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GOM4
Plant Systems
Advanced Foundational Lesson
Unit: Greenhouse Operations Management
Lesson Title: Growing Plants in the Greenhouse Environment
Competency: Demonstrate and analyze proper methods for planting seeds,
transplanting seedlings, asexual reproduction, potting, and watering plants.
Standards
PS.01.01. Determine the influence of environmental factors on plant growth.
PS.01.02. Prepare and manage growing media for use in plant systems.
PS.01.03. Develop and implement a fertilization plan for specific plants or
crops.
PS.03.02. Develop and implement a management plan for plant production.
CCSS.ELA.11-12.RIT.3.D. Read and comprehend informational text
independently and proficiently.
CCSS.ELA-11-12.W.3.A.c. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CCSS.ELA.11-12.SL.2.A.Speak audibly and to the point, using conventions of
language as appropriate to task, purpose, and audience when presenting
including fluent and clear articulation, strategically varying volume, pitch, and
pace to consistently engage listeners.
Student Learning Objectives
Slide 3 in GOM4 Growing Plants in the Greenhouse Environment
Lesson Objective— After completing this lesson on Growing Plants in the Greenhouse
Environment, students will demonstrate their ability to apply the concept in real-world situations
by obtaining a minimum score of 80% on the Plant Propagation Logbook evaluation.
Enabling Objectives
As a result of this lesson, the student will…
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Greenhouse Operations Management GOM4 Growing Plants in the Greenhouse Environment
1. Identify common growing containers and describe the advantages and disadvantages of
each container
2. Provide examples of and describe plant propagation methods utilized in greenhouse
production
3. Follow irrigation guidelines to meet the nutritional requirements for plants through
fertilizer management, analysis, calculations and application
Time: Approximately 250 minutes
List of Resources
Boodley, J. W. (1996). The commercial greenhouse (2nd ed). Albany, NY: Delmar
Publishers.
Crop nutrient deficiency photo library app for iPhone/iPad/iPod touch. (n.d.). Retrieved
from http://www.ipni.net/ndapp
Cooper, E.L. (1995). Agriscience: Fundamentals & applications (2nd ed). Albany, NY:
Delmar Publishers.
DeFacio, P., Pickerel, L., & Rhyne, S. (2002). Greenhouse operation and management.
Columbia, MO: Instructional Materials Laboratory.
Lee, J.S., (2002). Series editor: Introduction to horticulture. (3rd ed). Danville, IL:
Interstate Publishers, Inc.
Missouri certified nursery and greenhouse directory. (2002). [PDF File]. Retrieved from
http://www.mda.state.mo.us/pd/ NurseryBook.pdf
What one bale or bag fills. (n.d.). [Infographic]. Retrieved from
http://www.sungro.com/wp-content/uploads/2013/01/conversion_tables.pdf
List of Tools, Equipment, and Supplies
GOM4 PowerPoint Presentation
GOM4 Activity Sheet and Evaluation Packet
GOM4 Student Activity Sheet Packet
GOM4 Seed Open Flat Lab Instructions
GOM4 Seed Starting Plug Lab Instructions
GOM4 Irrigation Guidelines Lab Instructions
GOM4 Comparing Nutrients Lab Instructions
Duct tape
3 sizes of bedding plant flats
3 ring binders and loose leaf paper for student log books
Horticultural supply catalogs
4" Pots
Potting soil
Seed starting mix
Popsicle sticks or chopsticks
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Greenhouse Operations Management GOM4 Growing Plants in the Greenhouse Environment
Synthetic granular fertilizer
Synthetic liquid fertilizer
Organic granular fertilizer
Organic liquid fertilizer
Flower, vegetable, and herb seeds
Plug flats
Open seed starting flats (with drainage holes)
Key Terms
Slide 4 in GOM4 Growing Plants in the Greenhouse Environment
The following terms are presented in this lesson (shown in bold italics):
Dibble
Pricking out
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Greenhouse Operations Management GOM4 Growing Plants in the Greenhouse Environment
Interest Approach: Use an interest approach that will prepare the students for the lesson.
Teachers often develop approaches for their unique class and student situations. A possible
approach is included here.
Slide 5 in GOM4 Growing Plants in the Greenhouse Environment
Observation Walk— Ask students to share their prior experiences with plants, gardening,
greenhouses, etc. Explain that this lesson will explore the fundamentals of raising seedlings in a
greenhouse operation. The factors that will be considered through experiments are related to flat
sizes, watering, fertilization methods, and seed planting techniques.
Students will take a blank sheet of paper and pencil with them on a field trip around the school.
Travel around the campus, classrooms, greenhouse, indoor, outdoors, etc. to evaluate plants.
Students will jot down notes about what they see on the plants. Make comments related to
general appearance and health of the plant and ask students to take a guess on what could be
some potential issues with those plants that look unhealthy.
Gather back in the classroom and discuss the findings of the group. Make the connection that a
plants overall health and success can be controlled through different factors. The class will
complete different experiments to determine what factors will work best in raising seedlings in a
greenhouse environment.
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Summary of Content and Teaching Strategies
Objective 1: Identify common growing containers and describe the advantages and
disadvantages of each container.
Slide 6 in GOM4 Growing Plants in the Greenhouse Environment
Teaching Strategies Related Content
Introduce the format of the lesson. Students
will complete a set of labs (experiments) and
record them in a logbook. Distribute GOM4.1
and discuss format and expectations of the
logbook.
Slide 7 in GOM4 Growing Plants in the
Greenhouse Environment
Show the class a greenhouse flat and ask them
if they know what it is and what it is for.
Slide 8 in GOM4 Growing Plants in the
Greenhouse Environment
Logbook Checklist
• Compiled in a 3-Ring binder
• Is labeled with Name, Class, and Unit
on cover
• Contains all experiments
• All experiments have the following:
o Name and group member’s
names
o Name of the experiment
o Date experiment was
completed
o Hypothesis
o Experimental Procedure
o Outcome
▪ Written Summary
▪ Assigned Numerical
Value (if applicable)
▪ Detailed germination
rate (if applicable)
▪ Sketch of results
• PowerPoint presentation printed and
added to the logbook
o Photographs of the
experiments are included
o Logbook data is used to create
and illustrate graphs
• Notes Pages
Flats
• Industry term for the plastic tray that
holds the pots which seedlings are
transplanted into, or started in.
• Many different flat sizes available for
bench top plant propagation in the
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Ask students why they think flat size matters
when growing plants.
Slide 9 in GOM4 Growing Plants in the
Greenhouse Environment
If available, show the class two different flats
and ask them to share the differences and
similarities.
Share with students that there are advantages
and disadvantages to using different types of
flats. Explain that we will work together
through a scenario.
Read the scenario together and give students a
chance to think about the answers to the
questions before discussing as a class.
Slide 10 in GOM4 Growing Plants in the
Greenhouse Environment
It is common for a particular category or
species of plant to be grown in a standard
size pot. This standardization makes it easier
for customers to compare prices when
choosing between growers or companies.
You are a greenhouse grower and are
considering what flat size to use for a
particular plant pot. You know most area
garden centers (your target customer base)
sell culinary herbs in a 3.5"-4" diameter pot.
Consider the benefits and drawbacks of using
either 1801 flats or 1001 flats.
• Other considerations:
o The size of benches and
shipping racks must be taken
into consideration.
▪ Looking at these two
flats, how would they
fit differently on
racks?
▪ How are the
dimensions different?
Answers to Scenario
• 1801 holds eighteen 3.5" pots
o Pros: Conserves soil (smaller
pot)
o Cons: Smaller pot means
smaller plant, may be seen as
less valuable
• 1001 holds ten 4" pots
o Pros: Smaller number of
plants/flat means more likely
to sell them all
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Monitor and guide students through activity
sheet GOM4.3. In groups of 2-4, students will
practice fitting different flat sizes on a
greenhouse bench. At least 3 different flat
sizes will be provided to each group. If
possible, different groups should have different
flats to work with (example: group 1 –
1801,801,606; group 2 – 1001, 601, 1204). Fit
at least one of each type of flat with pot sheets
or pots so students can see how many plants
will fit into the flat.
When all students have completed GOM4.3,
groups will write their numbers on the board.
Facilitate a discussion about the results.
If desired, the flats can be ranked based on
how many plants were able to fit in the space.
Students should record a summary of the class
results in their logbook. Students can reference
instruction sheet GOM4.1 and template
GOM4.2 for direction on how to fill in the
logbook.
Be sure you have run through GOM4.3 once
before the labs on Open Flats and Plug Trays
with the flat sizes they plan to use.
o Cons: Bigger pots means
more soil, more bench space
for same number of plants
• Even if two types of flats both hold
18 pots, they can have slightly
different dimensions which translates
to major differences in how many
will fit into a given area
o One flat size could allow 9
flats per shipping rack shelf,
with the other only allowing 5
o Leads to fewer flats fitting on
a delivery truck, higher
overall delivery cost
o Most supply companies will
provide samples of flat sizes
so the grower can physically
test them out on their benches
and shipping racks
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Ask students some questions to begin a
conversation about different plants found in
different flats.
• What are some common plants you
buy/see at commercial stores?
• What kinds of containers and flats do
you see?
Slides 13-15 in GOM4 Growing Plants in
the Greenhouse Environment
Explain that students will research 3 common
greenhouse crops. They can think about what
they have seen in different stores or what they
have purchased before.
They will search online or in catalogs to find
out what size plug and pot their three plants are
generally grown and/or sold in. Record
findings on activity sheet GOM4.4.
When activity sheet GOM4.4 is complete,
everyone can stand up and share what they
discovered. Students may record their
classmates’ findings. A summary of the results
should be included in students’ logbooks.
Ask students why greenhouse owners need to
estimate how much soil is going to be used for
a crop.
Slide 16 in GOM4 Growing Plants in the
Greenhouse Environment
Ask a volunteer to come up to the board and
have students call out as many reasons as they
can think of. Capture down the responses on
the board.
Slide 17 in GOM4 Growing Plants in the
Flats
• 606 Flat
o Vinca
o Begonia
o Lettuce
o Marigold
o Pansies
• 1204 Flat
o Kale
o Broccoli
o Cabbage
• 1801 Flat
o Culinary Herbs
o Tomatoes
o Peppers
o Lantana
Why do greenhouse owners need to estimate
how much soil they are going to use?
Why estimate soil?
• Operators work from a budget
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Greenhouse Environment
Distribute reference sheet GOM4.5. Use this
sheet as a reference and to complete the
example with students.
Note: There are many different possibilities for
correct answers in this scenario. The example
on the right is one way the scenario could turn
out. Feel free to change or enhance the
scenario as you see fit.
Slides 18-19 in GOM4 Growing Plants in
the Greenhouse Environment
Students take notes and record calculations in
logbook.
Students will plan what they will grow in their
greenhouse (including growing containers, flat
size, and soil requirement) in activity sheet
GOM4.6. Encourage them to use the example
o They need to know how much
they can spend
• Soil can be ordered at a discount
during year-end sales
• Helps be successful and avoid waste
You are a greenhouse operator working with
a small garden supply store in your
hometown for the first year. The supply
store, Sunny’s, is asking you to supply vinca,
begonia, and azaleas on a trial basis this year.
Sunny’s is asking you to fill one 4’ x 12’
table in their outdoor plant sale. It is up to
you to determine the distribution of plants.
• Useful information:
o Vinca and begonia get planted
in 606 flats that are 8.5” x 20”
o Azaleas are planted in 4” pots.
You have trays that hold 15
4” pots and the dimensions of
the tray are 12 ¼” x 22”
• Complete the following steps in your
logbook:
o Step 1: Sketch out the bench
and determine the best plan to
fit flats.
o Step 2: Determine how many
plants of each variety you will
need.
o Step 3: Use reference sheet to
determine how much soil you
will need.
o Step 4: Use reference sheet to
determine the cost of soil.
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found in GOM4.5 about estimating soil
purchase.
The greenhouse has four 4’x12’ benches.
Students can choose plants from this list:
vinca, begonia, lettuce, marigold, pansies, kale,
broccoli, cabbage, herbs, tomatoes, peppers,
azaleas, gerbera daisies, and geraniums.
They need to take into account:
• What plants are grown in what type of
pots? What size flats?
• How can I arrange the flats on the
greenhouse tables to be most efficient?
• How many of each variety should be
planted?
• How much soil do I need?
• How many bags or bales should I
order?
• How much does the soil cost?
After students have completed activity sheet
GOM4.6, have them share their greenhouse
plans with the class. They will then record
notes from their greenhouse plan in the
logbook. They need to include the following in
their logbook:
• What plants will be grown in the
greenhouse?
• What containers and flats will be used?
Why?
• How much soil is needed?
• What is the cost of soil?
Objective 2: Provide examples of and describe plant propagation methods utilized in
greenhouse production
Slide 20 in GOM4 Growing Plants in the Greenhouse Environment
Teaching Strategies Related Content
Distribute reference sheet GOM4.7. Students
will read about plant propagation. Instruct
students to underline the key phrases and
words found on the slide.
Plant Propagation Key Phrases
• The correct environmental conditions
for germination
• Breaking seed dormancy
• How to plant seeds
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Slide 21 in GOM4 Growing Plants in the
Greenhouse
Prior to the lesson, create posters or flipchart
papers with the questions below (4 total) and
post them around the room. After students
have completed their reading, have them travel
to the flipcharts and answer as many questions
as they can without their paper. Allow students
a few minutes back at their desks to reread the
sections of the handout to be able to answer the
questions. Travel around the flipcharts and
have a discussion based on the responses.
Flipchart Questions
• How do heirloom, hybrid, and
genetically manipulated seed varieties
differ from one another in yield,
uniformity and vigor?
• What are the correct environmental
conditions for seed germination?
• How do you break seed dormancy?
Why is it important to not let the seed
dry out once you do?
• What are the germination differences
between monocots and dicots?
Use the Seed Starting Plug Tray and Seed
Starting Open Flat Lab Instructions to facilitate
labs on starting seeds. Have students break into
groups of 3-4 and chose one type of seed to
plant.
Some quickly maturing species/varieties that
would be well suited to the experiment
timeline for this and the following experiments
include:
• Coleus
• Mustard
• Basil
• Tomato
• Zinnia
• Marigold
• Petunia
• Edamame Soy Bean
• Germination differences between
monocots and dicots
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• Kale
Students will try both methods (Plug Trays and
Open Flat, Pricking Out) for seed starting.
Students will compare their efficacy and
advantages/disadvantages in their lab
notebooks.
Note: Students will need to wait for the seeds
to germinate. During the days required for
germination, continue to the next activity in
this objective, “Asexual propagation and
Cloning.”
Once seedlings are ready to transplant, use Lab
Guide: Transplanting Seedlings to facilitate
that lab.
Have students make entries in their logbook to
reflect this experience.
Introduce to students that another type of
propagation exists – asexual propagation.
Slide 22 in GOM4 Growing Plants in the
Greenhouse Environment
Share with students that to ensure successful
propagation, the greenhouse owner needs
adequate supplies and equipment, a suitable
growing environment and an effective tacking
system. Let’s explore those now.
Slides 23-26 in GOM4 Growing Plants in
the Greenhouse Environment
Asexual Propagation
• A new plant is created from the buds,
leaves, stems, or roots of a parent
plant
• Faster process than sexual (seed)
propagation and it produces identical
characteristics of the original plant
General Considerations
• Supplies and equipment:
o Sharp knives to cut parts from
plants, divide plants, and
make wounds in plant
materials
o Dibbles (sticks) are used to
dig holes in the growing
medium
o Puffer dusters and spray
bottles are used to apply the
rooting compound.
o Keep propagation benches
above the floor helps prevent
exposure to pathogens
• Growing environment
o Sanitation
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▪ All tools/knives must
be disinfected before
use, after each cutting
▪ Cuttings should be
placed in sterile
container until ready
for planting
▪ Rooting solutions
must be sterilized after
each use
o Discard excess plant debris
o Soilless growing medium of
vermiculite and perlite
▪ Pathogen-free
▪ Promotes drainage,
aeration
▪ Retains sufficient
nutrients, water
o Lighting
▪ Winter vs summer
o Temperature
▪ 5–10°F higher than air
temperature.
• Tracking system
o Label each plant accurately so
greenhouse owner can
identify plant’s name, variety,
date of propagation, any
special treatments
o Asexually reproduced plants
(except tubers) are federally
protected
o Licensing
▪ Mandatory for those in
Missouri who sell,
transport, or give away
nursery stock
(perennials, woody
stem plants,
perennials, bulbs,
roots, crowns, corms,
rhizomes, and tubers)
▪ Twice a year, a state
entomologist
examines nursery
stock for pests and
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Distribute reference sheet GOM4.8. Divide
students into 6 groups. Assign each group one
of the following topics:
• Budding
• Cuttings
• Division
• Grafting
• Layering
• Tissue Culture
Each group will be responsible for researching
the topic they are assigned. They will use
GOM4.8 and be allowed computer access to
search online. When they have completed their
research, they will create a poster with a step-
by-step guide on how to use the asexual
propagation method they have learned about.
When the posters are complete, students may
hang them and view others poster in a gallery
walk around the classroom.
Facilitate a discussion about the
advantages/disadvantages of starting seeds in
plug flats vs. open flats. Ask, "When might
you choose to use cloning rather than seed
propagation?” Make sure that students
understand that the identical genetic makeup of
clones can make them more susceptible to
pests and diseases, decimating an entire
population at once. A genetically diverse
sexually reproduced crop is more protected.
Students need to record the
advantages/disadvantages between the two
propagation methods in the logbook.
diseases
Objective 3: Follow irrigation guidelines to meet the nutritional requirements for plants
through fertilizer management, analysis, calculations and application.
Slide 27 in GOM4 Growing Plants in the Greenhouse Environment
Teaching Strategies Related Content
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Distribute reference sheet GOM4.9 on
irrigation.
Divide the room into two groups. Have group
1 read about “Irrigating Greenhouse Crops”
and “Frequency of Crop Irrigation.” Group 2
should read about “Basic Guidelines for
Irrigation” and “Delivering Water to Plants.”
Encourage students to write comments,
underline, and take special note of their
sections.
When each group has completed their reading,
have everyone partner up with someone from
the opposite group. They will then teach each
other about their parts of the content.
Use the Irrigation Guidelines Lab Instructions
to facilitate an irrigation lab.
Have students record their observation and
experiences in their logbook.
If BPS6 has not yet been taught, teach that
lesson so students have an understanding of
plant nutrients.
Project the word nutrient.
Slide 28 in GOM4 Growing Plants in the
Greenhouse Environment
Have students do a brain dump about what
they know about nutrients. Share students’
ideas and facilitate a review of macro- and
micronutrients.
Share with students that fertilizer plays an
important role in plant growth. Ask students to
recall what they know about fertilizer.
Ask student about the purpose of a fertilizer
management plan.
Slide 29 in GOM4 Growing Plants in the
Greenhouse Environment
Fertilizer Management Plan
• Prevent and correct nutritional
deficiencies
• Should quantify the amount and
frequency of fertilizer given and
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Recall what students know about organic and
inorganic sources of fertilizer before sharing
the content.
Slides 30-31 in GOM4 Growing Plants in
the Greenhouse Environment
As the forms of fertilizer are discussed, show
actual fertilizer or project the images on the
slide deck.
Slides 32-34 in GOM4 Growing Plants in
the Greenhouse Environment
match specific types of fertilizer to
the unique nutritional needs of each
plant
• Requirements vary per species and
development at key stages:
seedling/cutting, vegetative (foliage
growth), and flowering
Source of fertilizer
• Organic
o From once-living matter
o Natural components
▪ Animal manure,
decayed plants,
decomposed
microorganisms
o Processed elements
▪ Bone meal, fish
emulsion, sewage
sludge)
o Large quantities are required
▪ Costly, need ample
storage, people to
manage
o Rate of decomposition is slow
and variable
• Inorganic
o Synthesized mineral salts
o Concentration is greater than
organic
▪ Be aware of over
fertilization
o Releases nutrients rapidly
o Disseminates evenly
throughout growing medium
Forms of Fertilizer
• Slow- release
o Significant advantages
o Slow-release fertilizer coating
allows for the rate of nutrient
release into the medium to be
prolonged
▪ Plants thus receive a
steady food supply
o Less likely to burn the plant
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Show students a container of fertilizer and
have them look for the contents of that
fertilizer. If they need a hint, direct them to
find the formulation of macronutrients. Ask
questions to determine the level of student
knowledge regarding the fertilizer analysis
before sharing the content.
Slides 35-38 in GOM4 Growing Plants in
the Greenhouse Environment
To find the unknown number of ounces, divide
by the total calibration ration.
• For example, if the calibration ration is
1:13, the denominator is 14
Cross-multiply to solve for the unknown
number of ounces.
• The result represents the number of
ounces of fertilizer to add to 1 gallon of
water in order to create a solution with
• Granular forms
o Can be mixed into or applied
on top of the growing medium
o Some are dissolved in water
before application
o Stakes or tablets and placed
directly into the medium
• Liquid or dry forms of fertilizer can
be injected into the irrigation system
(fertigation)
o Amount used is measured in
parts per million (ppm).
Fertilizer Analysis
• proportion of nutrients in fertilizer
formulation
• helps greenhouse owner select
appropriate fertilizer
• A “complete” fertilizer contains
three macronutrients:
o nitrogen (N), phosphorous (P)
and potassium (K)
o For example, a bag of
fertilizer labeled 20-17-16
denotes 20% nitrogen, 17%
P2O5, and 16% K2O5
Calculating the Amount of Fertilizer
• Concentration rates are calibrated in
parts per million, as calculated by the
following formula:
. Desired ppm . = . #oz .
% active ingredient × 75 100 gallons H20
• To mix smaller amounts of fertilizer,
use a proportion. First determine the
correct number of ounces per 100
gallons, as indicated above. Then use
the following formula:
. #oz = ? .
100 gallons of water calibration ratio
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the correct ppm
Use the Essential Nutrients Lab Instructions to
facilitate the lab nutrient and fertilizer lab.
Signs of Nutrient Deficiency
• Students will do a special case study in
their lab book on the control, Group #1
from experiment #3 (Plant Growth and
Fertilizer Application) assessing what
signs of nutrient deficiency the crop
displays.
• Some examples of deficiencies students
might find can be found online. The
International Plant Nutrition Institute
has an app that is a photo database of
documented plant nutrient deficiencies.
http://www.ipni.net/ndapp
Based on what they learned from their
experiments students will make
recommendations about what types of
Applying Fertilizer
• Follow directions carefully
• Growing medium must be moist
before applying
• Applying low concentrations of
fertilizer with each watering is a
common technique
o When watering, provide a
balanced fertilizer to meet the
needs of each plant
o A constant feed system that
supplies nutrients at every
watering or every other
watering is generally the best
irrigation method.
• Hose-siphoning device
o A siphon is positioned
between the water outlet and
hose. A narrow tube
extending from the siphon is
placed in the fertilizer
solution. Through the force of
suction, fertilizer is drawn
from the solution into the tube
and the stream of water.
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watering, fertilization, and deficiency
monitoring plan they would implement in their
own greenhouse operation. Students will write
out the detailed list in their logbook.
Review/Summary
There are several things to consider when growing plants in a greenhouse. These factors include
but are not limited to growing containers, planting and propagation techniques, and plant growth
requirements. Making the connection that a plant’s overall health and success can be controlled
through these different factors is vital to successful production in the greenhouse.
Slide 39 in GOM4 Growing Plants in the Greenhouse Environment Review
Slide 40 in GOM4 Growing Plants in the Greenhouse Environment
Exit cards Students will answer the following questions on a notecard or small slip of paper and
hand to teacher as they exit:
• What did you learn about growing plants in the greenhouse environment?
• What questions do you still have about growing plants in the greenhouse environment?
Make Your Own Students can each create and share the steps for an experiment they would
conduct to learn more about the fundamentals of raising and caring for seedlings in a greenhouse
environment.
Application
Extended Activities
Students may take stem cuttings from the coleus plants grown from seed after
the watering and fertilization experiments are complete. 4 cuttings should be
made per group, one is a control with no rooting hormone. The other three will
have varying concentrations of rooting hormone. After 4-6 weeks, the students
can qualitatively rate the root growth of their cuttings with numbers representing
the size of roots.
Students could practice sexual breeding of plants by trying to hybridize their
own new cultivar.
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Students should grow and transplant seedlings for a plant sale fundraiser.
Evaluation Project-Based Evaluation (GOM4.10)
This lesson will include a lot of experimental activities. Students will keep a plant propagation
logbook recording their hypotheses, experimental procedures, and outcomes by writing
summaries, assigning numerical values, detailing germination rates, and sketching results. They
will create PowerPoints with photographs of some of their experiments and will use the logbook
data to create graphs. The PowerPoints are considered part of the log and will be printed out and
included in the book. A 3-ring binder is recommended to serve as logbook for this reason. The
logbook will be turned in when the experiments are complete for evaluation.
Paper-Pencil Quiz Evaluation (GOM4.11)
True or False:
1. _____ Sexual propagation uses seeds to produce new plants.
2. _____ A dibble is when water is used to moisture growing media.
3. _____ Pricking out is the process of transferring mature plants from the greenhouse to
the ground.
Short Answer:
4. What four environmental conditions are required for germination?
5. When is the best time to transplant seedlings?
Arrange the steps of transplanting seedlings by number the steps 1-6.
6. _____ After the hardening-off period, the seedling is watered and carefully lifted out of
its present container with a small trowel, fork, or knife.
7. _____ Give the transplanted seedling a final watering to prevent wilting.
8. _____ The seedling is put in a cooler environment and watered less frequently for a
period of time. The length of varies with each plant.
9. _____ Some of the medium should be kept around the roots, and the roots must never
dry out
10. _____ After the container is filled with a moist growing medium, dig a hole in the
middle to receive the seedling. This hole should be slightly larger than in the other pot.
The extra depth in the new pot gives the seedling room to grow.
11. _____ Add growing medium to the container and gently pat around the base of the
seedling.
Answers to Evaluation
Project-Based Evaluation (GOM4.10)
Use scoring guide provided on GOM3.10 to assess student work.
Page 21
Page 21
Greenhouse Operations Management GOM4 Growing Plants in the Greenhouse Environment
Paper-Pencil Quiz Evaluation (GOM4.11 KEY)
1. T
2. F
3. F
4. Moisture, temperature, light, air (oxygen)
5. After the first set of true leaves develop
6. 2
7. 6
8. 1
9. 3
10. 4
11. 5