UNITIII

UNIT III
Landscape
Landscape
Basics
By Jim Martin
Unit III. Landscape Basics Table of Content
Uni t III
Landscape Basics
Introduction 2
Lesson 1 Looking for Clues 4
Lesson 2 More Clues 13
Lesson 3 Keys to Unlock the Mystery 21
Lesson 4 Asset or Liability? 29
Lesson 5 Right Plant, Right Place 35
Lesson 6 Seeds and Changes 40
Lesson 7 New Plants from Old 47
Lesson 8 The Propagator’s Friend 56
Lesson 9 Fuel for Plant Growth 62
Lesson 10 Biological Competitors 69
Lesson 11 What’s Ailing This Plant? 77
Lesson 12 Giving Plants a Helping Hand 84
Glossary 92
Appendix 95
1
Unit III Landscape Basics Introduction
LANDSCAPE BASICS
Introduction
This unit focuses on some of the basic practices in landscape horticulture. The lessons
are based on the knowledge of plant science and the way plants grow and respond to
their environment. Through proper implementation, optimal growth and appearance
can be achieved in the living landscape.
Plant Identification. Because there is such a great diversity of landscape plants,
professional landscapers must be able to identify the plants with which they are
working with. By knowing the proper name of a plant, a person can retrieve an
abundance of information about the plant—its growth and its development.
The basis for identification in landscape horticulture differs from botany in that the
landscaper relies more on the vegetative clues than on the flower parts. This approach
is necessary, because the landscaper must be able to identify a plant at any season of
the year. Originally, plant identification and classification were based on reproductive
parts, but the taxonomist has a different mission.
Leaves, stems, and buds provide most of the clues needed for reasonable
identification. The clues can be easily understood and used by the layman. The
dichotomous key is an important tool in identifying unknown species. Lesson 3 will
give students an opportunity to gain skills in using these plant keys.
Plant Evaluation. The list of plants used in landscaping are numerous and diverse.
They have a wide range of landscape qualities that help define their relative value. One
way of evaluating them is on the basis of four basic citeria: form, foliage, fruit and
flower. The student will have the opportunity to use this system to evaluate particular
plants used in the landscape.
Environmental Conditions. Plants are adapted to certain environmental conditions.
Some are suited for sunny spots, others for shade, some like it wet, others like it dry.
Some plants are destined to grow tall while others are short. We know most of these
characteristics in advance, so it is important to put the right plant in the right place.
Seed Propagation. Many landscape plants are started from seed. Students will have
the opportunity to learn the basics of seed propagation. They will learn that seed
propagation does lead to variability. It is also the way to create hybrids, new plant
forms.
Cutting Propagation. An alternative method of propagation is to create clones by
asexual propagation. One of the easiest methods is by cuttings. Students will make
several types to learn more about the process.
Intermittent Mist. One method of keeping cuttings from drying out before they root is
to keep them under an intermittent mist. Students will actually design a mist system
and practice some of the basic steps of construction.
Fertilizer. Fertilizing is a basic and on-going landscape activity. The application of
fertilizer of the right type, at the proper rate of application, and at the right time of the
year are important considerations. Fertilizing helps optimize plant growth and
development.
2
Unit III Landscape Basics Introduction
Plant Pests and Diseases. Diseases and pests affect the health and appearance of
landscape plants. This complex subject is dealt with in an introductory way, students
will learn about various types of pest and the different types of damage they cause,
and control practices. Integrated Pest Management is addressed in the lesson as a way
of bringing together many approaches to these problems.
Pruning. Pruning is an art and a science. To be effective, an individual must know
why and how to prune. This unit will give students a better insight to this time-
honored practice. They will learn to prune by reason not by season.
3
Unit III Landscape Basics Lesson 1
Lesson 1. Looking for Clues

Tree and Shrub Identification Using Leaf Characters
Terms
leaf composition: whether leaf blade is in one unit or
National Science
several Education
Standards, Grades
leaf arrangement: the pattern in which leaves are held 9-12
on a stem Unifying Concepts
and Processes:
node: point on a stem where a leaf emerges
Systems, order, and
alternate arrangement: just one leaf emerges at a node organization
opposite arrangement: two leaves emerge at a node Evidence, models and

explanation
whorled arrangement: three leaves emerge at a node Change, constancy,
and measurement
entire margin: the edge (margin) of a leaf blade is
smooth, unbroken Form and function
Life Science:
toothed margin: the edge of a leaf blade is broken by
small tooth-like structures Matter, energy, and
organization in living
lobed margin: the edge of a leaf is broken up into systems
sections larger than teeth History and Nature of

Science:
leaf blade: the expanded part of a leaf Science as human
endeavor
petiole: the stem-like structure of a leaf that is attached
to the stem Nature of scientific
knowledge
leaflet: a portion of the compound leaf blade
simple leaf: a blade in one part Standards for
School Mathematics
compound leaf: a leaf blade divided into parts
Standard 2: Patterns,
pinnately compound leaf: a leaf blade divided into Functions, and Algebra
leaflets attached to a linear axis Understand various

types of patterns and
palmately compound leaf: a leaf blade divided into functional relationships
sections that arise from a single point
Performance Objective
The student will
• classify leaves as to composition, arrangement, and type
of margin.
Materials Needed
For the class
• Overhead Transparency “Clues to Identification”
4
For each student

• cut specimens, approximately one foot long, of a variety
of landscape plants that include examples of the
possible types of leaf arrangement, composition, and leaf
margin
• Student Sheet “Finding The Clues to Solve the Mystery”
• Transparency Key “Pattern Identification”
• “A Scoring Rubric” (2 pages)
Background Information
As a beginning point in landscape plant identification, it should be emphasized
that the most positive identification can be made with flower parts. This is the
system the great Linnaeus used in developing his classification system.
However, flowers on landscape plants are seldom present for more than two
weeks out of the year. Therefore, the landscaper must rely on vegetative
characteristics for practical identification.
Leaves. Leaves are the first vegetative clue to consider. For deciduous plants
they are present for more than half the year; for evergreens they are always
present. The arrangement and composition of leaves are quite consistent within
a species and provide enough clues to identify most of the landscape plants we
use without further clues from other parts of the plant. Note: similar
information on grass identification is to be found in Section II, Lesson 4.
Leaf Arrangement. A very important clue is how the leaf is arranged on the
stem. There are three possibilities:
Ø If at a node there is just one leaf, the arrangement is alternate, that is the
leaves alternate up and down the stem.
Ø If there are two leaves at a node, the arrangement is opposite, leaves are on
opposite sides of the stem from one another.
Ø If there are three leaves at a node, the arrangement is whorled. Only a few
landscape plants have a whorled leaf arrangement, so they are easily
identified.
Leaf Composition. In determining a true leaf, look for a bud on the stem.
Everything above that is one leaf.
Ø The expanded portion of the leaf, the blade, is said to be simple if it is one
part; that is, not separated into sections.
Ø A compound leaf has the blade divided into sections in one of two ways.
A pinnately compound leaf has the blade divided into leaflets attached to
a linear axis.
A palmately compound leaf has the blade divided into sections that arise
from a single point.
5
Leaf Margins. For a simple leaf, there are a number of clues associated with
the margin of the blade. There are three categories of leaf margins: (1) If the
margin is unbroken, smooth or wavy, it is said to be entire. (2) If the margin is
broken into small, tooth-like segments, it is toothed. There are many variations
of the toothed category of leaf margins; they vary in size, number, evenness,
and being pointed or rounded. (3) If the leaf margin is divided into larger
segments, it is lobed. A lobed leaf differs from a compound leaf in that the
sections do not extend down to the midrib of the leaf blade.
Another detail to look for on the leaf blade itself is the nature of the veins. If
they are forked or branched, this will differentiate them from those that are
unbranched and parallel. Another detail is the presence or absence of hairs on
the blade or petiole.
Teacher Preparation
• Gather branches of common trees and shrubs for your area, including at least
one specimen for each of the clues mentioned above. Be sure that each student
has at least one to work with.
• Copy the student sheets.
• Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial
performance; No. 3 = full performance; No. 4 = excellent performance. (A blank
Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)
Procedure
1. Give each student at least one cut specimen to work with. Use the overhead
transparency “Clues to Identification” to show students the clues.
2. Show students the leaf arrangements on the overhead. Describe patterns.
Then, ask students to hold up the branches that correspond to the description.
For example, say “Those students who have alternate arrangements hold up
your branches.” Then, those students write “alternate” on their sheet at number
1. Then, continue through the patterns, opposite and whorled.
3. Show students the leaf compositions on the overhead. Describe patterns.
Then, ask students to hold up the branches that correspond to the description.
For example, say “Those students who have simple leaves, hold up your
branches.” Then, those students write “simple” on their sheet at number 2.
Then, continue through the patterns, palmately and pinnately compound.
4. Show students the leaf margins on the overhead. Describe patterns and
proceed as in 2 and 3.
5. Have students complete sentence at the bottom of the sheet based on the
characteristics of their specimens.
6. Have students exchange their sheets and specimens for a second opinion.
Students can use the “Pattern Identification” page for verification.
6
Reflection
Which clues do you see on your specimen that may help identify it?
Enhancement
• If you are near a university or a botanical garden, visit the herbarium to see
pressed specimens of plants.
• Have students collect, press, and laminate specimens for future reference.
Assessment
Give each student a copy of “A Scoring Rubric,” which is designed for this
lesson. The goal is for students to score a “3” (full performance). Students can
score themselves and then you, as the teacher, can score the students.
Compare and contrast the evaluations with the students so that the students
can learn to evaluate their own work more effectively.
7
OVERHEAD TRANSPARENCY
CLUES TO IDENTIFICATION
8
TRANSPARENCY KEY
PATTERN IDENTIFICATION
alternate opposite whorl
simple Pinnately Compound Palmately Compound
entire lobed toothed
9
STUDENT SHEET Name _________________________ Date__________
FINDING THE CLUES TO SOLVE THE MYSTERY

What Plant Is This?
Clue #1 Leaf Arrangement Here are the choices:

• Alternate
• Opposite
• Whorled
My plant’s leaves have a(n) _________________________arrangement.
Clue #2 Leaf Composition Here are the choices:

• Simple
• Pinnately Compound
• Palmately Compound
My plant’s leaves have a ____________________________composition.
Clue #3 Leaf Margins Here are the choices:

• Entire
• Toothed
• Lobed
The margins of my plant’s leaves are _____________________________
My plant is ________________________________________________,
_______________________________________________, and
_______________________________________________.
10
A SCORING RUBRIC Name__________________________Date________
LESSON TITLE: Looking for Clues
The purpose of this lesson was to _______________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to _____________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to _______________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11
WHAT I DID: Looking for Clues HOW WELL I DID IT

Performance 1 2 3 4______
1. Completed the student sheet Minimal Completed Completed Completed
“Finding the Clues to Solve the report with without with many
Mystery” according to instructions. reminders reminders details
______________________________________________________________________________________
2. Participated in reflection on the No 1 response 1 response 2 or

lesson. response with without more
prompting prompting responses
______________________________________________________________________________________
3.
4.
5.
6.
12
Lesson 2. More Clues

Stems and Buds
Terms
lenticel: a small, raised corky spot on young bark of
stems National Science
Education
pith: the central core of tissue in stems Standards, Grades
9-12
imbricate: overlapping scales, like shingles on a roof Unifying Concepts
and Processes:
valvate: two bud scales coming together
Systems, order, and
foliar bud: a bud without scales organization
leaf scars: a mark on a stem where the leaf petiole was Evidence, models and
explanation
attached
Form and function
terminal bud scale scar: a mark on the stem left at the
Science as Inquiry:
base of the prior year’s terminal bud
Understanding about
Performance Objectives scientific inquiry
Abilities to do
The student will scientific inquiry
• list the identification clues present on selected plant Life Science:
specimens. Matter, energy, and
• fill out the student sheets. systems
Materials Needed History and Nature of

Science:
For the class Science as human
endeavor
• a collection of stems of landscape plants exhibiting a
variety of bud arrangements, with presence and absence Nature of scientific
knowledge
of lenticels.
• Overhead "Stems and Buds" Standards for
School Mathematics
For each student Standard 2: Patterns,
Functions, and
• a knife or sharp instrument for cutting through stems Algebra
and buds Understand various
• a hand lens functional
relationships
• Student Sheet "Stems and Buds-More Clues"
Stems and buds have many clues to identification that
can be used at any time of the year. These clues
supplement the leaf clues and can provide more precise
identification. The specific features below can be
illustrated with the overhead "Stems and Buds".
13
Stems. Stems are a plant part that is present year around and has many clues to
focus on.
Ø color of bark
Ø presence or absence of lenticels
Ø color, size, and shape of lenticels
Ø presence or absence of pith
Ø color, size, and shape of pith
Buds. Buds are present at the base of every leaf. At some times of the year they
are larger and more pr onounced, but they are always there. They vary in many
ways.
Ø presence or absence of a terminal bud
Ø imbricate scales, valvate scales, or foliar
Ø color
Ø hairs present or absent
Leaf scars. Under or around each bud is the scar left when the petiole freaks
loose from the stem. These leaf scars also assist in identifying plants.
Ø size and shape
Ø orientation to bud, e.g., in the white ash, the leaf scar forms a "U"
surrounding the bud
Teacher Preparation
• Collect cut specimens.
• Make overhead transparency
• Copy student sheet “Stems and Buds–More Clues.”
Procedure
1. Give each student at least one cut specimen to work with.
2. Describe each of the clues mentioned above. After the description, ask the
students to hold up their branches as you read each clue (e.g., lenticels). In this
manner, go through all the clues, and have the students note which they have.
3. For pith characters, have students slice through the stem lengthwise.
4. For bud characters, have students slice through the stem crosswise to view
interior.
5. Then, have students complete the student sheet “Stems and Buds—More
Clues.”
14
Reflection
Which clues are the most obvious to you? Which are the most difficult to observe?
Would a magnifying glass be a handy tool, or are the clues large enough that one
is not necessary?
What advantages or disadvantages might there be in using stem bud characters
in comparison with leaf characters?
Enhancement
• Make a collection of twigs that have these clues. Mount and label them to use
as a reference.
Assessment
15
OVERHEAD TRANSPARENCY
16
STUDENT SHEET Student _______________________ Date __________
STEMS AND BUDS—MORE CLUES
1. Write the definitions.
lenticel: ___________________________________________________________________________
_____________________________________________________________________________________
pith: _______________________________________________________________________________
_____________________________________________________________________________________
chambered pith: ___________________________________________________________________
_____________________________________________________________________________________
terminal bud: ______________________________________________________________________
_____________________________________________________________________________________
lateral bud: ________________________________________________________________________
_____________________________________________________________________________________
imbricate: _________________________________________________________________________
_____________________________________________________________________________________
valvate: ____________________________________________________________________________
_____________________________________________________________________________________
foliar bud: _________________________________________________________________________
_____________________________________________________________________________________
flower bud: ________________________________________________________________________
_____________________________________________________________________________________
vegetative bud: ____________________________________________________________________
_____________________________________________________________________________________
leaf scars: _________________________________________________________________________
_____________________________________________________________________________________
17
terminal bud scale scar: ___________________________________________________________
_____________________________________________________________________________________
2. Identification clues on my stem:
Ø The stem has, doe s not have lenticels. ______________________________
Ø The buds are imbricate, valvate, or foliar. ___________________________
Ø Is there a terminal bud? ____________
Ø Are there lateral buds? _____________
Ø If yes, are they alternate or opposite? _______________________
Ø After the bud is cut open, do you see flower parts? ______________ Leaves?
__________
3. Draw shape of leaf scars
4. Color of pith ____________ Is pith solid, hollow, or chambered? ________________
5. Tape stem below:
18
LESSON TITLE: More Clues
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19
WHAT I DID: More Clues HOW WELL I DID IT

“Stems & Buds—More Clues” report with without with many
according to instructions. reminders reminders details
______________________________________________________________________________________
______________________________________________________________________________________
3.
______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
20
Lesson 3. Keys to Unlock the Mystery

Using Dichotomous Keys
Term
dichotomous key: a written system of choices of forked pairs National Science
Education
of clues that leads to the ultimate identification of a plant Standards, Grades
9-12
Performance Objective
Unifying Concepts
The student will and Processes:
Systems, order, and

• use a dichotomous plant key to identify 3 different organization
species of landscape plants in 15 minutes.
Evidence, models and
Materials Needed explanation
Science as Inquiry:
For each group of 3 students
Understanding about
• cut specimens of 3 different species of landscape plants. scientific inquiry
Abilities to do
• Student Fact Sheets “Dichotomous Key” (3 pages) scientific inquiry
For each student Life Science:
• Student Sheet “To Key, or Not to Key” Matter, energy, and

systems
History and Nature of
Background Information Science:
The dichotomous key is a marvelous tool for unlocking Science as human

endeavor
the mysteries of plant identification. With a properly
executed key, students will be able to identify unknown Nature of scientific
knowledge
plants with ease once they have gained sufficient
Standards for
practice to master the skill of using it. School Mathematics
The key works by asking the user a series of questions Standard 2: Patterns,
on points of identification. The best designed keys Functions, and
Algebra
always have two recognizable choices. Each choice then
Understand various
leads to two more choices. At each “fork in the road” the types of patterns and
choice is made that eventually leads the user to the functional
proper identification of the plant in question. One of the relationships
points to be mastered is the special vocabulary of plant
identification. The second is to recognize these points on
the specimen. Once tentative identification has been
made, you should read the description of that plant in a
standard landscape plant reference to see if it really fits
the specimen you have.
Teacher Preparation
• Use the simple key provided to test your skills before
presenting the key to the students. See if it works well
for the specimens you have.
21
• Make copies of Student Fact Sheet “Dichotomous Key.”

• Collect specimens of the plants listed on the plant key for students to use.
• Use a piece of masking tape to number or code each specimen.
Procedure
1. Give each group at least 3 cut specimens of landscape plants that are listed in
the plant key to be used.
2. Have the student use the key to identify each specimen, and enter the data on
the student sheet “To Key, or Not to Key.”
Reflection
Rather than identifying a cut specimen, if you had the whole plant, what other
information would you have to go by?
Would that make it easier or more difficult to identify the specimen? Why?
Enhancement
• Observe and identify the trees on the school grounds, and label them.
Assessment
22
STUDENT FACT SHEET

DICHOTOMOUS KEY
To Some Common Trees and Shrubs
1. Leaves broad ·········································································································2

1. Leaves needle-like to scale-like ············································································44
2. Leaves opposite or whorled ··············································································3
2. Leaves alternate ·····························································································10
3. Leaves in whorls of 3 ···················································································Catalpa
3. Leaves opposite ·····································································································4
4. Leaves simple ··································································································5
4. Leaves compound ····························································································7
5. Leaf margins entire ···················································································Dogwood
5. Leaf margins toothed ····························································································6
6. Bud scales 3 or more, overlapping ···························································Maples
6. Bud scales 2, not overlapping, or absent ························Arrow wood, Black haw
7. Leaves pinnately compound ··················································································8
7. Leaves palmately compound ·················································································9
8. Leaflets 3-7, often lobed, previous year’s twigs green ···························Box elder
8. Leaflets 5-13, not lobed, previous year’s twigs gray ······································Ash
9. Leaflets usually 5, rarely 6-7 ······································································Buckeye
9. Leaflets usually 7-9, rarely 5 ···························································Horse chestnut
10. Leaves simple ·····························································································11
10. Leaves compound ·······················································································39
11. Stems with throns ····························································································12
11. Stems without thorns ·······················································································13
12. Leaves entire, never lobed ··························································Osage orange
12. Leavestoothed, sometimes lobed·····························Hawthorne and Crab apple
13. Three to five buds clustered at end of twigs ·······················································14
13. Buds not clustered at end of twigs, never more than 2 ······································15
14. Tip of leaves or tip of lobes bearing bristles ·······························Red oak group
14. Tip of leaves or tip of lobes without bristles, ···························White oak group
15. Leaves lobed or lobed and non-lobed on same tree ············································16
15. All leaves non-lobed ··························································································20
16. Leaf margins entire ·····················································································17
16. Leaf margins toothed ··················································································18
17. Buds rounded, previous year’s twigs green; leaves lobed and non-lobed on same ··
tree ·······································································································Sassafras
17. Buds flat, valuate previous year’s twigs brown; leaves always lobed ·········Tuliptree
23
18. Leaves non-lobed, 2-lobed and 3-lobed on same tree; upper leaf surface ·········
usually rough ····················································································Mulberry
18. Leaves 3 or 5-lobed, never non-lobed; upper leaf surface smooth ················19
19. Leaves with 3 large veins at base (palmately veined) margins toothed ·····Sycamore
19. Leaves with 5 large veins at base (palmately veined) margins serrate ·····Sweetgum
20. Leaf margins entire or with 1-3 large teeth ··················································21
20. Leaf margins toothed or with 5 or more teeth ··············································24
21. Leaf base heart-shaped ·············································································Redbud
21. Leaf base pointed (acute) ···················································································22
22. Leaf margins and midvein lined with stiff hairs ································Sourwood
22. Leaf margins and midvein without stiff hairs ···············································23
23. Leaf scars have 3 prominent dots (vascular bundles); leaves rarely 1-3 toothed ·····
·············································································································Black gum
23. Leaf scars have one prominent dot (vasuclar bundle); leaves never toothed ···········
············································································································Persimmon
24. Leaves palmately veined ··············································································25
24. Leaves pinnately veined ··············································································27
25. Leaves about as long as broad ···········································································26
25. Leaves about twice as long as broad ································Hackberry or Sugarberry
26. Sap milky ·························································································Mulberry
26. Sap watery ·········································································Basswood (Linden)
27. Leaves very oblique (one-sided) at base ···························································Elm
27. Leaves not oblique at base ················································································28
28. Buds obviously stalked ···············································································29
28. Buds not stalked ·························································································30
29. Leaf margin with sharp teeth ········································································Alder
29. Leaf margin with rounded teeth ···························································Witch hazel
30. Leaf margins singularly toothed ··································································31
30. Leaf margins doubly toothed ·······································································36
31. Lateral veins unbranched and straight, extending to the tip of each serration ····32
31. Lateral veins branched or curved, not extending to the tip of each serration ······33
32. Leaves 5-10 inches long; bark rough ·················································Chestnut
32. Leaves 2-5 inches long; bark smooth ·····················································Beech
33. Base of leaf with disk-like glands ·································Wild cherry and Wild plum
33. Base of leaf without glands ················································································34
34. Leaf margins and midvein lined with stiff hairs ································Sourwood
34. Leaf margins and midvein without stiff hairs ···············································35
35. Leaves triangular, about as broad as long ····················Cottonwood, Aspen, Poplar
35. Leaves not triangular, much longer than broad ·········································Willows
24
36. Bark smooth, trunk twisted and appearing muscle-like ··································

·····················································································Blue beech (Iron wood)
36. Bark rough; trunk not twisted or appearing muscle-like ······························37
37. Leaves softly hairy ·····························································································38
37. Leaves not softly hairy ··················································································Birch
38. New twigs with stiff, sticky hairs ·······················································Hazelnut
38. New twigs without stiff, sticky hairs ················································Hornbeam
39. Spines or thorns present ···················································································40
39. Spines or thorns absent ····················································································41
40. Thorns more than one inch long, branched ································Honey locust
40. Thorns less than one inch long, not branched ·····························Black locust
41. Leaves twice compound ··························································Kentucky coffee tree
41. Leaves once compound ·····················································································42
42. The 3 terminal leaflets larger than the lateral leaflets ··························Hickory
42. The 3 terminal leaflets the same size or smaller than the lateral leaflets·······43
43. The pith partitioned by cross walls, twigs tough ·········································Walnut
43. The pith not partitioned, twigs brittle ·························································Sumac
44. Leaves (needles) bound together at base to form fascicles of 2-5 ···············Pine
44. Leaves not bound together at base ······························································45
45. Leaves scale-like or awl-shaped, usually flattened against branches·······Red cedar
45. Leaves not scale-like, or awl-shaped, spreading from branches ·························46
46. Leaves 4-angled ···················································································Spruce
46. Leaves flattened ················································································Hemlock
25
STUDENT SHEET Name ________________________ Date __________
TO KEY, OR NOT TO KEY

Using a Dichotomous Key To Unlock the Mystery
dichotomous key: _________________________________________________________________
____________________________________________________________________________________
2. Critically observe each of the three specimens you have and follow the clues
through the key until you reach the conclusion of what tree it is. Then enter the
name in the proper blank. You may want to check your answer with a reference
book of the internet.
3. Write the answers.
Ø Plant #1 is ______________________________________
Ø Plant #2 is ______________________________________
Ø Plant #3 is ______________________________________
4. Which plant, if any, was the most difficult to identify? ____________________________
Ø Why?_________________________________________________________________________
______________________________________________________________________________
26
LESSON TITLE: Keys to Unlock the Mystery
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to ______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27
WHAT I DID: Keys to Unlock the Mystery HOW WELL I DID IT

Performance 1 2 3 4 .
“To Ke y, Or Not To Key” report with without with many
__________________________________________________________________________________________
__________________________________________________________________________________________
3.
__________________________________________________________________________________________
4.
__________________________________________________________________________________________
5.
__________________________________________________________________________________________
6.
7.
28
Lesson 4. Asset Or Liability?

Evaluating Plants Using the “4-F Method”
Terms
deciduous: plant that loses all its leaves once a year National Science
hardiness zone: climatic zones mapped by USDA, Education
Standards, Grades
based on minimum winter temperature 9-12
Performance Objective Unifying Concepts

and Processes:
The student will Systems, order, and
organization
• research a given group of landscape plants grown in
their region and rank them on the basis of their positive Evidence, models and
explanation
and negative qualities.
Change, constancy,
Materials Needed and measurement
Form and function
For class
Science as Inquiry:
• a computer with access to the internet Abilities to do
scientific inquiry
• USDA Hardiness Zone Map
Life Science:
For each student Interdependence of
organisms
• Student Sheet “Choosing the Best”
Matter, energy, and
• “A Scoring Rubric” (2 pages) organization in living
systems
Background Information History and Nature of
Science:
Of the hundreds of thousands of plants known to
humankind, only a relative few have been selected out to Science as human
endeavor
be used in the living landscape. One of the main criteria
for selection is on the basis of whether a given plant can Nature of scientific
knowledge
thrive in a particular hardiness zone. It is also important
that the plants be relatively tolerant of diseases and
insect problems. Beyond that, landscape pants are Standards for
School Mathematics
evaluated on their landscape qualities. One workable
and understandable system is to consider the “4-F’s.” Functions, and
Algebra
Form is the first criterion. This includes size, both
height and spread. Mistakes in plant choice are made on Understand various
the basis of wrong size than any other single factor. functional
Form includes rate of growth; very fast growth generally relationships
results in brittle wood that breaks up in a storm. It also
includes structure, how well the branches are placed.
This is why the Bradford Pear is not a good choice. Its
structure is such that it will break up in storm when it
reaches maturity. Form is a quality that is present year
around; so it is of the greatest importance in plant
selection.
29
Foliage is the second criterion to be considered. It is second in importance as it

is present year–round on evergreen plants, and six months or more on
deciduous plants. Foliage varies in many ways. Size may be less than an inch,
creating a fine textured appearance to the plant, or may be 10 or more,
creating a coarse textured plant. By selecting plants of different textures, more
interest can be created in a landscape planting.
Foliage varies in color. Green is the norm, and what we expect to see. Some
foliage is yellow, blue, white, red, variegated, or a blending of other shades. Any
color other than green creates an accent in the landscape and becomes the
focal point for the planting. Therefore, it is best to use off-color plants with
discretion to have a landscape that is unified. The mark of an inexperienced
landscaper is the improper or overuse of color.
Fruit is the next landscape quality in importance; however, it can be either a
positive or a negative feature. Since attractive fruit is generally present for
weeks to months each year, it outranks flower effect as a landscape quality. It is
one of the ways to build winter interest into the landscape.
Fruit size is a significant aspect of evaluation. In most instances large fruit,
more that an inch in diameter, are more of a nuisance than an asset in a
landscape. A good example would be crabapples. Any apple less than 2 in
diameter is considered a crabapple. Those that have fruit at the higher end of
that range create a mess in the late summer or fall when the fruit begins to fall
and rot. Whereas, those crabapples that have fruit the size of a pea are colorful
long into the winter without the mess.
Color is important. Yellows, reds, oranges, medium blues, etc. show up well in
the landscape, but those with black fruit have little eye appeal. The abundance,
along with the color, determines the ornamental effect of fruit.
Smell may be a problem in the case of trees like the female ginkgo. When these
large fruits fall, they are not only a hazard to traffic but are offensive to the nose
as well. Trees like ash and maple have an abundance of non-ornamental fruit
that can clog drains and create litter. These are examples of the negative
aspects of fruiting that leads to the use of male clones where possible.
Flower is the final characteristic to be considered. In the eyes of many it is the
number one consideration. More plants are probably sold by flower effect than
any other quality, but that can lead to bad choices. Whereas, the form is a
year–round feature, foliage six months or more, fruit several weeks or months.
Flowering seldom lasts more that two weeks, (with some except ions). Selection
must be based on the year–long value of the plant.
Flowering, however, is an important landscape quality. It brings excitement and
drama to the spring. It is much appreciated in the summer when few trees or
shrubs are showing color. What needs to be said is that this should not be the
predominating feature to consider but one we consider after the other points
mentioned have been satisfied. That is, we want a plant with good form and
foliage, and if can have good flower and fruit as well, that is a bonus.
30
Flowers vary in color, abundance, dependability, and fragrance. Another

variable is how long they remain on the plant, for example, serviceberry has
beautiful white flowers but they seldom last more than a few days. We do have
a few plants like the glossy abelia that remain in flower all summer long, and
the southern magnolia that has flowers a few at a time over many weeks or
months.
Teacher Preparation
• Search the Web for sites that have good illustrations of landscape plants in
your region, or look in books, magazines, or other publications.
• Check out the website www.hcs.ohio-state.edu/plants.html.
• Make these resources available to the students.
• Copy Student Sheet “Choosing the Best.”
page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)
Procedure
1. Have students use the student sheet “Choosing the Best” to list 10 plants found
in the references.
2. Then students rank the plants according to their total landscape quality
according to the 4-F’s system.
Reflection
Are there some other landscape qualities that you might want to include? Why?
Enhancement
• Visit a local nursery, botanic garden, park, or arboretum to see live plants that
are included in the plants for sale or plants in the landscape.
Assessment
31
STUDENT SHEET Name _________________ Date ______
CHOOSING THE BEST
deciduous: _____________________________________________________________________
_________________________________________________________________________________
hardiness zone: _________________________________________________________________
__________________________________________________________________________________
2. Go to the references including the website www.hcs.ohio-state.edu/plants.html
and select 10 landscape plants for your area.
3. Rate the plants according to the 4-F System of: form, foliage, fruit, and flower. 0 =
poor, 4 = excellent.
PLANT FORM FOLIAGE FRUIT FLOWER TOTAL
32
LESSON TITLE: Asset or Liability?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
33
WHAT I DID: Asset or Liability? HOW WELL I DID IT

“Choosing the Best” according report with without with many
to instructions. reminders reminders details
______________________________________________________________________________________
5 or less 6 or 7 8 or 9 10
2. Selected appropriate plants. good good good good
plants plants plants plants
______________________________________________________________________________________
Not Completed Completed Completed
Completed with without without
3. Evaluation of plants. prompting prompting prompting
evaluations
all good
______________________________________________________________________________________

______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
34
Lesson 5. Right Plant, Right Place

Environmental and Site Requirements for Landscape Plants
Terms
microclimate: the physical environmental conditions
immediately surrounding a plant, e.g., shade National Science
Education
pH: relative acidity or alkalinity of the soil Standards, Grades
9-12
hardiness zone: climatic zones mapped by USDA, Unifying Concepts
based on minimum winter temperature and Processes:
Performance Objectives Systems, order, and

organization
The student will Evidence, models and
explanation
• evaluate the environmental criteria of several sites on
Science as Inquiry:
the school ground.
Understanding about
• using those criteria, go to the Ohio State Plant scientific inquiry
Dictionary Site, www.hcs.ohio-state.edu/plants.html or Abilities to do
other resources, and find landscape plants that would scientific inquiry
fit those criteria. Life Science:
Materials Needed Interdependence of

organisms
For the class Matter, energy, and
• computer for access to OSU Plant Dictionary systems
• reference books on landscape plants for your area Behavior of

organisms
For each student History and Nature of
Science:
• Student Sheet “Right Plant, Right Place”
Science as human
• “A Scoring Rubric” (2 pages) endeavor
Nature of scientific
Background Information knowledge
Plants grow in a wide variety of environmental

conditions: hot spots, cold spots, shade and full sun, Standards for
acid soil, alkaline soil, dry conditions and wet School Mathematics
conditions. In many sites there is a space restriction; in Standard 2: Patterns,

Functions, and
fact, one of the most common mistakes made is picking Algebra
a plant that is too large in height or width for a
Understand various
particular spot. Although some plants are very types of patterns and
adaptable to a wide range of environmental conditions, functional
many are very specific. Data has been collected on the relationships
cultural requirements of landscape plants, and certainly

on their size. Therefore, the two-step process is to (1)
evaluate a site and list the existing criteria; then (2)
select a plant or plants to fit those criteria.
35
Teacher Preparation
• Select sites on the school grounds that differ in environmental and space
conditions. Try to find sites that have multiple conditions that are discernable,
such as shady, wet, or ones with restricted height. Number the sites.
• Check out access to the OSU Plant Dictionary web site www.hcs.ohio-
state.edu/plants.html and have the computer available for the students to use.
• Copy the student sheets and have them available.
Procedure
1. Have students visit the different sites you selected and make notes about the
sites. (They could do this as individuals or in small groups, depending on the
size of the class and the amount of space outdoors.)
2. When students return to class, discuss the sites to see that there is agreement
among the students as to the nature of the sites.
3. Then have each student use the references available—preferably the OSU web
site—to find plants that fit these requirements.
4. Have students enter the information on their student sheets, “Right Plant,
Right Place.”
Reflection
What landscape plantings have you seen where plants appear overgrown?
How might this information save utility companies money in reduced pruning
costs?
Enhancement
• Visit the site of a new landscape installation and discuss the reasons for the
selection of plants being used in respect to environmental criteria.
Assessment
36
STUDENT SHEET Name ______________________ Date ____________
RIGHT PLANT, RIGHT PLACE
1. The purpose of this exercise is to gain experience in site evaluation and plant
selection. Look over the site assigned and determine as best you can the following
environmental conditions:
Exposure–sun or shade ______________________
Wet or dry ___________________
Type of soil (heavy, light, rocky, etc.) ______________________
Other vegetation, if any, (clues for what might grow there)

____________________________
_________________________________________________________________________________
Topography______________________________________________________________________
Are there any overhead features like power lines? Specify.

____________________________
_________________________________________________________________________________
2. Make a sketch of site; indicate which direction is north. Note other vegetation and
structural features.
3. Name 5 landscape trees or shrubs for this site.

• __________________________________________
• __________________________________________
• __________________________________________
• __________________________________________
• __________________________________________
37
LESSON TITLE: Right Plant, Right Place
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
38
WHAT I DID: Right Plant, Right Place HOW WELL I DID IT

“Right Plant, Right Place” report with without with many
______________________________________________________________________________________
______________________________________________________________________________________
3.
______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
39
Lesson 6. Seeds and Change

Propagation by Seed and Hybridization
Terms
viable seed: seed that is dormant but will germinate National Science
under proper conditions Education
Standards, Grades
F1 Hybrid: the first generation of seedlings after a cross 9-12
of two plants that are different genetically Unifying Concepts
and Processes:
heterosis: also called hybrid vigor, the extra vigor the
hybrid seedling exhibits compared to its parents Systems, order, and
organization
germination medium: an artificial growing mix that Change, constancy,
has been milled to fine granules so that seeds will not and measurement
get buried Form and function
cultivar: a cultivated variety, e.g., Red Maple ‘October Science as Inquiry:

Glory’ Understanding about
scientific inquiry
Performance Objectives Abilities to do
The student will scientific inquiry
Life Science:
• sow seeds properly in a seed flat.
Molecular basis of
• transfer pollen from an anther to a stigma. heredity
Interdependence of
Materials Needed organisms
For the class Matter, energy, and

• water spray bottles or a mist head to fit on the end of a systems
hose Behavior of
organisms
• a monohybrid genetics kit available from Carolina History and Nature of
Biological Supply Science:
• permanent marking pen Science as human

endeavor
• milled sphagnum peat moss Nature of scientific
knowledge
For each student
• a package of vegetable or flower seed Standards for
School Mathematics
• a shallow container, such as a seed flat
• a clear plastic bag, large enough to accommodate the Functions, and
Algebra
container
Understand various
• plastic label types of patterns and
functional
• artificial soil mix germination medium moistened relationships
• pencil
• Student Sheet “Sowing Seeds”
40

Sexual propagation involves properly sowing viable seed in an environment that
will cause them to break dormancy and germinate. The favorable environment
for most seeds includes moisture, correct temperature range, oxygen, and light
(for some).
Moisture must be in adequate amount to penetrate the seed coat and reach the
plant embryo in the seed. A growing medium that holds moisture or an
environment that is periodically drenched is necessary to assure that the seed
never dries out. The seed may remain viable for weeks, months, or even years,
depending on the species, but once moisture penetrates the seed, it will die if it
ever dries out. Some seeds will germinate faster if they are soaked overnight to
assure moisture penetration into the seed.
Temperature ranges favorable for germination vary according to the species.
Some of the cool season ve getables, for instance, can germinate at temperatures
in the 40s and 50s, while some of the warm season crops require temperatures
at least in the 70s. Most plants of the temperate part of the world will germinate
in the 70s and 80s. To provide heat where it is needed most, an electric cable
made for the purpose of heating soil and media may be employed.
Oxygen is important to germination as it is used to break down stored
carbohydrates in the seed to provide the energy required for the process. A
medium that is super saturated with water will not have enough oxygen
available. That is why it is important to select a medium that holds water, but
at the same time, is well drained to permit a constant supply of oxygen in the
root zone.
The seeds of a few species, such as lettuce, must be exposed to light in order to
germinate. Therefore, when sowing such seed, do not cover them. Most seed,
however, will do better if covered slightly to assure that they remain moist.
Teacher Preparation
• Gather materials.
• Copy Student Sheet “Sowing Seeds.”
Procedure
1. Give each student one package of seeds, a plastic label, and a small container
filled with moistened germination medium. Have students write the name of the
plant on the label, using a permanent marking pen (labels made with a regular
pen will wash off very soon).
NOTE: Information for the label should include the name of the species and the
cultivar as listed on the seed package, the date sown, and the initials of the
student.
41
2. Have students use the information on the seed packet to complete the student
sheet “Sowing Seeds.” NOTE: The packet will include sowing instructions that
are necessary for the next step.
3. Have students take a pencil and lay it down on the germination medium,
perpendicular to the sides of the container. Then, they should press down
slightly to create a small indentation that will serve as a guide for sowing the
seeds. Have them make several of these indentations about a ½ apart.
4. Have students follow these steps:
Ø Take the seed package and cut it cleanly across the top to open the pack.
Then, gently shake the seed from the package, using the “v” shaped corner
of the package as a trough to let the seeds slide down and into the
depressions. Take care to shake the seeds out slowly as you move the pack
down the rows so that seed will not pile up on one another.
Ø Then, according to label instructions—if light is not required—sprinkle a
small amount of milled sphagnum moss over the top of the seeds, just
enough to hide them from view.
Ø Then, using the spray bottle or mist head, spray the seed flat lightly to fully
moisten the sphagnum or the exposed seed.
Ø Place the container in a plastic bag, and put it in a place that receives good
light but not direct sun.
Ø As soon as seeds germinate and tops of plants are visible, take seedlings out
of the bag and put them in a brightly lit area—preferably a greenhouse or
under lights in a Grow Lab.
Ø Then, record data on the student sheet.
5. Using a Monohybrid genetics kit from Carolina Biological Supply, follow the
instructions for getting a project under way. This project will include sowing
Wisconsin Fast Plant seeds.
Reflection
What would happen if you did not remove seedlings from the plastic bag
immediately?
Why might planting in rows be better than scattering the seed on top of the
medium?
Enhancement
• Visit a greenhouse that has an automatic seed sower.
Assessment
42
STUDENT SHEET Name_______________________Date_____________
SOWING SEEDS
viable seed: ________________________________________________________________________
_____________________________________________________________________________________
F1 Hybrid: _________________________________________________________________________
_____________________________________________________________________________________
heterosis: __________________________________________________________________________
_____________________________________________________________________________________
germination medium: _____________________________________________________________
_____________________________________________________________________________________
2. Get a pack of seeds, a plastic label, and a container filled with germination medium
from the teacher.
3. On the label, write the name of the plant species and variety listed on package,
your initials, and date of sowing. Use a permanent marker, not a regular pen.
4. With a pencil, laid on its side, to create a shallow groove in which to sow seeds.
Make several about ½ apart.
5. Next, follow these steps:
Ø Take the seed package and cut it cleanly across the top to open the pack. Then,
gently shake the seed from the package, using the “v” shaped corner of the package
as a trough to let the seeds slide down and into the depressions. Take care to
shake the seeds out slowly as you move the pack down the rows so that seed will
not pile up on one another.
Ø Then, according to label instructions if light is not required, sprinkle a small
amount of milled sphagnum moss over the top of the seeds, just to hide them from
view.
Ø Then, using the spray bottle or mist head, spray the seed flat lightly to fully
moisten the sphagnum or the exposed seed.
Ø Place the container in a plastic bag, and put it in a place that receives good light
but not direct sun.
Ø As soon as seeds germinate and tops of plants are visible, take seedlings out of the
bag and put them in a brightly lit area—preferably the greenhouse or under lights
in a Grow Lab.
43
Ø Then, record data.

Date sown _______________
Date of germination ______________
Date most seedlings have two, true leaves ___________________
Comment on the vigor of the seedlings and the size of the stand _______________
______________________________________________________________________________
______________________________________________________________________________
6. The next project is to get out the Monohybrid Genetics Kit from Carolina Biological
Supply and following the directions to start the Wisconsin Fast Plant seeds.
44
LESSON TITLE: Seeds and Change
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45
WHAT I DID: Seeds and Change HOW WELL I DID IT

“Sowing Seeds” according to report with without with many
instructions. reminders reminders details
______________________________________________________________________________________
2. Participated in the Monohybrid Did not Minimal Participated Participated
exercise. participate participation fully and made
extra
contribution
______________________________________________________________________________________
______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
46
Lesson 7. New Plants From Old

Propagation by Cuttings
Terms
leaf blade: the expanded portion of the leaf
National Science
petiole: the stem-like structure at the bottom of the leaf Education
blade Standards, Grades
9-12
adventitious: roots arising from stem tissue and vice Unifying Concepts
versa and Processes:
rooting hormone: prepared compounds containing Systems, order, and

organization
auxin type hormones, such as IBA or NAA, that
accelerate and facilitate rooting of cuttings explanation
cutting: portion of plant removed from the mother plant Change, constancy,
for asexual propagation and measurement
Form and function
herbaceous plants: non-woody plants, i.e. soft, flexible,
stems that die down in winter Science as Inquiry:
Understanding about
clone: a group of individuals that are genetically alike scientific inquiry
and have been propagated asexually from one mother Abilities to do
plant scientific inquiry
asexual: using techniques of reproduction other than Life Science:

pollination and fertilization The cell
perlite: white, inert granular material that is formed Interdependence of

organisms
from volcanic debris, heated to high temperatures, used
Matter, energy, and
in potting media and for propagation organization in living
systems
rooting hormone: a substance containing auxin
compounds that enhances rooting Behavior of
organisms
Performance Objectives History and Nature of
Science:
The student will
Science as human
• take the stem cuttings from familiar greenhouse plants endeavor
and get them to root and form new plants. Nature of scientific
knowledge
• take the leaf (blade and petiole) cuttings and get them to
form new plants.
Standards for
• take a leaf blade cutting and get it to form a new plant. School Mathematics
• take a partial leaf blade cutting and get it to produce a Functions, and
new plant. Algebra
Materials Needed Understand various

functional
For the class relationships
• an assortment of greenhouse plants, including a vining
plant like heart leaf philodendron, pothos, or wandering
47
Jew; chrysanthemums; succulents; African Violets or other gesneriads; and

snake pl ant
For each student
• a sharp knife
• containers filled with perlite
• plastic or wooden pot labels
• Student Fact Sheet “Herbaceous Cuttings”
• Student Sheet “New Plants From Old”
One of the easiest ways to propagate plants asexually is by cuttings. By
removing a portion of the mother plant (such as a portion of the stem, a leaf or
part of it, or perhaps the root) and placing it in the proper environment, the
cutting will generate the missing parts. Unlike in the sexual process of
reproduction, the resulting plants are clones, which have the same genetic
makeup as the mother plant. Members of the clone have the potential to look
just like the parent without the variation that comes through seedling
production.
Theoretically any piece of live tissue removed from the plant has the potential to
become a whole new plant since all the genetic information necessary is in each
living cell. Practice lags behind theory so that every attempt at propagation by
cutting will not be successful. But the simple techniques outlined in this
exercise should produce excellent results.
Stem cuttings are about 3 in length with three or four leaves present. Using a
rooting hormone will enhance the rooting process. The naturally occurring
auxin Indole Acetic Acid (IAA) is largely responsible for the rooting process.
Similar compounds, such as Indole Butyric Acid (IBA) and Naphthalene Acetic
Acid (NAA), have been synthesized in the chemical lab and mimic the activity of
IAA. The latter materials are used in the rooting compounds. The cut end of the
cutting is dipped into the compound and the excess material is removed by
tapping. The best plants to use for the stem cuttings in this exercise are any of
the vining plants mentioned above or the chrysanthemums.
Conditions required for successful rooting are warm temperatures, (in the 70s
generally), moisture, and a pest-free environment. Sand or perlite are ideal
substances to use. Since perlite is exposed to extremely high temperatures in
its manufacture, it is free of pests and is the best, (easiest to use) medium. It
does not hold much water, so frequent watering will be required. The erection of
a small plastic tent over the cuttings will help conserve the moisture.
When the stem cutting is placed in the medium, it will generate adventitious
roots in a matter of a few weeks. These roots will develop over time until they
are sufficient to sustain the new plant. At that point the cutting is removed
from the medium, washed off, and potted up in a traditional growing medium.
48
In a similar manner, an individual leaf (blade and petiole), can be placed in

perlite, burying the petiole up to the blade, and it will not only generate
adventitious roots, but a whole new plant will arise from the base of the plant.
The best plants to use are the African Violets or other gesneriads like gloxinias.
Many succulent plants have no petiole, thus the blade itself can be used as the
cutting. Buried 1/3 of the way into the medium, it will root and send forth a
whole new plant. For some plants like the Snake Plant (Sansieveria spp.), a
portion of the leaf may be used and the cutting, it is a longer process than the
stem and leaf cuttings but it works.
For some plants a section of the roots can be taken for the cutting. After it is
placed in the medium, it will generate adventitious stem. Garden phlox is a
good example of one plant that is propagated this way.
Teacher Preparation
• Gather plants and materials.
• Purchase the Rooting Hormone, available through local garden stores or
through the Carolina Biological Supplies.
• Copy Student Sheet “New Plants from Old.”
Procedure
Have each student make 6 of the following types of cuttings and place them in a
rooting medium.
1. Stem cuttings taken from plants provided. Each cutting should be around 3"
long and include 3 or 4 leaves. Remove the lower leaf and dip the cut end of the
stem into the rooting hormone, knocking off the excess with a sharp rap on the
stem. Bury the end of the stem up to the base of the next leaf
2. Leaf cutting, including the blade and petiole. Take the cutting from an African
violet or other plant provided. Dip it in a hormone and place it in perlite,
burying the entire petiole.
3. Leaf cutting, blade only. From one of the succulent plants provided, break off
leaf blades and insert them about 1/3 of the way into the perlite.
4. Partial leaf cutting. From the Snake Plant, cut a blade into sections about 2–3"
long, keeping track of which part of the cutting was the lower part on the blade,
and stick this end into the perlite about 1/3 the way from the surface.
5. Complete Student Sheet “New Plants from Old.”
Reflection
What is the advantage of propagating by cuttings rather than by seed?
49
Enhancement
• Ask a local nursery worker to visit the class and demonstrate other techniques
of asexual propagation.
Assessment
50
STUDENT FACT SHEET Name_________________________Date___________
HERBACEOUS CUTTINGS
STEM CUTTINGS LEAF BLADE & PETIOLE
LEAF BLADE CUTTING PARTIAL LEAF CUTTING
51
STUDENT SHEET Name__________________________Date__________
NEW PLANTS FROM OLD
leaf blade: _________________________________________________________________________
_____________________________________________________________________________________
petiole: ____________________________________________________________________________
_____________________________________________________________________________________
adventitious: ______________________________________________________________________
_____________________________________________________________________________________
rooting hormone: __________________________________________________________________
_____________________________________________________________________________________
cutting: ____________________________________________________________________________
_____________________________________________________________________________________
clone: ______________________________________________________________________________
_____________________________________________________________________________________
asexual: ____________________________________________________________________________
_____________________________________________________________________________________
perlite: ____________________________________________________________________________
_____________________________________________________________________________________
2. Prepare the following cuttings:

Ø Make stem cuttings, which should be around 3 long, and include 3 or 4
leaves. Remove the lower leaf and dip the cut end of the stem into the rooting
hormone, knocking off the excess with a sharp rap on the stem. Bury the end of
the stem up to the base of the next leaf
Ø Make the leaf cutting, including the blade and petiole. Take the cutting from an
African Violet or other plant provided. Dip the tip of the petiole in hormone and
place in perlite, burying the entire petiole.
52
Ø The next type of leaf cutting should be made from the blade only. This type of
leaf cutting is best made from one of the succulent plants provided. Break off
leaf blades and insert about 1/3 of the way into the perlite.
Ø The partial leaf cutting is easily made from the Snake Plant. Cut the blade into
sections about 2–3 long. It is important to know which part of the cutting was
the lower part on the blade, and stick this end into the perlite about 1/3 the
way.
3. After 3 weeks, gently pull the cuttings from the perlite, and see if there are any new
roots visible. Record your observations and put the cuttings back in the perlite.
4. Check again in 2 weeks and record data. If some do have good root systems,
measure and count the roots and pot them up so that they can grow on to full
sized plants.
5. Continue checking on a weekly basis until every cutting has roots and is ready for
transplanting.
6. Answer the following questions:
Ø Which cutting rooted the fastest? _____________________________________________
Ø Which cutting rooted the slowest? ____________________________________________
Ø Describe what adventitious growth took place with each of the cuttings.
stem _________________________________________________________________________
leaf __________________________________________________________________________
leaf blade ____________________________________________________________________
partial blade _________________________________________________________________
53
LESSON TITLE: New Plants From Old
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
54
WHAT I DID: New Plants From Old HOW WELL I DID IT

“New Plants From Old” according report with without with many
______________________________________________________________________________________

______________________________________________________________________________________
3.
______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
55
Lesson 8. The Propagator’s Friend

Intermittent Mist
Terms
intermittent mist: a system, run by time clocks that
periodically sprays a fine mist over cuttings National Science
Education
solenoid valve: a valve that responds to an electrical Standards, Grades
9-12
current and opens and closes to permit the flow of water
Unifying Concepts
through the nozzles and Processes:
strainers: devices placed in a watering system to filter Systems, order, and
the water before it passes through valves and nozzles organization
mist nozzles: nozzles that break the water into a fine explanation
mist
Form and function
PVC pipe: a white colored polyvinyl chloride pipe used Science as Inquiry:
for carrying water
Understanding about
perlite: white, inert granular material that is formed scientific inquiry
from volcanic debris, heated to high temperatures, used Abilities to do
scientific inquiry
in potting media and for propagation
Life Science:
Performance objectives
Molecular basis of
The student will heredity
Matter, energy, and
• design an intermittent mist. organization in living
systems
• assemble PVC pipe sections with various fittings.
Behavior of
• set a time clock for three different sequences of misting. organisms
• install an intermittent mist system, if possible. Science:
Materials Needed Science as human

endeavor
For the class Nature of scientific
knowledge
• PVC pipe and fittings
• PVC pipe cleaner and cement
• a PVC pipe cutter
• mist nozzles
• time clocks: 24-hour and a cycle timer
• a strainer
• a greenhouse bench, preferably with sides
• perlite to fill the bench
• heating cable to fit in the bottom of the bench
• catalogs of horticultural supplies
56
• a tape measure
For each student
• Student Sheet “Intermittent Mist”
Modern mist systems date back to approximately 1950. They are designed to
provide a moist environment for cuttings and seeds that might otherwise dry
out. Thanks to the availability of all of the necessary materials at reasonable
costs, intermittent mist systems are quite affordable additions to any
greenhouse in which you wish to propagate plants.
The basic components include a source of high quality water, time clocks, (both
24-hour and cycle types), PVC pipe and fittings, strainers or filters to be put in
line, mist nozzles, and solenoid valve. A heating cable for the bottom of the
bench, to keep this important area at the optimal temperature, is
recommended. A simple diagram is included in the student fact sheet.
The North Carolina State Leaflet NO: 405, included with this lesson, gives more
details.
Teacher Preparation
Preparation will depend on the extent to which you as the teacher want to
develop this activity. It could be limited to simply viewing the component parts
and assembling PVC pipe. For the complete design and construction, however,
the following preparation is needed.
• Assemble materials listed above in Materials Needed.
• Designate a particular bench in the greenhouse to use for the project.
• Have graph paper available for the design of the system.
• Copy Student Sheet “Intermittent Mist.”
Procedure
1. Have the students view the assigned bench and take measurements.
2. Have the students study the drawing of the mist system with components.
3. Have the students design the system and make a parts list. Then the design will
be approved or modified by you, the teacher.
4. Have the students gather the components and assemble them.
5. Ask the students to test the system and set the timers.
6. Complete Student Sheet “Intermittent Mist.”
57
Reflection
Is the mist system necessary on rainy days or at night?
Are there types of controls that could be used for the mist system other than the
time clocks?
Enhancement
• Visit a local greenhouse to see the mist system in operation
Assessment
58
STUDENT SHEET Name ________________________ Date ______________
INTERMITTENT MIST
intermittent mist: _________________________________________________________________
_____________________________________________________________________________________
solenoid valve: ____________________________________________________________________
_____________________________________________________________________________________
strainers: __________________________________________________________________________
____________________________________________________________________________________
mist nozzles: ______________________________________________________________________
____________________________________________________________________________________
PVC pipe: __________________________________________________________________________
_____________________________________________________________________________________
perlite: ____________________________________________________________________________
_____________________________________________________________________________________
2. Take measurements of the designated bench. Note location of electrical outlets and
water sources.
3. Study the drawing of mist system and its components.
4. Design the system and make a parts list.
5. Compute the costs for the system, excluding labor.
6. If the class is unable to install the system, make a square that measures 18 on a
side, using the PVC pipe available. Use PVC cleaner and cement to hold it together.
On one side, make a hole and insert one mist nozzle 9 from the end.
59
LESSON TITLE: The Propagator’s Friend
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
60
WHAT I DID: The Propagator’s Friend HOW WELL I DID IT

“All About Me: A Wildlife Species” report with without with many
# ___ according to instructions. reminders reminders details
______________________________________________________________________________________
2. Completed “All About Me: A Wildlife Recorded Recorded Recorded Recorded

Species” section “Source of no resource resource resource
Information,” # ___. resource with help with help without
help
______________________________________________________________________________________
3. Completed the student sheet Used no Used 1 Used 2 Used 3

“All About Me: A Native Plant” resources resource resources resources
# ___ according to instructions.
______________________________________________________________________________________
4. Completed “All About Me: A Wildlife Recorded Recorded Recorded Recorded

Species” section “Source of no resource resource resource
Information,” # ___. resource with help w/ min. without
help help
______________________________________________________________________________________

______________________________________________________________________________________
6.
7.
61
Lesson 9: Fuel For Plant Growth

Fertilizers and Fertilizing
Terms
essential elements: those minerals required for a plant
to complete its life cycle National Science
Education
inorganic fertilizer: a group of minerals mined or Standards, Grades
manufactured to provide plants with essential elements 9-12
Unifying Concepts
organic fertilizer: fertilizer made of residues of plants and Processes:
and of animals and their wastes
Systems, order, and
complete fertilizer: fertilizer containing nitrogen, organization
phosphorus, and potassium Evidence, models and
explanation
pH: the relative acidity or alkalinity of a soil
Change, constancy,
fertilizer analysis: the percentage of nitrogen, and measurement
phosphorus, and potassium in a bag, by weight Form and function
Life Science:
Performance Objectives
Matter, energy, and
The student will organization in living
systems
• read information on a bag of fertilizer to determine the
amount of nitrogen, phosphorus, and potassium in the Science:
bag.
Science as human
endeavor
• determine how much of that fertilizer should be spread
over a given area to meet the recommended rate of Nature of scientific
knowledge
application.
Materials Needed Standards for
For the class School Mathematics
• 50' measuring tape Functions, and
Algebra
• 6 empty fertilizer bags (preferably with different analysis Understand various
in each), numbered 1-6 types of patterns and
functional
For each student relationships
• Student Sheet “Fuel For Plant Growth”

Through generations of research it has been determined
that there are at least 16 elements that are necessary for
a plant to complete its life cycle. A simple memory device
has been created to help recall all 16; it is C HOPKNS
CaFe Mg B Mn CuZn MoCl, which should read as if you
were saying C. Hopkins café managed by mine cousin
Mocl. C=carbon, H=hydrogen, O=oxygen, P=phosphorus,
62
K=potassium, N=nitrogen, S=sulfur, Ca=calcium, Fe=iron, Mg=magnesium,

B=boron, Mn=manganese, Cu=copper, Zn=zinc, Mo=molybdenum, Cl=chlorine.
By definition, all of these minerals are essential; hence, none is more important
than another. However, the three elements that most often limit plant growth
are: nitrogen, phosphorus, and potassium. That is why these are generally the
three main components in a bag of fertilizer.
Fertilizers can either be made from organic materials such as animal manure,
blood, bones, or other animal or plant residues. These fertilizers are generally
bulkier than inorganic fertilizers, i.e., because of their lower analysis, it requires
more weight to get the equivalent fertilizer elements. They generally release their
elements slowly so that they do not have an immediate affect on plants, but
they do release the elements over a long period of time.
Inorganic fertilizers are manufactured from an assortment of materials that
include the essential elements for plant growth. They are generally of higher
analysis than organic fertilizers, have a shorter nutrient release time, require
less bulk, and are cleaner to handle. Some inorganic fertilizers are encapsulated
to slow down the release of the elements.
Teacher Preparation
• Collect 6 empty fertilizer bags, preferably with different analysis.
• Copy Student Sheet “Fuel For Plant Growth.”
Procedure
1. First have the students look at the bags of fertilizer to find the analysis. They
will use this information to complete the Student Sheet “Fuel For Plant
Growth.”
2. Have students measure the diameter of the spread of the branches of the tree
you have selected on the school grounds.
3. Then have students complete Student Sheet “Fuel For Plant Growth” by
computing the amount of fertilizer in the various bags it will require for the
recommended rate of application.
Reflection
Why is it that nitrogen is so often the element limiting growth?
What problems are caused in the environment by overuse of fertilizers?
What is the basic difference between organic and inorganic fertilizers?
Which is better? Why?
Enhancement
• Take a soil sample from a spot on the school grounds where landscape plants
are growing, and have it analyzed by the Cooperative Extension Service, your
county agent.
63
Assessment
64
STUDENT SHEET Name_________________________Date___________
FUEL FOR PLANT GROWTH
essential elements: ________________________________________________________________
_____________________________________________________________________________________
inorganic fertilizer: ________________________________________________________________
_____________________________________________________________________________________
organic fertilizer: __________________________________________________________________
_____________________________________________________________________________________
complete fertilizer: ________________________________________________________________
_____________________________________________________________________________________
pH: ________________________________________________________________________________
_____________________________________________________________________________________
fertilizer analysis: _________________________________________________________________
_____________________________________________________________________________________
2. Look at the fertilizer bags provided and record the following information:
Bag Analysis Other Elements Source of Amount

Nitrogen Needed for Tree
1
2
3
4
5
6
3. Observe and measure the land under the tree designated by the teacher and
determine how much fertilizer of each of the above to apply. Compute on the basis
of 3 pounds of actual nitrogen per 1000 ft.2 . The area to be measured is the
diameter of the spread of the branches.
65
4. After 3 weeks, gently pull the cuttings from the perlite, and see if there are any new
roots visible. Record your observations and put the cuttings back in the perlite.
5. Check again in 2 weeks and record data. If some do have good root systems,
measure and count the roots and pot them up so that they can grow on to full
sized plants.
6. Continue checking on a weekly basis until every cutting has roots and is ready for
transplanting.
7. Answer the following questions:
Ø Which cutting rooted the fastest? _____________________________________________
Ø Which cutting rooted the slowest? ____________________________________________
Ø Describe what adventitious growth took place with each of the cuttings.
stem _________________________________________________________________________
leaf __________________________________________________________________________
leaf blade ____________________________________________________________________
partial blade _________________________________________________________________
66
LESSON TITLE: Fuel For Plant Growth
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
67
WHAT I DID: Fuel For Plant Growth HOW WELL I DID IT

Performance 1 2 3 4_______
“Fuel for Plant Growth” according report with without with many
______________________________________________________________________________________

______________________________________________________________________________________
3.
______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
68
Lessons 10. Biological Competitors

Insects and Related Pests
Terms
insect: any of numerous invertebrate animals with their
bodies in three segments and three pairs of legs National Science
Education
IPM: Integrated Pest Management, a philosophy of Standards, Grades
dealing with pests that incorporates many techniques to 9-12
minimize damage to the environment Unifying Concepts
and Processes:
mites: small invertebrates with four sets of legs and
Systems, order, and
rasping mouth parts that often attack desirable plants organization
nematodes: small (microscopic), cylindrical worms that Form and function
are parasitic on plants and animals, sometimes called Science as Inquiry:
eel worms
Understanding about
pesticide: a chemical substance used to control pests scientific inquiry
Abilities to do
Performance Objectives scientific inquiry
The student will Life Science:
Interdependence of
• view overheads or slides of insect and insect-like pests. organisms
• collect specimens of insect damaged plants. Matter, energy, and

• complete the accompanying student sheet systems
Behavior of
Materials Needed organisms
For the class History and Nature of
Science:
• overheads or slides showing important insect and Science as human
related pests endeavor
• overheads or slides of damage caused by these pests Nature of scientific

knowledge
For each student
Standards for
• Student Sheet “What’s Bugging These Plants?” (3 pages) School Mathematics
• “A Scoring Rubr ic” (2 pages) Standard 2: Patterns,

Functions, and
Background Information Algebra
Understand various
Insects and their kin are the most abundant form of types of patterns and
animal life in the world. Almost 700,000 species have functional
relationships
been discovered and identified. An additional 9,000
species of ticks and mites inhabit the earth. Many of
these small invertebrates attack landscape plants in a
variety of ways.
Some insects have sucking mouth parts and feed on
plants, disfiguring the leaves and causing leaf drop in
69
some instances. They may also carry disease from one plant to another. Others
have chewing mouth parts and will devour leaves and buds. Still others have
rasping mouth parts causing damage to leaves.
Some insects undergo complete metamorphosis, meaning they change from one
form to another. These insects may begin life hatching from an egg as a larva,
feed on plants, then form a cocoon or chrysalis and pupate. In time they emerge
as an adult, generally with wings.
Identifying insects, mites, and nematodes is the first step in managing the
harmful populations. The fact that there are so many species and that they
change forms during their life cycles makes this a difficult task. Fortunately,
there are many sources of information, including the Internet, the Agricultural
Extension Service, and many texts, to help identify pests.
After proper identification of the pest, then we must decide on a management
program to control it. We are often tempted to go directly to a chemical pesticide
to do the job. However, because of environmental concerns, it is important to
consider other alternatives. To that end, a strategy has been developed, called
Integrated Pest Management (IPM). The basic idea of IPM is to first use those
methods of control that have the least impact on the environment and the non-
target organisms.
IPM suggests many alternatives to chemical pesticides. Included are cultural,
mechanical, and biological methods. These are discussed on website
www.IPMnet.org.
Teacher Preparation
• Gather publications from the Cooperative Extension Service in your county
about pests of landscape plants.
• Or, consult the website www.hcs.ohio-state.edu/plants.html, and then go to the
section on Pests and Diseases. Familiarize yourself with information on
common landscape plants in your area. List plants from either source for
students to research.
• Copy Student Sheets “What’s Bugging These Plants?”
Procedure
1. View overheads or slides on pests and the damage they cause.
2. Discuss any evidence of pests the students know about or have heard about.
3. Have students research the insect problems on ten common plants in the area,
using Agricultural Extension Service publications or websites to suggest
methods of managing those pests.
4. Students fill out Student Sheet “What’s Bugging These Plants?”
70
Reflection
Why would we want to use the IPM methods of pest management?
What insect damage have you noted on plants around your home?
Enhancement
• Have someone from the Extension Service talk to the class about pest diagnosis
and treatment on landscape plants.
Assessment
Compare and contrast the e valuations with the students so that the students
71
STUDENT SHEET Name___________________________Date______________
WHAT’S BUGGING THESE PLANTS?
1. Write definitions for the following.

insect: _____________________________________________________________________________
_____________________________________________________________________________________
IPM: _______________________________________________________________________________
_____________________________________________________________________________________
mites: _____________________________________________________________________________
_____________________________________________________________________________________
nematodes: ________________________________________________________________________
_____________________________________________________________________________________
pesticidides: _______________________________________________________________________
_____________________________________________________________________________________
contact: ___________________________________________________________________________
_____________________________________________________________________________________
systemic: __________________________________________________________________________
_____________________________________________________________________________________
LD50: _______________________________________________________________________________
_____________________________________________________________________________________
3. Discuss any evidence of pests you know about around your home or in the
area.
4. Select 10 popular landscape plants using for your area.
5. Using Agricultural Extension Service publications or websites, identify any
major insect pests for those plants.
6. Suggest two effective methods of managing or controlling those pests.
PLANT PESTS MANAGEMENT/CONTROL
72
73
74
LESSON TITLE: Biological Competitors
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
75
WHAT I DID: Biological Competitors HOW WELL I DID IT

“What’s Bugging These Plants?” report with without with many
______________________________________________________________________________________
2. Participated in class discussion. No Minimal Offered Had more

Participation
______________________________________________________________________________________

______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
76
Lessons 11. What’s Ailing This Plant?

Diseases Caused by Fungi, Bacteria, and Viruses
Terms
disease: a condition of a living plant or plant part that National Science
impairs the performance of a vital function; brought Education
Standards, Grades
about by a causal organism such as a fungus, 9-12
bacterium, or virus Unifying Concepts
and Processes:
pathogen: an organism that causes a disease
Systems, order, and
fungus: a parasitic organism characterized by having organization
spores and mycelium, that may cause disease in higher Form and function
plants; common fungi are molds, mildew, smuts and Science as Inquiry:
mushrooms
Understanding about
bacteria: small (microscopic), single-celled organisms, scientific inquiry
living in soil, water, organic matter, or the bodies of Abilities to do
plants or animals scientific inquiry
Life Science:
virus: a large group of submicroscopic infective agents
Interdependence of
fungicide: a chemical to control harmful fungi organisms
host: the plant preferred by a particular disease Matter, energy, and

organism systems
IPM: Integrated Pest Management, a philosophy of Behavior of

organisms
controlling pests that incorporates many techniques to
minimize damage to the environment History and Nature of
Science:
Performance Objectives Science as human
endeavor
The student will
• view overheads or slides of the symptoms of prominent knowledge
diseases of plants.
Standards for
• collect specimens of diseased plants. School Mathematics
• complete Student Sheet “What’s Ailing This Plant?” Standard 2: Patterns,
Functions, and
Materials Needed Algebra
Understand various
For class types of patterns and
functional
• overheads or slides showing symptoms of prominent relationships
diseases of plants
• access to diseased plants
For each student
• Student Sheet “What’s Ailing This Plant?”
77
The causes of plant diseases in the landscape are often misunderstood. This is
because plant diseases are often incited by pathogens that are not always
visible to the naked eye, some not even detected by high powered microscopes.
Therefore we have to rely heavily on the symptoms of the diseases that
pathogens cause.
Maintaining the good health of plants involves an understanding of what causes
plant diseases. In the broad sense, disease is an injury or unhealthy condition
regardless of what causes it. Some diseases are caused by pathogens, but
others are not. Mechanical damage, toxic chemicals, air or soil pollutants,
obstruction of root functions due to soil compaction, too little or too much
moisture, or severe temperatures may cause plant disorders.
For the infectious diseases caused by pathogens, laboratory analysis or
screening must be done to absolutely verify the causal agent. Of the three most
common causal organisms, fungus diseases are easiest to determine since the
mycelium, spores, or fruiting bodies, may be visible even to the naked eye.
Whereas, with a virus disease or bacteria that is not possible.
Landscape managers need to be aware of several important concepts regarding
plant diseases:
a. Landscape plants differ in their disease susceptibility or resistance. Many
nurseries label disease resistant cultivars for customer information.
Furthermore, susceptibility of many landscape plants to disease can be
altered by the growing conditions. Plants having low energy reserves due to
drought, injuries, and poor nutrition may have little energy left to fight
diseases. In other words, a vigorous, healthy plant is more resistant to
attack by a disease than an unhealthy plant.
b. Many pathogens such as fungi and bacteria, are living organisms that often
exist in an unseen, dormant form. They will become active again under the
right conditions, such as favorable temperature and moisture levels, and the
presence of the proper host.
c. Management of the landscape environment can have a profound effect on
whether or not a disease will occur. In general, rainy, foggy weather and
poor drying conditions favor foliar diseases, and wet soils favor most root
decay organisms. Some of these factors defy management, but good
drainage can be implemented.
Teacher Preparation
• Gather publications from the Cooperative Extension Service in your county on
diseases of landscape plants.
• Consult the website www.hcs.ohio-state.edu/plants.html , go to the section on
Pests and Diseases, and familiarize yourself with information on common
landscape plants in your area. List plants from either source for students to
research.
78
• Copy student sheets.

Procedure
1. View overheads or slides on diseases and the damage they cause.
2. Discuss what evidence of diseases the students know about or have heard
about.
3. Have students research the disease problems on ten common plants in the
area, using Extension publications or websites, and suggest methods of
managing those diseases.
4. Students fill out Student Sheet “What’s Ailing This Plant?.”
Reflection
What disease damage have you noted on plants around your home?
Enhancement
• Invite someone from the Extension Service to talk to the class about plant
pathology.
Assessment
79
STUDENT SHEET Name_________________________Date___________
WHAT'S AILING THIS PLANT?
1. Write definitions for the following.
disease: ____________________________________________________________________________
_____________________________________________________________________________________
pathogen: __________________________________________________________________________
_____________________________________________________________________________________
fungus: ____________________________________________________________________________
_____________________________________________________________________________________
bacteria: ___________________________________________________________________________
_____________________________________________________________________________________
virus: ______________________________________________________________________________
_____________________________________________________________________________________
fungicicide: ________________________________________________________________________
_____________________________________________________________________________________
host: _______________________________________________________________________________
_____________________________________________________________________________________
IPM: _______________________________________________________________________________
_____________________________________________________________________________________
3. Select 10 popular landscape plants useful for your area.
4. Using Agricultural Extension Service publications or websites to identify and list
any major diseases for those plants.
PLANT MAJOR DISEASES
1. __________________________________ __________________________________________
2. __________________________________ __________________________________________
3. __________________________________ __________________________________________
80
4. __________________________________ __________________________________________
5. __________________________________ __________________________________________
6. __________________________________ __________________________________________
7. __________________________________ __________________________________________
8. __________________________________ __________________________________________
9. __________________________________ __________________________________________
10. __________________________________ __________________________________________
5. Suggest 4 effective ways of preventing, controlling, or eradicating diseases in

general.
Ø ______________________________________________________________________________
______________________________________________________________________________
Ø ______________________________________________________________________________
______________________________________________________________________________
Ø ______________________________________________________________________________
______________________________________________________________________________
Ø ______________________________________________________________________________
______________________________________________________________________________
81
LESSON TITLE: What’s Ailing This Plant
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
82
WHAT I DID: What’s Ailing This Plant HOW WELL I DID IT

1. Completed the student sheet Not Completed Completed Completed
“What’s Ailing This Plant?” completed with without with many
______________________________________________________________________________________
2. Participated in class discussions. Did not Minimal One More than

participate participation idea shared one idea
shared
______________________________________________________________________________________

______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
7.
83
Lesson 12. Giving Plants a Helping Hand

The Art and Science of Pruning
Terms
thinning: cutting a branch back to its source
heading back: cutting back branches part way, National Science
Education
generally to a particular length to reduce size of plant Standards, Grades
9-12
tree topping: cutting back all the major branches of a
Unifying Concepts
tree to the same length leaving large stubs, improper and Processes:
practice
Systems, order, and
branch collar: the enlarged base of a stem where it organization
emerges from larger branch or tree trunk Evidence, models and
explanation
leader: main trunk of tree or shrub
Life Science:
water sprouts: vigorous, ve rtical growth above the soil Matter, energy, and
line organization in living
systems
suckers: vigorous, vertical growth from below soil line
Behavior of
Performance Objectives organisms
The student will Science:
• handle pruning equipment and execute proper Science as human

endeavor
technique.
• observe small and large trees and describe necessary knowledge
pruning program.
Standards for
Materials Needed School Mathematics
For the class Standard 2: Patterns,
Functions, and
• long handles lopping shears Algebra
Understand various
• folding tree saw types of patterns and
functional
For each student relationships
• pruning shears, if possible

• branches to prune
• Student Sheet “Proper Pruning”
• Student Fact Sheet “Some Pruning Guides”
• Student Fact Sheet “Tree with Pruning Needs and
Terminology”
84
Pruning, like most of horticulture, is an art and a science. It requires acquired
skills to do the actual pruning, but more important it requires an
understanding of the reasons for pruning. Proper pruning is as dependent on
the why’s as the how’s. Many homeowners approach pruning by season rather
than reason. In the spring, it seems like the thing to do and performance is
often measured on the basis of the amount of debris to be hauled away. The
proper approach should be based on the rationale for pruning. There are
several categories of reasons to consider. Here are some of the most critical:
Health of the tree. Dead and diseased wood needs to be removed in a timely
fashion to prevent the spread of a disease. Removal of some branches back to
the main trunk or central leader, permits light to enter the interior of the plant
and helps the foliage there. It also permits air to move through which can
prevent the spread of certain fungal diseases. Branches that rub will lead to
future damage and pest problems, therefore one branch or the other should be
removed at as early an age as possible.
Training and appearance. The old adage “Bring up a tree in the way it should
grow….” had its beginnings here. Young trees and shrubs can be helped to a
good start by proper, early pruning. The goal is to select branches that are well
spaced and structurally sound. The Bradford Pear, which has such a terrible
habit of breaking up when it reaches the age of 15-20 years, could profit by
early removal of some of the crowded lower branches. Erratic branches on any
tree or shrub may have to be pruned back to improve the shape and
appearance of the plant. This does not mean to keep everything cut back to a
perfectly smooth exterior or geometrical shape; naturalness should be the goal.
Shrubs can be trained to grow narrow and upright or wide spreading by
selective pruning above inward or outward facing buds, depending on the
desired effect.
Size control. This is one of the most common reasons for pruning and one of
the most unnecessary. Proper plant selection based on size could minimize
such pruning.
Safety. Low hanging branches near a walk or drive can be a hazard as are
shrubs that have overgrown a walk. Large limbs perched over a structure like a
house or garage present a threat of storm damage.
Invigoration. Plants cut back severely will send forth an abundance of new
growth, which may be an advantage for some plants. Shrubs with colored stems
like some of the shrubby dogwoods need to have a third of the oldest canes
removed each year to encourage new growth of colored twigs.
Timing. Timing is a consideration in that trees and shrubs suffer the least
when pruned while dormant. But, timing often depends on the desired results.
For health or safety pruning, this should be done when problem is discovered.
For non-critical pruning there are other factors to consider. As an example
flowering trees and shrubs are best pruned immediately after flower so that
flowering will not be lost. Thin barked trees like birch and beech as well as
maples will “bleed” when pruned in January or February. Pruning yews late in
the growing season will encourage new growth that may be killed by an early
85
frost. Pines have only one flush of growth per year. The new growth extends
rapidly before the needles unfold, this is candle growth. By removing a third to
a half of each of these growths, a bushier plant will develop.
The techniques of various pruning practices are outlined in the student
worksheets. Some of the general principles are worth mentioning. Cuts should
be made clean with a sharp tool. For selective pruning, individual cuts should
be made on a slight angle just above a bud facing in the direction you want the
plant to grow. Prune back to a larger branch or the main trunk, do not leave
stubs. Do not, on the other hand, prune completely flush with the main trunk.
Look for the small taper at the base of the branch to be removed, this is the
branch collar. Do not cut into this collar, cut just beyond it and the wound will
heal faster.
Another technique to mention, is the removal of large limbs. To do it properly it
takes three cuts. The first one should be upward and away from the branch
collar. With a tree saw cut through the stem about half way or until the saw
begins to bind from the weight of the limb. Then move out from the trunk a few
inches farther and cut down through the limb. It will eventually break off at the
first cut without stripping the bark of the trunk. Then make the third cut
downward just outside the branch collar to remove the stub.
Research has shown that the use of tree paints to cover the wounds is not
effective in aiding the response of the tree to wounding. In some cases it even
slows down the process, so painting wounds is no longer recommended.
Teacher Preparation
• Collect branches that have some side branches that can be used for practicing
making cuts. Scout out trees or shrubs near at hand that have need for
pruning. These will be used in the second part of the exercise to give students
experience in evaluating.
• Copy the Student Sheet “Proper Pruning.”
Procedure
1. Using the website www.na.fs.fed.us/spfo/pubs/howtos/ht_prune/cuts,
illustrate how cuts should be made and give the students the opportunity to
practice on the branches collected
2. The outdoor exercise is for each student to be assigned a tree or shrub to
evaluate and then to write up a pruning plan including what needs to be
pruned, why, how, and when.
3. This information will go on the student sheet along with a sketch of the plant
before and after pruning.
Reflection
What plants around the school have either been over pruned or neglected?
Why don’t plants in their native environment need pruning?
86
Enhancement
• Invite a certified arborist to discuss their operation and career opportunities.
Assessment
87
STUDENT FACT SHEET Name___________________________Date_________
SOME PRUNING GUIDES
Placement of cut above bud. Remove large branches in Cut to avoid branch collar
three cuts.
Tree topping, a Thinning, a better practice. Prune hedge narrower at

harmful practice. top than at bottom.
88
STUDENT FACT SHEET Name___________________________Date_________
TREE WITH PRUNING NEEDS AND TERMINOLOGY
89
STUDENT SHEET Name _______________________ Date _________
PROPER PRUNIING
thinning: __________________________________________________________________________
_____________________________________________________________________________________
heading back: ______________________________________________________________________
_____________________________________________________________________________________
tree topping: ______________________________________________________________________
_____________________________________________________________________________________
branch collar: ______________________________________________________________________
_____________________________________________________________________________________
2. Go to the plant assigned outdoors and evaluate its pruning needs. Look for dead
wood, rubbing branches, any sign of disease, sharp angled (less than 45 degrees)
branching, crowded branching as with a Bradford Pear, safety problems like low
branches over a walk or drive, over grown plants, etc. Do a simple sketch of the plant
below, indicating the problems and your solutions.
90
WHAT I DID: Giving Plants a Helping Hand HOW WELL I DID IT

Performance ______1 2 3 4_______
1. Completed the student sheet Not Completed Completed Completed
“Proper Pruning” according Completed with without with many
______________________________________________________________________________________
Did not Participated Participated Found
participate with help fully additional
2. Participated in pruning exercise. pruning
needs
______________________________________________________________________________________

______________________________________________________________________________________
4.
______________________________________________________________________________________
5.
______________________________________________________________________________________
6.
91
Unit III Landscape Basics Glossary
Glossary
adventitious: roots arising from stem tissue and vice versa

alternate arrangement: just one leaf emerges at a node
asexual: using techniques of reproduction other than pollination and fertilization
bacteria: small (microscopic), single-celled organisms, living in soil, water, organic
matter, or the bodies of plants or animals
balled and burlapped (B&B): a method of digging up a plant and protecting the ball
for movement by covering it with a piece of burlap
bare root: a method of digging a plant without soil on the root system
branch collar: the enlarged base of a stem where it emerges from a larger branch or
tree trunk
caliper: the diameter of a tree trunk, measured 6 above the soil line
clone: a group of individuals that are genetically alike and have been propagated
asexually from one mother plant
complete fertilizer: fertilizer containing nitrogen, phosphorus, and potassium
compound leaf: a leaf blade divided into parts
container grown: plants grown in nursery containers
cutting: portion of plant removed from the mother plant for asexual propagation
deciduous: plant that loses all its leaves once a year
dichotomous key: a written system of choices of forked pairs of clues that leads to
the ultimate identification of a plant
disease: a condition of a living plant or plant part that impairs the performance of a
vital function; brought about by a causal organism such as a fungus, bacterium, or
virus
dormant plant: a live plant in a suspended state of growth
entire margin: the edge (margin) of a leaf blade is smooth, unbroken
essential elements: those minerals required for a plant to complete its life cycle
F1 Hybrid: the first generation of seedlings after a cross of two plants that are different
genetically
fertilizer analysis: the percentage of nitrogen, phosphorus, and potassium in a bag,
by weight
foliar bud: a bud without scales
fungicide: a chemical to control harmful fungi
fungus: a parasitic organism characterized by having spores and mycelium, that may
cause disease in higher plants; common fungi are molds, mildew, smuts and
mushrooms
92
germination medium: an artificial growing mix that has been milled to fine granules
so that seeds will not get buried
hardiness zone: climatic zones mapped by USDA, based on minimum winter
temperature
heading back: cutting back branches part way, generally to a particular length to
reduce the size of a plant
heterosis: also called hybrid vigor, the extra vigor the hybrid seedling exhibits
compared to its parents
host: the plant preferred by a particular disease organism
imbricate: overlapping scales, like shingles on a roof
inorganic fertilizer: a group of minerals mined or manufactured to provide plants
with essential elements
insect: any of numerous invertebrate animals with their bodies in three segments and
three pairs of legs
intermittent mist: a system, run by time clocks that periodically sprays a fine mist
over cuttings
IPM: Integrated Pest Management, a philosophy of controlling pests that incorporates
many techniques to minimize damage to the environment
leaf arrangement: the pattern in which leaves are held on a stem
leaf blade: the expanded portion of the leaf
leaf composition: whether leaf blade is in one unit or several units
leaf scars: a mark on a stem where the leaf petiole was attached
leaflet: a portion of the compound leaf blade
lenticel: a small, raised corky spot on young bark of stems
liner: any small plant put in the field or container to grow to a larger size
lobed margin: the edge of a leaf is broken up into sections larger than teeth
microclimate: the physical weather conditions immediately surrounding a plant, e.g.,
shade
mist nozzles: nozzles that break the water into a fine mist
mites: small invertebrates with four sets of legs and rasping mouth parts that often
attack desirable plants
nematodes: small (microscopic), cylindrical worms that are parasitic on plants and
animals, sometimes called eel worms
node: point on a stem where a leaf emerges
opposite arrangement: two leaves emerge at a node
organic fertilizer: fertilizer made of residues of plants and of animals and their
wastes
93
palmately compound leaf: a leaf blade divided into sections that arise from a single
point
pathogen: an organism that causes a disease
perlite: white, inert granular material that is formed from volcanic debris, heated to
high temperatures, used in potting media and for propagation
pesticide: a chemical substance used to control pests
petiole: the stem-like structure of a leaf that is attached to the stem
pH: the relative acidity or alkalinity of a soil
pinnately compound leaf: a leaf blade divided into leaflets attached to a linear axis
pith: the central core of tissue in stems
PVC pipe: a white colored polyvinyl chloride pipe used for carrying water
rooting hormone: prepared compounds containing auxin type hormones, such as IBA
or NAA, that accelerate and facilitate rooting of cuttings
simple leaf: a blade in one part
solenoid valve: a valve that responds to an electrical current and opens and closes to
permit the flow of water through the nozzles
strainers: devices placed in a watering system to filter the water before it passes
through valves and nozzles
terminal bud scale scar: a mark on the stem left at the base of the prior year’s
terminal bud
thinning: cutting a branch back to its source
toothed margin: the edge of a leaf blade is broken by small tooth-like structures
tree topping: cutting back all the major branches of a tree to the same length leaving
large stubs, (an improper practice)
valvate: two bud scales coming together
viable seed: seed that is dormant but will germinate under proper conditions
virus: a large group of submicroscopic infective agents
whorled arrangement: three leaves emerge at a node
94
Unit III Landscape Basics Appendix
Appendix
References Websites and Resources
References
Dirr, Michael, (1998), Manual of woody landscape plants, Champaign,
IL:Stipes Publishing
Harris, Richard W., (1992), Arboriculture, integrated management of
landscape trees, shrubs, and vines, Engelwood Cliffs, NJ: Simon &
Schuster Company
Hensley, David L.,(1994), Professional landscape management,
Champaign, IL: Stipes Publishing
Reiley, H. Edward, & Shry, Carroll L.(1995), Introductory horticulture,
Albany NY: Delmar Publishers
Schroeder, Charles B., et al., (1995), Introduction to horticulture science
and technology, Danville, IL: Interstate Publishers
Websites
The following are some excellent websites that have been tested for good
information. Many have links to additional sites of interest.
Brooklyn Botanic Garden >> www.bbg.org/gardening . This site is
loaded with information about a wide range of plant and gardening
topics. The BBG is famous for its user friendly publications, and this is
one more opportunity for outreach to the home and amateur gardener as
well as the serious plantsman.
Burpee >> www.garden.com/ A commercial site maintained by one of
America's venerable seeds companies. Good information on herba ceous
plants and vegetables. Good plant selection guide for specific planting
conditions.
Floridata >> www.floridata.com/ This site is a photographic
encyclopedia of landscape plants. The illustrations are excellent and the
commentary on the plants is very good. There are links to commercial
sources for the plants.
Gardening Guides >> www.gardeninguides.com/ Good articles on
gardening. Special guides to selection and use of flowers, vegetables, and
herbs. Gardening catalogs and forums included.
Hort FYI >> www.nvo.com/hortfyi Is primarily a resource for the
horticulture and greenhouse industry. It will give the student a link with
the industry and acquaint them with the products and services available.
This site now has over 700 links.
The Ohio State University >> http://hcs.osu.edu/plants.html Many
universities have excellent sites for horticultural information. This is one
of the best, and through its "Fact Sheets" feature it links you to the rest.
95
Unit III Landscape Basics Appendix
Great plant dictionary, including info on plants, diseases, and

technology.
United States Department of Agriculture >> http://plants.usda.gov/ .
Our national government invest tremendous resources into providing
Americans with a vast array of information. This site is excellent for plant
data bases, fact sheets, and general plant information.
Yahoo Living >> http://living.com/living/garden Another interesting
site with both practical and topical information regarding plants and
gardens. One unique feature is a list of current and upcoming broadcast
events related to gardening.
Field Guides and Plant Identification Keys
Check Appendix D at the end of the Environmental Issues section for a
good listing of helpful printed resources.
Government Agencies and Professional Associations
A long list of human resources are found in Appendix C of the
Environmental Issues Section.
96

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UNIT III

Lesson 1. Looking for Clues

opposite arrangement: two leaves emerge at a node Evidence, models and

sections larger than teeth History and Nature of

leaflets attached to a linear axis Understand various

For each student

alternate opposite whorl

simple Pinnately Compound Palmately Compound

entire lobed toothed

STUDENT SHEET Name _________________________ Date__________

FINDING THE CLUES TO SOLVE THE MYSTERY

Clue #1 Leaf Arrangement Here are the choices:

Clue #2 Leaf Composition Here are the choices:

Clue #3 Leaf Margins Here are the choices:

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: Looking for Clues

The purpose of this lesson was to _______________________________________________

The method we used was to _____________________________________________________

The information I learned can be applied to _______________________________________

WHAT I DID: Looking for Clues HOW WELL I DID IT

2. Participated in reflection on the No 1 response 1 response 2 or

Lesson 2. More Clues

Materials Needed History and Nature of

STUDENT SHEET Student _______________________ Date __________

STEMS AND BUDS—MORE CLUES

1. Write the definitions.

chambered pith: ___________________________________________________________________

terminal bud: ______________________________________________________________________

lateral bud: ________________________________________________________________________

foliar bud: _________________________________________________________________________

flower bud: ________________________________________________________________________

vegetative bud: ____________________________________________________________________

leaf scars: _________________________________________________________________________

terminal bud scale scar: ___________________________________________________________

2. Identification clues on my stem:

Ø The stem has, doe s not have lenticels. ______________________________

Ø The buds are imbricate, valvate, or foliar. ___________________________

Ø Is there a terminal bud? ____________

Ø Are there lateral buds? _____________

Ø If yes, are they alternate or opposite? _______________________

3. Draw shape of leaf scars

4. Color of pith ____________ Is pith solid, hollow, or chambered? ________________

5. Tape stem below:

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: More Clues

The purpose of this lesson was to _______________________________________________

The method we used was to _____________________________________________________

The information I learned can be applied to _______________________________________

WHAT I DID: More Clues HOW WELL I DID IT

Lesson 3. Keys to Unlock the Mystery

Systems, order, and

• Student Sheet “To Key, or Not to Key” Matter, energy, and

The dichotomous key is a marvelous tool for unlocking Science as human

• Make copies of Student Fact Sheet “Dichotomous Key.”

STUDENT FACT SHEET

1. Leaves broad ·········································································································2

36. Bark smooth, trunk twisted and appearing muscle-like ··································

STUDENT SHEET Name ________________________ Date __________

TO KEY, OR NOT TO KEY

1. Write the definitions.

dichotomous key: _________________________________________________________________

4. Which plant, if any, was the most difficult to identify? ____________________________

A SCORING RUBRIC Name__________________________Date________

STUDENT SHEET Name _______________ Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Student _____________ Date

4. Color of pith Is pith solid, hollow, or chambered? ____

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name ______________ Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name ___________ Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name __________ Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name___________Date_

A SCORING RUBRIC Name__________________Date

STUDENT FACT SHEET Name_______________Date_

STUDENT SHEET Name________________Date