evaluation Dr. Randy Harp 254-968-9212 [email protected]
and Technology
Nursery/Landscape Dr. Alan McDaniel 540-231-5781 [email protected]
Parliamentary Procedure Dr. James Connors 614-292-3386 [email protected]
Poultry Evaluation Dr. Jason Emmert 479-575-3595 [email protected]
Prepared Public Speaking Mr. Dustin DeVries 703-727-9866 [email protected]

4 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

PHILOSOPHY FOR activity is ultimately vested in the National FFA

NATIONAL FFA CAREER Board of Directors.
DEVELOPMENT EVENTS The national organization should promote career
Students are important customers of agricultural development events. Career development events
education and FFA who recognize quality and that include team activities should be based on
value in products and activities. When provided cooperation and teamwork while recognizing the
an opportunity to fashion their educational expe- value of competition and individual achievement.
riences, they generally make wise decisions based The role of career development events is to moti-
on needs. Perceptions, images and opinions of vate students and encourage leadership, personal
others influence students. They value change growth, citizenship and career development.
based on their perceived personal needs as well as Students should be recognized for achievement
the needs of others. They sometimes value change in career development events. Quality stan-
for the sake of variety. Adults are concerned about dards should be used as a basis for achievement.
the experiences of students and want to help orga- The national organization should ensure that
nize experiences that will meet the future needs the recognition is appropriate and meaningful.
of students while accomplishing the purposes Recognition for achievement should be reflective
of agricultural education and the National FFA of the total effort required by the chapter/team/
Organization. The National FFA Organization individual and should take place at all levels of
should assume the leadership role in developing participation.
and continuously improving relevant FFA career
development events. Although the National FFA The National FFA Organization shall encourage
Organization should be aware of the needs of accessibility and provide opportunities for
state associations and should react to those needs, achievement and recognition for students with
it should help initiate opportunities that reflect diverse backgrounds. High expectations should
relevant and emerging technology. National FFA be consistently communicated to those who
Career Development Events should be devel- are involved in career development events and
oped with significant input from FFA members, awards.
teachers, partners, respective industry sponsors
and others involved in agricultural education.
GENERAL RULES AND
National career development events should reflect OFFICIAL POLICIES
instruction that currently takes place in
Violations of any of the following rules may be grounds
the entire agricultural education program,
for the event superintendent to disqualify the partici-
including classroom instruction, laboratory
pants.
instruction, individualized instruction, and/or
supervised agricultural experience. However, it National FFA staff and event superintendents
is appropriate for the national organization to will use the published rules and procedures to
develop career development events and awards organize and implement the National FFA Career
that stimulate instruction in emerging areas Development Events. Event activities may not be
that reflect both current and future community, conducted, modified or substituted due to lack of
national and global work force needs. The necessary materials, expertise or extreme impact
authority for insuring the relevance of an FFA to event budgets. Every effort will be taken to

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 5

NATIONAL FFA CAREER DEVELOPMENT EVENTS

maintain the quality and integrity of the event. with the local chapter, state FFA association
In this case notification will be provided at the and the National FFA Organization at the
team orientation meeting. Teams that qualify to time of his/her certification and at the time
compete will be mailed the current format for the of the national career development event in
specific event in a team orientation packet prior to which he/she participates.
the convention for which they have qualified.
If the participant’s name is not on the
chapter’s official roster for the years in
Team Activities which the dues were payable to the National
The primary goal of career development events FFA Organization, a past due membership
is to develop individual responsibilities, foster processing fee of $25, in addition to the dues
teamwork and promote communications while must be paid prior to certification.
recognizing the value of ethical competition 2. The participant, at the time of his/her certifi-
and the value of individual achievement. Where cation as a national team member:
appropriate team activities will be included a. must be a high school FFA member, (a
that requires two or more members from one graduating senior is considered eligible
chapter working cooperatively. Career develop- to compete in state and national career
ment events and awards are intended to be an development events up to and including
outgrowth of instruction. his/her first national convention following
Career development events should: graduation). (High school refers to grades
9–12.)
• include problem solving and critical thinking.
b. must have qualified as either a 7th, 8th
• promote an appreciation for diversity by or 9th grade member to compete in the
reducing barriers to participation. creed speaking event.
• promote new directions and focus on future c. while in school, must be enrolled in at
needs of members and society. least one agricultural education course
during the school year and/or follow a
• include cooperative activities, where appro-
planned course of study; either course
priate.
must include a supervised agricultural
• encourage broad participation among experience program, the objective of
members and recognize excellence within which is preparation for an agricultural
levels of experience. career.
• recognize individual and team achievement, The National FFA Constitution provides
develop general leadership and recognize flexibility to meet the needs of students
levels of ability. enrolled in non-traditional programs.
For this purpose a student needs to
• provide local recognition for superior perfor-
be enrolled in at least one agricultural
mance at the state and national level.
education course during the year they
qualified for the event.
Eligibility of Participants
d. must have qualified as a state
1. Each participant must be a current bona fide representative in a respective career
dues paying FFA member in good standing development event; if he or she moves to a

6 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

different chapter or a different state, they student from the chapter who may not have
may be allowed to compete in the national participated at a state qualifying event.
event with the school they qualified with
2. Each team will be composed of the number
during the qualifying year. Certification
of members determined by the specific
forms submitted to the national FFA will
event committee. See chart on next page for
be the list that will be accepted.
number of team members and number of
3. A student may not participate more than once scores used to comprise the team score.
in the same official National FFA Career
3. Teams must be selected at a state or interstate
Development Event. No student may partici-
career development event held between the
pate in more than one National FFA Career
immediate previous National FFA Career
Development Event each year.
Development Event Convention and prior to
4. CDE participants who start an event and do the National FFA Convention in which they
not complete the event without notifying are participating. States that qualify more
event officials at the time of departure will be than one year out must request and submit a
disqualified. This can affect the overall team written wavier for approval at least 110 days
rank and position. In some events this will prior to the national event.
also disqualify the entire team.
4. Each state will submit a team declaration
form by June 1st prior to the national FFA
Official Dress convention. A $25 entry-processing fee will
1. Participants are expected to observe the be charged for participation in each declared
National FFA Code of Ethics and the Proper event with the exception of the Dairy Cattle
Use of the FFA Jacket during the career Handlers’ Activity. Processing fee must be paid
development events. (Please see the latest in conjunction with certification of each team.
edition of the Official FFA Manual.) Official 5. The state supervisor of agricultural educa-
dress is highly recommended for all partici- tion or the executive secretary must certify
pants where appropriate and is required for that participants are eligible. If an ineligible
the awards presentation and recognition. student participates in any career develop-
ment event, the member will be disqualified
and may result in the disqualification of the
SELECTION AND team as well.
CERTIFICATION OF STATE
TEAMS 6. All students must be certified by the desig-
nated deadline. Once original certification has
1. Each state team may be composed of four
been completed, no member may be added
members except for agricultural communica-
without first deleting a member.
tions, agricultural issues, marketing plan and
parliamentary procedure. The members of 7. Certification forms will be made available
a state team must be from the same chapter. each year to the state supervisor of agricul-
Members must qualify in the career develop- tural education and the executive secretary
ment event in which they are to participate at through the National FFA CDE website and
the national level. With extenuating circum- National Agricultural Education Inservice
stances a teacher may substitute another CD-ROM. States must certify participants
to the National FFA Organization 110 days

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 7

NATIONAL FFA CAREER DEVELOPMENT EVENTS

OFFICIAL DRESS RECOMMENDATIONS, NUMBER OF PARTICIPANTS

AND NUMBER OF SCORES FOR TEAM TOTAL
Official Dress Number of Participants Number of Scores
Event Appropriate Allowed(per team) for Team Total
Agricultural Communications Yes 5 5
Agricultural Issues Optional 3–7 Team Score Event
Agricultural Mechanics No 4 Top 3 Scores
Agricultural Sales Yes 4 4
Agronomy Yes 4 4
Creed Speaking Yes 1 N/A
Dairy Cattle Yes 4 Top 3 Scores
Dairy Handler Yes 1 N/A
Dairy Foods Yes 4 Top 3 Scores
Environmental and Natural Resources Yes 4 4
Extemporaneous Speaking Yes 1 NA
Farm Business Management Yes 4 Top 3 Scores
Floriculture Yes 4 4
Food Science and Technology Yes 4 4
Forestry No 4 Top 3 Scores
Horse Yes 4 Top 3 Scores
Job Interview Yes 1 N/A
Livestock Yes 4 Top 3 Scores
Marketing Plan Yes 3 Team Score Event
Meats Evaluation and Technology No 4 Top 3 Scores
Nursery/Landscape Yes 4 Top 3 Scores
Parliamentary Procedure Yes 6 Team Score Event
Poultry Yes 4 Top 3 Scores
Prepared Speaking Yes 1 N/A

8 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

prior to the start of the national conven- National FFA staff highly recommend that
tion. The names of all participants may be all liability waiver forms be submitted with
submitted after the 110 day certification the event certification form prior to the certi-
deadline, but must be in the National FFA fication deadline. Liability waivers must be
Center at least ten (10) business days prior to submitted with all add/delete forms.
the career development event in which they
are to participate. Any additions or deletions Emergency Conditions
of participants less than ten (10) business
days prior to the career development event 1. Under emergency conditions, a state team
must be done at the national FFA convention participating in a National FFA Career
within one (1) hour prior to the time of each Development Event may be made up of less
respective career development event team than the required members. States must
orientation meeting. still certify teams prior to the national FFA
convention, but fewer than the required
8. To certify at the convention, advisors are number could compete if an emergency
to complete an on-site add/delete form. condition such as illness, death in the family
Membership of those participants listed on or an act of God would occur. Those indi-
the on-site add/delete form will be veri- viduals competing would still be eligible to
fied after the convention. If at that time, a qualify for individual awards.
member is found to be inactive, the team
may be disqualified, if the member who is in 2. Event committees will strive to divide teams
question had an effect on the team placing. into groups so that no two participants from a
Regardless, the member in question will be team will be in the same group. In any case no
disqualified. These participants must also two members will be placed side-by-side.
meet all other requirements of eligibility
printed in this handbook. When possible Disqualification
membership checks will be done at the time
1. Any communication, verbal or non-verbal,
the on-site add/delete form is processed on
between participants during a career devel-
site. If at this time the participant is not a
opment event will be sufficient cause to
member the chapter advisor will have the
eliminate the team member involved from the
opportunity to pay membership processing
career development event. The only excep-
fees, state dues and national dues.
tion to this would be communication between
9. Each member participating in a National team members during the team activity
FFA Career Development Event must submit portion of a given career development event.
the proper Waiver, Release of Liability and
2. Teams or participants arriving after the career
Consent to Medical Treatment Form. The
development event has begun may be disqual-
form must be sent to the National FFA
ified or penalized.
Center within 30 days prior to the event. If a
team does not qualify for participation in the 3. Any assistance given to a team member from
national event until after this deadline, the any source other than the career development
waiver form must be submitted with the certi- event officials or assistants will be sufficient
fication form. Participants who do not submit cause to eliminate the team from the career
this form will not be allowed to participate. development event.

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 9

 NATIONAL FFA CAREER DEVELOPMENT EVENTS

4. Event superintendents may stop any it must be forwarded, under the signature of the
participant if they deem their manner to be state FFA advisor or executive secretary, to the
hazardous either to themselves or others. national FFA advisor. After study by the appro-
Such stoppage shall deem the individuals priate staff, the wavier request must be submitted
disqualified for that section of the career to the national FFA staff at least 30 days prior to
development event. the scheduled event or due date for which the
waiver is requested. This policy does not super-
5. CDE participants who start an event and do
sede any current FFA policy for appeals already
not complete the event without notifying
established for a particular FFA program.
event officials at the time of departure will be
disqualified. This can affect the overall team
Rules Committee of the National FFA Award,
rank and position. In some events this will
Recognition and Career Development Events
also disqualify the entire team.
Advisory Committee
6. Participants will not be allowed to utilize
1. The committee will meet only when needed
personal electronic communication devices,
at the national FFA convention and will make
other than those approved by the event offi-
all final decisions on interpretation of the
cials, during the entire course of the event.
rules and regulations of the National FFA
Participants who access personal electronic
Career Development Events. The committee
communication devices without prior approval
will be chaired by the National FFA Awards,
of the event officials will be disqualified.
Recognition and Career Development Events
7. No team, participant, advisor or coach shall Advisory Committee chairperson who will
visit the event facilities from September 1 to in turn appoint a representative of the each
the end of the event. Any team, participant, of the following organizations: National
advisor or coach reported and proven to do so Association of Supervisors of Agricultural
will cause the elimination or disqualification Education (NASAE), National Association
of that team from the national event. of Agricultural Educators (NAAE) and
8. Assess a penalty of 10% of the total points the American Association for Agricultural
allotted for the written documents post- Education, (AAAE). The program manager
marked after the postmarked deadline in responsible for career development events
the following events; Agricultural will also serve. All five committee members
Communications, Agricultural Issues, Job will have one vote each.
Interview, Marketing Plan and Prepared 2. The rules committee will resolve detailed
Public Speaking. If the document is still not written appeals associated only with scoring
received seven days after the postmarked errors. Official judges’ decisions are final.
deadline, the team/individual may be subject The announced results are the official results
to disqualification. and awards may be duplicated as a result of
the appeal. The written appeal must be filed
Waiver of FFA Rules with the education division staff responsible
for career development events within seven
Any local chapter seeking a wavier of a National
(7) calendar days of the results announcement
FFA Board Policy or Procedure must submit in
and accompanied with a $50 filing fee. The
writing to the chapter’s state FFA association
fee will be returned if the appeal is justified.
office. If the request is approved at the state level,

10 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

Additional Operational Procedures and development event certification form by certifica-

Policies tion deadline. National FFA staff and the event
superintendent will be responsible for scheduling
Check-in
assistance from a different state association to
Participants will report at the national FFA
assist participants.
convention as indicated in the annual team orien-
tation packet. Dates, hours and location will be
Scoring
sent annually to the state supervisor of agricul-
Continuous revisions of scoring sheets, due to
tural education and to each team advisor in the
computer scoring, will be necessary. Copies of any
team orientation packet. All participants will be
revised sheets will be sent to the state supervisor/
given an identification number by which they will
executive secretary of agricultural education 60
be designated throughout the event.
days prior to the career development event.

Assistants, Group Leaders and Officials

Each state agricultural education department is TEAM AND INDIVIDUAL
encouraged to provide staff and students to help AWARDS
administer and conduct specific National FFA The ranking of teams and individuals in each of
Career Development Events. States with prepared, the career development events will be on the basis
extemporaneous and creed speaking participants must of three logical groups within the total range of
provide a judge. States entering a team may recom- scores. These groups will be designated as gold
mend a person or persons to serve as an assistant emblem, silver emblem and bronze emblem.
in the career development event in which a team Teams and individuals participating in each of
will participate. These persons may be supervi- the career development events will be rated gold,
sors, teacher educators, teachers of agriculture or silver and bronze emblem through a specific
other qualified individuals. A person designated procedure that will be predetermined. However,
as an assistant, group leader or official for a career officials will honor natural breaks in scores. In the
development event must neither be the coach, final written announcement of results, teams and
advisor or agricultural instructor of a team/indi- individuals will be ranked from top to bottom in
vidual in that same career development event; nor the order of their placing. Awards will be distrib-
shall they have had any direct part in training/ uted to the winning teams and individuals at
coaching the team/individual in preparation for award programs following the completion of the
the event after qualification for nationals has career development events.
occurred. If an individual wishes to train/coach
their team/individual, they must excuse them- 1. All awards will be provided by a cooperating
selves from the committee and event preparation industry sponsor(s) as a special project, and/
for that convention year. or by the general fund of the National FFA
Foundation.
Special Need 2. The team having the highest ranking in each
Accessibility for all students-All special needs career development event will receive an
requests and appropriate documentation as award and members will receive individual
outlined in the special needs request procedure high team awards provided they are present at
must be submitted with appropriate career the time of the awards ceremony.

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 11

 NATIONAL FFA CAREER DEVELOPMENT EVENTS

3. The high individual in each of the National the first place team will receive a $1,500
FFA Career Development Events will be award and the advisor of the 2nd place team
announced at the time the awards are distrib- will receive a $1,000 award. The advisors may
uted and presented with a special award. use the awards for a) in-service or continuing
education b) farm business management
4. Results of all National FFA Career
instructional materials c) a scholarship fund
Development Events will be released through
for the local FFA chapter. The Fellows awards
the education division, National FFA
will be awarded on an “as available” basis.
Organization office at the appropriate event
Fellows awards may only be awarded to a FFA
award ceremonies.
advisor for a total lifetime amount of $2,500.
These awards are provided by the National
Career Development Event Scholarships
FFA Organization through National FFA
1. Scholarships may be awarded in the National Foundation sponsorship by the career devel-
FFA Career Development Events, as funding opment event sponsor.
is available.

Scholarships will be held for a full year Written Tests

beyond the student’s graduation date. If All written tests used in National FFA Career
the scholarship is not requested within one Development Events will be available for sale
year after graduation from high school, the through the National FFA Catalog effective the
scholarship will be forfeited. Information on January following each career development event.
availability of scholarships will be sent annu- Please request Item NCQ (year).
ally along with the “Program for National
FFA Career Development Events” to state Career Development Events Additions/
participating teams and state agricultural Deletions
education officials. Only one career develop- a. National FFA staff in cooperation with the
ment event scholarship may be awarded per National FFA Board of Directors is expected
student per year. to be proactive in developing new or initiating
changes within existing career development
2. Additional scholarships may be available to events to ensure they meet the needs of FFA
top FFA members who have participated in members.
National FFA Career Development Events
at local, state and/or national levels through b. Three years following the initiation of a new
the National FFA Collegiate Scholarship career development event, 15 states should be
Program. Students must meet the criteria for participating and 26 states should be partici-
each specific area as outlined in the national pating after the next three-year period in
scholarship application and complete the order to retain the event at the national level.
application that is mailed to each chapter in c. In addition, if 15 state supervisors/execu-
order to be considered for these scholarships. tive secretaries develop a proposal for a new
3. Farm Business Management Career career development event, the national FFA
Development Event Fellows Program is staff will conduct a study for the validity of
for the advisors of the top two National the career development event and make a
FFA Farm Business Management Career recommendation to the National FFA Board
Development Event teams. The advisor of of Directors. Representatives of these states

12 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

must be from each of the FFA regions. The 7. a constant process of local advisor in-service
same process may be used to eliminate a on proper use of these activities as tools for
national career development event. learning is being championed.

d. The national organization will certify 8. all activities are operated consistently with
National FFA Career Development Event national FFA board policy.
winners for international competition when
9. activities are conducted within available
states request, with the understanding that
budgets approved by the FFA board and, if
the state team will provide their own travel
appropriate, FFA foundation board.
expenses.

e. The National FFA Board of Directors and Membership

national officers shall approve all changes
1. Two members of the National FFA Board of
in the general plan, rules and methods of
Directors, selected by the board, one of which
selecting winners.
will be a state supervisor (preference may be
given for the second position to be held by
NATIONAL FFA AWARD, the teacher acting as the USDE representa-
RECOGNITION AND CAREER tive).
DEVELOPMENT EVENTS 2. Two members, who are agricultural education
ADVISORY COMMITTEE instructors, selected by National Association
Purpose: To advise the National FFA Board of of Agricultural Educators, (NAAE) through a
Directors on issues impacting both National process of their choosing.
FFA Career Development Events and Awards to 3. Two members, who are state staff, selected
ensure: by National Association of Supervisors of
1. all activities are consistent with industry Agricultural Education, (NASAE) through a
needs. process of their choosing.

2. all activities are available to all members. 4. Two members, who are teacher educa-
tors, selected by American Association of
3. all activities are conducted openly, fairly and Agricultural Education, (AAAE) through a
in a quality manner. process of their choosing.
4. cooperation among various activities occurs, 5. Two FFA members who are or were delegates
to the degree possible, to promote the inter- selected by the FFA national officers through
connectedness of agriculture (i.e. forestry a process of their choosing.
and agricultural mechanics or farm business
management and dairy or livestock) and agri- 6. One member who is a career development
cultural education (classroom, SAE, FFA). event superintendent selected by the CDE
superintendents through a process of its
5. new and innovative activities are being put choosing.
forward for consideration.

6. as many students as possible have the oppor-

tunity to participate.

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 13

 NATIONAL FFA CAREER DEVELOPMENT EVENTS

Consultants National FFA Career Development Event

Committee Responsibilities
The current superintendent of each FFA career
The National Career Development Event
development event area will serve as a consultant.
Committee should:

Term 1. broadly represent agriculture teachers, agri-

culture educators, subject matter specialists
Members serve a three-year term except for the
and industry personnel.
two FFA member representatives who will serve a
one-year term. 2. be appointed/confirmed by the chief oper-
ating officer with authority to manage the
Chair team activities and events.

The chair of the national advisory committee on 3. build on the principles of volunteerism and
awards and career development events will be the individual members should be recognized for
state staff member selected by the National FFA their contributions.
Board of Directors. 4. elect a superintendent to a five-year term
that is confirmed by the FFA chief operating
Meeting Schedule
officer.
1. Annual national convention meeting will be
5. develop and propose a three-year budget to
held to report on the completion of activi-
be approved by the appropriate FFA staff
ties at convention and provide input into the
subject for submission to the National FFA
winter meeting agenda.
Board of Directors.
2. The annual winter meeting will allow for
6. develop committee assignments cooperatively
most of the committee’s work to be conducted
with FFA staff.
as a whole group and in sub-groups focused
on specific issues or specific types of activities 7. be structured to encourage member develop-
(e.g., team career development events, indi- ment within the committee and be sensitive
vidual awards, chapter awards). to, and represent the needs of diverse popula-
tions and cultures.
Costs for all official members and
consultants: 8. be large enough to adequately manage the
team activities.
• convention meeting cost is borne by each
participant. 9. be responsible for the identification of the
number of teams eligible to participate at the
• the winter meeting cost will be borne by
national level. They should encourage equal
the National FFA Organization, educa-
opportunity for members of teams to partici-
tion division budget and the National FFA
pate from across the states.
Foundation special project budgets for
career development events.

14 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER DEVELOPMENT EVENTS

Conflict of Interest their involvement with a team that has qualified

Any career development event committee for national competition. A person designated as
member who has a team qualify for or choose to an assistant, group leader or official for a career
train a team that qualifies for national competition development event must neither be the coach,
in the event related to their committee assignment advisor or agricultural instructor of a team/indi-
shall excuse themselves from their committee vidual in that same career development event; nor
duties and event preparation for that convention shall they have had any direct part in training/
year to eliminate the conflict of interest. It is the coaching the team/individual in preparation for
committee member’s responsibility to inform the the event, after qualification for nationals has
event superintendent and national FFA staff of occurred.

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 15

 NATIONAL FFA CAREER DEVELOPMENT EVENTS

16 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

 21
NATIONAL FFA
NURSERY/
LANDSCAPE
CHAPTER CAREER DEVELOPMENT EVENT
A Special Project of the National FFA Foundation

IMPORTANT NOTE
Please thoroughly read the Introduction Section at the beginning of this handbook for complete rules and procedures that
are relevant to all National FFA Career Development Events.

I. EVENT SCOPE PLANT DISORDERS — to demonstrate the

The Nursery/Landscape Career Development ability to identify unhealthy plant conditions due
Event includes all aspects of the industry in to pests, nutritional or physiological disorders and
producing, marketing, utilizing and maintaining mechanical or chemical injury.
landscape plants (woody and herbaceous plants CULTURAL PRACTICES— to demonstrate
and turf grasses), plus related products, equipment knowledge of the principles and skills involved in
and services including landscape design. propagation, growth requirements, growing tech-
niques, harvesting, marketing and maintenance of
nursery plants and landscape turf.
II. EVENT PURPOSE
To stimulate career interest, encourage profi- DESIGN AND CONSTRUCTION— to
ciency development and recognize excellence demonstrate knowledge of the principles and
in students of nursery practices and landscaping techniques of landscape design and construction.
through the agricultural education curriculum.
SUPPLIES AND EQUIPMENT— to demon-
strate the ability to identify, select, use and
III. OBJECTIVES maintain appropriate supplies and equipment
PLANT MATERIALS — to demonstrate the for nursery and landscape operations, including
ability to identify nursery and landscape plant equipment and procedures in mechanization and
materials and turf grasses commonly used in the automation.
United States.

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 263

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

SAFETY— to demonstrate knowledge of safety during the event. Additional items allowed
practices in nursery and landscape operations. but not required include the following: a
circle template, a plastic block or stick eraser,
INTERPERSONAL RELATIONS — to
a pocket-size dictionary or electronic speller,
demonstrate skills in oral and written business
and a personal hand pruner or knife. Note
communications.
that landscape symbol templates are not
MARKETING — to demonstrate understanding allowed.
of marketing principles and proper sales and
B. Team Activity
service skills.
Phase 1 — (50 points each + 100 team points)
RECORDS AND REPORTS— to demonstrate This practicum involves the team members
the ability to prepare accurate and legible records working together towards accomplishing an
and reports and to interpret business documents. assignment. It is designed to evaluate individual
and group contributions in coordination and
cooperation of knowledge, evaluation and deci-
IV. RULES OF THE EVENT sion-making. The team activity has two parts,
1. Under no circumstances will any participant
described below.
be allowed to touch or handle plant materials
1. Team Preparation — The team members
or other specimens during the event except as
work as a group in evaluating a landscape
expressly permitted in certain practicums.
or nursery business-type situation
2. Coaches may accompany participants to the (production, service, personnel, or
event site but then must leave the area. At business operations or relations), as in the
the conclusion of all event components, the following examples:
superintendent will announce when partici- a. A landscape plan (new or renovation)
pants and coaches may enter the competition with a planting plan, hardscapes (patio,
area to review the materials and organization. etc.) plan, irrigation system plan, and
landscape maintenance plan, with
each of the components evaluated to
V. EVENT FORMAT
describe them verbally.
A. Equipment
b. Two landscape plans of the same
Materials student must supply — Each
property to evaluate for making a
participant must have the following
verbal comparative description and
individual tools: a clean clipboard, at least
recommendation on which plan is
two No. 2 pencils, a ball-point or felt-tip
preferred by the team.
pen, a calculator, a 12-inch ruler for use as
a straightedge, an architect‘s scale and an c. Preparation of a 4 × 5 inch newspaper
engineer’s scale. Calculators used in this advertisement (e.g., for the school
event should be battery operated, non- paper promoting enrollment in
programmable and silent with large keys the school nursery and landscape
and large displays. Calculators may have program).
only these functions – addition, subtraction, The team will have 30 minutes for this
multiplication, division, equals, percent, preparation part. Notepaper and other
square root, +/- key and one memory register. supplies, including computer resources
No other calculators are allowed to be used that may be appropriate for the situation

264 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

will be available. References will not be from both phases have a value of 50 points
provided or needed for this preparation added to the individual score, while the team
part. A judge will be observing and scoring components of both phases have a value of
during this time but not interacting 100 points added to the composite team
with the team. If needed, the team may score.
ask the judge basic questions about the
C. Individual Activities
assignment or materials provided.
Phase 2 — General Knowledge Examination
2. Team Presentation — Each of the team (150 points)
members will make a verbal presentation Fifty objective multiple-choice questions will be
to a judge based on decisions made during prepared on topics reflecting subject areas in the
the preparation part. For the examples objectives. This phase will evaluate the partic-
above this might be conducted as follows: ipant’s knowledge and understanding of basic
a. Each team member separately horticultural principles in producing, marketing,
describes one of the plan components using and maintaining landscape plants and turf.
(plants, hardscapes, irrigation and Participants are allowed 50 minutes to complete
maintenance). this phase. Each answer has a value of three
b. Positive and negative qualities of Plan points. Participants will record their answers on a
A are described by a team member, scanning sheet.
repeated for Plan B by another, the Phase 3 — Identification of Plants, Pests,
team recommendation is provided by Disorders, Equipment and Supplies (150
the third, while the fourth serves as points)
moderator. Participants will identify 50 items selected from
c. Members separately discuss the the provided list covering the following catego-
audience characteristics, program ries:
features considered and selected for Plant Materials
promotion, ad layout and ad timing. Pests and Disorders
The team will have 15 minutes for individual Equipment and Supplies
presentations and interaction with the judge.
Plants to identify will be presented as intact, live
The presentation format is informal and
specimens. Equipment may be either an intact
conversational with all seated at a confer-
item or photograph. Pest and disorder items may
ence table, not a prepared visual-aid speech.
be presented as an intact specimen, photograph
Division of the time and organization of the
or preserved specimen (herbarium sheet, insect
presentations is at the team’s discretion. The
mount, etc.). When a problem must be presented
judge may ask questions of the presenter
with an affected plant, a “Disorder” label will be
or other team members during this time.
with the item to designate identification of the
Information will be provided on the judge’s
problem rather than the plant.
role as business client, supervisor or other
appropriate party to facilitate the dialogue. Each specimen will be designated by a station
number (1-50). When the participant identifies
Scoring criteria for the team preparation and
the item, its name is then located on the iden-
presentation portions are given on the “Team
tification list. The participant then records the
Activity” scorecard. Individual components

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 265

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

number by that name on a scanning sheet at the nents are included with appropriate size, location,
respective station number. symbol, and label, for a possible 50 points total.
Participants will have 30 minutes to prepare the
Each participant will be provided a copy of the list
drawing. Allowed drawing aids are a straightedge,
at the event site. Three points will be awarded for
ruler or scale, and circle template along with the
each correct identification, and participants have
pencil, eraser, and calculator. Templates with
50 minutes to complete this event phase.
landscape symbols are not allowed.
No specimens or items may be touched or
Phase 6 – Verbal Customer Assistance
handled in any way.
(50 points)
Phase 4 — Landscape Estimating (100 points) This interpersonal relations practicum is designed
This practicum is designed to evaluate partici- to evaluate participant knowledge of and ability
pant knowledge of and ability in 1) evaluating a in 1) verbal communication 2) sales and customer
landscape design 2) reading a landscape drawing assistance skills 3) preparation of business docu-
3) measuring and calculating materials needed to ments 4) plant materials, plant culture and
execute a landscape plan 4) evaluating factors that problems and garden center supplies and
affect profitability of a landscape business. equipment.
A landscape drawing and scratch paper will be The participant will assume the role of a customer
provided to the participants. There will be 20 service representative (garden center or other
objective questions about the landscape plan, and related business or an educational agency)
each correct answer has a value of five points. The responding to an assistance need of a customer
questions may include such areas as determining or client (the judge). Example situations might
how accent was provided in the public area, the include, but are not limited to, the following indi-
form and size specified for a certain plant, the cost vidually or in combination:
of fencing, the number of patio pavers required,
Assistance with product purchase and use — from a
the area of sod to be installed, the volume of
selection of merchandise and related informa-
mulch required and the labor cost to install a
tional materials provided.
ground cover bed. Fifty minutes will be allowed
for this practicum. Participants will record their Disorder diagnosis and treatment recommendation
answers using a scanning sheet. — from a sample of the pest or symptoms, photo-
graph, or verbal description (from the list in Phase
Phase 5 — Landscape Drawing (50 points)
3) and selection of specimen labels from common
This practicum is designed to evaluate participant
retail-packaged garden chemicals.
knowledge of and ability in applying the tools of
landscape design through preparation of a plan Advice on plant selection or culture questions — from
drawing. Written information about a property informational materials provided.
will be given, including such details as lot dimen-
Assistance with a client complaint or problem — from
sions and orientation; house size and setbacks;
personnel instructions and procedures provided.
size and location of paving, decking and fencing;
and the location, size and type of plant materials Each participant will be located at a separated
to be included. This will be translated into a scale station with one minute allotted to review the
drawing on 8.5 x 11-inch grid paper provided. An materials and information provided prior to
objective score sheet specific to the assignment arrival of the judge. These materials may be
will be used by a judge to evaluate that all compo- handled and referred to as appropriate for the

266 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

conversation with the judge. Plants and disor- Propagating Nursery Stock — Each participant
ders presented will come from the current list will be furnished a stock plant, rooting flat and
for Phase 3. Tools and supply items, if not on media, rooting powder, a hand pruner and a label
the Phase 3 list, will be appropriately labeled for and marking pen. (Personal knives or pruners are
identification and use. Depending on the situation allowed, if desired.) Participants are to prepare
presented, preparation of a store order form may the designated softwood or hardwood cuttings
also be appropriate. and place them in the media with a single label.
Seven minutes will be allowed for making and
Seven minutes will be allowed for completion of
sticking up to 20 cuttings. An official will observe
this practicum. Scoring criteria are presented on
and score each participant during this practicum.
the “Verbal Customer Assistance” score card, to
Scoring criteria are presented on the “Propagating
be recorded by the judge.
Nursery Stock” score card.
Phase 7 — Written Customer Assistance
Potting Nursery Stock — Each participant will be
(50 points)
furnished a supply of plants, nursery containers or
This interpersonal relations practicum has the
pots of appropriate size and media. Hand pruners,
same objectives as in Phase 6 – Verbal Customer
a label and a marking pen will also be provided.
Assistance applied to written communication.
(Personal pruners are allowed, if desired.) The
The participant will assume the role of a customer participants will pot the plants, one per container,
service representative. A copy of correspondence using standard nursery practices. Plant division or
about a plant, landscape or business question will grading of liners may be involved. One finished
be provided, along with the appropriate response container will be labeled. Seven minutes will be
information. Each participant will hand-write in allowed for potting up to 10 containers. An offi-
ink pen and in business letter format the response cial will observe and score each participant during
to the writer. Scratch paper will be provided for this practicum. Scoring criteria are presented on
a rough draft in pencil if desired. Only the final the “Potting Nursery Stock” score card.
draft in ink on the letterhead stationary provided
Phase 9 – Assessment and Solution (50 points)
will be scored.
This practicum is designed to evaluate partici-
Thirty minutes will be allowed for this practicum. pant knowledge of and ability in 1) assessing the
A pocketsize dictionary or electronic speller is request or problem presented 2) reviewing alter-
allowed for checking spelling. Scoring criteria are native procedures or courses of action based on
presented on the “Written Customer Assistance” individual knowledge or reference information
score card, which will be recorded by a judge. provided 3) deciding on a solution. Possible solu-
Phase 8 — Nursery Production Practices tions will be presented in multiple-choice form
(50 points) for the participant to mark on a scanning sheet.
This practicum is designed to evaluate partici- Ten situations will be presented from the
pant knowledge of and ability in performing following four areas:
fundamental nursery production practices. All
Measuring Nursery Stock — One nursery plant will
participants will perform one of the following
be measured for market size (height, spread or
exercises. The selected exercise will not be
caliper as appropriate) according to the American
announced prior to the start of the event.
Standard for Nursery Stock for BR and B&B
evergreen and deciduous trees and shrubs. A

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 267

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

caliper and measuring rule will be provided. • According to the information provided,
Plants presented in containers will be assumed which plants in this list would likely need
as growing in the field, and a label will advise on a protected site for winter survival in the
whether it is to be dug BR or B&B. Cut trunk Indianapolis, Indiana area?
sections may be presented for larger tree measure-
Participants have 10 minutes to complete this
ment.
phase. Each correct solution has a value of five
Pruning Nursery Stock — One or more nursery points.
plants will be displayed with points marked for
possible pruning cuts. No plant will be actu-
ally pruned. Participants are to evaluate each VI. SCORING
labeled point and decide if the plant part should Participant scores are the sum of the nine indi-
be pruned or not for improvement of the plant’s vidual phases of the event, and team scores are the
health, form and overall quality. The answer sum of the three highest member scores plus the
choice then will be the combination of cuts that group portion of the team activity. Possible points
should be made. are as follows:
Equipment Maintenance – Tools from the list in Phase Member Team
Phase 3, a part for a tool and/or an operating 1A. Team Activity –Individual . . .50 . . . 150
manual will be presented with answer choices of 1B. Team Activity – Group. . . . . . . . . . . . . . 100
possible maintenance needs, corrective actions B2. Examination . . . . . . . . . . . . . . .150 . . . . 450
and/or operating specifications. Examples of B3. Identification . . . . . . . . . . . . . .150 . . . . 450
possible choices are low oil, uneven height setting, B4. Landscape Estimating . . . . . . .100 . . . . 300
blade needs sharpening, incorrect gas:oil ratio B5. Landscape Drawing . . . . . . . . . .50 . . . . 150
provided or replace broken handle. B6. Verbal Customer Assistance. . . .50 . . . . 150
B7. Written Customer Assistance . .50 . . . . 150
Equipment will be placed to allow observing
B8. Production Practices . . . . . . . . .50 . . . . 150
all components in the answer choices without
B9. Assessment and Solution . . . . . .50 . . . . 150
handling the item. If handling should be required,
INDIVIDUAL TOTAL . . . 700 . . 2100
allowance for this will be stated with that answer
TEAM TOTAL . . . . . . . . . . . . . . . 2200
choice.

Problem Solving — Other situations of nursery

and landscape plants, supplies or practices where VII. TIEBREAKERS
observation and analysis of the subject and If needed in the case of tied individual or team
resource materials are involved in a decision- total scores, final placings will be determined by
making process. Example situations may include comparing, in order, scores for the following:
the following:
1. Phase 2 – Written Exam
• According to the sample label provided, a spill
of this chemical must be handled by ______? 2. Phase 3 – Identification Section
• From the information provided on these 3. Phase 4 – Landscape Estimating
catalog pages, one bag of the designated
medium will fill pots of the size and shape 4. Phase 9 – Assessment & Solution
presented.

268 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

VIII. AWARDS Lorrie M. Felton, John M. Ruter, William Terry

Kell, and Gerard Krewer. Prentice-Hall, Inc.,
Awards will be presented at the awards ceremony.
Englewood Cliffs, NJ. ISBN 0130364134
Awards are presented to teams as well as indi-
viduals based upon their rankings. Awards are Introductory Horticulture. 6th Edition, 2002. H.
sponsored by a cooperating industry sponsor(s) as Edward Reiley and Carroll L. Shry, Jr. Delmar
a special project, and/or by the general fund of the Publishers Inc., Albany, NY. ISBN 0766815676
National FFA Foundation. Ornamental Horticulture: Science, Operations and
In addition to the general awards of the career Management. 3rd Edition, 2001. Jack Ingels.
development events, the top three participants in Delmar Publishers Inc., Albany, NY. ISBN
the following two areas will be specially recog- 0766814173
nized: Introduction to Plant and Soil Science and Technology.
Nursery/Landscape Knowledge and Principles 2003. Ronald J. Biondo and Jasper S. Lee.
— based on the composite score from Written Prentice-Hall, Inc., Englewood Cliffs, NJ. ISBN
Exam and Identification section. 0813432162

Nursery/Landscape Applications — based Principles of Plant Science: Environmental Factors

on the composite score from the seven practi- and Technology in Growing Plants. 2005. Dennis R.
cums from the following sections: Team Activity Decoteau. Prentice-Hall, Inc., Englewood Cliffs,
– Individual; Landscape Estimating; Landscape NJ. ISBN 0130163015
Drawing; Verbal Customer Assistance; Written Practical Horticulture. 5th Edition. 2003. Laura
Customer Assistance; Production Practices; W. Rice and Robert P. Rice. Prentice-Hall, Inc.,
Assessment and Solution. Englewood Cliffs, NJ. ISBN 0130946346

Plant Propagation: Principles and Practices. 6th

IX. RECOMMENDED Edition, 1997. Hudson T. Hartmann, Fred
REFERENCES T. Davies, Jr., Dale E. Kester, and Robert L.
Genieve. Prentice-Hall, Inc., Englewood Cliffs,
The following list of references is a guide to team
NJ. ISBN 0132061031
training. Some content areas have more than one
title listed. This reflects the wide array of quality Nursery Production - A Teachers Manual. Revised
references available that will provide a proper edition, 1989. Department of Agricultural
foundation for this event. No single reference Education, Pennsylvania State University,
is recommended as superior over others in that University Park, PA.
area. However, multiple references for the plant
Nursery Management: Administration and Culture.
materials may be desirable as no single source is
4th Edition, 2000. Harold Davidson, Roy
comprehensive for the entire country or plant list.
Mecklenburg, and Curtis Peterson. Prentice-Hall,
Other references than those listed may be equally
Inc., Englewood Cliffs, NJ. ISBN 0138579962
valuable resources, along with the many video and
computer-based training aids that are available. American Standard for Nursery Stock. 2004.
American Association of Nurserymen, Inc.,
Books
1250 I St., NE, Suite 500, Washington, DC.
Introduction to Horticulture. 4th Edition, 2004. (available as pdf file free to nonmembers at
Charles B. Schroeder, Eddie Dean Seagle, http://www.anla.org)

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 269

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

Landscape Plants, Their Identification, Culture, Landscape Operations: Management, Methods, and
and Use. 2nd Edition, 2003. Ferrell M. Bridwell. Materials. 3rd Edition, 1999. Leroy Hannebaum.
Delmar Publishers Inc., Albany, NY. ISBN Prentice-Hall, Inc., Englewood Cliffs, NJ. ISBN
0766836347 0138569150

Manual of Woody Landscape Plants. 5th Edition, Professional Landscape Management. 1994. David L.
1998. Michael A. Dirr. Stipes Publishing Co., Hensley. Stipes Publishing Co., Champaign, IL.
Champaign, IL. ISBN 0875638007 ISBN 0875635210

Trees for Urban and Suburban Landscapes. 1997. Arboriculture: Integrated Management of Landscape
Edward Gilman. Delmar Publishers Inc., Albany, Trees, Shrubs and Vines. 4th Edition, 2004. Richard
NY. ISBN 0827370539 W. Harris, James R. Clark, and Nelda P. Matheny.
Prentice-Hall, Inc., Englewood Cliffs, NJ. ISBN
A Field Guide to Woody Landscape Plants of
0130888826
the Southeast. 2002. Rex Bishop. Tea Olive
Productions. Marietta, GA. ISBN 097253430X Turfgrass Science and Management. 3rd Edition,
2000. Robert D. Emmons. Delmar Publishers
Know It and Grow It III: A Guide to the Identification
Inc., Albany, NY. ISBN 076681551X
and Use of Landscape Plants. 1999. Carl E.
Whitcomb. Lacebark, Inc. Stillwater, OK. ISBN Turfgrass Management. 7th Edition, 2005. A.J.
0961310910 Turgeon. Prentice-Hall, Inc. Englewood Cliffs,
NJ. ISBN 0131140000
Introduction to Landscaping: Design, Construction,
and Maintenance. 3rd Edition. 2003. Ronald J. Turfgrass Management Handbook. 6th Edition,
Biondo and Charles B. Schroeder. Prentice-Hall, 2002. Charles B. Schroeder and Howard B.
Inc., Englewood Cliffs, NJ. ISBN 0813431719 Sprague. Prentice-Hall, Inc. Engewood Cliffs, NJ.
ISBN 0813430836
Landscaping Principles and Practices. 6th Edition,
2004. Jack Ingels. Delmar Publishers Inc., Albany, Ortho Problem Solver. 6th Edition, 2003. Michael
NY. ISBN 1401834108 McKinley (ed.). Meredith Books. Des Moines, IA.
ISBN 0897214943
Landscape Design: A Practical Approach. 5th Edition,
2002. Leroy G. Hannebaum. Prentice-Hall, Inc., Home Gardener’s Problem Solver. 2001. Michael
Englewood Cliffs, NJ. ISBN 0130105813 McKinley. Meredith Books. Des Moines, IA.
ISBN 0897214706
An Illustrated Guide to Landscape Design,
Construction, and Management. 1998. Gregory M. Insects That Feed on Trees and Shrubs. 2nd Edition,
Pierceall. Prentice-Hall, Inc., Englewood Cliffs, 1991. Wrren T. Johnson and Howard H. Lyon.
NJ. ISBN 0813430194 Comstock Publishing Associates, Ithaca, NY.
ISBN 0801426022
Landscaping Construction. 2nd Edition, 2005. David
Sauter. Delmar Publishers Inc., Albany, NY. ISBN Diseases of Trees and Shrubs. 1987. Wayne A.
140184281X Sinclair, Howard H. Lyon, and Warren T.
Johnson. Comstock Publishing Associates, Ithaca,
Landscape Construction Procedures, Techniques,
NY. ISBN 0801415179
and Design. 4th Edition, 1999. Floyd Giles.
Stipes Publishing Co., Champaign, IL. ISBN Math for Horticulture. 1994. Ohio Agricultural
0875638848 Education Curriculum Materials Service, The

270 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Ohio State University, Columbus, OH. Item Websites and Problem Samples
#9512M. Visit the National FFA website at http://www.
Care and Operation of Small Gasoline Engines. 1990. ffa.org/ for information on career development
American Association for Vocational Instructional events, access to prior-year event materials, and
Materials, Athens, GA. No. 1086W. links to additional study aids. The Nursery/
Landscape CDE committee website at http://
Reference Manual for Office Personnel. 6th www.hort.vt.edu/faculty/McDaniel/nationalFFA.
Edition, 1999. Clifford R. House. South- htm also offers additional aids for team prepa-
Western Publishing Co., Cincinnati, OH. ISBN ration. Additional links and resources will be
0538114517 included as they are developed or identified, along
Business Communications. 2004. A.C. Krizon, with the following links of the CDE sponsors:
Patricia Merrier, Carol Jones Larson. South- http://www.stihlusa.com/knowhow/
Western Publishing Co., Cincinnati, OH. ISBN
0324272251 http://www.kubota.com

Trade Periodicals http://www.arvesta.com/

American Nurseryman. American Nurserymen Special Note for State Events

Publishing Co., Chicago, IL No national listings of plant materials and disor-
Grounds Maintenance. Primedia, Overland Park, ders can match perfectly the industry situation
KS. in every state due to the wide range of environ-
ments across the U.S. Thus, the national event
Catalogs committee recommends that state event coordina-
Many horticultural supply company catalogs can tors, wherever feasible, modify both sections of
be utilized for reference support on tools, equip- the list to serve better their industry and student
ment, and supplies that may not be illustrated in educational needs.
other sources. The following company has given
permission for listing their catalog:

A.M. Leonard, Inc., 665 Spiker Road, Piqua, OH

45356 (513/773-2697 or http://www.amleo.com/
index1.html)

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 271

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

NURSERY/LANDSCAPE PLANT IDENTIFICATION

Participant Name/Number

No. Botanical Name/Common Name No. Botanical Name/Common Name

101 Abelia x grandiflora / Glossy Abelia 128 Dracaena fragens ‘Massangeana’ / Corn
102 Abies concolor / White Fir Plant
103 Acer palmatum cv. / Japanese Maple 129 Echinacea purpurea / Purple Coneflower
104 Acer platanoides cv. / Norway Maple 130 Epipremnum spp. / Pothos
105 Acer rubrum cv. / Red Maple 131 Euonymus alatus / Winged Euonymus
106 Acer saccharum cv. / Sugar Maple 132 Euonymus fortunei cv. / Wintercreeper
107 Ajuga reptans cv. / Carpet Bugle 133 Fagus sylvatica cv. / European Beech
108 Antirrhinum majus cv / Snapdragon 134 Festuca spp. and cv / Fescue
109 Aquilegia x hybrida cv. / Columbine 135 Ficus benjamina / Benjamin Fig
110 Amelanchier arborea / Downy Serviceberry 136 Ficus elastica ‘Decora’ / Decora Rubber
111 Astilbe hybrid cv. / Astilbe Plant
112 Begonia semperflorens-cultorum / Wax 137 Forsythia x intermedia cv. / Border
Begonia Forsythia
113 Berberis x mentorensis / Mentor Barberry 138 Fraxinus americana cv. / White Ash
114 Betula nigra / River Birch 139 Gaillardia aristata cv. / Common
115 Brassaia actinophylla / Schefflera, Blanketflower
Octopus Tree 140 Gardenia jasminoides ‘Fortuniana’ /
116 Buxus microphylla cv. / Littleleaf Boxwood Common Gardenia
117 Camellia japonica cv. / Common Camellia 141 Ginkgo biloba / Ginkgo, Maidenhair Tree
118 Cedrus atlantica ‘Glauca’ / Blue Atlas 142 Gleditsia triacanthos inermis cv. /
Cedar Thornless Honeylocust
119 Cercis canadensis / Redbud 143 Hedera helix cv. / English Ivy
120 Chaenomeles speciosa cv. / Japanese 144 Hemerocallis spp. and cv. / Day lily
(Flowering) Quince 145 Hosta x hybrida cv. / Plaintain Lily
121 Cornus florida cv. / Flowering Dogwood 146 Hydrangea quercifolia / Oakleaf Hydrangea
122 Cotoneaster dammeri / Bearberry 147 Ilex cornuta cv. / Chinese Holly
Cotoneaster 148 Ilex crenata cv. / Japanese Holly
123 Cotoneaster divaricatus / Spreading 149 Ilex x meserveae cv. / Meserve Holly
Cotoneaster 150 Impatiens hybrid cv. / Impatiens
124 Crataegus phaenopyrum / Washington 151 Iris x germanica florentina cv. / Bearded
Hawthorn Iris
125 Cynodon dactylon cv / Bermudagrass 152 Juniperus chinensis cv. / Chinese Juniper
126 Dieffenbachia maculata cv. / Spotted 153 Juniperus horizontalis cv. / Creeping
Dumb Cane Juniper
127 Dracaena deremensis ‘Warneckii’ / Striped 154 Lagerstroemia indica cv / Crape Myrtle
Dracaena 155 Leucanthemum x superbum cv. / Shasta
Daisy

272 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

No. Botanical Name/Common Name No. Botanical Name/Common Name

156 Liquidambar styraciflua / Sweet Gum 187 Prunus laurocerasus cv. / Cherry Laurel
157 Liriodendron tulipifera / Tuliptree 188 Prunus serrulata ‘Kwanzan’ / Kwanzan
158 Liriope spp. cv. / Lily-Turf Japanese Flowering Cherry
159 Lobularia maritima / Sweet Alyssum 189 Pyracantha coccinea cv. / Firethorn
160 Lonicera japonica ‘Halliana’ / Hall’s 190 Quercus alba / White Oak
Japanese Honeysuckle 191 Quercus palustris / Pin Oak
161 Magnolia grandiflora cv. / Southern 192 Quercus rubra / Red Oak
Magnolia 193 Rhododendron x catawbiense / Catawba
162 Magnolia x soulangiana cv. / Chinese Hybrid Rhododendron
(Saucer) Magnolia 194 Rhododendron Hybrid / Exbury Hybrid
163 Mahonia aquifolia cv. / Oregon Grape Azalea
164 Malus spp. and cv. / Flowering Crabapple 195 Rosa spp. Class Hybrid Tea cv. / Hybrid
165 Myrica pensylvanica / Bayberry Tea Rose
166 Nandina domestica / Heavenly Bamboo 196 Salvia nemorosa cv. / Meadow Sage
167 Narcissus pseudonarcissus cv. / Daffodil 197 Sedum spurium cv. / Sedum
168 Nyssa sylvatica / Sour (Black) Gum 198 Solenostemon scutellarioides / Coleus
169 Pachysandra terminalis / Japanese Spurge 199 Sorbus aucuparia / European Mountain
170 Paeonia hybrid cv. / Peony Ash
171 Parthenocissus tricuspidata / Boston Ivy 200 Spiraea x bumalda / Bumalda Spirea
172 Pelargonium x hortorum cv. / Zonal 201 Syringa vulgaris cv. / Common Lilac
Geranium 202 Tagetes spp. cv. / Marigold
173 Pennisetum ruppelia / Fountain Grass 203 Taxodium distichum / Bald Cypress
174 Petunia x hybrida cv. / Petunia 204 Taxus spp. and cv. / Yew
175 Philodendron scandens oxycardium / 205 Thuja occidentalis cv. / American
Heartleaf Philodendron Arborvitae
176 Picea abies / Norway Spruce 206 Tilia cordata / Littleleaf Linden
177 Picea pungens cv. / Colorado (Blue ) 207 Tsuga canadensis / Canadian Hemlock
Spruce 208 Tulipa spp. cv. / Tulip
178 Pieris japonica / Lily-of-the-Valley Bush 209 Verbena x hybrida cv. / Garden Verbena
179 Pinus mugo / Mugo Pine 210 Viburnum x burkwoodii / Burkwood
180 Pinus strobus / Eastern White Pine Viburnum
181 Pinus sylvestris / Scotch Pine 211 Viburnum trilobum / American
182 Pinus thunbergiana / Japanese Black Pine Cranberrybush Viburnum
183 Platanus x acerifolia / London Planetree 212 Vinca minor cv. / Periwinkle
184 Poa pratensis cv Kentucky Bluegrass 213 Viola x wittrockiana cv. / Pansy
185 Podocarpus macrophyllus / Southern Yew 214 Wisteria sinensis cv. / Chinese Wisteria
186 Potentilla fruticosa cv. / Shrubby 215 Yucca filamentosa / Adam’s Needle
Cinquefoil 216 Zinnia elegans / Zinnia

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 273

 NATIONAL FFA CAREERCAREER
NURSERY/LANDSCAPE DEVELOPMENT
DEVELOPMENT
EVENTSEVENT

NURSERY/LANDSCAPE PESTS AND DISORDERS IDENTIFICATION

No. Item Name No. Item Name No. Item Name

Insects 230 Botrytis 244 Nutsedge

217 Aphid 231 Canker 245 Oxalis
218 Bagworm 232 Cedar-Apple Rust 246 Purslane
219 Borer 233 Crown Gall 247 White Clover
220 Leafhopper 234 Fireblight Physiological Problems
221 Leaf Miner 235 Powdery Mildew 248 Frost/Freeze Injury
222 Scale 236 Root Rot 249 Iron Deficiency
223 Spider Mite Weeds 250 Leaf Scorch (drought/
224 Snail/Slug 237 Annual Bluegrass winter burn)
225 Whitefly 238 Broadleaf Plantain 251 Nitrogen Deficiency
226 White Grub 239 Buckhorn Plantain 252 Pot-bound roots
Diseases 240 Chickweed 253 String Trimmer Injury
227 Anthracnose 241 Crabgrass 254 2,4-D Injury
228 Apple Scab 242 Dandelion
229 Black Spot 243 Henbit

NURSERY/LANDSCAPE EQUIPMENT AND SUPPLIES IDENTIFICATION

No. Item Name No. Item Name No. Item Name

255 anvil-and-blade pruner 275 edger (power or hand) 294 hose-end repair fitting
256 architect‘s scale 276 edging 295 hose-end sprayer
257 ball cart (B&B truck) 277 engineer‘s scale 296 hose-end washer
258 bark mulch 278 erosion netting 297 hose repair coupling
259 bark medium 279 fertilizer tablet 298 impulse sprinkler
260 bow saw 280 galvanized pipe 299 landscape fabric
261 brick paver 281 garden (spading) fork 300 leaf rake
262 broadcast (cyclone) 282 garden (bow) rake 301 loppers
spreader 283 gas mask 302 mattock
263 bubbler head, irrigation 284 grafting band 303 measuring wheel
264 bulb planter 285 grafting tool 304 mist nozzle (mist bed)
265 burlap 286 granular fertilizer 305 mower blade balancer
266 chaps 287 gravity (drop) spreader 306 nursery container
267 compressed air sprayer 288 grass shears 307 oscillating sprinkler
268 core aerifier 289 ground/pelleted 308 peat moss
269 chain saw limestone 309 pick axe
270 cut-off machine 290 hearing protection 310 planting/earth/soil
271 drip emitter, irrigation 291 hedge shears auger
272 dry-lock wall block 292 hoe 311 planting bar
273 duster 293 hook-and-blade 312 pole pruner
274 dust mask pruners 313 polyethylene film

274 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

No. Item Name No. Item Name No. Item Name

314 polyethylene pipe 327 rototiller 342 square point (flat)

315 pop-up irrigation head 328 round point shovel shovel
316 post-hole digger 329 safety goggles 343 string trimmer
317 power blower 330 sand 344 tape measure
318 power hedge trimmer 331 scoop shovel 345 timeclock
319 pot-in-pot units 332 shade fabric 346 topsoil
320 propagation mat 333 sharpening stone 347 tree caliper
321 pruning saw 334 siphon proportioner 348 tree wrap
322 PVC (polyvinylchloride) 335 soaker hose 349 trowel
pipe 336 soil sampling tube 350 T-square
323 reel mower 337 solenoid valve 351 vermiculite
324 resin-coated fertilizer 338 spade 352 vertical mower
325 respirator 339 spark plug gap gauge 353 water breaker
326 rotary mower 340 sphagnum moss 354 wire tree basket
341 spray suit

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 275

 NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Nursery/Landscape
Name: Chapter:

State: Team No.:

Member No.:

POTTING NURSERY STOCK PRACTICUM SCORECARD

POSSIBLE MEMBER
POINTS SCORE
POTTING PROCESS (35 POINTS)
PREPARATION OF PLANTS
• Plants selected for quality and uniformity 10
• Inspects/prunes/grooms damaged parts
• Prunes excess root length
• Handles plants properly
PLACEMENT OF PLANTS IN CONTAINERS
• Plant centered and vertical 10
• Roots carefully and properly spread
• Plant at proper depth
• Plant roots covered
MEDIA FILLING AND SETTLING
• Sufficient media added 10
• Media settled by bumping
• Plant remains stable
LABELING OF COMPLETED UNITS
• Plant (variety) name and date 02
• Legible
SAFETY PRACTICES APPLIED
• Proper cutting technique 03
• Tool closed when finished
• Minimal clutter/good organization in work area
POTTING PRODUCTIVITY (15 POINTS)
NUMBER OF UNITS COMPLETED 10
QUALITY OF UNITS COMPLETED
• Overall quality and uniformity of lot 05

TOTAL POINTS (50 POINTS)

Judge’s Name Judge’s Signature/Date

276 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Nursery/Landscape
Name: Chapter:

State: Team No.:

Member No.:

PROPAGATING NURSERY STOCK PRACTICUM SCORECARD

POSSIBLE MEMBER
POINTS SCORE
PROPAGATION PROCESS (35 POINTS)
REMOVAL OF CUTTINGS
• Selects best quality, uniform stock 05
• Cuts at appropriate lengths
• Makes clean cuts
PREPARATION OF CUTTINGS
• Leaves stripped/trimmed/groomed as needed 10
• Proximity of cuts to nodes
• Angled or wounded basal cut
• Cutting/buds not damaged
APPLICATION OF PROPER HORMONE
• Sufficient applied and excess removed 07
• Hormone kept clean
PLACEMENT OF CUTTINGS IN MEDIA
• Proper medium depth, as applicable 08
• Media furrow cut and closed
• Proper sticking depth
• Efficient row and cutting spacing
LABELING OF COMPLETED UNITS
• Plant (variety) name, date, treatment 02
• Legible
SAFETY PRACTICES APPLIED
• Proper cutting technique 03
• Tool closed when finished
• Minimal clutter in work area
POTTING PRODUCTIVITY (15 POINTS)
NUMBER OF UNITS COMPLETED 10
QUALITY OF UNITS COMPLETED
• Uniform size and placement
• Cuttings stable in media 05
Total Points (50 points)

Judge’s Name Judge’s Signature/Date

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 277

 NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Nursery/Landscape
Name: Chapter:

State: Team No.:

Member No.:

TEAM ACTIVITY SCORECARD

INDIVIDUAL ACTUAL
TEAM PREPARATION POSSIBLE SCORE 1 2 3 4 TEAM TEAM
SCORE
• Team leadership roles established/
evident (10)

• Project assignment and goal defined (10)

• Member responsibilities outlined (10)
and defined
• Members effective in individual tasks (10 pts each)
• Members supportive of each other (10 pts each)
• Members interact in positive/
constructive way (10 pts each)
Sub-Total (A) (30 possible)
• Agreement reached on individual (10)
evaluation
• Presentation plan developed (10)
(who does what/when)
Sub-Total (B) (50)
INDIVIDUAL ACTUAL
TEAM PRESENTATION 1 2 3 4 TEAM
POSSIBLE SCORE SCORE
• Positive voice, grammar, eye contact (5 pts each)
• Effective organization of information (5 pts each)
• Effective communication of
information (5 pts each)
• Demonstrates knowledge of subject (5 pts each)
Sub-Total (C) (20 possible)
• Effective team interaction during
presentations (15)
• Appropriate participation from each
team member (15)
• Effective total team presentation (10)
• Team Assignments fulfilled (10)
Sub-Total (D) (50)
Total Team Member Points (A + C) (50 possible)

Judge’s Name, section A & B Signature/Date

278 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Nursery/Landscape
Name: Chapter:

State: Team No.:

Member No.:

VERBAL CUSTOMER ASSISTANCE PRACTICUM SCORECARD

POSSIBLE MEMBER
POINTS SCORE
CONVERSATION (35 POINTS)
APPROACH
• Effective greeting and offer to help 4
• Positive, enthusiastic; not hesitant
PERSONALITY
• Pleasant, friendly manner 7
• Not pushy in selling
VOICE
• Easy to hear and understand 7
• Proper grammar used; good speaking form
INFORMATION REQUESTED FROM CUSTOMER
• Determines assistance needs 7
• Effectively ask details/preferences
SALESMANSHIP
• Effective; tries to expand sale 7
• Develops customer confidence in product/service
CLOSING
• Repeats order, handles payment (as applicable) 3
• Asks if instructions understood
• Thank you close
PRODUCT/PROBLEM/PROCEDURE PRESENTATION * (15 POINTS)
CORRECT PRODUCT/PROCEDURE/SELECTIONS 6
CORRECT PRODUCT/PROBLEM INFORMATION PROVIDED 6
CLARITY OF INFORMATION PROVIDED TO CUSTOMER 3
Total Points (50 points)
* Includes, as applicable, evaluation of order form for completeness, spelling and arithmetic accuracy, clarity.

Judge’s Name Judge’s Signature/Date

NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK 279

 NURSERY/LANDSCAPE CAREER DEVELOPMENT EVENT

Nursery/Landscape
Name: Chapter:

State: Team No.:

Member No.:

WRITTEN CUSTOMER ASSISTANCE PRACTICUM SCORECARD

POSSIBLE MEMBER
POINTS SCORE

Customer Relations
• Does the letter create/maintain goodwill (is it free of negative 10
• words that create an unpleasant tinge)?
• Is the tone appropriate for the letter purpose?
• Does the letter emphasize reader (you) rather than writer (I)?
• Is the tone and reading level appropriate for reader?

Business Letter Form

• Is the letter written in acceptable business format including the date, 10
• inside address, salutation, body, complimentary close, signature
• and additional data (pc, enclosure, etc.)?

Organization
• Is the content organized in logical, coherent order? 10
• Is the letter properly divided into paragraphs with topic sentences?
• Is the letter divided into sentences which clearly convey key points?
• Does the letter use short conversational words?

Technical Information
• Is the technical information provided in letter correct? 10
• Is the information provided in simple, clear, concise manner?
• Does the letter relate directly to the inquiry?

Grammar/Punctuation
• Is the letter free of grammatical errors and misspelled words? 10

Total Score: 50

Deductions( i.e., Rules Infractions, Missing Content) ( )

Grand Total:

Judge’s Name Judge’s Signature/Date

280 NATIONAL FFA CAREER DEVELOPMENT EVENTS HANDBOOK

 Name ______________________________

Climate Zone Student Sheet

Arborday.org

 Go to Arborday.org
 Click on Trees
 Click on Your Hardiness Zone
 Enter your Zip Code
 A map will come up with your climate hardiness zone.

What is the zone where you live?_______________________

 Click on Show me the most popular trees for zone____

What are 5 of the most popular trees for your zone?

 Click on Show me all trees that grow well in zone___

What are 5 more trees that grow well in your zone?

Why would a climate zone map of your area be helpful?

 Name________________________
Date_________________________

Nursery/Landscape Plant Identification

Student Sheet

Obtain the official list of Nursery/Landscape Plant Identification. These plants are numbered from 101-216.
Using your book, internet, or a lab manual, research the following information about nursery/landscape plants
and fill out this Student Sheet.
• Plant no.—plant number from the official list of Nursery/Landscape Plant Identification
• Common name—name typically called, may have more than one
• Scientific name—Latin botanical epithet
• Unique characteristics—things that make the plant easier to identify
• Plant classification—tree form, herbaceous—annual, biennial, perennial/ or woody plant
• Hardiness zone—zone the plant can withstand as the coldest freezing temperature and still grow
• Growing requirements—does the plant prefer shade or sun, what type of soil, etc..
• Image—draw a sketch of the plant or upload one from the internet
• Other—any other things that you would like to remember about the plant that will make it easier to
identify

Plant No.___________ Plant Id. Information: Image

common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:

Plant No.___________ Plant Id. Information: Image

common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:
 Plant No.___________ Plant Id. Information: Image
common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:

Plant No.___________ Plant Id. Information: Image

common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:

Plant No.___________ Plant Id. Information: Image

common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:

Plant No.___________ Plant Id. Information: Image

common name:

scientific name:

unique characteristics:

plant classification:

hardiness zone:

growing requirements:

other:
https://www.nysdot.gov/divisions/engineering/design/landscape/trees/repository/tree_forms_color%20copy_papyrus_rv.jpg