Train the Trainer Workbook · 2020. 4. 7. · 4. Provide guidelines for highlighting and marking information within the manual (use _____ % rule). 5. Explain how to use learning objectives

FCHP

Train the Trainer Workbook

NAME

Gale Allbritton [email protected]

Magnolia Grex & Associates

PO Box 2694 Tallahassee, FL 32316

www.magnoliagrex.com

850.933.9545

mailto:[email protected]

http://www.magnoliagrex.com/

© 2010 Magnolia Grex, LLC 2

Notes


T A B L E O F C O N T E N T S

Goals for the Program .................................................................................................. 5

Introduction ................................................................................................................. 7

Plant Identification ....................................................................................................... 9

Business Issues ........................................................................................................... 15

Plant Biology .............................................................................................................. 19

Plant Growth .............................................................................................................. 25

Plant Problems ........................................................................................................... 31

Using Plants ................................................................................................................ 37

Irrigation .................................................................................................................... 41

Landscape Management ............................................................................................. 45

Safety ......................................................................................................................... 51

References.................................................................................................................. 55


Notes


Goals for the Program

Train the Trainer Goals 1. provide tips for ___________________________________________________________ 2. provide tips for ___________________________________________________________ 3. provide tips for ___________________________________________________________ 4. provide tips for ___________________________________________________________ 5. provide _________________________________________________________________ 6. provide tips for ___________________________________________________________ 7. provide tips for ___________________________________________________________ For today to be successful for me, I need to learn specifically how to…….


Notes

To organize this course, I need to:

During the first class meeting, I should:


FNGLA Certified Horticulture Professional 2010 TRAINING MANUAL

Introduction General Tips for Entire Course

1. Review Manual Layout. Explain how to find information within tabbed sections, use

headings within chapters, read and use charts.

2. Provide sample study questions for each chapter based on learning objectives.

3. Provide guidelines for note taking.

4. Provide guidelines for highlighting and marking information within the manual (use

_____ % rule).

5. Explain how to use learning objectives as study aids.

6. Explain previewing chapter headings, charts and diagrams before reading content.

7. Develop Power Point presentations for chapters.

8. Incorporate visuals in class presentations.

9. Provide activities for chapter subject matter interaction and “hands‐on” learning (i.e.

leaf and twig structure identification, plant identification walking tours, soil test results,

plant problems, reference materials, etc)

10. Develop practice tests for each chapter for closed and open book format using learning

objectives as a guide. Use 10 true/false and 40 multiple choice and question format to

mimic FCHP exam format.

11. Emphasize developing good study habits and time management.

12. Plan and practice your delivery. Remember – failing to plan is planning to fail.

13. ________________________________________________________________________

14. ________________________________________________________________________

15. ________________________________________________________________________


Exam Procedures (4 sections): ID ‐ TESTING PROCEDURES: 30 MINUTES

• Students will be provided photographs of 50 randomly selected plants appropriate to the region being tested (i.e. North, Central, South)

• Each plant will be represented by 2 photos o one distance shot to indicate size, shape, and habit of growth o one close up shot to indicate distinguishing features

• Botanical names will have the common name written along side each plant name (example: Quercus virginiana, Live Oak).

• Students will have a maximum of 30 minutes to complete this section • Plant Identification Exam:

o Students will be provided 5 plant names as answers to multiple choice questions with each plant photo set

o Students are to select the plant names coinciding with the photo set from the multiple choice list

• Passing grade for this section is 70% HORTICULTURE PRACTICES ‐ TESTING PROCEDURES: 30 MINUTES

• 50 questions consisting of 10 true/false and 40 multiple choice • Includes material from all sections of manual • Students will have a maximum of 30 minutes to complete this section • Passing grade for this section is 70%

SAFETY ‐ TESTING PROCEDURES: 30 MINUTES

• 50 questions consisting of 10 true/false and 40 multiple choice • Covers Safety chapter of manual • Students will have a maximum of 30 minutes to complete this section • Passing grade for this section is 70%

GENERAL HORTICULTURE ‐ TESTING PROCEDURES: 90 MINUTES

• 50 questions consisting of 10 true/false and 40 multiple choice • Includes all sections of the manual plus all applicable reference sections • Students will have a maximum of 90 minutes to complete this part • Passing grade for this section is 70%


d Horticulture 10 TRAINING M

FNGLA Certifie Professional ANUAL 20

Plant Identification General Tips for Teaching Plant Identification ID ‐ EFFECTIVE TEACHING TIPS:

• Develop a plant list for students that contains only the plants within a specific region

(example – separate North, Central, South plants)

• Review approximately 25 plants each week; _______ per class meeting

• Group similar plants for presentations so that distinguishing features can be observed

(i.e. hollies, pines, junipers, ligustrum, viburnum, palms, etc)

• Point out distinguishing features and landscape uses

• Repeat common and botanical names many times during presentation

• Provide photos or examples of plants in different stages of growth

• Bring live plant specimens or plant parts to class

• Take walking tours to point out plants in the landscape

• Conduct practice exams with small groups of plants

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________


ID ‐ TEACHING ACTIVITIES:

• Demonstrate use of Plant Identification CD; emphasize that plants cannot be learned

just from photographs – review of actual plant specimens is important to fully observe

identifying characteristics!

• Encourage students to tour garden centers, botanical gardens, local landscapes, resort

property

• Scavenger hunt based on plant characteristics, use in the landscape, etc

• Look at twigs, fruit, flower, foliage, form to learn plant identity

• Have students keep a sketch book of plants studied each week

• Make a leaf collection

• Combine sketch book and leaf collections to make a plant identification notebook

• Scavenger hunt

• Assign individual plant or plant groups to students to research and report back to class

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________

• ________________________________________________________________________


Sample Scavenger Hunt Hints: Plant #1: Locate a palm like plant that is really a cycad, having long, recurved pinnately

compound leaves that are dark, glossy green. The trunk is short and stocky, with prominent leaf scars, and suckers at the base of the plant. It is slow‐growing and usually long‐lived. Many times the fronds turn yellow when damaged by cold, thus requiring removal. Plants are dioecious, meaning there are separate male and female plants. What is it?

Plant #2: Locate a picturesque spreading evergreen native tree, known for its longevity.

The foliage of this tree is alternate and simple with entire leaf margins that curve slightly under. This revolute leaf characteristics and can be felt with the fingertips. The leaves of new shoots are sometimes serrate or shallowly lobed, with new leaf buds typically clustered tightly near the twig tip. The leaves of this tree are leathery, stiff, dark green and shiny above, and pale gray with slight pubescence below. This tree has male flowers known as catkins and female flowers that mature into a favorite food of squirrels. What is it?

Plant #3: Locate a shrub related to cotton that can grow like a tree up to 15 feet. The

leaves of this shrub are thin, dark green and shiny, alternately arranged and have serrate to palmately lobed margins. The large, showy single or double funnel‐shaped flowers are the most notable part of this nearly ever‐blooming shrub. These bell‐shaped flowers occur in many colors and have a long central tube projecting from the middle with stamens and pistils at the tip, which is characteristic of this family. What is it?

Plant #4: Locate a salt tolerant flowering plant that blooms profusely throughout the heat

of the summer and is known for its tough reputation. The stems and leaves of this shrub are covered with hairs and are sandpapery rough in texture. The yellow‐green leaves of this plant are oppositely arranged and have serrate margins. Butterflies are very attracted to multi‐colored tubular shaped clusters of flowers even though the other part of this plant’s reputation is an unpleasant aroma similar to your favorite furry house pet missing the litter box! The nerve of this square stemmed plant! What is it?

Answers: #1. __________________________________________________________________ #2. __________________________________________________________________ #3. __________________________________________________________________ #4. __________________________________________________________________


ID ‐ STUDENT STUDY TIPS: • Make flash cards with plant names for practice • Look up scientific name pronunciations in plant identification references • Write plant names as you say them out loud • Collect leaf and twig samples to attach to cards • Practice saying plant names daily • Study live specimens at local garden centers, botanical gardens, or in the landscape • Become familiar with botanical characteristics of plants (i.e. leaf margins, textures, leaf

arrangements, stem characteristics, etc) • Study plant photos from a variety of resources • Practice, practice, practice

Additional Activities / Materials to Emphasize Plant Identification: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Resources: Websites:

• Atlas of Florida Vascular Plants http://www.plantatlas.usf.edu • Flora Data http://www.floridata.com • Florida Plants Online http://www.floridaplants.com/trees_palms.htm • Ornamental Grasses,

http://www.ces.ncsu.edu/depts/hort/consumer/factsheets/ornamental_grass/scientific_namesa‐e.html

• Tropical Plants Database http://www.rain‐tree.com/plants.htm • USDA Plants Database http://plants.usda.gov • Virtual Palm Encyclopedia, http://www.plantapalm.com/vpe/vpe_index.htm • Virtual Cycad Encyclopedia, http://www.plantapalm.com/vce/vce_index.htm

http://www.plantatlas.usf.edu/

http://www.floridata.com/

http://www.floridaplants.com/trees_palms.htm

http://www.ces.ncsu.edu/depts/hort/consumer/factsheets/ornamental_grass/scientific_namesa-e.html

http://www.ces.ncsu.edu/depts/hort/consumer/factsheets/ornamental_grass/scientific_namesa-e.html

http://www.rain-tree.com/plants.htm

http://plants.usda.gov/

http://www.plantapalm.com/vpe/vpe_index.htm

http://www.plantapalm.com/vce/vce_index.htm


Binomial Name

� Native �

� Toxic

Common Name

Height

Spacing

LANDSCAPE USE, GROWTH, EXPOSURE

Family Name

CLASSIFICATION

FOLIAGE

FLOWERS

ILLUSTRATION

� Tree � Shrub � Vine � Groundcover � Palm � Grass

�Woody

� Evergreen � Semi � Deciduous

� Herbaceous � Needlelike/Scalelike � Narrowleaf � Broadleaf

� Spring � Summer � Fall � Winter

FRUIT � Edible � Toxic

LIGHT

USE

� Sun � Part � Shade

� Foundation � Groundcover � Hedge � Screen � Specimen

� Salt Tolerant � Semi � Moist Soil � Slow Growing � Moderate Growing � Fast Growing � Short Lived � Cold Sensitive

PRIMARY PESTS AND/OR LIMITATIONS____________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________ FLOWER______________________________________________

____________________________________________________

____________________________________________________

FRUIT____________________________________

_________________________________________

_________________________________________ PROPAGATION_____________________________________________________________________________________

________________________________________________________________________________________________ GENERAL REMARKS_________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Notes




Business Issues Background: Any practitioner needs to know relevant information directly pertaining to their professional status to develop a prospective of the industry they serve. This section of the certification manual is not intended as a business practices manual; rather it highlights the administrative aspect of FCHP certification and provides an overview of the Florida horticulture industry, acknowledges good sales practices, and summarizes laws, quality standards, and codes of conduct applicable to horticulture business operations.

Goal: The importance of this lesson is to develop an understanding of the general scope and organization of the horticulture industry in Florida, review good sales practices, and gain an understanding of laws, quality standards, and codes of conduct relating to horticulture businesses. Key Vocabulary: Board of Directors broker certification Code of Ethics invasive plants legislation nursery code of conduct pesticide license

plant societies professional organizations public relations retail nursery salesmanship tie‐in sales trade gallon wholesale growers

Chapter 1 – Business Issues 1 ‐ CONTENT TO EMPHASIZE:

• Importance of professional certification

• Certification examination procedures

• Role of trade & professional organizations

• Role of societies & clubs

• Overview and brief history of FNGLA


• Overview and brief history of Florida nursery industry

• Selling techniques

• Salesmanship qualities

• Laws relating to nursery business operation and water quality

• License requirements and laws regulating pesticide application

• Detrimental effects of invasive species

• Quality plant standards

• Review Grades and Standards

• __________________________________________________________________

• __________________________________________________________________

1 ‐ EFFECTIVE TEACHING TIPS:

• Encourage students to begin becoming familiar with the reference sections in

the manual (don’t wait until end of course)

• Encourage students to begin plant identification studies (example: review groups

of 25 per week for 8 weeks)

• Encourage students to stay on track with studies and assignments

• __________________________________________________________________

• __________________________________________________________________

1 ‐ TEACHING ACTIVITIES:

• Develop role playing scenarios (selling techniques, bad customer, etc.)

• Develop problem solving scenarios

• Share good sales / bad sales experiences

• Read and share summaries of applicable trade magazine articles

• Qualified guest speaker on business operations, laws, etc.

• Visit a retail garden center and critique store layout

• Develop horticulture games to reinforce conceptual learning (spin off from Who

Wants to Be a Millionaire?, Jeopardy, etc.)

• __________________________________________________________________


Sample Study Questions: Business Issues 1. What is the main reason for the development of trade or professional

organizations? What functions do they serve?

2. How do societies or clubs differ from professional organizations?

3. List the requirements of successful selling.

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

Sample Practice Test Questions:

(additional practice questions found at the end of Chapter 1 in the FCHP manual). Business Issues

True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. The purpose of the plant inspection law is to protect Florida Agriculture from foreign plant shipments.

2. Societies and clubs related to horticulture are often very important sources of information about plants.

3. ______________________________________________________________

4. ______________________________________________________________

Multiple Choice: With this type of question, you will have a choice of five possible answers to a question. Choose the best answer and mark the answer.

5. The Florida Nursery, Growers and Landscape Association (FNGLA) can be described as A. A non‐profit organization of growers, retailers, and others professionally

engaged in the nursery industry B. One of the largest state nursery associations in the country C. An organization with approximately 2000 members D. All of the above are correct E. None of the above are correct


6. Which merchandise should be located in high traffic areas? A. Common staples such as fertilizer B. Lower profit items C. High profit items with good eye appeal D. High profit items with poor eye appeal E. A and B

Other Methods to Evaluate Learning Success: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Resources: Video:

• FNGLA Landscape Educational Video, FNGLA 800‐375‐3642 Websites:

• 2005 FNGLA Economic Impact Study, http://www.fngla.org/fngla‐action/economic_Impact.asp

• American Standard for Nursery Stock, https://www.anla.org/publications/index.cfm?

• Best Management Practices for the Protection of Water Resources in Florida, http://www.dep.state.fl.us/Water/nonpoint/docs/nonpoint/BMP_Book_final.pdf

• Florida Nursery, Growers and Landscape Association, www.fngla.org • Florida Division of Plant Industry, http://doacs.state.fl.us/pi/ • Florida Department of Agriculture, Bureau of License and Bond, http://www.florida‐

agriculture.com/BondLawUpdate/ • Florida Grades and Standards, http://www.doacs.state.fl.us/pi/pubs.html • Florida Plant Industry Law Chapter 581,

http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&URL=Ch0581/titl0581.htm&StatuteYear=2003&Title=%2D%3E2003%2D%3EChapter%20581

• Pesticide Licensing, Florida Statutes Chapter 482, http://www.flaes.org/aes‐ent/licenseandcert.html

• Pesticide Licensing, Florida Statutes Chapter 487, http://www.flaes.org/complimonitoring/databasesearch/applcert&licensing.html

• Pesticide Laws, http://pested.ifas.ufl.edu/ • Worker Protection Standard,

http://www.epa.gov/oppfead1/safety/workers/workers.htm

http://www.fngla.org/fngla-action/economic_Impact.asp

http://www.fngla.org/fngla-action/economic_Impact.asp

https://www.anla.org/publications/index.cfm

http://www.dep.state.fl.us/Water/nonpoint/docs/nonpoint/BMP_Book_final.pdf

http://www.fngla.org/

http://doacs.state.fl.us/pi/

http://www.florida-agriculture.com/BondLawUpdate/

http://www.florida-agriculture.com/BondLawUpdate/

http://www.doacs.state.fl.us/pi/pubs.html



http://www.flaes.org/aes-ent/licenseandcert.html

http://www.flaes.org/aes-ent/licenseandcert.html

http://www.flaes.org/complimonitoring/databasesearch/applcert&licensing.html

http://pested.ifas.ufl.edu/

http://www.epa.gov/oppfead1/safety/workers/workers.htm



Plant Biology Background: Horticulture professionals are expected to understand the fundamental biology of plants and be proficient with basic plant terminology. A general understanding of plant biology simplifies the communication process between professionals. It also provides an awareness of the normal plant processes that contribute to good growth and performance and thereby contributes to the individual’s ability to make plant management decisions, whether in production or in the landscape. Knowledge of plant characteristics, systems of classification and nomenclature are particularly useful in describing and identifying plants. Key Vocabulary: alternate leaves angiosperm annual anther axillary bud bark biennial bulb calyx cambium cell cell membrane cell wall chlorophyll chloroplast chromosome corm corolla cross pollination cultivar cytoplasm daughter cells dehiscent dicotyledon differentiation dioecious fertilization fibrous roots filament fruit

genus guard cells gymnosperm heartwood herbaceous plants indehiscent inflorescence internode leaf blade meiosis mitosis monocotyledon monoecious nodes nomenclature nucleus opposite leaves organelle ovary palmate pedicel peduncle perennial petals petiole phloem photosynthesis pinnate pistil pollen

pollination rachis receptacle respiration rhizome root hairs sapwood self fertile sepals sessile simple leaf species specific epithet stamen stigma stipule stomata style tap roots taxomony terminal bud transpiration tuber vascular system venation whorled leaves woody plants xylem


Goal: The importance of this lesson is to develop an understanding of the basics of plant biology as it relates to the identification and appropriate placement and management of plants in the landscape or in nursery production. Chapter 2 – Plant Biology 2 ‐ CONTENT TO EMPHASIZE:

• Cell structure and function

• Mitosis vs. meiosis

• Vegetative vs. reproductive growth

• Arrangement and function of vascular system

• Root structure and function

• Root system classification

• Stem structure and function

• Stem modifications and purpose

• Leaf structure and identifying characteristics

• Processes of photosynthesis, respiration, and transpiration

• Flower structure and function

• Plant classification system

• Plant nomenclature

• __________________________________________________________________

• __________________________________________________________________


• Provide plant specimens for study of vegetative and reproductive plant parts

• Have student write botanical description of same plant before and after

reviewing terminology

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________



• Dissect plant part samples

• Collect a twig from a common plant and write a description of the leaves and stems based on your new knowledge of plant biology. Compare your description to that found in a plant identification reference.

• Dissect a flower (something simple like a petunia, amaryllis, or daylily) and try to locate the flower parts discussed in this lesson.

• Make a cell model from collected items, such as macaroni, playdoh, etc

• Match plant parts with word labels

• Scavenger hunt to locate plants with specific characteristics

• Use dissecting microscopes to examine plant parts

• Draw and/or color plant diagrams

• Collect fruits / vegetables or seeds; dissect and eat afterwards (if edible)

• Germinate monocot / dicot seeds and compare seedling characteristics

• Look at plants from ID list and use for discussion of leaf, stem, and flower

characteristics. This also reinforces plant identification.

• Use key vocabulary words and develop game to match definitions

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________

2 ‐ TAB CHAPTER SECTIONS:

• Leaf types • Inflorescence types • Fruit and seed types

2 ‐ STUDENT STUDY TIPS

• Spend time evaluating physical characteristics of live plant specimens (this will also reinforce plant identification studies)

• Review learning objectives • Review online resources • Locate sections for open book and label with post‐it tabs • Review sample questions at end of chapter


Additional Activities / Materials to Emphasize Lesson Content: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Setting:

□ Classroom □ Garden center/nursery □ Outdoor, specify ____________________________________________________

Sample Study Questions: Plant Biology 1. What is the building block of all living organisms (including plants)?

2. What are the three main functions of stems?

3. What are the three types of leaf arrangement?

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________


Sample Practice Test Questions:

(additional practice questions found at the end of Chapter 2 in the FCHP manual). Plant Biology True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. The veins in the leaf are part of the vascular system of the plant.

2. The space between two nodes is called the internode.

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________


7. A leaf arrangement where three or more leaves are crowded together at a node is called A. alternate B. opposite C. whorled D. all of the above are correct E. A and B

8. An important reason for scientific names is A. many plants lack common names B. worldwide standing C. often two or more plants have the same common name D. stronger legal status E. all of the above are correct

9. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________


10. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

Other Methods to Evaluate Learning Success: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Resources: Publications:

• Botany for Gardeners, an Introduction and Guide, Brian Capon, ISBN: 0‐88192‐258‐7, Timber Press, 800‐327‐5680. www.timberpress.com

Videos:

• Introduction to Botany, San Luis Video, 805‐528‐8322, www.HorticultureVideos.com

• Flowering Plants, San Luis Video, 805‐528‐8322, www.HorticultureVideos.com Websites:

• Anatomy of Plants, http://universe‐review.ca/R10‐34‐anatomy2.htm • UF/IFAS Electronic Data Information Source, http://edis.ifas.ufl.edu

Websites for Learning Activities:

• Comparison of Plant and Animal Cells, http://waynesword.palomar.edu/lmexer1a.htm

• Parts of a Plant, http://www.botanical‐online.com/lasplantasangles.htm • Plant Structure and Growth,

http://www.phschool.com/science/biology_place/biocoach/plants/intro.html

http://www.timberpress.com/

http://www.horticulturevideos.com/


http://universe-review.ca/R10-34-anatomy2.htm

http://edis.ifas.ufl.edu/

http://waynesword.palomar.edu/lmexer1a.htm

http://www.botanical-online.com/lasplantasangles.htm

http://www.phschool.com/science/biology_place/biocoach/plants/intro.html


Plant Growth Background: The growing medium is directly related to the health and vigor of a plant. It is critical that horticulture professionals understand the role of soil and nutrients in plant growth. Soils should be routinely analyzed and amended to correct pH levels and/or deficiencies. The development of fertilization and watering schedules that work properly with the growing media is imperative to successful plant management.

Goal: The importance of this lesson is to develop an understanding of the basics of soil science, plant nutrition, and water needs as it relates to best management practices of plants in the landscape or in nursery production. Key Vocabulary:

nitrate nitrogen amendments no phosphate fertilizer ammoniacal nitrogen nutrient deficiency BMP organic material broadcast parent material calibration pH chelate short day plant chlorosis side dressing complete fertilizer slow release fertilizer deficiency

essential elements soil amendment fertilizer analysis soil structure fertilizer label soil testing fertilizer ratio soil texture heat stall soilless mix inorganic material solubility leaching sulfur lime urea loam water insoluble low phosphate fertilizer water logged macronutrient water quality micronutrient water soluble microorganisms water stress necrosis



Chapter 3 ‐ Plant Growth

3 ‐ CONTENT TO EMPHASIZE: • Soil textural characteristics

• Definition of pH and methods of adjustment

• Recognition of essential elements

• Interpretation of a fertilizer label

• Fertilizer application

• Application and timing of irrigation

• Environmental and cultural influences on plant growth

• __________________________________________________________________

• __________________________________________________________________

3 ‐ EFFECTIVE TEACHING TIPS: • Demonstrate sedimentation test to determine soil texture

• Provide soil test results for review

• Practice pH adjustment problems

• Provide photos of nutrient deficiencies

• Demonstrate interpretation of fertilizer labels

• Practice calculating fertilizer application rates

• Demonstrate fertilizer spreader calibration

• __________________________________________________________________

• __________________________________________________________________

3 ‐ TEACHING ACTIVITIES: • Dig a hole to view soil profile characteristics

• Dig a hole, pour in water and observe rate of drainage

• Feel soils from different locations, comparing texture and estimating component

percentages (sand – gritty; silt – powdery; clay – stains)

• Take 2+ soil samples, compare testing methods and outcomes

• Perform jar test to determine soil texture. Use soil texture triangle.

• Demo a soil test kit (explain limitations / advantages of the chosen model)


• Compare soil pH in a landscape – analyze factors that influence the differences in

pH

• Conduct nutrient testing from soils and foliage

• Interpret soil analyses from university or private lab results

• Invite fertilizer and soils sales reps to make presentations

• Conduct an over‐fertilization experiment; observe and comment on results

• Calculate fertilizer application rates per given area

• Build worm bins and use castings as organic fertilizer

• Diagnose or key out deficiencies using plants from landscape

• Review sample fertilizer labels

• Calibrate spreaders

• Demonstrate wilting effects with different plants

• Grow plants under filtered or low light and observe changes in stem and leaf

characteristics

• __________________________________________________________________

3 ‐ TAB CHAPTER SECTIONS: • pH adjustment charts (landscape and potting soils) • Florida fertilizer label • Fertilizer application rate charts • General rates of fertilizer application for

o Landscape plants o Groundcovers o Areas before planting

• Palm fertilization rates o Field nurseries, containers, landscape

• Turfgrass fertilization recommendations 3 ‐ STUDENT STUDY TIPS:

• Review learning objectives • Locate sections for open book and label with post‐it tabs • Practice use of pH adjustment charts • Review fertilizer label and understand component parts • Practice calculating fertilizer rates based on pounds of nitrogen per 1000 square

feet and fertilizer analysis • Review sample questions at end of chapter



Setting: □ Classroom □ Garden center/nursery □ Outdoor, specify ____________________________________________________

Sample Study Questions: Plant Growth 1. Define soil texture.

2. How is pH measured?

3. What are the three primary elements in fertilizer?

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

Practice Test Questions:

(additional practice questions found at the end of Chapter 3 in the FCHP manual). Plant Growth True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. Early evening is an excellent time to apply irrigation water. 2. Macronutrients are required in relatively small amounts by plants. 3. _______________________________________________________________ 4. _______________________________________________________________ 5. _______________________________________________________________ 6. _______________________________________________________________


7. A problem with soil conditioners in established landscapes is A. All are very expensive B. They must be incorporated in the soil C. They do not improve the soil D. They do not last very long E. All of the above are correct


8. Recommended fertilizer application rates for lawn grasses are usually given as A. Bags per acre B. Pounds per 100 square feet C. Bags per property D. Pounds of potash per 100 square feet E. None of the answers are correct

9. __________________________________________________________________

A. _______________________________________________________________

B. _______________________________________________________________

C. _______________________________________________________________

D. _______________________________________________________________

E. _______________________________________________________________

Resources: Videos:

• The Properties of Soil, San Luis Video, 805‐528‐8322, www.HorticultureVideos.com

• Fertilizing Landscape Plants, San Luis Video, 805‐528‐8322, www.HorticultureVideos.com

• Efficient Water Management in the Landscape, San Luis Video, 805‐528‐8322, www.HorticultureVideos.com

Websites:

• Back to Basics Soil Fertility Information, http://www.back‐to‐basics.net/ • Plant Nutrient Deficiency Symptom Database, http://hort.ifas.ufl.edu/nutdef/ • UF/IFAS Electronic Data Information Source, http://edis.ifas.ufl.edu/ • USDA Hardiness Zone Map,

http://www.ahs.org/publications/usda_hardiness_zone_map.htm • AHS Heat Zone Map, http://www.ahs.org/publications/heat_zone_map.htm

Websites for Learning Activities:

• American Texture Triangle, http://www.pedosphere.com/resources/bulkdensity/triangle_us.cfm?319,100

• Dr. Dirt’s K‐12 Teaching Resources, http://www.wtamu.edu/~crobinson/DrDirt.htm




http://www.back-to-basics.net/

http://hort.ifas.ufl.edu/nutdef/


http://www.ahs.org/publications/usda_hardiness_zone_map.htm

http://www.ahs.org/publications/heat_zone_map.htm

http://www.pedosphere.com/resources/bulkdensity/triangle_us.cfm?319,100

http://www.wtamu.edu/%7Ecrobinson/DrDirt.htm


icul

10 TRAINING

FNGLA Certified Hort ture Professional MANUAL 20

Plant Problems Background: In addition to soil and water, environmental conditions and plant pests also affect the health and vigor of plants. The horticulture professional must be familiar with insects, diseases, weeds, and other common pest problems to understand how to properly manage those using environmentally friendly techniques in horticulture production and landscape settings.

Goal: The importance of this lesson is to develop an understanding of the common pest problems associated with plant production and the landscape, and be able to develop management strategies that are effective, safe to the applicator, and environmentally friendly.

Key Vocabulary: adsorption pathology Bacillus thuringiensis persistence beneficial insect pesticide chemical control pesticide formulation chewing mouthpart pesticide label compatibility photodecomposition diagnosis phytotoxicity disease piercing‐sucking eradication postemergence exclusion predators fumigation preemergence

preplant hazard preventative horticultural oil pupae inherent problems sanitation insecticidal soap saprophytes larvae selective herbicide mechanical control scouting metamorphosis solarization molt sooty mold nonselective herbicide surfactant nymph systemic obligate parasites

parasites volatilization pathogen


Chapter 4 ‐ Plant Problems 4 ‐ CONTENT TO EMPHASIZE:

• Importance of selecting and producing quality plants to reduce pest problems

• Beneficial vs. harmful pests

• Importance of knowing pest life cycle and vulnerable stages for control

• Common insect identity and damage caused

• Causes of diseases and mechanisms of spread

• Components of disease

• Nematode symptoms and management

• Weed classification

• Integrated pest management

• Methods of pest management

• __________________________________________________________________


• Bring samples of pest and disease problems to class for diagnosis

• Provide references for pest identification and management

• Post photos of common pest problems

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________


• Helpful / harmful pest identification cards

• Identify beneficial insects

• Hatch ladybugs / butterflies to study insect life cycles

• Match pest with plant that is commonly infested

• Analyze pest or disease infested plants (tie to plant identification studies)

• Practice collecting pest samples and filling out forms for lab diagnosis


• Look at live weed specimens and try to identify

• Assign students methods of control (mechanical, cultural, chemical, etc.) and

present various pest problems to solve

• Review pesticide label and MSDS details

• Have students calculate amount of pesticide to mix

• Pesticide mix, application and cleanup demonstration

• Demonstrate sprayer patterns using dye

• Research and report on common pesticides

• Experiment using biocontrols; compare and analyze results

• Field trips to collect samples and bring in for identification

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________

• __________________________________________________________________


• Beneficial Insects section • Groups of Pests section • Common Lawn and Turfgrass Pests section • Common Turfgrass Diseases in Florida section • Key for Identification of Landscape Turfgrass Diseases • Nematodes Affecting Florida Turfgrasses chart • Insect and Mite Control section

4 ‐ STUDENT STUDY TIPS:

• Review Learning Objectives • Locate sections for open book and label with post‐it tabs • Review sample questions at end of chapter • Become familiar common insects and diseases by using web resources sited in

the Bibliography of the FCHP manual Setting:



Sample Study Questions: Plant Problems 1. Why is proper insect identification important?

2. What precautions should be taken when using pesticides?

3. What three conditions are necessary for a plant disease to occur?

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________


(additional practice questions found at the end of Chapter 4 in the FCHP manual). Plant Problems True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. Systemic pesticides are chemicals that are absorbed and translocated by plants, making the host toxic to certain pests.

2. Florida has a greater number of different kinds of insects than any other state and most of them are harmful to plants.

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. _______________________________________________________________



11. Examples of insects or insect‐like pests with piercing‐sucking mouthparts include A. beetles, borers, and grasshoppers B. aphids, whiteflies, and scale C. leafminers, spider mites, and mealybugs D. spittlebugs, caterpillars, and katydids E. none of the above are correct answers

12. Plant pathogens are commonly spread by A. wind B. insects C. splashing water D. use of contaminated hand tools E. all of the above

13. _______________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

14. _______________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

Other Methods to Evaluate Learning Success: ________________________________________________________________________ ________________________________________________________________________


Resources: Videos:

• Insect Structure, Function and Metamorphosis, San Luis Video Publishing, 805‐528‐8322, www.HorticultureVideos.com

• Landscape Plant Diseases, San Luis Video Publishing, 805‐528‐8322, www.HorticultureVideos.com

• Integrated Pest Management in the Landscape, San Luis Video Publishing, 805‐528‐8322, www.HorticultureVideos.com

Websites:

• Arthropod Characteristics, http://www.biologycorner.com/bio1/notes‐arthropods.html

• Florida Nursery Integrated Pest Management, http://grove.ufl.edu/~ipm/resources.htm

• Lawn Pest ID and Management, http://edis.ifas.ufl.edu/TOPIC_BOOK_Florida_Lawn_Handbook

• Nematode Basics, http://www.ba.ars.usda.gov/nematology/nem‐basics.html • Pesticide Product Labeling, http://www.epa.gov/pesticides/pestlabels/ • Plant Diseases,

http://www.ces.ncsu.edu/depts/hort/consumer/hortinternet/diseases.html • Thrips KnowledgeBase, http://www.gladescropcare.com/pg1.html • UF Dept of Entomology and Nematology Links to Pest Identification and

Management, http://entomology.ifas.ufl.edu/fasulo/pests




http://www.biologycorner.com/bio1/notes-arthropods.html

http://www.biologycorner.com/bio1/notes-arthropods.html

http://grove.ufl.edu/%7Eipm/resources.htm

http://edis.ifas.ufl.edu/TOPIC_BOOK_Florida_Lawn_Handbook

http://www.ba.ars.usda.gov/nematology/nem-basics.html

http://www.epa.gov/pesticides/pestlabels/

http://www.ces.ncsu.edu/depts/hort/consumer/hortinternet/diseases.html

http://www.gladescropcare.com/pg1.html

http://entomology.ifas.ufl.edu/fasulo/pests


Using Plants Background: Horticulture professionals often have more direct relationships with plants and people than do design professionals. Customers often want to select a plant for a particular situation. Therefore, horticulture professionals are well advised to be familiar with the environmental, growth and maintenance requirements of plants. In addition, horticulture professionals should rely on the basic concepts of landscape design and Florida friendly landscaping when highlighting the many functions of plants (architectural, aesthetic, visual, environmental) and suggesting locations for their use.

Goal: The importance of this lesson is to develop the ability to identify common plant species used in the landscape and horticulture industry. It is also important that the horticulture professional be able to recommend plant placement based on function, aesthetics and principles of Florida friendly landscape design. Key Vocabulary: aesthetic informal planting balled and burlapped palm bracing container grown plot plan cultivar private area design principles public area environmentally friendly landscapes service area formal planting site preparation foundation planting specimen plant functional stakingguying Chapter 5 ‐ Using Plants 5 ‐ CONTENT TO EMPHASIZE:

• Functional areas of the landscape

• Various roles of plants in the landscape

• Principles of environmentally friendly landscapes

• Best Management Practices for the landscape

• Quality plant standards



• Landscape plant selection criteria

• Plant installation process

• Criteria for turfgrass selection

• Interior plant selection and maintenance

5 ‐ EFFECTIVE TEACHING TIPS: • Critique landscape and interiorscapes from the perspective of

o Design principles

o Environmentally friendly principles

o Best management practices

o Proper selection

• Install trees and shrubs using correct techniques

5 ‐ TEACHING ACTIVITIES: • Assess landscapes in the community; take photos, review in class

• Make a list of plants by site conditions (dry, sunny, high, etc)

• Discuss landscape pitfalls

• Identify sod / plugs of different turfgrass species

• Review Best Management Practices (BMPs) for the landscape

• Discuss landscape uses of plants found on the Plant Identification list

• Demo planting, guying, staking of trees, palms, etc.

• Analyze and critique sample landscape plans. Make recommendations for

change based on maintenance.

• Discuss microclimate influences on plant selection and growth

• Play game of grouping plants by water requirements

• Critique landscapes and interiorscapes from the perspectives of:

o design principles

o environmental principles

o proper selection and placement

5 ‐ TAB CHAPTER SECTIONS: • Turfgrass Quick Reference sidebar


5 ‐ STUDENT STUDY TIPS: • Review Learning Objectives • Locate sections for open book and label with post‐it tabs • Review concepts of environmentally friendly landscape (Florida Friendly

landscapes) • Review Landscape Plant Selector Publications in General Reference section • Review all plant identification publications in General Reference section • Review all plant identification publications in North, Central or South section and

highlight plants applicable to the region for quick location during Open Book exam

• Review sample questions at end of chapter Setting:


Study Questions: Using Plants 1. Why should the horticulture professional have knowledge of landscape design? 2. What are the basic principles of Florida Friendly Landscaping? 3. What are the five types of lawn grasses used in Florida? 4. __________________________________________________________________


(additional practice questions found at the end of Chapter 5 in the FCHP manual). Using Plants True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. Commonly recognized areas of the landscape are the public, private and service areas.

2. To provide extra support for palms when planting, always stake and guy the plant.

3. ______________________________________________________________

4. ______________________________________________________________



5. Foundation plantings should A. Provide an attractive setting for the house B. Be placed entirely surround the base of the house C. Be placed on the corners of the house D. Separate the service area from the public area E. Be no more than two‐thirds the distance from the ground to the

eaves 6. Turfgrass should be selected based on which of the following factors?

A. Shade B. pH C. Salt tolerance D. Traffic in the area E. All of the above are correct

Resources:

Publications: • Dirr’s Hardy Trees and Shrubs, Michael Dirr, American Nurseryman Publishing

Company, 800‐621‐5727, www.amerinursery.com • Landscape Plant; Their Identification, Culture and Use, Ferrell M. Bridwell,

American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

• Manual of Woody Landscape Plants, Michael Dirr, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

See Plant ID section of Bibliography in Chapter IX of the FCHP manual

Videos: • Techniques in Plant Identification, San Luis Video Publishing, 805‐528‐8322,

www.HorticultureVideos.com • Plant Usage in Landscape Design, San Luis Video Publishing, 805‐528‐8322,

www.HorticultureVideos.com

Websites: • Florida Guide to Environmental Landscaping,

http://www.tbwg.org/water/Fl%20Guide%20to%20Environmental%20landscaping.pdf

• Tropical Interior Plants, http://edis.ifas.ufl.edu/TOPIC_Foliage • Turfgrass Selection,

http://hillsborough_fyn.ifas.ufl.edu/FYN%20PDF%20Files/Selecting%20Turfgrass.pdf

• Waterwise Florida Landscapes, http://sjr.state.fl.us/waterwiselandscapes/index.html

http://www.amerinursery.com/







http://edis.ifas.ufl.edu/TOPIC_Foliage



http://sjr.state.fl.us/waterwiselandscapes/index.html


Irrigation Background: Horticulture professionals must understand the importance of water quality and learn methods to reduce consumption and pollutant loading as a result of irrigation activities. Customers often want lush landscapes that require high inputs of water, fertilizer, pesticides, energy, etc. It is the responsibility of horticulture professionals to implement practices and provide customers information for landscape management that maintains environmental quality and integrity.

Goal: The importance of this lesson is to develop a general understanding of irrigation system management and maintenance that includes best management practices for the protection of water quality and the reduction of water quantity. Key Vocabulary: application efficiency microirrigation application uniformity overhead irrigation backflow prevention rain shut‐off devises distribution uniformity runoff drip irrigation sprinkler irrigation evapotranspiration water conservation leaching water use permits Chapter 6 ‐ Irrigation 6 ‐ CONTENT TO EMPHASIZE:

• Importance of irrigation system management and maintenance

• Visual signs of excess irrigation or off target applications

• Techniques to determine irrigation frequency

• Irrigation amount and timing of applications

• Importance of uniform and efficient irrigation applications

• Irrigation best management practices; explain why and what

• Importance of good irrigation system design

• Catching leaks in system to avoid water waste



• Managing distribution

• Managing controllers for application efficiency

• __________________________________________________________________

• __________________________________________________________________


• Critique irrigation systems for efficiency of application

• Calculate water volumes used in sprinkler irrigation and microirrigation

• Observe plants showing signs of water stress

• Collect and display irrigation system components

• __________________________________________________________________

• __________________________________________________________________


• Build a mock irrigation system

• Have students research water use permitting requirements for specific area and

report to class

• Irrigation scouting

• __________________________________________________________________

• __________________________________________________________________


• Sprinkler placement diagrams 6 ‐ STUDENT STUDY TIPS:

• Review Learning Objectives • Locate sections for open book and label with post‐it tabs • Be able to use charts as reference to recommend frequency and amount of

irrigation in a given situation • Review sample questions at end of chapter

Setting:



Study Questions: Irrigation 1. List common ways to avoid excess irrigation applications. 2. How much water should be applied each time irrigation occurs? 3. What criteria should be considered in irrigation system design? 4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________


(additional practice questions found at the end of Chapter 6 in the FCHP manual). Using Plants True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer. 1. Irrigation should be planned so that water is only applied during the evening. 2. Evapotranspiration measures the amount of water loss from leaf surfaces. 3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

Multiple Choice: With this type of question, you will have a choice of five possible answers to a question. Choose the best answer and mark the answer. 9. An irrigation event should

A. Occur based on timer / controller settings B. Apply enough water to penetrate the average depth of the root system C. Occur in the evening to reduce water consumption D. Occur every other day in the summer E. Never occur during the winter season


10. Good irrigation management A. Conserves water resources B. Reduces fertilizer and pesticide runoff C. Assures water application at the target location D. Reduces water bills E. All of the above are correct

11. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

12. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

Resources:

Publications: • Florida‐Friendly Best Management Practices for Protection of Water Resources

by the Green Industries, Florida Department of Environmental Protection and University of Florida, IFAS, 850‐245‐7508, http://www.dep.state.fl.us/water/nonpoint/pubs.htm

Videos: • Efficent Water Management in the Landscape, San Luis Video Publishing, 805‐

528‐8322, www.HorticultureVideos.com • Landscape Irrigation Systems: Maintenance & Troubleshooting, San Luis Video

Publishing, 805‐528‐8322, www.HorticultureVideos.com

Websites: • Florida Department of Environmental Protection Water Resource Management,

http://www.dep.state.fl.us/water/default.htm • Water Wise Landscaping,

http://www.swfwmd.state.fl.us/publications/files/waterwise_landscapes.pdf • Florida Guide to Environmental Landscaping,

http://edis.ifas.ufl.edu/pdffiles/EL/EL00100.pdf

http://www.dep.state.fl.us/water/nonpoint/pubs.htm



http://www.dep.state.fl.us/water/default.htm

http://www.swfwmd.state.fl.us/publications/files/waterwise_landscapes.pdf

http://edis.ifas.ufl.edu/pdffiles/EL/EL00100.pdf


Landscape Management Background: It is important for horticulture professionals to recognize and describe attributes that determine a quality landscape. Landscape maintenance is intrinsically tied to a quality landscape. Therefore, understanding the elements of proper maintenance is most important for initial plant selection as well as long‐term care, enjoyment, and increasing value.

Goal: The importance of this lesson is to develop an understanding of the role that landscape management plays in the preservation of a quality landscape, and to be able to describe maintenance strategies to customers that assure proper care for both plants and the environment. Key Vocabulary: arboriculture heading back rejuvenation branch collar landscape quality rotary mower callusing mowing stub cut clippings mulch thatch customer satisfaction overseeding thinning dropcrotching pinching U‐shaped crotches edging pruning V‐shaped crotches hat‐racking reel mower Chapter 7 ‐ Landscape Management 7 ‐ CONTENT TO EMPHASIZE:

• Importance of proper landscape management

• Landscape quality

• Customer satisfaction

• Turfgrass management activities

• Pruning practices

• __________________________________________________________________

• __________________________________________________________________



7 ‐ EFFECTIVE TEACHING TIPS: • Critique landscapes. Specifically address the following:

o plant selection

o plant material types (lawn, groundcover, shrubs, and trees)

o hardscapes (patios, decks, and walks)

o plant placement (beds, individual plantings)

o mulch

o site features

• Identify the Top Ten Design Best Management Practices (BMPs) that directly

reduce landscape maintenance costs in the long term and improve landscape

quality

• Consider how BMPs will directly reduce long term landscape maintenance costs,

improve quality.

o Recommendations should be responsive to sound environmental goals.

• __________________________________________________________________

7 ‐ TEACHING ACTIVITIES: • Practice landscape maintenance

• Demonstrate selection and care of pruning tools

• Compare pruning tools

• Demonstrate proper use of lawnmower and weedeater

• Practice pruning using Grades and Standards as guide

• Discuss and illustrate consequences of improper pruning

• Practice correct mulch placement in landscape beds and around tree bases

• Samples mulches – textures, colors, types

• Fertilizer application demonstration. Illustrate “ring of responsibility.”

• Prepare a maintenance schedule

• __________________________________________________________________

7 ‐ TAB CHAPTER SECTIONS: • Mark and review turfgrass mowing height chart • Mark and review the common mulches for the landscape chart


7 ‐ STUDENT STUDY TIPS: • Review Learning Objectives • Locate sections for open book and label with post‐it tabs • Review turfgrass mowing charts to understand proper usage of information • Practice pruning techniques • Review sample questions at end of chapter

Setting:


Study Questions: Landscape Management 1. Why is good landscape management important? 2. What is the rule of thumb for determining how often to mow turfgrasses? 3. What determines the water needs of grasses? 4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________


(additional practice questions found at the end of Chapter 7 in the FCHP manual). Landscape Management True ‐ False: In true‐false questions, you will be given a statement to read. If the statement is true, mark the T (or A) answer. If the statement is false, mark the F (or B) answer.

1. Heading back and thinning are two types of pruning. 2. Stub cuts on trees and shrubs offer an ideal point for new leaves to emerge. 3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________



7. Which of the following is the best guide for when to mow grass? A. Often enough so the grass never reaches the mowing height B. Often enough so the grass never exceeds four (4) inches C. Every Friday D. Often enough so you never remove more than 1/3 of the length of

the grass blade E. When you get around to it

8. Turfgrass should be irrigated

A. When foot traffic causes the grass to remain matted down B. When the color changes from green to bluish gray C. When leaf blades fold down the center D. At a rate that does not exceed runoff of irrigation water E. All of the above

9. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

10. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

11. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________


Other Methods to Evaluate Learning Success: ________________________________________________________________________ ________________________________________________________________________ Resources: Publications:

• Landscape Operations, Leroy G. Hannebaum, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

• Lawns, J. Vengris & W. Torello, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

• An Illustrated Guide to Pruning, Ed Gillman, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

• Start Your Own Lawn Care Service, http://www.125aday.com/books/81/start‐lawn‐care‐service.cfm?gclid=CNb9iISKjKMCFYpV2godNGOsYQ

Videos:

• Lawn and Landscaping Maintenance Training, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

• Landscape Tools: Use and Safety, San Luis Video Publishing, 805‐528‐8322, www.HorticultureVideos.com

• Elements of Pruning, San Luis Video Publishing, 805‐528‐8322, www.HorticultureVideos.com

• The Fundamentals of Pruning, American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

Websites:

• A Guide to Environmentally Friendly Landscaping: Florida Yards and Neighborhoods Handbook, http://edis.ifas.ufl.edu/EP079

• Hurricane Recovery, http://treesandhurricanes.ifas.ufl.edu/ • Landscape Management, http://www.landscapemanagement.net • Pruning Palms, http://hort.ifas.ufl.edu/woody/palms.shtml • Pruning Shade Trees in the Landscape, http://hort.ufl.edu/woody/pruning.shtml • Site Lighting, http://www.landscapeonline.com/research/article/10518 • Urban Design to Accommodate Trees,

http://hort.ufl.edu/woody/urban_design.shtml




http://www.125aday.com/books/81/start-lawn-care-service.cfm?gclid=CNb9iISKjKMCFYpV2godNGOsYQ

http://www.125aday.com/books/81/start-lawn-care-service.cfm?gclid=CNb9iISKjKMCFYpV2godNGOsYQ





http://edis.ifas.ufl.edu/EP079

http://treesandhurricanes.ifas.ufl.edu/

http://www.landscapemanagement.net/

http://hort.ifas.ufl.edu/woody/palms.shtml

http://hort.ufl.edu/woody/pruning.shtml

http://www.landscapeonline.com/research/article/10518

http://hort.ufl.edu/woody/urban_design.shtml


Notes


icul10 TRAINING

FNGLA Certified Hort ture Professional MANUAL 20

Safety Background: Agriculture, which includes the nursery and landscape industry, continues to be among the most hazardous of occupations. Businesses develop safety programs to avoid injury‐causing accidents. Well thought out and strictly implemented safety programs protect employees and increase business efficiency.

Goal: The importance of this lesson is to become familiar with the general safety issues and practices in the horticulture and landscape industry. Key Vocabulary: 4:1 ladder rule decibels equipment guard first aid hard hat hearing protection heat cramps heat exhaustion heat stroke

lifting procedures people hazards safety conscious safety goggles safety program sound intensity UL listing Worker Protection Standard

Chapter 8 ‐ Safety 8 ‐ CONTENT TO EMPHASIZE:

• Safety programs

• Hearing and eye protection

• Lifting and climbing safety

• Electrical and gasoline equipment safety

• Vehicle / trailer safety

• Pesticide safety

• Lightening precautions and heat related illnesses

• Insect bites and stings

• “People” hazards


8 ‐ EFFECTIVE TEACHING TIPS: • Provide copies of company safety program

• Provide examples of safety equipment required on the job for various activities

• Demonstrate safe lifting procedures

• Demonstrate safe ladder usage

• Review contents and location of first aid kits

• Show safety training video

• Hold tailgate safety meetings

• __________________________________________________________________

• __________________________________________________________________


• Review Learning Objectives • Review safety procedures for work environments • Review safety policies • Review sample questions at end of chapter

Setting:


Study Questions: Safety 1. What is the primary goal of any company’s safety program? 2. Describe steps for safe lifting. 3. What safety points should be considered when climbing a ladder? 4. __________________________________________________________________

5. __________________________________________________________________



(additional practice questions found at the end of Chapter 8 in the FCHP manual). Safety


1. The goal of a safety program is to keep the insurance company from canceling the nursery or landscape company’s insurance policy.

2. Ladder safety begins with making sure the ladder is in good condition before climbing it.

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________


6. Keys to lifting safely are A. Keep feet slightly parted and correctly positioned while lifting B. Keep back straight and squat down to lift C. Keep body weight directly over the feet D. Avoid twisting the body when lifting anything E. All of the above are correct

7. Ladder safety includes

A. Setting up according to the 4:1 rule for stability B. Never using a metal or wet wooden ladder near power lines C. Engaging ladder locks before climbing D. Carrying tools in a belt or apron while on the ladder E. All of the above are correct

8. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________


Other Methods to Evaluate Learning Success: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Resources: Videos:

• Landscape Equipment Safety Series (5‐tape set), American Nurseryman Publishing Company, 800‐621‐5727, www.amerinursery.com

Websites:

• Worker Safety and Health, http://www.epa.gov/pesticides/health/worker.htm • Safer Tractor Operations for Landscape Maintenance and Horticultural

Industries, http://edis.ifas.ufl.edu/AE198 • Filling Gas Cans Safely, http://edis.ifas.ufl.edu/AE174 • Lifting Safely, http://www.free‐training.com/osha/back/Back/12.htm • OSHA Standards for the Landscape and Horticulture Industry,

http://www.osha.gov/SLTC/landscaping/index.html

Notes


http://www.epa.gov/pesticides/health/worker.htm

http://edis.ifas.ufl.edu/AE198

http://edis.ifas.ufl.edu/AE174

http://www.free-training.com/osha/back/Back/12.htm

http://www.osha.gov/SLTC/landscaping/index.html

FNGLA Certified Horticulture Professional

2010 TRAINING MANUAL

References Background: The availability of plant materials and products is frequently changing. The plant selection palette grows steadily and the horticulture professional must possess a broad knowledge base to make correct choices. Knowledge is so vast and changing that the horticulture and landscape practitioner must be familiar with up to date reference resources to make good decisions about plant selection and management.

Goal: The importance of this lesson is to become familiar with standard industry reference sources and to properly utilize those provided in the FCHP manual. Key Terms: bareroot foliage plants salt tolerance bedding plants groundcovers shrubs chilling hours hardiness zones trees cold hardiness native plants turfgrasses dooryard fruit ornamental grasses vines drought stress palm‐like plants drought tolerance palms Effective Teaching Tips: Reference Sections EMPHASIZE:

1. Location of the following: a. Plant list b. Plant identification CD

NOTE: these photos are not same ones as presented on exam c. Answer key for sample exam questions d. Information resources e. Bibliography

2. Importance of understanding which plants will appear on each regional exam 3. Suggest highlighting plants in applicable regions on list 4. Understanding of growth behavior difference in each plant type listed 5. Importance of reading publications to understand type of information provided 6. Most of this section is content for Open Book portion of test; however, it is

important to know where to find information in allotted time 7. Some content will be included in Horticulture Practices section



8. Review plant publications – point out tables and table column headings 9. Suggest highlighting plants in applicable regions on tables 10. Review Landscape Selector publications – sample for Open Book 11. Use the entire general reference section 12. Used ONLY the appropriately tabbed section for region of state that participant

will be tested in addition to the general reference section 13. Must read publications to understand type of information provided, not to

commit to memory 9 ‐ TAB CHAPTER SECTIONS:

• Mark 1st page of each publication for easy access • Highlight column headings in each chart • Highlight plant names specific to testing region • Highlight location of keys for each publication


• Provide guidance to make a manual that works well during the Open Book section of the exam

• Pose mock testing questions in class and allow students to research answers • Review plant identification, including landscape functions • Provide general test taking tips to prepare students for examination


• Get plenty of rest before the exam • Stay relaxed and confident during the exam • Use time wisely during the exam, answer with confidence and move on

Additional Activities / Materials to Emphasize Lesson Content: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Setting:



Study Questions: 1. What are the characteristics of native plants? 2. What is the difference between drought tolerance and drought stress? 3. __________________________________________________________________ 4. __________________________________________________________________ Practice Test Questions:

Open Book (90 minutes provided for this section)


1. Poisonous plants are always fatal upon ingestion. 2. Citrus includes dooryard fruits such as blueberries and grapes. 3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________


6. Raising the pH of 1500 square feet of a sandy loam soil with moderate organic matter content from 5.0 to 6.0 requires a. 47 pounds of dolemite b. 60 pounds of dolemite c. 93 pounds of dolemite d. 90 pounds of dolemite e. 139.5 pounds of dolemite

7. Suggest a vine that can be grown throughout Florida that possesses a twining

growth habit to perform well on a trellis. The vine should grow in sun or partial shade, be able to act as a screen year round, and have striking fragrant flowers in the early spring. A. Aristolochia elegans, Calico Flower B. Clytostoma callistegioides, Painted Trumpet C. Ficus pumila, Climbing Fig D. Gelsemium sempervirens, Yellow Jessamine E. Parthenocissus quinquefolia, Virginia Creeper

8. __________________________________________________________________

A. ____________________________________________________________

B. ____________________________________________________________

C. ____________________________________________________________

D. ____________________________________________________________

E. ____________________________________________________________

Other Methods to Evaluate Learning Success: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Resources:

• Institute of Food and Agricultural Sciences, http://www.ifas.ufl.edu • IPM Florida, http://ipm.ifas.ufl.edu • UF/IFAS Electronic Data Information Source, http://edis.ifas.ufl.edu • UF/IFAS Florida Cooperative Extension Service,

http://solutionsforyourlife.ufl.edu/

• Notes

•


http://www.ifas.ufl.edu/

http://ipm.ifas.ufl.edu/


http://solutionsforyourlife.ufl.edu/

Train the Trainer Workbook · 2020. 4. 7. · 4. Provide guidelines for highlighting and marking information within the manual (use _____ % rule). 5. Explain how to use learning objectives

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