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Core Curriculum Narrative: Life and Physical Sciences
I.
Course Information
Course number: HORT 1401
Course title: Horticulture Science
Semester hours: 4
II.
Foundational Component Area
A.
The course “focus[es] on describing, explaining, and predicting natural phenomena using the scientific method.”
Lectures and class assignments expose students to methodologies necessary to the comprehension of the
environment’s role on growth and development of horticultural plants. In applying this information, students use
the scientific model in lab research projects. The experiments are designed to reinforce teamwork among
classmates, encourage critical thinking skills, and emphasize the scientific method while at the same time
employing oral and written communications. Each student will conduct formal scientific experiments during the
course of the semester and will collect experimental data (see Appendix A).
B.
The course “involve[s] the understanding of interactions among natural phenomena and the implications of
scientific principles on the physical world and on human experiences.”
This is a class designed to introduce students to basic theories, principles, techniques, and skills found in the
science of Horticulture. Students study the structure, growth, and development of horticultural plants from a
scientific as well as practical approach, observing, manipulating, and predicting environmental effects on plants
(see Appendix G, Syllabus). Some topics covered are as follows:
 Manipulating plant growth with hormones, environmental modification, mechanical means, nutrition, water,
and soil modification
 Recognizing plant anatomy, morphology and development and classifying plants using scientific
nomenclature
 Describing plant physiological functions such as photosynthesis, respiration, transpiration, translocation,
responses to plant hormones, and plant reproduction
 Applying the principles and methods of sexual and asexual propagation
III.
Core Objectives
Critical Thinking
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Students will develop their critical thinking skills by analyzing how the environment affects growth, development,
and production of horticultural plants. After learning the science behind various horticultural practices, students
will further research horticultural concepts and apply them to the “everyday” world around them. For example,
after learning the science behind genetically-modifying plants, students will further research the topic, debate the
advantages and disadvantages of GM plants in a discussion forum, and then will develop an informed opinion of
the practice while citing research-based studies. Another example includes the depletion of Texas aquifers and
how the Horticulture industry contributes to this issue. After researching the issue, students develop inventive
plans for water conservation, based on the science of plant respiration and transpiration as well as their
knowledge of soil conservation and water retention. They will communicate this analysis in a class-wide
discussion forum (see Appendices C & D).
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B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students will develop their critical thinking skills by utilizing the scientific method to collect, analyze, and evaluate
data for lab experiments and projects. For example, students will grow plants exposed to various light qualities
and then compare growth results based on light quality. By applying the scientific method, students will
determine how various light qualities influence plant growth. Students will then apply this information to modify
plant growth according to the desired effect. Other experiments similar in nature will also be conducted (see
Appendix A).
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Students develop their critical thinking skills by synthesizing information topics that are presented in discussions.
They research various topics, synthesize and discuss the topics and then draw conclusions based on their
research. Such topics include discussions on plant growth and development, soil science, entomology, plant
physiology, ecology, and conservation (see Appendix C). In addition, each student is assigned an experimental
garden plot to tend during the course of the semester which allows students to apply the science directly in the
garden environment. For example, when entomology is covered in class, students synthesize and apply that
information to the garden environment by identifying and treating problem insects. Other topics such as soil
science, water conservation, plant nutrition, sexual and asexual propagation, manipulating plant growth, plant
identification, etc. are applied in this environment (see Appendix F).
Communication
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expression of
ideas through written communication.”
Students develop communication skills by developing, interpreting, and expressing ideas on topics that are
presented in discussions. The course requires participation in a weekly research-based, online discussion
forum in which students discuss and debate various controversial horticultural topics such as genetically modified
foods, government mandated composting programs, the use of biosolids in gardens, and water quality and
conservation issues. Students are graded using a rubric that takes into account the following: contributing to
collaborative learning by taking on leadership roles within the forum, applying critical thinking skills in analyzing
the key points of the topic, supporting the research content with creditable research sources, and providing clear,
concise opinions while effectively communicating in the written language (see Appendices C & D). In addition to
the forum, students submit written research reports as part of their lab experiments (see Appendices A & B).
E. Communication, Aspect 3: “Students will demonstrate effective development, interpretation, and expressions of
ideas through visual communication.”
Students discuss experimental results through oral and written communications which must include graphical
representation of data and an oral presentation of the results and findings (see Appendix A). Another example is
the soil texture experiment where students collect soil samples, allow the samples to settle and then determine
the percentage of sand, silt, and clay, referring to the soil texture triangle to ascertain the type of soil they
collected. They display their samples for the class to see and explain their results (see Appendix E).
Empirical and Quantitative Skills
F. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of numerical data
or observable facts.”
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In the course of experiments, students will manipulate observable facts. For example, students will manipulate
plant growth by forcing plants to grow plants under varying light sources. They will then determine which light
quality and quantity yields the intended growth. Students will collect data on these experimental plants and
analyze it (see Appendix A).
G. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical data or
observable facts.”
Students will effectively analyze numerical data. Instructors will teach students how to statistically analyze
collected data. For example, after collecting data on plant growth due to varying light quality and quantity,
students will statistically describe the collected data and will create graphical representation (tables, charts,
graphs) in lab reports (See Appendix A).
H. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective manipulation of numerical data
or observable facts to reach informed conclusions.”
After manipulating plant growth and statistically analyzing collected data, students will draw conclusions based on
their research. Students will analyze the results of their experiments, draw conclusions, and determine if the
collected date supported their hypotheses and why or why not. They will also determine what they could have
done differently during the course of the experiment (see Appendices A & B).
Teamwork
I. Teamwork: “Students will demonstrate the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal.”
To effectively and reliably conduct lab research projects and participate in lab activities, students will work in
small groups. While in the lab, groups will present their lab results and conclusions. In order to develop a quality
presentation, students will need to work effectively and efficiently with each other while considering differing
viewpoints and working towards a common goal (see Appendix A). Students will also be asked to evaluate their
teammates’ performances (see Appendix B). In addition, students participate in a weekly discussion forum which
requires students to debate controversial horticultural topics (see Appendix C). Another form of teamwork is
achieved in the Experimental Garden Plots. Students each tend a garden but are also required to work as a team
during the course of the semester to efficiently produce their crops (see Appendix F).
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Appendix A:
Lab Experiment
HORT 1401
This exercise is designed to reinforce teamwork among classmates, encourage critical thinking skills, and emphasize the scientific method while at the same
time employing oral and written communications.
The assignment is worth 50 points of your overall grade. See various due dates below.
The Scientific Method
The Assignment
1. After we break into groups, keep track of the time you spend on this project. Write down the time you spend working on this project, and what you did
during that time. Type up your timesheet, and submit it along with the peer review.
2. Ask a Question – see possible experiments listed below.
3. Review the Literature: Research the question to find out if other data has been collected. Conduct a thorough review of the scientific literature (this
should include MULTIPLE sources). Be sure to review reliable, research-based sources such as scientific journal articles. Websites are not
adequate. Find examples of similar research experiments. Summarize those research experiments, and report on their findings. This should be
written like a research paper. Be sure to include citations to credit all sources, and use only credible scientific sources.
4. Construct a Hypothesis Statement: After reviewing the literature, construct a hypothesis statement. For example: If there is a relation between the
wave length of light and the photosynthesis rate, then light of different colors will cause the plant to make different amounts of oxygen.
5. Design an Experimental Study to Test Your Hypothesis: Construct a scientific experiment. Describe your experiment. What will your experiment
entail? How will you conduct your experiment? How do you plan to test your hypothesis? In what environmental conditions will your experiment take
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place (i.e.: note temperature, light, water, etc.). Make sure that all plants are grown in the exact same conditions (unless experiment calls for
differences). Be sure to be as objective as possible.
6. Implement your Experiment: Grow your plants according to your experiment protocol. Label the pots with the following information, so that when
you take photos, you’ll know which plant is which.
a. Date the plant is planted
b. The role the plant is playing. I.e.: control, plant without light, plant growing in perlite, etc.
Be sure that each plant will be growing in the exact same conditions. For example, if you are testing various fertilizers, you would not want to grow
some plants inside and others outside
7. Collect Data: Report on the plant’s growth and development. Once a week, for four weeks, note the following:
a. The date
b. Visual analysis: describe how the plants look
c. Quantitative measurement: Take measurements of the plant’s growth (i.e.: its height)
d. Take a photo of the plant
e. Note the environmental factors present
f.
Note any other necessary measurements pertinent to your research study
8. Data Analysis
a. Statistically describe the data you have collected.
b. Create a table of the information you have collected.
c. Using the data in the table, create a chart or graph to visually convey the data.
9. Interpret your Data
a. Analyze the results of your experiment.
b. What are your conclusions?
c. Does the collected data support your hypothesis? Why or why not?
d. What should have been done differently?
10. Report on your findings:
a. Written Report: Compile a written report of your findings. This should be written as a FORMAL research paper. Your report should
include the following:
i. A thorough review of Literature: research should be based on reliable scientific sources, not websites
ii. The description of your experiment
iii. The photos of the plants
iv. The data table
v. The data chart/graph
vi. The interpretation of your data
vii. The experiment summary
viii. If your pictures are large files, be sure to compress them.
ix. Save this document as a .pdf
x. Submit your .pdf file to the ANGEL Drop box titled “Written Report” by 11:55 p.m., April 29, 2013.
b.
Oral report: Create a PowerPoint Presentation to report your results and conclusions to the class. Please do not copy and paste from
your written report. Create bullet points of each topic to be covered in the presentation. This is a formal presentation; be sure to dress
appropriately. The presentation should include the following:
i. Bullet points of the literature review
ii. The hypothesis
iii. Bullet points of how the hypothesis was tested
iv. The photos of the plants
v. The data table
vi. The data chart/graph
vii. The interpretation of your data
viii. A summary of your experiment
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ix. Save your presentation onto a portable drive, and bring it with you to class. We may not have internet access in the classroom.
x. Submit your presentation, saved as a .pdf file, to the ANGEL Drop box titled “Oral Report” by 11:55 p.m., April 29, 2013.
xi. Present your report, as a team, in class, on April 30, 2013.
11. Evaluation: Evaluate yourself and your teammates according to the criteria listed on the attached evaluation. This will be conducted in class after
the oral reports have been given. Be sure to include your TYPED timesheet with your evaluation.
This exercise has made use of teams in the learning process. I have observed the output of your team efforts but have had little opportunity to
observe the team process within your groups. A full evaluation of the team’s effectiveness requires an assessment of the process in addition to the
output.
Student teams have limitations. Students who do not wish to participate as full and effective members of their team can rarely be forced to do so. The
remaining members are forced to either accept that their team will produce substandard output, or to do all of the work themselves in order to protect
the quality of the team’s output. That is neither fair, nor what the instructor intends. Peer evaluation is a serious responsibility, not to be done casually
or frivolously. Giving a good evaluation to a person who has not carried their share sends them the message that this behavior is allowed and even
encouraged. That is never good for the health of teams or organizations. Long experience and observation have borne out the view that team
members always vary in both their ability to contribute and their willingness to do so; therefore, please rank your teammates, even though the
differences themselves may be very small.
Your evaluations are private, and I will not discuss them with anyone. Your objective feedback is important to me, and the best opportunity you will have to objectively
value the contributions of individuals to your team's performance.
Experiments
1.
2.
3.
4.
5.
6.
7.
8.
Soils: grow seeds in 4 different soils (such as sand, silt, clay, clay-loam, sandy-loam, etc.). Note the plant growth and development based
on the soil type.
Soil Media: grow seeds in 4 different bought potting soils (such as Fertiloam, MiracleGro, etc.). Note the plant growth and development
based on the potting soil. In the report, note the price/pound of each chosen potting soil as well as the listed ingredients in the potting
soils.
Fertilizers: Choose 4 different fertilizers (such as MiracleGro, an organic fertilizer, etc.), and grow plants using the various fertilizers. Note
the plant growth and development based on the fertilizer used. Also note the analysis of the fertilizer, and the differences in growth based
on the analysis.
Light: you will be provided with 4 of the same kind of plant. Grow each of these plants under these 4 conditions:
i. a closet with no light
ii. under fluorescent bulb
iii. under an incandescent bulb
iv. on a window seal
Water Quality: you will be provided with 4 of the same kind of plant. Grow these plants using 4 different kinds of water, and describe the
growth and development of the plants accordingly. Use these 4 water types:
i. Tap water
ii. Reverse Osmosis Water
iii. Distilled Water
iv. Rain Water
Composts: you will be provided with 4 of the same kind of plant. Choose 4 different composts in which to grow the plants (such as
Denton’s DynoDirt, bagged compost, vermicompost, your homemade compost, etc.). Note the plant growth and development based on
the compost used.
Weed Control: test the effectiveness of different weed control methods such as Roundup (chemical), Vinegar (organic – try different
strengths), cardboard, etc.
Other: if your team has an idea for another type of experiment, please propose it to the instructor for approval.
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Appendix B:
Team Evaluation
Your Name: ______________________________________
For each of these grading areas, please assign ranks on a scale from 1 to 5, where 1 represents "Best" and 5 represents "Weakest".
The Names of Your Team Mates,
Including Yourself
List what each team mate did during the course of the research project.
The Names of Your Team Mates,
Including Yourself
Reliability: The degree to which you could depend on the
individual to complete his/her assignments.
1
2
3
4
5
Effort: The degree of initiative shown and time spent in team
project work.
1
2
3
4
5
The Names of Your Team Mates,
Including Yourself
Creativity: The degree of uniqueness of solutions offered
to project-related problems.
1
2
3
4
5
Cooperation: The degree to which the individual participated
in, and worked toward, team goals.
1
2
3
4
5
The Names of Your Team Mates,
Including Yourself
Analysis: The degree to which the individual contributed
and the willingness he/she demonstrated in research and
studying the decisions required of your team.
1
2
3
4
5
Achievement: The degree to which the individual contributed
to the overall success of your team’s projects.
Please RANK your Team Members, including yourself, on OVERALL PERFORMANCE.
The Names of Your Team Mates,
1
2
3
Including Yourself
4
1
2
5
3
4
5
If you were awarding a grade to
a team member as well as
yourself, what would it be?
Assign a number between 0100.
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Appendix C:
Discussion Forum Assignments
Horticulture 1401
Below are the research topics that are covered during the course of the semester in Horticulture 1401. Each of these discussion
forums is graded using a rubric (see Appendix D), and the rubric delineates how students are required to research the topics.
Topics should be researched, and credible sources should be cited with each post. A different discussion forum is conducted each
week during the semester. For each of these discussion topics, students are given a list of key concepts that must be discussed
during the course of the forum. These topics help guide the discussion and focus it on pertinent information.
Unit Discussion
Unit Discussion Forum Topic
Discussion Forum 1
For this first discussion, I want you to research and discuss the following three gardening concepts:
1. Intensive vegetable gardening
2. Square-foot vegetable gardening
3. Raised bed vegetable gardening
We will apply these concepts of gardening in labs this semester, so it is important for you to fully
understand these techniques for this application.
Discussion Forum 2
After reading this chapter and learning about plant structure and physiology, in what ways is this
information applicable to the home gardener? In other words, how can we apply this information to "the
real world"?
When you respond to this DF, I want you to give really specific examples of how the information
applies to the real world. If you make a broad, sweeping statement, back it up with an example from
your daily life. I don't want you to repeat the information you have read but APPLY it. For example, I
learned that ethylene gas is the only plant hormone that is in gas form. It affects plant development by
accelerating plant maturation. It also is responsible for fruit ripening. Applying this to the "real world," I
now know not to keep my bananas in a plastic bag when I get home from the grocery store because
the ethylene gas will accumulate in the bag, causing my bananas to ripen faster which reduces their
shelf life.
Discussion Forum 3
Let's pretend that you believe that life as we know it will be ending soon due to some sort of
catastrophic economic event in the U.S. Unlike most of the citizens in our country, you are prepared for
such an event. You have made provisions to "live off the land." What have you done? Specifically, how
have you sexually propagated seeds, harvested those seeds, and stored them? Be sure to apply what
you've learned and deduced while reading this chapter concerning hybridization and sexual
reproduction. Also, be sure to cite the sources of where you've conducted your research.
Discussion Forum 4
Research and discuss Genetically Modified Plants. Research how they are created.
Based on what you now know about how plants produce seeds and how hybrids are formed, how is a
Genetically Modified Plant different from a hybrid, and how is it similar?
In your opinion, should GMO's (Genetically Modified Organisms) be sold for consumption? Why or why
not? Back up your opinion with research.
Discussion Forum 5
There are many reasons why we prune plants, one being to direct plant growth. What happens
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physiologically when a plant is pruned? How does growth result? What happens when plants are
pruned incorrectly? Discuss the harm of pruning incorrectly - give specific examples.
Discussion Forum 6
How can trees help us live "greener" lives? Be sure to address the science of tree growth and
development and the physiological processes that take place within trees to alleviate environmental
impacts of pollution, heat islands, erosion, soil compaction, noise pollution, air purification, etc.
Discussion Forum 7
Go to a forest or a heavily wooded natural area, and analyze the soil under the leaves. How does this
soil compare to your garden soil? Describe the differences and similarities. How can you simulate a
forest floor in your garden? Why would you want to simulate a forest floor in your garden? During the
course of this discussion, be sure to address important topics of soil science such as aggregation,
horizons, soil microorganisms, tilth, etc.
Discussion Forum 8
Research urban composting programs such as New York's Lower Eastside Ecology Center and
Norway’s European Composting Network.
Based on your reading, should more cities utilize such systems? Should governments require this of
citizens? Why or why not?
Discussion Forum 9
After studying this chapter, what topics were eye-opening for you? How might you change your
gardening attempts as a result? For example, how might you utilize microclimates to your advantage?
How would photoperiodism and light quality affect your ability to grow plants indoors? What are the
USDA and AHS maps, and how do they impact us?
Discussion Forum 10
Discuss the practice of Integrated Pest Management.
Discussion Forum 11
After reading this chapter, what struck you as being interesting about insects and pests? Why?
Research biodiversity. Why is biodiversity important? How can you work to create diversity in your own
landscape?
Discussion Forum 12
Much of our prairie has been overtaken by introduced weeds. What were our prairies like before
settlement? Many organizations are restoring the prairies - how?
Many of our typical garden weeds here in Texas are not native; in other words, they have been
introduced and have naturalized. Research invasive weed species in our area. What are some
common weeds that are a problem? How are they controlled or prevented? Which of these species are
natives?
What are your feelings about introduced plant species? What are the benefits of these species? What
are the problems that we face due to some of these species?
Discussion Forum 13
Research xeriscaping. What do you find interesting about this landscaping approach? How can you
apply the xeriscaping principles to your own landscape or to your own horticultural endeavors?
Discussion Forum 14
Turfgrass is region-specific. Therefore, when we read about growing lawns, we need to be cautious
that we are not reading about grasses grown in a region not our own. Research and discuss lawn
management in relation to North Central Texas.
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Appendix D:
Discussion Forum
Grading Rubric
CATEGORY
EXEMPLARY WORK
REGULAR WORK
MINIMAL WORK
UNACCEPTABLE WORK
Exceeds assigned criteria
and frequently prompts
further discussion of the
topic. Takes a leadership
role in discussions and
actively contributes to
collaborative learning.
Meets assigned criteria
for contributions to the
discussions. Interacts
freely and encourages
other students in the
forum.
Contribution perfunctory
to the posting and
response deadlines.
Occasionally makes an
additional comment.
Makes minimal effort to
become involved with
other students in forum
Does not meet assigned criteria.
Does not respond to the postings
until after the due date. Does not
make an effort to participate in
the forum as it develops.
(Point value: 3)
Demonstrates critical
thinking in analyzing key
points. Supports content
with creditable sources.
(Point value: 2)
Relates to the assigned
discussion topic with
evidence of critical
thinking. Supports
content using sources.
(Point value: 1)
Summarizes or restates
topic components without
evidence of higher order
thinking skills. Post is off
topic. Does not site
sources.
(Point value: 0)
Does not relate to the assigned
discussion topic.
Timing
(Point value: 3)
Initial post by Wednesday.
(Point value: 2)
Initial post by Thursday.
(Point value: 1)
Initial post by Friday.
(Point value: 0)
Late.
Frequency
(Point value: 1)
3 or more posts
(Point value: 0.5)
2 posts
(Point value: 0.25)
1 post
(Point value: 0)
0 posts
(Point value: 1)
Provides clear, concise
opinions and ideas
effectively written in
standard English. No text
talk. Demonstrates superior
knowledge of and attention
to grammar and
punctuation rules.
(Point value: 0.5)
Provides clear opinions
and ideas written in
standard English.
Demonstrates basic
knowledge of and
attention to grammar and
punctuation rules.
(Point value: 0.25)
Expression is unclear or
interrupted by frequent
errors. Occasionally uses
slang and/or text talk.
Makes minimal effort to
use proper grammar and
punctuation. Frequent
spelling errors.
(Point value: 0)
Unacceptable written expression.
Slang. Frequent improper
grammar, punctuation, and
spelling.
(Point value: 1)
(Point value: 0.5)
(Point value: 0.25)
(Point value: 0)
Contribution
Critical Analysis of
Issues
Grammar,
Punctuation, and
Expression
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Appendix E:
Soil Jar Experiment
The purpose of this experiment is to determine the soil texture of a soil sample. Knowing your soil structure and
texture will determine what plants will grow in your soil and will aid in determining your soil fertility and soil
amendments that need to be added to achieve the growth result.
The jar test is used to determine soil texture. Place some soil in a canning jar that has measurements marked on
the side. Fill it about one-fourth full. Add enough water to fill it to the three-fourths line. Add a drop of dish
detergent to suspend small particles. Shake gently for a full minute to bring all soil particles into solution. Set the
jar on a level surface and watch as the heaviest particles sink to the bottom. This is your sand; it takes about 3040 seconds to settle out. After 30 minutes the silt will have settled. The remaining particles are clay, and they will
require about 24 hours to settle. Now you can see the sand, silt, and clay fractions and estimate their
percentages. Using the soil texture triangle below, determine the soil texture. (Loehrlein, M. (2008). Home
Horticulture: Principles and Practices. Thomson Delmar Learning. Page 87.) Present your settled soil sample to
the class, and show your fellow students the soil layers. Answer these questions: What soil texture do you
have? Why have you reached this conclusion? How will the soil texture affect the plants you grow?
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Appendix: F
Experimental Lab Plots
Meets Core Objectives for Critical Thinking, Communication, and Teamwork
Students learn the influence of the environment on growth, development, and production of horticultural plants.
Each student will be assigned a garden plot to plan, amend, design, plant, tend, weed, fertilize, and water
throughout the semester. In addition, students will use their plots to conduct assigned scientific research projects.
This allows students to apply instruction and learn about the science and art of gardening. Grades are assigned
based on the ability of the student to apply concepts as learned in lecture and lab. Students are responsible for
the care of their assigned lab plots (amending, designing, planting, tending, weeding, harvesting, cleaning,
fertilizing, and watering). If a student misses the labs in which the plots are planted, it’s the responsibility of the
student to pick up the plants from the greenhouse in Gainesville and plant the plot on their own time.
Plot Grade Breakdown: The plot is worth 100 points; point breakdown for the lab plot is as follows:
Point
Value
10
10
15
15
40
10
100
Assignment
Plot Design
Description
Draw out plot plan according to instructions given in lab. Submit
by deadline. Plans not submitted by deadline will be given a
zero; however, students still have to complete assignment.
Amend Soil
Amend soil according to instructions given in lab. Plant plot
& Plant Plot based on plot plan diagram. If a student misses the lab in which
the plots are amended and planted, the student must pick up
amendments and plants from the NCTC Greenhouse in
Gainesville, and amend/plant the plot within one week of the
missed lab.
Weed Plot
Students are expected to keep weeds from growing in plots and
to recognize the difference between weeds and garden plants.
The instructor evaluates the plots throughout the semester and
will deduct points for weedy plots.
Harvesting
The food grown in the plots is to be harvested on a regular
basis. The instructor evaluates harvesting and will deduct points
for un-harvested plots.
Watering
The plots will need to be watered on a regular basis, particularly
during the first few weeks after planting. Due to the initial high
watering demand of the plots, students are required to develop a
watering schedule and help each other with this task. Students
are expected to participate in the class watering schedule and
sign the watering schedule log after watering. Students are
responsible for coordinating a watering schedule. Grades are
assigned based on the class median. Those falling below the
class median will have points deducted from their watering
grade.
Clean-up
Students are expected to maintain a clean plot throughout the
semester, and at the end of the semester clean up plots
according to instruction supplied during lab.
TOTAL POINTS
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Appendix: G
NORTH CENTRAL TEXAS COLLEGE
Horticulture Program
Horticulture (HORT 1401)
Fall 2013 Class Syllabus
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education
Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and
examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture or discussion;
and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also
provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a
particular section of the course will be included in the Class Syllabus and distributed to enrolled students.
Course Name & Number
Horticulture
HORT 1401
Semester & Year
Class Times
Lecture: Online
Lab Locations
Labs are as follows:
- Sec. 394: T, 2:30-4:20 PM
- Sec. 395: T, 4:30-6:20 PM
- Sec. 396: W, 10-11:50AM
Fall 2013
- Sec. 394: COR 310
- Sec. 395: COR 310
- Sec. 396: EQUI 1602
Name of Instructor
Instructor’s Office
Email Address
Ashley Hartman
Gainesville - Room 1603
ahartman@nctc.edu
Office Phone #
Office Hours
(940) 668-7731 x4488
By Appointment
Name of Chair/Coordinator
Instructor’s Office
Email Address
Steve Keith
Gainesville - Room 502D
skeith@nctc.edu
Office Phone #
Office Hours
(940) 668-4217
By Appointment
Course Catalog Description
HORT 1401
Horticulture
4 credit hours
48 Lecture hours + 32 Laboratory hours
Structure, growth, and development of horticultural plants from a practical and
scientific approach. Environmental effects, basic principles of propagation,
greenhouse and outdoor production, nutrition, pruning, chemical control of growth,
pest control, and landscaping. (Cross-listed as AGRI 1415)
Course Prerequisite(s):
None
Course Type:
Academic NCTC Core Curriculum Course
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Textbook
REQUIRED: Loehrlein, Marietta. 2008. Home Horticulture: Principles and Practices, 1st
Ed. Thompson-Delmar Learning. ISBN: 1401896359.
Student Learning
Outcomes
Upon completion of this course, students will be able to:
1. Propagate plants (herbaceous and woody)
2. Create and manage healthy soils.
3. Utilize scientific nomenclature used in horticulture.
4. Explain the effect of environmental factors on plant growth.
COURSE REQUIREMENT, EVALUATION METHODS AND CRADING CRITERIA
Grading Policy, Procedures and Core Objectives
Assignment Point Values
Assignment
Points
Exams (4@100pts.)
400 pts.
Discussion Forum Posts
100 pts.
Quizzes
100 pts.
Lab Projects & Participation
100 pts.
Lab Experiments
50 pts.
Lab Plots
100 pts.
_______________________________________
850 Possible Points
Grading Scale
761-850 points = A
676-760 points = B
591-675 points = C
506-590 points = D
Fewer than 505 points = F
Note:
89.5-100% = A
79.5-89.49%=B
69.5-79.49%=C
59.5-69.49%=D
Less than 59.5% = F
Course Evaluation Explanations, Core Objectives, and Assignment Descriptions
Exams
Meets Core Objective for Critical Thinking
The lecture tests will be generated from information in the weekly online units and in the weekly labs.
This includes the following: reading assignments, research projects, videos, supplemental unit
information, lab discussions, and lab projects. Exams are not cumulative. Exam questions will be
multiple choice and true/false and are generated from a test bank. Questions are randomly generated
from a test bank, and each student receives a different exam according to this randomization. Exams
are 50 questions, and 30 minutes will be allotted for each exam. If an exam is not taken before the due
date, a zero will be recorded in the grade book. Exam questions and answers are NOT posted after
students complete their exams; however, exams can be reviewed one-on-one with the instructor by
making an appointment to meet.
Exam Grade Breakdown: There are four exams at 100 points per exam for a total of 400 points.
Discussion Forum Posts
Meets Core Objectives for Critical Thinking, Communication, Empirical & Quantitative Skills, and Teamwork
After learning the science behind various horticultural practices, students will be asked to further
research horticultural concepts and apply them to the “everyday” world around them. In these weekly,
research-based discussion forums, students discuss and debate various controversial horticultural
topics.
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For each of the 14 online lecture units, students will participate in assigned discussions. Discussion
forums will be graded according to the grading rubric posted with each discussion forum (rubric is in
Appendix A of syllabus and is also posted in ANGEL). The rubrics take into account the following:
contribution to a collaborative learning environment, leadership roles within the forum, application of
critical thinking skills in analyzing the key points of the topic, support of research content with credible
research sources, and the ability to clearly communicate in the written language.
Forum information will NOT be included on course exams; however, many of the topics discussed in
the forums are applicable to unit content, and active participation in discussion forums will benefit
students. If a student does not participate in the discussion forum before the due date, a zero will be
recorded in the grade book.
Discussion Forum Grade Breakdown: Discussion Forum 1 counts for 9 points. Discussion Forums 214 count for 7 points each for a grand total of 100 points.
Quizzes
Meets Core Objective for Critical Thinking
Each unit contains a quiz as a follow-up to the unit. Quizzes are timed, and 10 minutes will be allotted
per quiz. One attempt is allowed for each quiz. The quizzes open on Fridays at 5 p.m., along with the
other unit information that opens at that time; they need to be completed by 5 p.m. the following Friday.
Students can view their quiz questions and their scores 24 hours after each quiz is disabled. In other
words, since the quiz closes on Friday at 5 p.m., students will be able to view the quiz on Saturday at 5
p.m. Note: if a question is missed, correct answers will need to be researched by the student.
Answers are not given in the quiz feedback. If a quiz is not taken before the due date, a zero will be
recorded in the grade book.
Quiz Grade Breakdown: Quiz 1 counts for 9 points. Quizzes 2-14 count for 7 points each for a total of
100 points.
Lab Projects & Participation
Meets Core Objectives for Critical Thinking, Communication, Empirical & Quantitative Skills, and Teamwork
Students are expected to participate in lab activities and to take the initiative required during the lab.
Any discussions, group projects, and individual initiatives will be graded. Students not participating and
taking the required initiative during labs will have points taken off of their participation grades. Students
are also asked to bring various supplies to lab, and points will be deducted if supplies are not brought.
After each lab, students are expected to clean up their areas, sweeping, putting away tools, cleaning
countertops, etc. If a student misses a lab, regardless of excuse, the participation points for that lab
will not be earned, and a zero will be recorded in the grade book for that lab. There are no make-up
labs. I take participation very seriously, and these points have to be earned, not just by attending,
but by actively engaging in lab activities and coming to class prepared.
Lab Participation Grade Breakdown: 14 labs at 5 points/lab (70) + Asexual Plant Propagation
Assignment (15) + Profile (5) + Plant Parts (4) + Compost (3) + Jars (3) = 100 Total Participation
Points.
Lab Experiments
Meets Core Objectives for Critical Thinking, Communication, Empirical & Quantitative Skills, and Teamwork
Lectures and class assignments will expose students to methodologies necessary to the
comprehension of the environment’s role on growth and development of horticultural plants. In
applying and synthesizing this knowledge, students will utilize the scientific model for two formal
research projects. Each student will be assigned to a research team, and during the course of the
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semester, each team will conduct two experiments based on the scientific method. Data collection will
include visual analysis and quantitative measurement of plant growth and development as influenced
by environmental and horticultural factors. Students will statistically describe data and will create
graphical representation (tables, charts, graphs) in lab reports. Experimental results will be shared
through oral and written communications in lab. Further information will be provided in lab.
Lab Experiment Grade Breakdown: The research experiment is worth 50.
Experimental Lab Plots
Meets Core Objectives for Critical Thinking, Communication, and Teamwork
Students learn the influence of the environment on growth, development, and production of horticultural
plants. Each student will be assigned a garden plot to plan, amend, design, plant, tend, weed, fertilize,
and water throughout the semester. In addition, students will use their plots to conduct assigned
scientific research projects. This allows students to apply instruction and learn about the science and
art of gardening. Grades are assigned based on the ability of the student to apply concepts as learned
in lecture and lab. Students are responsible for the care of their assigned lab plots (amending,
designing, planting, tending, weeding, harvesting, cleaning, fertilizing, and watering). If a student
misses the labs in which the plots are planted, it’s the responsibility of the student to pick up the plants
from the greenhouse in Gainesville and plant the plot on their own time.
Plot Grade Breakdown: The plot is worth 100 points; point breakdown for the lab plot is as follows:
Point
Value
10
Assignment
Description
Plot Design
10
Amend Soil
& Plant Plot
15
Weed Plot
15
Harvesting
40
Watering
Draw out plot plan according to instructions given in lab. Submit
by deadline. Plans not submitted by deadline will be given a
zero; however, students still have to complete assignment.
Amend soil according to instructions given in lab. Plant plot
based on plot plan diagram. If a student misses the lab in which
the plots are amended and planted, the student must pick up
amendments and plants from the NCTC Greenhouse in
Gainesville, and amend/plant the plot within one week of the
missed lab.
Students are expected to keep weeds from growing in plots and
to recognize the difference between weeds and garden plants.
The instructor evaluates the plots throughout the semester and
will deduct points for weedy plots.
The food grown in the plots is to be harvested on a regular
basis. The instructor evaluates harvesting and will deduct points
for un-harvested plots.
The plots will need to be watered on a regular basis, particularly
during the first few weeks after planting. Due to the initial high
watering demand of the plots, students are required to develop a
watering schedule and help each other with this task. Students
are expected to participate in the class watering schedule and
sign the watering schedule log after watering. Students are
responsible for coordinating a watering schedule. Grades are
assigned based on the class median. Those falling below the
class median will have points deducted from their watering
grade.
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10
100
Clean-up
Students are expected to maintain a clean plot throughout the
semester, and at the end of the semester clean up plots
according to instruction supplied during lab.
TOTAL POINTS
Institutional Learning Goals




A quality general education curriculum in all associate degree programs.
Quality freshman and sophomore level courses in arts and sciences which
parallel the lower division offerings of four-year colleges and universities.
Quality technical programs leading directly to careers in semi-skilled and skilled
occupations, and quality technical education programs up to two years in length
leading to certificates and associate degrees.
Quality programs and services in support of adult literacy and basic skills
development as a mean of workforce enhancement and expanding access to
higher education.
Program Purpose
Statement
NCTC seeks to implement its goal of providing quality technical programs leading
directly to careers in semi-skilled and skilled occupations, and quality technical
education programs up to two years in length leading to certificates and associate
degrees by offering a coherent sequence of courses with appropriate breadth and depth
to prepare students for success in the workforce.
Departmental Purpose
Statement
The Agriculture Department provides freshmen and sophomore level courses in
agriculture disciplines which possess academically valid content and demonstrate
instructional methods which foster high levels of learning for our students who may be
transferring to senior universities or those who may choose to enter the work force.
Statement of Skills and
Knowledge Expected of
NCTC Graduates
NCTC seeks to implement its goal of offering a core of general education courses
designed to help students achieve academic, career and lifelong goals. The chief focus
of the General Education Core Courses at NCTC is to emphasize basic intellectual
competencies and broad intellectual perspectives.
Foundational Component
Area: Life and Physical
Sciences
Courses in this area focus on describing, explaining, and predicting natural phenomena
using the scientific method. Courses involve the understanding of interactions among
natural phenomena and the implications of scientific principles on the physical world and
on human experiences.
ACGM Learning Outcomes
1. Propagate plants (herbaceous and woody)
2. Create and manage healthy soils.
3. Utilize scientific nomenclature used in horticulture.
4. Explain the effect of environmental factors on plant growth.
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Core Objectives
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
D. Communication, Aspect 1: “Students will demonstrate effective development,
interpretation, and expression of ideas through written communication.”
E. Communication, Aspect 3: “Students will demonstrate effective development,
interpretation, and expressions of ideas through visual communication.”
F. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective
manipulation of numerical data or observable facts.”
G. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective
analysis of numerical data or observable facts.”
H. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective
manipulation of numerical data or observable facts to reach informed conclusions.”
I. Teamwork: “Students will demonstrate the ability to consider different points of view
and to work effectively with others to support a shared purpose or goal.”
Attendance and Tardiness
Policy
Regular and punctual attendance is expected of each student. I keep written records of
absences and late arrivals. For every three absences, regardless of excuse, the
student’s final grade will drop by one letter.
Three instances of tardiness (entering class late) will constitute one absence. Students
who come late and leave early on the same class day will be counted absent.
Students arriving more than 15 minutes late for class will be counted as absent.
Students who come to class late need to make sure that they are counted as present on
the roster; see instructor after class to have the roster updated. If the student fails to
have the roster updated, and there is no record of attendance, the student will be
counted as absent.
If a student has been unjustifiably absent or tardy a sufficient number of times to
preclude meeting the course’s objectives, the student may be dropped from this class by
the Registrar upon recommendation of the instructor. Also, if a student does not
participate in online activities for a consecutive three weeks, the student will be dropped
from the ANGEL roster (blocked in ANGEL) and will be dropped from the class.
The instructor will not provide class notes to those who are absent. As a student,
it is your responsibility to obtain the missed materials and notes from a classmate.
Other Policies and
Pertinent Information
Opening and Closing Units
Units will be opened on Fridays at 5 p.m. and will close the following Friday at 5
p.m. All work needs to be completed in the opened unit by Friday at 5 p.m.
Credit will not be received for late work, no exceptions.
19
Emailing the Instructor
After the first week of class, all correspondence with the instructor should be
done through the ANGEL course mail system rather than through the NCTC
email system.
Instructor Follow-up
The instructor will answer correspondence within 24 hours, Monday-Friday.
Any emails received between Friday at 5 p.m. and Sunday will be returned at
the beginning of the following work week.
Computer Problems
If you have computer or ANGEL trouble, complete an ANGEL work order ticket,
or call the NCTC Computer Helpdesk at (940) 668-3335. Please do not call the
instructor. Computer problems are not an excuse for late work.
Missing Exams or Quizzes:
There are no make-up exams, quizzes, or any other assignments in this
course. If a student misses any assignment, the student will receive an
automatic zero in the grade book.
Disruptive Behavior:
A student who engages in any behavior or language in the classroom that
intentionally or unintentionally disrupts the learning process will be asked to
leave the class and may be reported to the Vice President of Instruction for
disciplinary action.
Grade and Attendance Records:
All grades and attendance/tardy records will be posted in ANGEL and can be
accessed at any time during the semester.
Cell Phones, Texting, and Outside Communication:
Please silence all cell phones before class. In cases of emergencies, you
may answer your phone or a text, but please leave the classroom/lab
environment to do so. Texting and outside communication in the classroom
and lab environments is prohibited.
Missing Labs
Each lab is assigned participation and plot points that students earn while
attending the lab. Regardless of excuse, if a student misses a lab,
participation and plot points for that lab cannot be earned as the opportunity to
earn them is during the scheduled lab. With instructor permission, students
may attend a different lab section during the week of the missed lab; however,
arrangements must be made in advance of the lab. There are NO MAKE-UP
LABS.
Late Work:
Late work will not be accepted for any reason. Computer problems are not an
excuse for late work. All assignments not turned in by the due date will be
20
given a zero in the grade book.
Tobacco Products:
Please do not bring tobacco products or any containers that might have
tobacco byproducts in them into the classroom, the gardens, or the Gainesville
Greenhouse. See Tobacco Free Campus Information Policy. If you do use
tobacco products, always wash your hands with soap and water before
entering the greenhouse (Gainesville) or touching any plants.
Study and Preparation Time:
This is a 4-hour credit class. In general, students should expect to spend 2-3
hours studying for each credit hour of a course.
Web Browser
Take note that it is best to use Firefox as your web browser when using
ANGEL.
Lab Notes
It is the student’s responsibility to take notes during labs. Much of the
information covered during labs is included on exams. Bring a notebook that
you can carry around the gardens and be able to access quickly. The
instructor will not remind students to take notes.
Lab Attire, Physical Nature of Activities, and Weather Factors
The majority of the labs in this course are held outdoors, regardless of weather
conditions. Be prepared to work in the heat, cold, and wet weather. If the
weather warrants a change in lab schedule, students will be notified by the
instructor via an email or a note posted on the classroom door. Check email
before coming to class.
Be sure to dress according to the expected weather and appropriately for the
scheduled lab activities. Wear sturdy shoes and clothes you don’t mind getting
dirty. Be aware that you will be on your knees, bending, digging, etc. You may
also need sunscreen, bug spray, and a hat. I keep a supply of gloves in the lab
room/storage shed, but you may bring your own if you’d like. Also note that
students may occasionally use chemicals such as fertilizers, insecticides,
bleach, etc. Finally, be sure to come prepared with water to drink. There are
no vending machines or water fountains near the gardens.
This class is more physically demanding than other college classes. Many of
the lab activities are strenuous in nature. Please come prepared to carry heavy
loads, to dig, to walk lengthy distances on occasion, to kneel, to use hand
saws, etc. This is not a lab where we consistently sit in a classroom.
Extra Credit
Students have the opportunity to earn extra credit in this course. Students may
earn up to 20 points during the semester. See ANGEL Extra Credit Folder
under Lessons Tab or the handout in Appendix B of this syllabus.
Curving Exams and Final Grades
Exams, assignments, and final grades are NOT curved in this course.
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Testing Periods
If a test/quiz fails to perform correctly, email your instructor immediately. Use
Firefox for your browser when taking any assessment, and always use a
computer with a reliable internet connection.
Evaluation of Class and
Instructor
I am open to receiving your comments, either positive or negative. These help me to
enrich this course and improve as a teacher. Please feel free to see me, email me at
ahartman@nctc.edu, or send me a note in the mail to the following address: NCTC,
ATTN: Ashley Hartman, 1525 West California Street, Gainesville, TX 76240.
EEOC Statement
North Central Texas College does not discriminate on the basis of race, color, national
origin, gender, religion, age, or disability in the employment or the provision of services.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and regulations and is
punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not
be limited to cheating on a test, plagiarism, and collusion.
I TAKE ACADEMIC DISHONESTY VERY SERIOUSLY.
Plagiarizing, copying answers from another student’s exam, and collaborating on
assignments constitutes academic dishonesty and will result in swift disciplinary action.
This action will take the form of failing that assignment and/or the entire course. In
addition, a letter will be written to the Vice President of Instruction.
22
Disability Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for students
who have a documented disability. A disability is anything that can interfere with
learning, such as a learning disability, psychological challenge, physical illness or injury.
Accommodations may include extra time on tests, tests in a distraction reduced
environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville
Campus, go to room 110 in the Administration (100) Building or call 940-6684209. Students on the Bowie, Graham, Flower Mound, and online campuses should call
940-668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and letter
of federal equal opportunity legislation, including the Americans with Disabilities Act
(ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act
of 1973 (P.L. 93-112).
Financial Aid, Scholarships, The Financial Aid Office is responsible for administering a variety of programs for
and Veterans Services
students who need assistance in financing their education. The first step for financial aid
is to complete a FAFSA. For more information, please visit your nearest Financial Aid
Office.
Students’ Rights and
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each
student shall be charged with notice and knowledge of the contents and provisions of
the rules and regulations concerning student conduct. These rules and regulations are
published in the Student Handbook published in conjunction with the College Catalog.
All students shall obey the law, show respect for properly constituted authority, and
observe correct standards of conduct.
Student Success
The Student Success Center is designed to help all students at NCTC develop tools to
achieve their academic goals. This program also links students to FREE tutoring,
including a Writing Center, a Math Lab, and free 24/7 online tutoring as well as helping
new students acclimate to college by providing computer lab services for prospective
students. All students are invited to visit the Student Success Center in one of the
following locations:
 Corinth Campus: Rooms 170, 182 or 188
 Gainesville Campus: Rooms 114 or 111
 Flower Mound Campus: Room 111
 Bowie Campus: Room 124
23
Tobacco Free Campus
Information
NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes and
smokeless tobacco on campus property. NCTC is aware that tobacco use influences
underage students which cumulates unsightly tobacco litter and interferes with assuring
clean air for all who come to NCTC. NCTC recognizes the health hazards of tobacco
use and of exposure to second hand smoke. Information on a tobacco cessation
program is available for students, faculty, staff who wish to stop using tobacco products.
We would like to "thank you" for your help in making our campuses Tobacco-Free.
For questions or concerns please contact the Office of Vice President of Student
Services at (940) 668-4240.
Early Alert & NCTC CARES
The NCTC Early Alert program has been established to assist students who are at risk
of failing or withdrawing from a course. Your instructor may refer you to this program if
you are missing assignments, failing tests, excessively absent, or have personal
circumstances impacting your academic performance. If submitted as an Early Alert you
will be notified via your NCTC e-mail address and then contacted by a Counseling and
Testing advisor or counselor to discuss possible strategies for completing your course
successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services) Team
addresses behavior which may be disruptive, harmful or pose a threat to the health and
safety of the NCTC community-such as stalking, harassment, physical or emotional
abuse, violent or threatening behavior, or self-harm. As a student, you have the ability to
report concerning behavior which could impact your own safety or the safety of another
NCTC student. Just click the NCTC CARES Team logo posted on MyNCTC, or send an
e-mail to CARESTeam@nctc.edu. As always, if you feel there is an immediate threat to
your own safety or welfare (or to another student), please call 911 immediately.
Tentative Calendar
Week
Take Note
Take Note
Week 1
Aug. 26-30
Take Note
Week 2
Sept. 2-6
Take Note
Topic
 Aug. 26: Classes Begin
 Aug. 26 & 27: Last day to add/drop for current students only
 Lecture: Into. to Hort. Science; Unit 1: Vegetable Crops (NOTE: this unit is due at the end of Week
2) – Ch. 13
 Lab: Course overview/syllabus, DF rubric, tour ANGEL, tour gardens & assign plots, IE Pre-Test
 Take Note: Bio is due Aug. 30, 5 p.m.; for Discussion Forum 1, the initial post is due on Aug. 28.
 Sept. 2: Labor Day Holiday – College Closed
 Lecture: Unit 1: Vegetable Crops, continued
 Lab: Discuss available plants; Discuss Intensive Gardening; Assign Garden Design Project (Due
Sept. 9 via ANGEL Drop box); Amend & section off gardens (bring drinking water!)
 Sept. 9: Official Date of Record
 Sept. 9: Plot Designs due via ANGEL Drop box
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Week 3
Sept. 9-13
Week 4
Sept. 16-20

EXAM I
Week 5
Sept. 23-27
Week 6
Sept. 30-Oct. 4
Week 7
Oct. 7-Oct. 11
Week 8
Oct. 14-18

EXAM II
Week 9
Oct. 21-25
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Week 10
Oct. 28-Nov. 1
Week 11
Nov. 4-8
Week 12
Nov. 11-15
Take Note
EXAM III
Week 13
Nov. 18-22
Take Note
Week 14
Nov. 25-29

Take Note
Week 15
Dec. 2-6
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Week 16
Dec. 9-11
EXAM IV

Lecture: Unit 2: The Plant – Chapter 1
Lab: Plant plots – transplants & seeds
Lecture: Unit 3: Sexual Propagation – Chapters 2 & 3
Lab: Bring plant pieces to lab (see list in ANGEL); Discuss and identify plant parts (Botany &
Physiology); Dissect flowers; Dissect legumes
EXAM I – Units 1, 2, and 3: (Opens Sept. 20, 5 p.m. and Closes Sept. 27, 5 p.m.)
Lecture: Unit 4: Asexual Propagation – Chapter 4
Lab: Asexual Propagation
Lecture: Unit 5: Pruning – Chapter 11
Lab: Assign Research Experiment #1; Build garden trellises
Lecture: Unit 6: Trees – Chapter 17
Lab: Prune shrubs and trees
Lecture: Unit 7: Soil & Compost – Chapter 5
Lab: How to mulch; Compare/contrast mulched & unmulched areas; How to take a soil sample; Find
healthy and unhealthy soils; Soil jar test (bring a jar to class and a bag of soil)
EXAM II – Units 4, 5, 6, and 7: (Opens Oct. 18, 5 p.m. and Closes Oct. 25, 5 p.m.)
Lecture: Unit 8: Nutrients – Chapter 6
Lab: Follow-up on soil jar test; Make compost (bring 3 bags of compost ingredients – see ANGEL
for instructions); Fertilize plots, if needed
Lecture: Unit 9: Weather & Climate – Chapter 7
Lab: Catch up day; Weather and climate activity
Lecture: Unit 10: Plant Disease – Chapter 8
Lab: Foliar feed crops; Tend and harvest plots; Pot up cuttings (bring your cuttings to class)
Lecture: Unit 11: Insects & Plant Pests – Chapter 9
Lab: Scout for insects; Mix and spray pesticides
Nov. 16: Last day to drop a class with a “W”
EXAM III – Units 8, 9, 10, and 11: (Opens Nov. 15, 5 p.m. and Closes Nov. 22, 5 p.m.)
Lecture: Unit 12: Weeds – Chapter 10
Lab: Weed identification; Weed control techniques
Nov. 27, 10 p.m.: Optional Extra Credit due
Lecture: Unit 13: Landscape Horticulture – Chapter 18
Lab: Principles and elements of landscape design; Draw a landscape design to scale (bring ruler to
class)
Nov. 28-30: College Closed for Thanksgiving Holiday
Lecture: Unit 14: Turf Grass Management – Chapter 15
Lab: Research Experiment Presentations; Clean out gardens; Take Institutional Effectiveness Posttest
Note: Labs do not meet this week
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EXAM IV – Units 12, 13, and 14: (Opens Dec. 6, 5 p.m. and Closes Dec. 10, 5 p.m.)
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