1. C
O
U
6841
R Horticulture I
S
E
:
Unit A
ESSENTIAL STANDARD:
1.00
10%
C3
Objective:
1.01
5%
C2
Leadership, Careers and SAE
Examine leadership opportunities
related to the horticulture industry.
Discuss the organization available for
students in horticulture.
A. FFA is a federally chartered organization for students interested in agriculture.
1. Integral to agricultural education program
2. One of three components – classroom and laboratory instruction, Supervised
Agricultural Experience (SAE), and FFA.
3. Develops leadership, citizenship, cooperation, communication skills and teamwork
B. The levels of the FFA in North Carolina
1.
2.
3.
4.
5.
Local chapter
Federation
Region
North Carolina FFA Association
National FFA Organization
C. FFA Traditions and Ceremonies
1. FFA Mission Statement - FFA makes a positive difference in the lives of students by
developing their potential for premier leadership, personal growth and career success.
2. FFA Motto - Learning to Do, Doing to Learn, Earning to Live, Living to Serve.
3. FFA Colors - national blue and corn gold.
4. FFA Official dress - white collared shirt, FFA jacket (zipped up), black pants or skirt,
black shoes, FFA tie or scarf.
D. FFA Emblem
1. Cross section of the ear of corn symbolizes common agricultural interest.
2. Eagle symbolizes the national scope of the FFA.
3. Owl symbolizes knowledge and wisdom.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 1
4. Plow symbolizes labor and tillage of the soil.
5. Rising sun symbolizes agricultural opportunity and progress.
6. Agriculture Education and FFA symbolizes the combination of learning and leadership
necessary for progress in agriculture.
E. Officers and Symbols
1. President sits beside the rising sun and presides over meetings.
2. Vice President sits beside the plow and calls the roll of officers, coordinates committee
work and assumes presidential duties in the absence of the president.
3. Secretary sits beside the ear of corn and keeps accurate minutes of chapter meetings..
4. Treasurer sits beside the emblem of Washington and keeps financial records.
5. Reporter sits beside the American flag and informs and reports events.
6. Sentinel welcomes members and guests and assists the president in maintaining order.
F. Other FFA Events
1. Banquets
2. Career Development Events (CDEs) –
a. Floriculture/Introduction to Horticulture/Nursery Landscape – develop skills used
in the industry
b. Parliamentary Procedure – how to conduct business meetings
c. Public Speaking – communication skills
3. Committees –
a. Chairmen learn to lead a small group to accomplish a common task
b. Committees are a good way to set goals and make plans to establish the local
program of activities
4. Conventions – state and national
5. Conferences
6. Community service
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 2
COURSE:
6841 Horticulture I
Unit A
Leadership, Careers and SAE
ESSENTIAL STANDARD:
1.00
10%
C3
Examine leadership opportunities
related to the horticulture industry.
Objective:
1.02
5%
C3
Demonstrate parliamentary
procedures and public speaking used
in horticulture business meetings.
A. Main objectives of Parliamentary Law
1. Focus on one item at time this helps prevents confusion.
2. Extend courtesy to everyone. You should be recognized before speaking.
3. Observing the rule of the majority keeps unpopular ideas from being adopted.
4. Ensure the rights of the minority, all sides can make motions, second motions, discuss
and vote.
5. Definition of Parliamentary Procedure is using well-defined rules to conduct business
through a formal, organized approach. ( Roberts Rules of Order).
6. Presiding officer should be fair and impartial and should leave the chairman’s station and
relinquish chairman’s duties to discuss or present a motion. The symbol of authority is
the gavel.
B. Parliamentary Procedure Vocabulary:
1. Agenda is a list of what will be discussed at a business meeting. The agenda should be
prepared before the meeting.
2. Motion is to present a new idea or item of business. (“I Move”)
3. Amend is to change a motion.
4. Majority is more than half; group that controls the most votes.
5. Minority is less than half; opposite of majority.
6. Quorum is the amount of people that must be present for the group to make decisions or
changes. The number varies with the kind of assembly.
a. Legislative assemblies often set the quorum as a majority of the total
membership present in order for business to be transacted.
b. Voluntary associations (ordinary societies) may use a smaller number than a
majority for their quorum to conduct business.
c. Most groups include their requirement for a quorum in the bylaws of the
organization.
C. Parliamentary Abilities:
1. Main motion presents a new idea or item of business. Only one can be on floor or
before the group at the same time. It is debatable, amendable, requires a second and
majority vote.
2. Steps to make a main motion:
a. Address presiding officer.
b. Receive recognition to speak.
c. State motion-“I move to…” or “I move that…”
d. Another member seconds the motion (to show that more than one person wants
the item of business before the group).
e. Motion is discussed.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 3
f. Vote on motion.
g. Chair announces result of vote.
3. Discussion gives members opportunities to discuss pros and cons of the main motion.
Requires a 2/3 vote to stop discussion.
4. Previous Question is to stop a discussion. It is not debatable or amendable and requires
a 2/3 vote.
5. Voting (there are two kinds of votes)
a. majority
b. 2/3 majority
6. Four methods of voting
a. voice vote
b. visual vote (standing or raising hands)
c. roll call
d. ballot
7. Amendment is to change a motion by striking out or adding words. It is debatable,
amendable, requires a second and a majority vote.
8. Division of the House is to get a counted vote. It is not debatable or amendable.
Member seeking a division does not have to be recognized by the chair to speak. You
say “Division”.
9. Refer to a committee places the motion in a committee or small group.
a. The motion is debatable, amendable, requires a second and a majority vote.
b. The motion should include the number on the committee, how they are
appointed, their powers, duties and when to report back.
c. Powers may be to report, to report with recommendations, or to act on behalf of
the chapter.
10. Tabling a Motion
a. Lay on the Table is to postpone a vote on an item of business for the sole
purpose of handling a more important item of business.
b. Take from the Table is brings an unfinished item of business back onto the floor
for discussion.
11. Other Motions
a. Point of Order is used to correct a parliamentary mistake. It is not debatable or
amendable and does not require a second or a vote. Member says “I rise to a
point of order”.
b. Appeal is used to appeal the chair’s decision after a point of order has been
made. It is debatable, not amendable, requires a second and a majority vote.
c. Suspend the Rules is a motion used to temporarily suspend the rules of an
organization. It is not debatable or amendable and requires a second and a 2/3
vote.
d. Adjourn is to close the meeting (requires simple majority vote). It is not
debatable or amendable, requires a second and a majority vote. A motion to
adjourn takes precedence over all other motions.
12. Gavel Uses
a. One tap means to sit down, announce vote or adjourn.
b. Two taps means to call meeting to order.
c. Three taps means to stand up.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 4
D. Prepared Public Speaking
1. Types of speeches
a. Informative speeches give information.
b. Persuasive speeches are given to change or sway someone mind of the
audience to align with the message of the speaker.
c. Extemporaneous or impromptu speeches are given with little or no forethought.
2. Create a speech
a. Purpose
b. Audience
c. Occasion
3. Select a topic
a. Choose a topic that interests you.
b. Choose a topic you are knowledgeable about.
c. Choose a topic of interest to you audience.
4. Brainstorm with a list of topics and write down key words.
5. Gather information from a variety of materials, books, internet, personal interviews, etc.
6. Write down your ideas including, name of source, web address, page number and
author.
7. Create an outline to help you organize your ideas.
8. Write the speech the way you talk.
9. Three basic parts of a speech.
a. Introduction of the speech grabs the attention of your audience.
b. Body of the speech begins with the main points of your speech, arrange them in
logical order.
c. Conclusion of the speech summarizes the main points of your speech.
10. Be enthusiastic, smile, use gestures, have good eye contact, and be sincere when
presenting your speech.
11. For a thorough rubric to improve speaking skills refer to the National Prepared Public
Speaking Career Development Event.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 5
COURSE:
6841 Horticulture I
Unit A
Leadership, Careers and SAE
ESSENTIAL STANDARD:
2.00
10%
C3
Examine careers related to
horticulture.
Objective:
2.01
5%
C2
Discuss careers and skills necessary
for employment in the horticulture
industry.
A. Horticulture
1. Horticulture comes from the Latin word meaning “garden cultivation”.
2. Horticulture is the cultivation, processing and marketing of flowers, ornamental plants,
vegetables, fruits and nuts.
B. Divisions of Horticulture
1. Pomology is the science and practice of growing, harvesting, storing, processing and
marketing tree grown fruits.
2. Olericulture is the science and practice of growing, harvesting, storing, processing and
marketing vegetables.
3. Floriculture is the science and practice of growing, harvesting, storing, processing and
marketing flowering plants.
4. Landscape and nursery industry is the science and practice of propagating, growing,
planting, maintaining, and using grasses, annuals, shrubs and trees.
5. Viticulture is the science and practice of growing, maintaining and processing grapes.
C. Horticulture Industry Careers
1. Greenhouse/nursery employee grows vegetables, fruits, flowers including cut flowers,
bedding plants, potted plants, hanging baskets and landscaping plants. Employees do
both sexual and asexual plant propagation.
2. Garden center employee cares for plants, moves plants and supplies, arranges and
displays plants and supplies, and sells plants and supplies.
3. Grounds maintenance employee cares for the land area and plants that surround a
business, school, church, industry or other public or private places that have lawns and
plants that have to be maintained (includes IPM).
4. Golf course employee is responsible for maintenance of golf courses including turf grass
maintenance on fairways, greens, tees, etc. and pest management, irrigation and
drainage, sand trap, trees and shrubs, buildings and equipment.
5. Park employee maintains plants, grounds, buildings, facilities, equipment and driveways
in national, state, city or privately owned parks.
6. Inspectors check plants and materials for disease, insects and other quality issues.
7. There are also many careers in the field of agricultural biotechnology such as technician,
researcher, marketing specialist, and much more!
8. There are also career opportunities in working for USDA, EPA, and the FDA.
9. Sales positions in a variety of wholesale and retail areas. You can work for a seed
company or a wholesale grower
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 6
10. Green Industry employees work in jobs that are environmentally friendly and have to do
with reusing, recycling and reducing the carbon footprint.
D. Skill, Personal and Educational Qualifications
1. Skills vary from unskilled to highly skilled depending on the career in horticulture. A
materials handler needs few skills, but an inspector needs many skills to check for
quality, for insects or diseases or for following governmental rules.
2. Personal interests and qualifications include:
a. Working inside or outside or a combination.
b. Working in a group or alone.
c. Working with people or plants.
d. Working at routine tasks or varying tasks.
e. Physical strength to do the job.
E. Educational qualifications vary depending on the careers.
1. High school graduate or less for unskilled entry-level job.
2. Technical education for skilled jobs.
3. Bachelors, masters or doctorial degrees for most professional areas because of required
licenses, paper work, research and /or teaching.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 7
COURSE:
6841 Horticulture I
Unit A
Leadership, Careers and SAE
ESSENTIAL STANDARD:
2.00
10%
C3
Examine careers related to
horticulture.
Objective:
2.02
5%
C3
Implement an SAE.
A. SAE (Supervised Agricultural Experience)
1. The purpose of the SAE is to gain work experience in agriculture and build life skills.
2. SAE is a project completed outside of class time that deals with any division of
agriculture:
a. Plants
b. Animals
c. Any agriculture business
d. Agricultural science experiments
3. SAE is your major project for this class. It counts for 30% of your last quarter grade.
B. Six Major Types of SAE
1. Entrepreneurship is planning, implementing, operating and assuming financial risks in an
agricultural business or farming activity.
a. Example: raising plants to sell, owning a lawn maintenance business or owning a
farm supply store.
b. Record book-type of enterprise, amount of items bought or sold, expenses,
income, efficiency factors, etc.
2. Experimental is planning and conducting an agricultural experiment using the scientific
process or scientific method.
a. Example: comparing different fertilizer rates on plants.
b. Record Book-review of literature, hypothesis, data log, findings,
recommendations, etc.
3. Analytical is identify an agricultural problem that cannot be solved by experiments and
designing a plan to investigate and analyze the problem.
a. Example: making a marketing display.
b. Record Book-title of activity, identification of problem, background information,
steps to solve problem, project log of what was done, results, and
recommendations.
4. Placement is placing students in jobs outside the regular classroom hours. They may be
paid or unpaid (volunteer) work.
a. Example: working at a farm supply store, at a greenhouse or for a landscape
company.
b. Record Book-training agreement signed by student, teacher, employer and parent
or guardian stating which each will do, record of work, hours and income.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 8
5. Exploratory is helping students learn about agriculture and become aware of possible
agricultural careers through short times spent observing, shadowing or helping.
You may have to combine more than one exploratory experience.
a. Example: attending a career day, interviewing a veterinarian or assisting a horse
owner.
b. Record Book-date, activity, observation and comments and hours.
6. Improvement is a series of activities that improves the value or appearance of the place
of employment, school, home or community; the efficiency of a business or an
enterprise; or the living conditions of the family.
a. Examples include: building a fence, computerizing records, remodeling a building
or repairing equipment.
b. Record Book--date started, date completed, improvement activity and steps or
tasks involved in the project, hours, costs.
C. Additions to Your SAE
1. Supplementary is performing one specific agricultural skill outside of normal class time.
a. This skill is not related to the major SAE but is normally taught in an agricultural
program, involves experimental learning and contributes to the development of
agricultural skills and knowledge on the part of the student.
b. The activity is accomplished in less than a day and does not require a series of
steps.
c. Examples: pruning a tree, staking tomatoes or changing oil.
d. Record Book-date, supplementary activities and comments, hours
E. Why Should I Have an SAE?
1. Develop job skills.
2. Earn money.
3. Win FFA Awards.
4. Develop skills to start your own business.
5. Develop skills and knowledge that are helpful in college or work.
6. Learn about careers.
7. Keep accurate records.
8. Improve decision-making skills.
F. SAE Project Requirements (teachers can set the number of hours)
1. An “A” = 10 hours of work. Less than 10 hours will drop you a letter grade.
2. You must keep up with your record book and take before, during and after pictures.
Make sure you are in most of the pictures demonstrating your new skills.
3. You must keep up with your time worked in your record book.
4. You must get parent signatures in your book. You parents may be able to give you
project ideas.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 9
COURSE:
6841 Horticulture I
Unit B
Plant Physiology
ESSENTIAL STANDARD:
3.00
20%
C2
Summarize plant anatomy.
Objective:
3.01
5%
C2
Discuss biological terms used to
describe plants.
A. Life Cycle of Plants
1. Annual is a plant that completes its life cycle in one year.
2. Biennial is a plant that completes its life cycle in two years. It usually grows the first year
and flowers the second year.
3. Perennial is a plant that lives more than two years. Some perennials will grow and
bloom the first year.
B. Leaf Retention of a Plant
1. Deciduous refers to plants that lose their leaves during the dormant season.
2. Evergreen refers to plants that retain their leaves and remain green year round.
C. Moisture in Plants
1. Turgid is a plant that is swollen or filled with moisture.
2. Wilted is a plant that is limp because it does not have enough moisture.
D. Plant Growth
1. Dormant is a stage when a plant rests or grows very little.
2. Plants generally go dormant in response to adverse conditions such as extreme heat or
cold.
3. Botany is the part of biology that deals with plants.
E. Season Crop Type
1. Cool season plants relish cool temperatures, growing best in spring or fall. Example:
pansy.
2. Warm season plants grow best in warm temperatures, growing best in the summer and
early fall. Examples: zinnia, marigold, and vinca.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 10
COURSE:
6841 Horticulture I
Unit B
Plant Physiology
ESSENTIAL STANDARD:
3.00
20%
C2
Summarize plant anatomy.
Objective:
3.02
5%
C2
Discuss the anatomy and functions of
plants.
A. Leaves
1. External parts
a.
b.
c.
d.
e.
f.
Petiole is the leaf stalk or part that connects the leaf to the stem.
Midrib is the large center vein.
Blade is the large, flat part of the leaf.
Veins are the structural framework of the leaf.
Margin is the edge of the leaf.
Apex is the leaf tip.
2. Internal parts
a. Upper and lower epidermis is the skin of the leaf that prevents the loss of too
much moisture.
b. Stomates are the small openings under the leaf for breathing or transpiration.
c. Guard cells surround the stomates and regulate the open and close of the
stomates.
d. Chloroplasts are small green particles that contain chlorophyll, give leaves their
green color and are necessary for photosynthesis.
3. Functions of the leaf
a. Photosynthesis is a process by which plants capture sunlight and use it to
convert carbon dioxide and water into food.
b. Respiration converts sugars and starches into energy.
c. Transpiration is the release of water vapor from the leaves of plants. It also cools
the plant.
4. Leaves additional
a. Sessile describes leaves without a petiole (example zinnia).
b. Bracts are modified leaves (example poinsettia).
c. Needles and scales are modified leaves (example pine tree).
d. Glabrous leaves or stems have a smooth non-hairy feel (example southern
magnolia).
e. Pubescent leaves or stems have a hairy feel (example African violet).
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 11
B. Stems
1. External parts
a.
b.
c.
d.
e.
f.
Lenticels are breathing pores found on stems and branches.
Bud scale scars indicate where terminal buds have been located.
Leaf scars indicate where leaves were attached.
Terminal bud is a bud on end of stem.
Axillary bud is the bud located at the axil of the leaf.
Lateral buds are buds on side of stem.
2. Internal parts
a. Xylem is the tissue that transports water and nutrients up from the roots to the
stems and leaves.
b. Phloem is the tissue that transports food down from leaves to the roots.
c. Cambium is a thin, green, actively growing tissue located between the bark and
wood and produces all new stem cells.
d. Bark is old inactive phloem.
e. Heartwood is old inactive xylem.
f. Sapwood is new active xylem.
3. Cotyledons
a. Monocots are plant stems that have vascular bundles each bundle contain both
xylem and phloem. They produce one seed leaf. Examples are grasses and
corn.
b. Dicots are plant stems that have a phloem layer and a xylem layer separated by
cambium. They produce two seed leaves. Examples are trees and many
vegetable plants.
4. Functions of the stem
a. Translocation is the movement of water and minerals through the plant. The
phloem moves food down from the leaves to the roots.
b. The xylem moves water and nutrients up from the roots to the leaves.
c. Supports the branches of the plant.
C. Roots
1. External Parts (much different from those of stems)
a. Root cap is located at the tip of the root and is where new cells are produced.
b. Root hairs absorb moisture (water) and minerals.
2. Internal Parts (much like those of stems with phloem, cambium and xylem layers)
a. Phloem is the outer layer of the root and carries food down the root.
b. Xylem is the inner layer and carries water and minerals up to the stem
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 12
3. Types of Roots
a. Fibrous roots have many branched shallow roots. They are easy to transplant.
b. Tap roots are long roots with few branched ones. They are more difficult to
transplant.
4. Functions of the Roots
a.
b.
c.
d.
Anchorage
Absorption
Asexual Reproduction
Storage
D. Flowers develop into seeds and fruits
1. External parts
a. Sepals are the green parts of the flower that cover and protect flower bud before
it opens.
b. Petals are really leaves that are modified to attract insects for flower pollination.
2. Internal parts
a. Stamens are the male flower parts.
1) The anther is a sac-like structure that contains pollen and the male sex
cells.
2) The filament is a short stalk that holds up the anther.
b. Pistil is female parts of the flower.
1) The stigma is the sticky part on top of the style where insects leave
pollen.
2) The style holds up the stigma and connects it to the ovary.
3) The ovary if fertilized becomes a fruit.
4) The ovules are the eggs or female sex cells that become seeds if
fertilized.
3. Functions of the flower.
a. It attracts insects for pollination.
b. It produces seeds for sexual reproduction.
c. It produces fruit to nourish and protect the seed.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 13
4. Additional flower and fruit information
a. Complete flower have both male and female parts.
b. Incomplete flowers have only male or female parts.
c. Fertilization is when pollen travels down the style, joining the sperm and the
ovule.
d. Pollination is the transfer of pollen from the anther to the stigma.
e. Cross-pollination is the transfer of pollen from the stamen to the stigma of one
flower to a flower on another plant.
f. Self-pollination is the transfer of the pollen to the stigma of a flower on the same
plant.
g. Corolla is all auxiliary parts of the flower not including reproductive organs. The
collective term for all petals of a flower.
h. Calyx is the external usually green or leafy part of a flower. It is also the
collective term for all sepals of a flower.
i. Receptacle is the enlarged tip of a stem on which a flower is born.
j. The fruit serves as protection for the seeds.
k. The function of the fruit is to help with seed dispersal.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 14
COURSE:
6841 Horticulture I
Unit B
Plant Physiology
ESSENTIAL STANDARD:
3.00
20%
C2
Summarize plant anatomy.
Objective:
3.03
10%
C2
Discuss floriculture and landscape
plants.
A. Scientific Classification of Plants
1. Taxonomy is the science of classifying and identifying organisms such as plants.
2. Scientific names are necessary because the same common name is used for different
plants in different areas of the world.
3. Latin is the language used for scientific classification.
4. Carlos Linnaeus, a Swedish botanist, developed the binomial system of naming plants
using two Latin words to indicate the genus and the species.
5. In the scientific name, the first word is the genus (first letter is capitalized) and the
second word is the species. If there are additional words after the species, they indicate
the variety or cultivar (variety var. or cultivated variety or cv).
a. Plants in the same genus have similar characteristics.
b. Plants in the same species (sp.) consistently produce plants of the same types.
6. The broadest category of scientific classification is the Kingdom-either plant or animal.
7. The broadcast category of the plant kingdom is Division or Phylum.
8. The four most important divisions of the plant kingdom are:
a. Thallophytes: algae, fungi, and lichens.
b. Bryophytes: true mosses and liverworts.
c. Pteriophytes: ferns, horsetails, and club mosses.
d. Spermatophytes: seed-bearing or flowering plants.
9. The two subdivisions of Spermatophytes
a. Gymnosperms are seeds are not in an ovary (cone).
b. Angiosperms are seeds enclosed in an ovary (flowering plants).
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 15
COURSE:
6841 Horticulture I
Unit B
Plant Physiology
ESSENTIAL STANDARD:
4.00
10%
C3
Examine factors relating to plant
growth and development.
Objective:
4.01
5%
C2
Explain the growth process of plants.
A. Photosynthesis
1. The food manufacturing process in green plant that combine carbon dioxide and water in
the presence of light to make sugar and oxygen.
2. Formula:
6 CO2 + 6 H2O → C6H12O6+ 6 O2
Carbon dioxide + Water + Light energy → Glucose + Oxygen
3. The main product of photosynthesis is sugar.
4. The by-product of photosynthesis is oxygen.
B. Respiration
1. The process through which plant leaves, stems and roots consume oxygen and give off
carbon dioxide.
2. Plants produce much more oxygen through photosynthesis than they use through
respiration.
C. Absorption
1. The process by which plant roots take in water.
2. The process by which plant roots take in air.
D. Transpiration
1. The process by which plants lose water from their leaves through evaporation
2. Transpiration also occurs in the stems.
E. Translocation
1. The process by which food moves within a plant from one plant part to another.
2. The process by which nutrients move within a plant from one plant part to another.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 16
F. Reproduction
1. The plant process that increases plant numbers usually from seeds.
2. The two main methods of reproduction are sexual and asexual.
G. Osmosis
1. The process by which minerals enter the plant through cell walls.
2. The process by which water enters the plant through cell walls.
H. Light
1. Photoperiodism is the response of plants to different amounts of light regarding their
flowering and reproduction cycles.
a. Short day plants require long nights to flower. Examples are poinsettia and azalea.
b. Long day plants require short nights to flower. Examples are African violets and
spinach.
2. Phototropism is the tendency for plants to grow toward a light source.
I.
Moisture
1. 90% of plant tissue is made of mostly water.
2. Water carries nutrients throughout the plant.
J. Stages of plant growth
1. Juvenile is when plants first start to grow from a seed.
2. Vegetative is the second stage of growth that begins after the plant begins
photosynthesis and actively grows leaves, stems, and roots prior to flowering
3. Reproductive is when plants produce flowers, seeds and fruit.
4. Dormant is when plants rest or grows very little.
K. Hardiness Zones
1. Plants are categorized by zones based on the average minimum temperature.
2. North Carolina is zones 6-8.
3. Charlotte is zone 7.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 17
COURSE:
6841 Horticulture I
Unit B
Plant Physiology
ESSENTIAL STANDARD:
4.00
10%
C3
Examine factors relating to plant
growth and development.
Objective:
4.02
5%
C3
Use sexual and asexual methods of
propagation.
A. Sexual Propagation
1. Sexual propagation is starting plants from seeds.
2. Germination rate is the % of seeds that sprouts. 75 of 100 = 75%.
3. Germination rates are affected by temperature and moisture.
4. Germination rates vary depending on type of plant and quality (viability) of the seed.
5. Seed viability is the seed’s capability of growing or developing.
6. Seed viability is affected by temperature and moisture.
7. How deep to plant seeds depends on size of seeds.
a. Plant seeds no more than 1½ times the diameter of the seed.
1) Larger seeds are planted deeper.
2) Smaller seeds are planted shallow (ex. petunia seeds are TINY)
b. Water small seeds from by bottom soaking to prevent burying them.
8. Seedlings (small plants).
a. The first sets of leaves are called cotyledons.
1) Monocots produce one seed leaf.
2) Dicots produce two seed leaves.
b. True leaves are the second set of leaves.
c. Transplant seedlings when the first true leaves appear.
d. Before planting in the outdoor environment, reduce humidity and water and make
the environment more like the outside to “harden off” plants.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 18
9. Advantages of sexual reproduction.
a. It is fast way to get many plants.
b. It is easy to do.
c. It is economical.
10. Disadvantages of sexual reproduction.
a. Some plants, especially hybrids, do not reproduce true to parents.
b. Some plants are difficult to propagate from seeds.
11. Examples of plants started by seed are marigold, impatiens, begonia, coleus, salvia,
shasta daisy, and pansy.
B. Asexual Propagation
1. Starting plant by means other than seed.
2. Cuttings
a. Stem
1) Start with sterile flats, soil, and tools.
2) Must include a node. A node is a point along a plant stem where leaves
or other stems are attached.
3) Internode is the area between two nodes.
4) Cutting is taking a 4-6 inch piece of the plant and forcing roots to grow.
5) Using hormones help speed up rooting.
6) Dipping the cutting in fungicides help prevent rotting.
7) Herbaceous plants are soft-tissue plants.
8) Woody plants are plants that produce woody tissue.
9) Rooting media should be about four inches deep.
10) Examples of plants that can be started by cuttings.
a) Herbaceous cuttings – geranium, impatiens, begonia, and coleus.
b) Woody cuttings – holly, abelia, and rosemary.
b. Leaf
1) Usually propagated from herbaceous plants.
2) Midrib vein must be cut in order to make roots form.
3) Examples of plants that can be started by leaf cuttings.
a) African violet and philodendron
b) snake plant and jade plant.
c. Root
1) Should be spaced three inches apart in rooting area.
2) A sand, vermiculite or perlite mixture is a good medium for root cuttings.
3) Examples of plants that can be started by root cuttings: hosta and daylily.
d. The best time of day to take a stem, leaf or root cutting is early morning because
plants have more moisture.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 19
3. Layering
a. Air layering
1) Making an incision at the node of a branch.
2) Dust with rooting hormone, place sphagnum moss in plastic and wrap
around the incision forcing roots to grow on the stem of the plant.
3) Once roots form, remove below the new roots for a new plant.
4) Examples of plants to air layer: Decora rubber plant and weeping fig.
b. Trench layering – new plants form at each along the stem while still attached to
the plant.
1) Is cutting a trench and laying a branch in the trench.
2) Types of trench layering are simple, tip and serpentine.
3) Examples of plants for trench layering: grapes and clematis.
c. Mound layering
1) Is mounding the soil on a branch.
2) An example would be an azalea.
4. Division is cutting apart rhizomes, tubers, runners, stolons, or suckers to get new plants.
a. Division is used on plants that grow in clumps.
b. Examples of plants that can be divided are hostas, daylilies and irises.
c. Also used on some grasses.
5. Separation
a. Separating natural structures of a plant without making a cut.
b. Examples of plants that can be separated: bulbs and corms.
6. Grafting
a. Is joining separate plant parts together so that they form a union and grow
together to make one plant.
b. Tools needed are a knife, tape, and wax.
c. Plants must be related to each other and normally in the same genus or family.
d. Scion is the piece of plant at the top of graft.
e. Rootstock is the piece of the plant at the root or bottom of graft.
f. Examples of plants that can be grafted: Maples and fruit trees, sweetgum
(fruitless sweetgum), and pecan.
7. Budding
a. Is a form of grafting when a bud is used instead of a scion.
b. Methods of budding:
1) Patch budding.
2) T-budding.
3) Chip budding.
c. Successful budding requires that the scion (top) material have fully-formed,
mature, dormant buds and that the rootstock be in a condition of active growth
such that the "bark is slipping". This means that the vascular cambium is actively
growing, and the bark can be peeled easily from the stock piece with little
damage.
d. An example of plant used would be rose.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 20
8. Tissue Culture (or micropropagation)
a. A sterile environment is necessary for micropropagation (biotechnology)
b. It is a good way to get the most plants in a short period of time.
c. It will give you a plant identical to the parent plant.
d. An example would be impatiens and many flower and vegetable plants.
9. Additional Plant Propagation Vocabulary
a. Corm is an enlarged, bulb-like, fleshy structure found at the base of a stem.
Usually flattened and round. Examples: gladiolus and crocus.
b. Rhizome is a creeping underground stem, usually horizontal, that produces roots
and leaves at the nodes. Examples: cannas and bearded Iris.
c. Stolon is a creeping above ground stem that grows horizontally and produces
roots and shoots at the nodes. Example: strawberry.
d. Tuber is a swollen, modified stem that grows underground. Example: potato.
e. Sucker is a shoot or stem that originates from the roots.
10. Advantages of asexual reproduction as a propagation method
a.
b.
c.
d.
e.
In asexual reproduction or propagation plants mature in shorter time.
Budding is faster or quicker than grafting.
In trench layering, plant forms at each node on covered stems.
Some plants do not produce viable seeds.
New plants are same as parent plant.
11. Disadvantages of asexual reproduction as a propagation method
a. Some require special equipment and skills, such as grafting.
b. Cuttings detach plant parts from water and nutrient source.
c. Some plants are patented making propagation illegal.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 21
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
5.00
10%
C2
Explain the properties of soils.
Objective:
5.01
5%
C2
Discuss horticultural soils.
A. Horticulture growing media
1. Peat moss
a. Peat moss is organic and has a slightly acidic pH.
b. Is partially decomposed material mined from the swamps.
c. Peat moss has good moisture holding properties.
2. Vermiculite
a. Vermiculite is inorganic and has a slightly alkaline pH.
b. Is a light-weight mica mineral matter commonly used to start seed and cuttings.
c. Vermiculite holds moisture and has a neutral pH.
3. Perlite
a. Perlite is inorganic and has a slightly alkaline pH.
b. Is a natural volcanic material.
c. Perlite helps with soil aeration and drainage.
4. Organic matter
a. Is dead plant or animal tissue.
b. Organic matter contains carbon.
5. Compost
a. Is decayed organic matter.
b. Compost is used for soil conditioning and fertilizer.
6. Bark
a.
b.
c.
d.
Bark is organic and has a slightly acid pH.
Is larger matter added to some horticulture media to promote drainage.
Adding bark to a soilless mix usually makes the mix heavier.
It is widely used in tree and shrub production.
7. Sphagnum moss
a. Sphagnum is organic and is very acidic.
b. Is dehydrated remains of acid bog plants.
c. Sphagnum moss holds moisture.
d. Sphagnum moss is commonly used to line wire hanging baskets.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 22
B. Advantages of horticultural soils (mixes that may or may not include soil)
1.
2.
3.
4.
5.
6.
7.
The soil is sterile.
The pH is neutral for most commercial blends of media mixes.
The soil is disease and weed free.
It is good for starting disease sensitive seeds (tomato).
It is easy to control the nutrient content of the soil.
It improves crop uniformity.
It is easy to create a horticulture soil for particular plant needs.
C. Disadvantages of horticultural soils.
1. It is expensive.
2. It is light weight.
D. Additional materials used in soilless media mixes.
1. Sawdust has a high carbon to nitrogen ratio. Sawdust makes nitrogen unavailable for
plant use.
2. Wood shavings have a high carbon to nitrogen ratio. Wood shaving makes nitrogen
unavailable for plant use.
3. Organic materials must be well rotted or decomposed to avoid problems with nitrogen
tie-up.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 23
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
5.00
10%
C2
Explain the properties of soils.
Objective:
5.02
5%
C2
Discuss the soil profile and soil
sampling for surface and subsurface
layers.
A. Soil Profile
1. Soil layers are called horizons. All soil profiles do not have the same number or level of
horizons. For example, a sandy soil may not have an “O” horizon if it has been under
cultivation. Other soils may have an horizon missing due to erosion. Most typical soils
in North Carolina will have a minimum of the A, B and C or R horizons.
2. O Horizon – Rich soil found where a plant cover has been in place for an extended time
a. Is rich in organic matter.
b. O Horizon is rich in organic matter in various stages of decomposition and is dark
in color.
c. It is the most fertile layer in the soil profile.
3. A Horizon
a. Is the topsoil and most fertile in the absence of an O horizon.
b. A Horizon, lies just below O Horizon, is home to earthworms and soil organisms.
c. It is brown in color due to the organic matter in the soil.
4. B Horizon
a. Is the subsoil.
b. B Horizon is a clayey soil that has a high mineral content.
c. B Horizon is usually brown or reddish due to the large amount of clay.
5. C Horizon
a. Is parent material.
b. C Horizon consists mainly of clumps of un-weathered rocks.
6. R Horizon
a. Is bed rock.
b. R Horizon cannot be dug by hand and very few roots can penetrate the bedrock.
B. Soil Structure 1.
2.
3.
4.
5.
Soil structure is how the soil particles fit together
Sandy soils typically have a loose soil structure.
Silty soils have a granular soil structure.
Clayey soils have a blocky or platy structure.
Granular soil structure is the best. Plants have good root development. Water
movement is at an appropriate rate – doesn’t stay to wet or too dry.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 24
C. Soil Texture
1. Sand has the largest particles. Sandy soils have low moisture and nutrient holding
capacity.
2. Silt has medium sized particles. Silt has a good moisture and nutrient holding capacity.
3. Clay has the smallest sized particles. Clayey soils have high water and nutrient holding
capacity.
4. Loam has almost equal parts of sand, silt and clay. This is the ideal texture for most non
container outside plants.
D. Soil pH
1. Soil pH is a measure of the acidity or alkalinity of soils.
2. Soil pH ranges from 0-14. 0-6.9 (low pH) is considered an acid soil, 7 indicates a neutral
soil and 8-14 (high pH) is considered an alkaline soil.
3. Lime will raise the pH value in soils (make the soil less acidic).
4. Calcium or sulfur will lower the pH value in soils (make the soil more acidic).
5. The ideal pH value for vegetable garden soils are 5.5 to 7.0.
E. Physical Properties of Soils
1.
2.
3.
4.
5.
Permeability is the rate at which water moves through the soil.
Water holding capacity is the ability of a soil to hold water for plant use.
Porosity is the amount of air space between soil particles.
50% of soil should be pore space which includes 25% water space and 25% air space.
50% of soil should be soil particles which include 45% mineral matter and 5% organic
matter.
F. Soil Sampling
1. Soil sampling and testing is essential for an accurate fertilizer recommendation for
growing plants.
2. Soil sampling procedures.
a. Create a visual grid of the area to be planted. For gardens and landscapes, take
5-10 subsamples from the site to be evaluated. Sample before the growing
season.
b. Use a stainless steel soil-sampling probe.
c. Take the surface sample to tillage depth or about 3-4 inches for lawns and 6-8
inches for crops.
d. Mix the soil samples together.
e. Remove any grass, rocks or other material besides soil.
f. Avoid unusual spots in the lawn or field. Those areas need to be sent in a
separate box.
g. Place soil samples in a box, which you can obtain from the County Extension
Office along with Soil Sample Information sheet, send the box and information to
Agronomic Division Soil Test Lab in Raleigh for a free soil test.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 25
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
6.00
10%
C2
Explain the role of nutrients and
fertilizers.
Objective:
6.01
5%
C2
Discuss macro and micro nutrients
and the role they play in plant
deficiencies.
A. Nutrients are elements needed by a plant to promote healthy tissue, processes, and growth.
When plants are lacking in nutrients have a deficiency and may have a number of symptoms:
I.
They will have a stunted appearance,
II.
Pale green or yellow color (chlorosis) may develop initially, but coloring can be related
to the nutrient that is lacking
III.
A general appearance of being unhealthy.
B. Macronutrients - nutrients that plants need in large amounts
I.
II.
III.
IV.
Macronutrients include three primary elements and three secondary elements.
Three primary nutrients are Nitrogen (N), Phosphorus (P) and Potassium (K).
Three secondary nutrients are Calcium (Ca), Magnesium (Mg) and Sulfur (S).
Three primary nutrients needed in the LARGEST amounts
1. Nitrogen (N)
a. Functions
1) Promotes growth for leaves and stems.
2) Gives dark green color and improves quality of the foliage.
3) Is necessary to develop cell proteins and chlorophyll.
b. Deficiency symptoms
1) Sick yellow-green leaves.
2) Short stems, small leaves, pale colored leaves and flowers.
3) Slow and dwarfed plant growth.
2. Phosphorus (P)
a. Functions
1) Stimulates early formation and growth of roots.
2) Provides for fast, vigorous growth and speeds maturity.
3) Stimulates flower and seed development.
b. Deficiency symptoms
1) Decrease in growth.
2) Slow to maturity.
3) Older leaves are purplish color.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 26
3. Potassium (K)
a. Functions
1) Used to form carbohydrates and proteins.
2) Used in the formation and transfer of starches, sugars and oils.
3) Increases disease resistance, vigor and hardiness.
b. Deficiency symptoms
1) Mottled, spotted streaked or curled leaves.
2) Scorched, burned dead leaf tips or margins.
V.
Secondary nutrients are still needed in large amounts
1. Calcium (C)
a. Functions
1) Improves plant vigor.
2) Influences intake and synthesis of other plant nutrients or elements.
3) Improve part of the cell walls.
b. Deficiency symptoms
1) Small developing leaves and wrinkled older leaves are evident.
2) Dead stem tips are evident.
2. Magnesium (Mg)
a. Functions
1) Influences the intake of other essential nutrients.
2) Helps make fats.
3) Assists in translocation of phosphorus and fats.
b. Deficiency symptoms
1) Interveinal chlorosis is the yellowing of leaves between green veins.
2) Leaf tips are curled and cupped upward.
3) Causes slender, weak stems.
3. Sulfur (S)
a. Functions
1) Promotes root growth and vigorous vegetative growth.
2) Essential to protein formulation.
b. Deficiency symptoms
1) Young leaves are light green with lighter color veins
2) Leaves are yellow and stunted.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 27
C. Micronutrients or trace elements are nutrients that plants need in very small amounts.
1. Iron (Fe)
a. Functions
1) Is essential for chlorophyll production.
2) Helps to carry electrons to mix oxygen with other elements.
b. Deficiency symptoms
1) Mottled and interveinal chlorsis are found in young leaves.
2) Causes stunted growth and slender, short stems.
2. Copper (Cu)
a. Functions
1) Helps with the use of iron.
2) Helps with respiration.
b. Deficiency symptoms
1) Young leaves are small and permanently wilted.
2) Multiple buds at stem tips.
3. Zinc (Z)
a. Functions
1) Helps with the plant’s metabolism.
2) Helps form growth hormones.
3) Helps with plant reproduction.
b. Deficiency symptoms
1) Slows growth between nodes.
2) New leaves are thick and small.
3) Spots between the veins and discolored veins.
4. Boron (B)
a. Functions
1) It affects water absorption by the roots.
2) It translocates or moves sugars throughout the plant.
b. Deficiencies symptoms
1) It causes short, thick stem tips.
2) The young leaves of terminal buds are light green at the base.
3) The leaves become twisted and die.
5. Molybdenum (Mo)
a. Functions
1) Is used for plant development.
2) Is used for reproduction.
b. Deficiency symptoms
1) Stunted plant growth is evident.
2) It causes yellow leaves, upward curling leaves and leaf margin burn.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 28
6. Manganese (Mn)
a. Functions
1) It helps the plants metabolism.
2) It helps with nitrogen transformation.
b. Deficiency symptoms
1) Interveinal chlorosis is evident.
2) The young leaves die.
7. Chlorine (C)
a. Functions
1) Essential to some plant processes.
2) Acts in the enzyme system.
b. Deficiency symptoms
1) Usually there are more problems with too much chlorine or toxicity than
with a deficiency.
2) Chlorine is found in the soil.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 29
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
6.00
10%
C2
Explain the role of nutrients and
fertilizers.
Objective:
6.02
5%
C2
Discuss the advantages and
disadvantages of various fertilizers.
A. Complete and Incomplete fertilizers
1. A fertilizer analysis label will indicate the amount of nitrogen (N), phosphorus (P) and
potassium (K) contained in a fertilizer as a percentage by weight for each element. For
example, 10-20-10 will have 10% Nitrogen, 20% phosphorus, and 10% potassium.
2. Complete fertilizers have all three primary elements. N, P, K (10-10-10, 20-5-20).
a. An advantage is the plants receive all essential elements.
b. A disadvantage is some plants may not need all essential elements.
3. Incomplete fertilizers do not have all three primary elements. (20-0-0, 0-20-0).
a. An advantage is plants need a selective element.
b. A disadvantage is plants may need more elements.
B. Organic or inorganic fertilizers
1. Organic fertilizers are by products of plant or animal matter and contain carbon
compounds such as urea, sludge and animal tankage.
a. Advantages
1) The fertilizer is released slowly reducing the risk of over fertilizing.
2) It is not easily leached from the soil.
3) It improves the water holding capacity of the soil.
4) Improves the physical condition of the soil.
5) Adds organic components to the growing media.
b. Disadvantages
1) It has a smell and is heavy.
2) It is expensive.
3) Some are not sterile.
4) It has low nutrient content.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 30
2. Inorganic fertilizers come from sources other than animals or plants.
a. Advantages
1) It contains the three essential nutrients (N, P, and K) in desired amounts.
2) The fast release capability makes it readily available for plants.
3) It is easy to get as most commercial fertilizers are in an inorganic form.
b. Disadvantages
1) It contains no organic matter.
2) It can cause a chemical build up in soil.
3) It leaches out in heavy rain or through irrigation.
4) It has a high acid concentration which leads to high soil acidity.
C. Soluble and insoluble fertilizers
1. Soluble fertilizers
a. Soluble fertilizers dissolve in water and are applied as a liquid solution.
b. Water soluble fertilizer applied through irrigation systems.
2. Insoluble fertilizers
a. Insoluble fertilizers include granular and slow release fertilizers.
b. Granular fertilizers are relatively inexpensive and easy to find.
c. Slow release fertilizers are more expensive than granular because they are
coated.
d. Slow release fertilizers give a more uniform release of nutrients over a period of
time.
D. Methods of applying fertilizers
1. Banding or starter application is placing a band of fertilizer about two inches to the sides
and about two inches below the seed depth. The band method is close enough to
efficiently supply the young plants with nutrients, but not too close to damage developing
roots.
2. Side-dressing refers to the spreading of fertilizer in between the rows and around the
plants after seedling emerge from the soil.
3. Topdressing is mixing the fertilizer uniformly into the top one to two inches of growing
media around the plant.
4. Perforating is placing the fertilizer in twelve- eighteen inch holes drilled eighteen to
twenty four inches around the drip line of trees. Be sure to cover the holes after fertilizer
is applied.
5. Broadcasting is spreading fertilizer to cover the entire production area.
6. Fertigation is incorporating water soluble fertilizer into the irrigation system of a
greenhouse or on nursery crops. Concentrated solutions usually pass through an
inexpensive proportioner (Hozon) or a more accurate injector (Smith injector) to dilute
the correct ratio.
7. Foliar spray is spraying nutrients in a solution directly on plant leaves. It is used to
correct nutrient deficiencies, but the fertilizer concentration should not be too high or leaf
burn will occur.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 31
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
7.00
10%
C3
Apply procedures to plant a
garden.
Objective:
7.01
5%
C3
Plan a garden.
A. Research
1. Location of the garden including sun, shade, water and air.
2. Raised beds
a. Raised beds are typically made of wood and are at least twelve inches in height.
b. They are convenient for watering and harvesting.
c. The gardener can create a good quality soil mix.
d. Raised beds allow the gardener to grow more crops in a given area.
e. Raised beds have less soil compaction than flatbed plantings.
f. Raised beds can be set up on any surface such as concrete or porches.
g. Raised beds can be built to make it accessible to elderly or handicapped
individuals.
3. Flat bed
a. Flat bed - the most tradition way to plant vegetables is in rows.
b. Usually a two foot gap is left between each row for easy watering and harvesting.
c. One disadvantage of flatbed planting is it consumes a lot of space.
4. Container
a. Container gardens are easy to make, manage and add beauty to any area.
b. Examples of containers
1) Whiskey barrels
2) Washtubs
3) Plastic or clay pots
4) Wooden crates
5) Baskets
c. Make sure your containers have holes in the bottom for water drainage.
d. Container garden takes up a small amount of space.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 32
5. Roof top
a. Roof top gardens make good use of unused or wasted space.
b. They are expensive to establish.
c. Check local ordinances before you begin for rules and regulations.
d. Enlist the assistance of an architect or landscape contractor.
e. Use as little weight as possible.
f. Incorporate windbreaks into the garden design.
g. Consider ease of watering and harvesting plants from your roof top garden.
6. Vertical garden
a. Vertical gardening saves valuable garden space.
b. Vertical structures have a tendency to cast shadow. Watch the sun’s movement
for several days before planting.
c. Examples of vertical gardening structures.
1) Trellis
2) Arbors
3) String poles
4) Teepees
5) Cages
7. Soil needs determined by what plants you select.
8. Soil amendments are determined by what plants you select.
9. Soilless mixes are determined by what plants you select.
10. Soil (natural) is determined by what plants you select.
B. Plan
1. Season
a. Fall
b. Winter
c. Spring
d. Summer
2. Type of plants
a. Annual
b. Perennial
c. Vegetable
d. Flower
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 33
COURSE:
6841 Horticulture I
Unit C
Soil, Nutrients, and Fertilizers
ESSENTIAL STANDARD:
7.00
10%
C3
Apply procedures to plant a
garden.
Objective:
7.02
5%
C3
Establish a garden.
A. Planting
1. Seeds
a. Fall vegetable seeds such as lettuce, kale, mustard, broccoli, cabbage, collards,
radish and onions are examples of cool season crops.
b. Winter vegetable seeds (mid-February through early March) such as carrots,
onions, peas, potatoes, turnip, lettuce and radish are examples of cool season
crops.
c. Spring vegetable seeds such as beans, corn, pumpkin (harvest in the fall) and
cucumber will are examples of warm season crops.
d. Summer vegetable seeds to plant are brussel sprouts, okra, beans, cucumbers,
kale and radish are examples of summer crops.
2. Plants
a. Fall vegetable plants such as broccoli, cabbage, lettuce and onions (sets) are
examples of cool season crops.
b. Winter vegetable plants such as lettuce and spinach are examples of cool
season crops.
c. Spring vegetable plants such as tomatoes, peppers, squash and cucumbers are
examples of warm season crops.
d. Summer vegetable plants such as okra, cauliflower, cucumbers and kale are
examples of summer crops.
B. Maintain
1. Stake plants as needed in the garden.
2. Control pests
a. Keeping your garden clean of debris and dead plants.
b. Check for pest problems and practice non chemical methods to control pests.
3. Harvest plants as they mature.
4. Do not let plants over ripen or decay on the plant as this will lead to pest issues.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 34
COURSE:
6841 Horticulture I
Unit D
Pest Management
ESSENTIAL STANDARD:
8.00
10%
C2
Compare distinguishing
characteristics of pests.
Objective:
8.01
5%
C2
Discuss the anatomy and life cycle of
pests.
A. Anatomy of insects
1. Insects are small animals that have three body regions and three pairs or six legs.
2. Body regions are the head, thorax and abdomen.
3. Five types of mouthparts are important when identifying insects.
a. Chewing
1) Chewing insects chew or grind food.
2) Chewing insects include beetles, cutworms, caterpillars and
grasshoppers.
3) Damage by chewing insects includes tearing, chewing or grinding all
parts of the plant.
b. Piercing-sucking
1) Piercing-sucking insects puncture plant and suck sap usually from the
underside of the leaves or on the stem.
2) Piercing-sucking insects include aphids, mealy bugs, mites, scale and
whiteflies.
3) Damage cause yellow spotted leaves which result in stunted growth.
c. Rasping-sucking
1) Rasping-sucking insects rasps or breaks the leaf surface and suck sap.
2) An example of a rasping-sucking insect is thrip.
3) Damage plant tissue becomes speckled and white
d. Siphoning
1) Siphoning insects dip a coiled tube into a liquid food such as nectar and
draw (or siphon) it in.
2) Siphoning insects include butterflies.
3) Siphoning insects do little or no damage to the plant.
e. Sponging
1) Sponging insects have two sponge-like structures that collect liquid food
and move it into the food canal.
2) An example of a sponging insect is a housefly.
3) Sponging insects can carry germs or diseases that can damage the plant.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 35
B. Life cycle of insects
1. Complete metamorphosis has four stages
a. Egg
b. Larva (worms or caterpillars)
c. Pupa (resting stage)
d. Adult (flies, beetles)
2. Incomplete metamorphosis has three stages
a. Egg
b. Nymph (baby insect)
c. Adult
3. Insects must be killed when they are actively feeding or moving on the plant.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
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COURSE:
6841 Horticulture I
Unit D
Pest Management
ESSENTIAL STANDARD:
8.00
10%
C2
Compare distinguishing
characteristics of pests.
Objective:
8.02
5%
C2
Discuss diseases and viruses.
A. Diseases
1. Diseases are plant disorders caused by an infectious pathogen or agent.
2. Three conditions necessary for diseases in plants.
a. Host plant is the plant the disease attacks.
b. Disease causing organism or pathogen must be present.
c. A favorable environment for disease organism to develop (moist and warm).
B. Bacteria
1. Bacteria are single celled microorganisms.
2. Examples of common bacteria diseases:
a. Bacterial leaf spot are rings of different shades of brown, green or yellow spots
on leaves.
b. Bacterial blight cause plant to quickly turn brown or black as if they had been
burned.
C. Fungi
1. Fungi cannot make their own food, they develop hyphae, structures that grow and
absorb nutrients from the host plant. Many fungi are spread by spores.
2. Examples of common fungi diseases:
a. Damping off causes young plants and seedling to rot off at the soil level.
b. Rust cause small spots on the leaves that resemble yellow, orange, brown or red
rust mainly on the underside of leaves.
c. Powdery mildew grows on the upper and lower leaf surface as white or gray
powdery substance. It is a common disease of houseplants.
d. Galls are round swellings or growths usually on tree branches or leaves.
3. Examples caused by bacteria or fungi are powdery mildew, blights, canker, rots, wilts
and smut, canker, galls, leaf spot, mildew, rots and smut.
D. Viruses
1. Viruses are pathogens with an extremely narrow host range and are usually a threat to
crops.
2. Examples of common viruses:
a. Tobacco mosaic virus which attacks tomatoes, peppers, poinsettias and
tobacco.
b. Tobacco mosaic virus can be transfer from human hands of a smoker. Be sure
to wash your hands before working with plants to control the spread of this virus.
c. Mosaic virus cause leave to have irregular mottled areas with patterns ranging
from dark to light green and yellow to white.
3. Examples caused by viruses, bacteria or fungi are wilts and blights.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 37
COURSE:
6841 Horticulture I
Unit D
Pest Management
ESSENTIAL STANDARD:
9.00
10%
C2
Explain Integrated Pest
Management and pesticides.
Objective:
9.01
5%
C2
Discuss integrated pest management
strategies.
A. Integrated Pest Management (IPM)
1. IPM is most effective and environmentally friendly method approach to control.
2. IPM focuses on pest prevention by identifying, preventing and monitoring pests with the
least amount of danger to the environment by the most economical means.
3. According to the EPA, "Integrated Pest Management (IPM) is an effective and
environmentally sensitive approach to pest management that relies on a combination of
common-sense practices". (North Carolina Cooperative Extension Service)
4. Chemical pesticides are only one part of the solution so therefore they are used more
sparingly and wisely.
A. Steps to integrate IPM
1. Identify the pest.
2. Prevention of pests can be controlled by using cultural methods such as crop rotation,
pest resistant varieties and planting pest-free rootstock.
3. Monitoring new infestations can be the best controlled by early detection.
4. Traps may be used to check pest population.
5. Use the less risky pest control first including pheromones that will disrupt pest mating or
mechanical controls including traps.
6. If these methods are not effective, additional control methods including target spraying of
a pesticide may be necessary. Broadcast spraying would be used as a last resort.
B. Biological control
1. Lady beetles or lady bugs both adults and larva feed on soft bodied insects (aphids),
mites and eggs.
2. Parasitic wasp attack caterpillar, butterfly or moth egg or pupa, beetle egg and other
insects in the egg, larva or pupa stage.
3. Praying mantis will eat just about any pest.
4. Green lacewing larvae are predators that fee mainly on soft bodied insects, mites, and
eggs.
5. Predatory mites will attack spider mites at any stage of development inside a
greenhouse or outside.
6841 Horticulture 1
Summer 2002, Updated Summer 2012
page 38
COURSE:
6841 Horticulture I
Unit D
Pest Management
ESSENTIAL STANDARD:
9.00
10%
C2
Explain Integrated Pest
Management and pesticides.
Objective:
9.02
5%
C2
Discuss key signal words and safety
precautions on pesticide labels.
A. Understanding Pesticide Labels
1. The Federal Insecticide, Fungicide and Rodenticide Act (FIFRA) mandates label
language and standards. The Environmental Protection Agency is responsible for
interpreting labeling standards and ensure that they are followed.
2. The Label is the Law. “It is a violation of Federal law to use this product in a
manner inconsistent with its labeling.”
3. Required label information that must be on the label which is on or “securely
attached” to the container. (Label Review Manual, EPA Chapter 3: General Labeling
Requirements, May 2012) http://www.epa.gov/oppfead1/labeling/lrm/chap-03.pdf
http://www.epa.gov/oppfead1/labeling/lrm/
i. Restricted Use Pesticide Statement (if applicable)
ii. Product Name, Brand or Trademark - common name - Example Ortho
iii. Ingredient Statement – name and percentage by weight of each active
ingredient and percentage by weight of other inert ingredients
iv. (KOOROC) Statement – hazard statement “Keep Out Of Reach Of
Children” on almost all end-use products
v. Signal Word – appear on the front panel of the label and are determined
by the most severe toxicity category the pesticide meets or by the presence
of methanol at a greater level than 4%.
1. DANGER (not all danger pesticides have skull and crossbones)
a. It is highly toxic in at least one category - orally, dermally, through
inhalation and/or causes severe eye or skin burn.
b. Toxicity category I - from a few drops to less than a teaspoon may be
lethal if swallowed (oral toxicity)
2. WARNING
a. Is moderately toxic in at least one category -orally, dermally, through
inhalation and moderate eye and skin irritation.
b. Toxicity category II – from one teaspoon to a tablespoon may lethal if
swallowed (oral toxicity)
3. CAUTION
a. Is slightly toxic to relatively non-toxic orally, dermally or through
inhalation or causes slight eye and skin irritation.
b. Toxicity category III – from one ounce to over a pint may be
swallowed before being lethal (oral toxicity)
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Summer 2002, Updated Summer 2012
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vi. Skull and Crossbones Symbol
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
 and the word Poison (written in red)
a. Only on those pesticides identified as Category I Toxicity (most deadly)
b. Based on at least one acute toxicity rating for acute oral, acute dermal, or acute
inhalation or contains more than 4% methanol
First Aid Statement - Statement of practical treatment states what to do if a
person swallows or is poisoned by spilling the chemical on the skin. This
section will also have the toll free phone number for the National Pesticides
Information Center.
Net contents/Net weight - measure of contents
EPA Registration Number and EPA Establishment Number – Identifies
the facility that produced the product – allows for tracking products
Company name and address – identifies who produced or registered the
product
Precautionary Statements - including
a. Hazards to Humans and Domestic Animals – identifies the
particular route and rate of exposure as well as precautions
b. First Aid for various routes of exposure
c. Environmental Hazard indicates that the product may have
undesirable effects in the environment (non-target organisms )
especially to wildlife such as bees, fish and birds.
d. Physical or Chemical Hazard informs individuals of specific fire or
explosion hazards.
Directions for Use - including mixing and application for various pests. Tells
how to legally use and how the product must not be used and includes
information about the site, pest(s) controlled, application method, rate of
application, and timing of application
a. May include Worker protection procedures.
1. PPE-personal protective equipment.
2. Examples of PPE are masks, coveralls, respirators, gloves, safety
glasses or goggles and rubber boots.
b. Reentry time may be in this section as well - how much time must
past before reentering a treated area.
Storage and Disposal instructions
Warranty statement
4. Referral Statement to Directions for Use in booklet, if any (supplemental labeling)
5. “Securely attached” means the label can reasonably be expected to remain affixed
during the foreseeable conditions and period of use.
6. General Environmental Statement states to watch for run off, avoid applying on windy
days and keep pesticides out of storm water sewer drains.
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Summer 2002, Updated Summer 2012
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B. Pesticide are identified by:
1. Classification
i. General Use can be purchased and applied by the general public.
ii. Restricted Use can be purchased by a licensed certified applicator only, but
may be applied by or under the direct supervision of a licensed certified
applicator.
iii. Unclassified pesticides are those that do not meet minimum requirements
to be included in general use pesticides.
2. Type of pesticide.
a. Insecticide—kills insects.
b. Herbicide—kills unwanted plants.
1) Selective herbicides kill specific weeds or plants.
2) Non selective herbicides kill all plants with which they come in contact.
c. Fungicide controls fungi.
3. Form of substance
a. Dust
b. Wettable powder
c. Fumigant
d. Liquid
e. Granular
C. The most important safety rule is “read and follow label directions”. All the rules are
included in this one rule.
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Summer 2002, Updated Summer 2012
page 41