INSTRUCTIONAL OUTLINE
For 6841 HORTICULTURE I
A.
LEADERSHIP DEVELOPMENT
001.00 Investigate organizations as related to the horticulture industry.
001.01 Describe opportunities for leadership development in horticulture industry
organizations.
Opportunities for Leadership Development in Horticulture
A. Parts of a total horticulture program
1. Classroom and laboratory instruction.
2. Supervised Agricultural Experience (SAE).
3. FFA.
(FFAH), (G)
B. Ceremonies and traditions
1. FFA mission—to make a positive difference in the lives of students by developing
their potential for premier leadership, personal growth and career success.
2. Strategies—know the ways to accomplish the mission.
3. Opening and closing ceremonies are rituals that add dignity to a meeting and explain
the meaning of certain traditional emblems.
4. There are many other traditions and ceremonies used in the FFA that can benefit
students both while in high school as well as in jobs after graduation.
C. Opportunities
1. Officers and committees—know duties and how those experiences can be used in the
horticulture industry. Examples – President—preside over crop growers association
meetings, Secretary—keep minutes of meetings of special committees for nursery
association, Treasurer—keep financial records for fundraising activity of florist
association, Reporter—serve on turf grass association public relations committee, etc.
2. Program of activities—helps in setting goals and developing plans and steps to reach
those goals.
3. Career development events—speaking events, parliamentary procedure to learn how
to participate in business meetings, skills events such as introduction to horticulture,
floriculture and nursery/landscape.
4. Proficiency awards—entrepreneurship or placement individual awards growing out of
a student’s SAE program.
5. Banquets, conventions, conferences, social events, community service, etc.
001.02 Examine youth activities provided by horticulture industry organizations.
Activities Provided by Horticulture Organizations
(FFAH) (G)
(Use information from Objective 001.01 and the references to examine activities provided by
horticulture organizations.)
002.00
Demonstrate the process used in conducting business meetings in the horticulture
industry organizations.
002.01 Explain the role of parliamentary procedure in conducting business meetings.
Role of Parliamentary Procedure
(FFAH)
A. Main objectives of Parliamentary Law
1. Focus on one item at a time—helps prevent confusion.
2. Extend courtesy to everyone—recognize before speaking.
3. Observe 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.
B. Definition of Parliamentary Procedure—using well-defined rules from the book of authority,
Roberts Rules of Order, to conduct business using a formal, organized approach.
A. Discussion or debate—requires a 2/3 majority vote to stop discussion.
B. Presiding officer should be fair and impartial—should leave the chairman’s station and
relinquish chairman’s duties to discuss or present a point of view. Symbol of authority is the
gavel.
C. Many organizations including FFA have rituals to explain emblems or symbols and to
emphasize traditions and beliefs. Rituals include opening and closing ceremonies, degree
ceremonies, creeds, etc.
D. An agenda or list of what will be done at a business meeting should be prepared before the
meeting.
E. Parliamentary Procedure CDE is a team leadership activity, whereas, creed, extemporaneous
speaking and prepared public speaking are individual leadership activities.
002.02 Demonstrate key parliamentary procedure abilities that would be used in a business
meeting.
Most used Parliamentary Abilities
(FFAH)
A. Main motion—to present a new idea or item of business (only one can be on floor or before
the group at the same time)
1. Address presiding officer.
2. Receive recognition to speak.
3. State motion—“I move to…” or “I move that…”.
4. Another member seconds motion (to show that more than one person wants the item of
business before the group).
5. Motion is discussed.
6. Vote on motion.
7. Chair announces result of vote.
B. Adjourn—to close the meeting (requires simple majority vote)
C. Refer to committee—places the motion in a committee and motion should include:
1. Number on committee.
2. How appointed.
3. Powers and duties.
4. When to report back.
D. Point of Order—used to correct a parliamentary mistake
E. Division of assembly or house—to get a counted vote
F. Amendment—to change a motion (requires simple majority vote)
G. Previous question—to stop discussion (requires 2/3 majority vote)
003.00 Research aspects of public speaking and their importance to horticultural businesses.
003.01 Compare techniques of public speaking.
003.02 Demonstrate a conversational knowledge of horticulture and the horticulture industry.
B. EMPLOYABILITY SKILLS
004.00 Describe skills needed for employment and careers in the horticulture industry.
004.01 Identify horticulture industry careers and their required skills.
Horticulture Industry Careers
(IH) pp. 4-10
A. Greenhouse employee grows vegetables and flowers including cut flowers, bedding plants,
potted plants, and hanging baskets in a greenhouse. Both sexual and asexual plant
propagation are done in greenhouses by greenhouse employees.
B. Nursery employee grows seedlings and plants for landscaping, replanting in forests or
producing fruit.
C. Garden center employee cares for plants, moves plants and supplies, arranges and displays
plants and supplies, and sells plants and supplies.
D. 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.
E. Golf course employee is responsible for maintenance of golf courses including turfgrass,
irrigation and drainage, sand trap, trees and shrubs, buildings and equipment.
F. Park employee maintains plants, grounds, buildings, facilities, equipment and driveways in
national, state, city or privately owned parks.
004.02 Describe various skills that are necessary for employment in a horticultural
career.
Skill, Personal and Educational Qualifications
(IH) pp. 4-10
A. 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 insect or diseases or for following governmental rules.
B. Personal interests and qualifications include:
1. Working inside or outside or a combination.
2. Working in a group or alone.
3. Working with people or plants.
4. Working at routine tasks or varying tasks.
5. Physical strength to do the job.
C. Educational qualifications vary depending on the careers.
1. High school graduate or less for unskilled entry-level jobs.
2. Technical education for skilled jobs.
3. Bachelors, masters or doctors degrees for most professional areas because of
required licenses, paper work, research and/or teaching.
005.00 Describe horticulture as a profession and its importance in relation to the National,
State, and local economy.
005.01 Describe the broad field of horticulture and its different divisions.
Introduction to Horticulture
(IH) pp 3-4
A. Definition
1. Horticulture comes from Latin words that mean “garden cultivation”.
2. Horticulture is the cultivation, processing and marketing of flowers, ornamental
plants, vegetables, fruits and nuts.
B. Divisions of Horticulture—fruits, vegetables and ornamental plants
1. Floriculture is the science and practice of growing, harvesting, storing, designing and
marketing flowering plants.
2. Landscape and nursery industry is the science and practice of propagation, growing,
planting, maintaining and using grasses, annuals, shrubs and trees.
3. Olericulture is the science and practice of growing, harvesting, storing, processing
and marketing vegetables.
4. Pomology is the science and practice of growing, harvesting, storing, processing and
marketing tree grown fruits.
005.02 Specify how horticulture is important to our economy.
Importance of Horticulture
(IH) p. 3, (NCDA)
A. Economic—money—puts over $25 billion a year into the U.S. economy
1. Provides jobs.
2. Produces food—fruits vegetable, nuts.
3. Increases value of homes through landscaping.
B. Aesthetic--appearance
1. Improves appearance of homes and buildings through landscaping.
2. Improves appearance of land from fruit, vegetable and ornamental crops grown.
C. Environmental—health and comfort
1. Cleans air.
2. Prevents erosion.
3. Provides shade.
4. Nutrition.
D. Outlook is for the horticulture industry to grow because of increase in population and new
home construction.
006.00 Explore the occupations in the field of horticulture and its common career paths.
006.01 Analyze horticulture industry careers and related employment opportunities.
006.02 Compare characteristics, preparation and credentials needed in horticultural industry
careers.
007.00 Examine opportunities for work-based learning experiences related to the horticulture
industry.
007.01 Revise career development plans to reflect horticultural career opportunities.
007.02 Research opportunities for career development in horticulture.
008.00 Examine the Supervised Agricultural Experience component of the horticulture course.
008.01 Identify the component parts of the Supervised Agricultural Experience Record used in
the horticulture course.
A. Types of SAE
(NCSU SAE Record Book)
1. Entrepreneurship—planning, implementing, operating and assuming financial risks in
an agricultural business or farming activity such as raising hogs of operating a farm
supply store.
2. Experimental—planning and conducting an agricultural experiment using the
scientific process or scientific method such as comparing different levels of protein
on animal growth.
3. Analytical—identify an agricultural problem that cannot be solved by experiments
and design a plan to investigate and analyze the problem such as a marketing display.
4. Placement—placing students in jobs outside the regular classroom hours and may be
paid or unpaid work such as working at a farm supply store or on a poultry farm.
5. Exploratory—helps students learn about agriculture and become aware of possible
agricultural careers through short times spent observing, shadowing or helping such
as attending a career day, interviewing a veterinarian or assisting a horse owner.
6. Improvement—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. Examples include building a fence,
computerizing records, remodeling a building or repairing equipment.
7. Supplementary – Performing one specific agricultural skill outside of normal class
time. This skill is not related to the major SAE but is normally taught in an
agricultural program, involves experiential leaning and contributes to the development
of agricultural skills and knowledge on the part of the student. The activity is
accomplished in less than a day and does not require a series of steps such as pruning
a tree, staking tomatoes or changing oil.
B. Purpose of SAE
(NCSU SAE Record Book)
1. The purpose of the SAE component of the horticulture course is to gain work
experience although some types allow students to earn money, too.
008.02 Correctly record entries in the SAE Record.
Use the SAE Record Book to become familiar with the types of entries required for each type of
SAE
(NCSU SAE Record Book)
A. Enterprise—type of enterprise, amount bought or sold, expenses, income, efficiency factors,
etc.
B. Experimental—review of literature, hypothesis, data log, findings, recommendations, etc.
C. Analytical—title of activity, identification of problem, background information, steps to
solve problem, project log of what was done, results, and recommendations.
D. Placement—training agreement signed by student, teacher, employer and parent or guardian
stating which each will do, record of work, hours and income.
E. Exploratory—date, activity, observation and comments, hours.
F. Improvement---date started, date completed, improvement activity and steps or tasks
involved in the project, hours, costs.
G. Supplementary—date, supplementary activities and comments, hours.
009.00 Explore methods of financial record keeping in a horticultural business.
009.01 Define the terminology used in financial record-keeping systems, such as asset, liability,
inventory, net worth, etc.
A. Terms
(NCSU SAE Record Book)
1. Asset—something tangible of value that a person owns.
a. Current—items quickly converted to cash or that will be sold within 12
months—examples: cash, checking, savings, stocks, and non-depreciable
inventory of crops, livestock, etc.
b. Non-current—items that have a useful life of more than one year—examples:
land, machinery, breeding livestock, etc.
2. Liability-debts
a. Current—debts that are due to be paid this year—examples: fertilizer and feed
bills, tractor and building payments, and part of mortgage due this year.
b. Non-current—debts not due this year—examples: mortgages not including this
year’s payment.
2. Net worth = total assets minus total liabilities.
Current assets + non-current assets = total assets
Current liabilities + non-current liabilities = total liabilities
3. Inventory—an itemized list of things owned by a business with the beginning value
and depreciated value.
a. Non-depreciable—items that will be used up or sold within a year—example:
feed, supplies, etc.
b. Depreciable—items that have a useful life of more than one year and lose value
because of age, wear or becoming out-of-date because of technology
advancements. Land is NOT depreciable property.
009.02
Correctly record entries in a financial record system.
(NCSU SAE Record Book)
Use the information from 9.01 to make correct entries in a financial record system.
010.00 Research alternative methods of record keeping.
010.01 Compare computer software programs designed to aid record keeping.
010.02 Examine the Internet for methods of record-keeping assistance.
011.00 Research customer relations techniques for working in the horticulture business.
011.01 Apply customer relations techniques in a horticultural business situation.
011.02 Compare various markets, marketing methods, and salesmanship techniques in the
horticultural industry.
012.00 Investigate techniques for marketing horticultural products.
012.01 Design advertisements and arrange displays of horticultural products that appeal to the
public for sale.
012.02 Explain the principles of supply and demand.
C. PLANT GROWTH, DEVELOPMENT, AND REPRODUCTION
013.00 Describe principles of plant science as related to horticulture.
013.01 Describe the three applied plant sciences.
Plant Sciences
(IH) pp. 531-36, (C) p. 12
A. Biology—the branch of science that deals with both plant and animal organisms and life
processes.
1. Zoology—the part of biology that deals with animals.
2. Botany—the part of biology that deals with plants.
B. Applied Plant Sciences—based on purpose for which the plants are grown.
1. Agronomy—the science and practice of growing field crops such as cotton, wheat,
tobacco, corn and soybeans.
2. Forestry—the science and practice of growing, managing and harvesting trees for
building materials and other products.
3. Horticulture—the science and practice of growing, processing and marketing fruits,
vegetables and ornamental plants.
013.02 Define biological terms used to describe plants.
Biological Terms
(IMS) p. 8970-A, (IH) pp. 531-536
A. Life Cycles
1. Annual—a plant that completes its life cycle in one year.
2. Biennial—a plant that completes its life cycle in two years.
3. Perennial—a plant that lives more than two years.
B. Leaf Retention
1. Deciduous—loses leaves during dormant season.
2. Evergreen—keeps leaves and remains green year-round.
C. Hormones
1. Inhibitors - hasten fruit ripening, inhibits or restrains seed germination and stem
elongation.
2. Cytokinins-hormones that work with auxins to stimulate cell division.
3. Gibberellins—hormones that stimulate cell elongation, premature flowering and
breaking of dormancy.
4. Auxins—hormones that speed plant growth by stimulating cell enlargement.
D. Moisture in Plants
1. Turgid—plant is swollen or filled with moisture.
2. Wilted—plant is limp because it does not have enough moisture.
014.00 Compare the anatomical parts and distinguishing characteristics of horticultural plants.
014.01 Identify the major parts of a plant including the anatomical parts and distinguishing
characteristics of each.
Plant Parts
(IH) pp. 22-27, (IMS) p. 8930-A, p. 8930-B
A. Leaves
1. External Parts
a. Petiole—leaf stalk or part that connects leaf to stem.
b. Blade—the large, flat part of a leaf.
c. Midrib—the large center vein.
d. Veins—the structural framework of leaf.
e. Margin—the edge of leaf.
2. Internal Parts
a. Upper and lower epidermis—skin of the leaf that prevents the loss of too
much moisture.
b. Stomates—small openings under the leaf for breathing or transpiration.
c. Guard cells—open and close stomates.
d. Chloroplasts—small green particles that contain chlorophyll, give leaves their
green color and are necessary for photosynthesis.
B. Stems
1. External Parts
a. Lenticels—breathing pores.
b. Bud scale scars—show where terminal buds have been located.
c. Leaf scars—show where leaves were attached.
d. Terminal bud—bud on end of stem.
e. Axillary or lateral bud—bud on side of stem.
2. Internal Parts
a. Xylem—tissue that transports water and nutrients up from roots to stems and
leaves.
b. Phloem—tissue that transports food down from leaves to roots.
c. Cambium—thin, green, actively growing tissue located between bark and
wood and produces all new stem cells.
d. Bark—old inactive phloem.
e. Heartwood—old inactive xylem.
f. Sapwood—new active xylem.
g. Monocots—plant stems have vascular bundles that contain both xylem and
phloem in each bundle—examples: grasses, corn.
h. Dicots—plant stems have phloem layer and xylem layer separated by
cambium—example: trees.
C. Roots
1. External Parts
a. Much different from those of stems.
b. Root cap—indicates growth of new cells.
c. Root hairs—absorb moisture (water) and minerals.
2. Internal Parts
a. Much like those of stems with phloem, cambium and xylem layers.
b. Phloem—the outer layer and carries food down the root.
c. Xylem—the inner layer and carries water and minerals up to the stem.
3. Types of Roots
a. Fibrous—many branched shallow roots, are easier to transplant.
b. Tap—long root with few branched ones, are more difficult to transplant.
D. Flowers—develop into seeds and fruits
1. Sepals—green parts that cover and protect flower bud before it opens.
2. Petals—are really leaves that are modified to attract insects for flower pollination, the
pretty part that we call flowers.
3. Stamens—the male flower parts that include:
a. Filament—short stalk that holds up the anther.
b. Anther—a sac-like structure that contains pollen, the male sex cells.
4. Pistil—the female flower part that includes:
a. Ovules—the eggs or female sex cells that become seeds if fertilized.
b. Ovary—if fertilized becomes a fruit or seed coat.
c. Style—holds up the stigma and connects it to the ovary.
d. Stigma—sticky part on top of style where insects leave pollen.
5. Complete flower—has both male and female parts.
6. Incomplete flower—has only male or female parts.
014.02 Describe the functions of the major parts of a plant and their relationship to each other.
Functions of Plant Parts
(IH) pp. 22-27, (IMS) p. 8930-A, p. 8930-B
A. Leaves
1. Photosynthesis—manufactures food in green plants which is the beginning of the
food chain for all living things on the earth.
2. Photosynthesis is the process by which carbon dioxide and water in the presence of
light are converted to sugar and oxygen.
3. Chemical formula for photosynthesis:
6CO2 + 6H2O + 672 Kcal = C6H12O6
+ 6O2
(carbon dioxide) (water) (light energy) (glucose sugar) (oxygen)
B. Stems
1. Translocation—move water and minerals from roots up to the leaves and move food
from the leaves down to the roots.
2. Support branches, leaves, flowers, fruit and seeds .
C. Roots
1. Absorption—take water and nutrients from the soil and conduct them to the stem.
2. Anchor the plant and hold it upright.
3. Store food for plant use.
4. Asexual reproduction in some plants.
D. Flowers
1. Produce seeds used for sexual reproduction.
2. Attract insects for pollination. Pollination is the transfer of pollen from the anther to
the stigma.
3. Produce fruit to protect, nourish and carry seeds.
014.03 Explore the relationship between plant growth and the environment.
015.00 Investigate sexual reproduction in plants.
015.01 Compare staminate and pistillate plants.
015.02 Dissect a flower as a means of identifying male and female reproductive parts.
016.00 Analyze the process of growth in horticultural plants.
016.01 Compare and contrast the process and stages of growth in horticulture plants.
Plant Processes and Stages of Growth
A. Plant Processes
(IH) pp. 22-29
1. Photosynthesis—the food manufacturing process in green plants that combine carbon
dioxide and water in the presence of light to make sugar and oxygen. Formula is:
6CO2 + 6H2O + 672 Kcal  C6H12O6 + 6O2
2. Respiration—the process through which plant leaves, stems and roots consume
oxygen and give off carbon dioxide. Plants produce much more oxygen through
photosynthesis than they use through respiration.
3. Absorption—the process by which plant roots take in water and air.
4. Transpiration—the process by which plants lose water from leaves and stems through
evaporation.
5. Translocation—the process by which food and nutrients are moved within a plant
from one plant part to another.
6. Reproduction—the plant process that increases plant numbers usually from seeds.
B. Stages of Growth
1. Juvenile—when plant first starts to grow from a seed.
2. Reproductive—when plant produces flowers, seeds and fruits.
3. Dormant—when plant rests or grows very little if any.
016.02 Explain how the phases of plant cell growth relate to total plant growth.
Phases of Plant Cell Growth
(IMS) p. 8930-A
A. Plant cells are a nucleus and a mass of protoplasm contained within a plasma membrane.
Cells are basic unit of growth.
1. Nucleus—location of plant’s genetic and hereditary make-up.
2. Protoplasm—the living matter of the cell.
3. Plasma membrane—surrounds protoplasm and allows for exchange of nutrients and
gases into and out of cell.
4. Cell wall—rigid and provides support for the cell and thus the whole plant.
5. Other cell structures.
a. Chloroplasts.
b. Vacuole.
c. Plastids.
d. Mitochondrion.
B. Tissue—a group of cells with similar origin and function.
1. Classified according to their origin, structure and physiology.
a. Structure of permanent tissue.
(1) simple—usually one type of cell.
(2) complex—several types of cells.
b. Origin and function.
(1) meristematic—near tip of stems and roots where cell division and
enlargement occur.
(2) vascular cambium—increase growth in diameter of stems.
c. Simple tissues.
(1) epidermal—one-cell thick, outer layer, protects, prevents water loss.
(2) sclerenchyma—have thickened cell walls and contain fibers to give
strength and support to plant structures.
d. Collenchyma—have thick cell walls that strengthen and support plant structures.
e. Parenchyma—fleshy part of plant that stores water and nutrients.
C. Phases of the Asexual Cycle
1. Vegetative—growth and development of buds, roots, leaves and stems.
a. cell elongation—stage when cells enlarge.
b. differentiation—stage when cells specialize.
2. Reproductive or flowering—plant develops flower buds that will develop into flowers,
fruits and seeds.
016.03 Investigate how light, moisture, temperature, and nutrients affect a plant.
Effects of Light, Moisture, Temperature and Nutrients on Plants
(IH) pp. 32-47, (IMS)
p. 8459-I, p. 8931-B
A. Light
1. Photoperiodism—response of plants to different amounts of light regarding their
flowering and reproduction cycles.
2. Necessary because of photosynthesis.
3. Not enough light causes long, slender, spindly stems.
4. Too much light will cause plants to dry out faster.
B. Moisture
1. Needed in large amounts because plant tissues are mostly water and water carries
nutrients.
2. Not enough water causes wilting and stunted growth.
3. Too much water causes small root systems and drowning which is a result of air
spaces in soil being filled with water.
C. Temperature
1. Needs vary depending on types of plants.
2. Either too high or too low will have adverse effects.
D. Nutrients
1. (See section for Competency 024.00).
2. Have little effect on seed germination.
E. Combining light, moisture, temperature and nutrients
1. Ideal quantities and quality will give optimum plant growth.
2. Each has an effect on the other factors.
3. Unfavorable environmental conditions for plant growth cause diseases to be more
severe in their damages to plants.
017.00 Apply procedures used in horticultural plant identification including scientific
classification.
017.01 Classify plants using the scientific classification system.
Scientific Classification of Plants
(IH) pp. 13-17, (IMS) p. 8927-A, p.
8454-B, (B) pp. 3-5
A. Taxonomy is the science of classifying and identifying plants.
B. Scientific names are necessary because the same common name is used for different plants
in different areas of the world.
C. Latin is the language used for scientific classification.
D. Swedish botanist, Karl von Linne, developed the binomial system of naming plants using
two Latin words to indicate the genus and the species. He changed his name to the Latin
name of Carolus Linnaeus.
E. In the scientific name, the first word is the genus and the second word is the species. If there
are additional words, they indicate the variety or cultivar (cultivated variety or cv.)
F. Plants in the same genus have similar characteristics.
G. Plants in the same species consistently produce plants of the same types.
H. The broadest category of scientific classification is the Kingdom—either plant or animal.
I. The broadcast category of the plant kingdom is Division or Phylum. The four most important
divisions of the plant kingdom are: Thallophites, Bryophytes, Pteriophytes and
Spermatophytes. Flowering or seed-bearing plants are in the Spermatophyte Division.
J. The two subdivisions of Spermatophytes are Gymnosperms and Angiosperms.
K. Use the FFA Introduction to Horticulture Career Development plant list to learn the genus,
for some of the more common groups of plants such as Pinus, Acer, Ilex, Ficus, Cornus,
Rhododendron and Quercus
017.02 Identify plants from the Introduction to Horticulture Plant I.D. list.
Physical Characteristics to Identify Plants
A. Life Cycles—annual, biennial, perennial
B. Growth Habits
1. Trees
2. Shrubs
(B) pp. 45-561, (G) Intro to Hort,
(IMS) p. 8927-A, p. 8454-B, (IH) pp
22-23, pp. 225-236
3. Vines
C. Form
1.
2.
3.
4.
5.
6.
Columnar
Spreading
Weeping
Round
Oval
Pyramidal
D. Foliage Retention
1. Evergreen
2. Deciduous
E. Plant Parts
1. Leaf
a.
b.
c.
d.
e.
f.
g.
Arrangement
Shapes
Color
Vein pattern
Form-simple or compound
Margin
Surface
2. Flower
a. Color
b. Shape
c. Size
3. Bud and stem
a. Shape and color
b. Stem modifications
(1) thorns
(2) spines
(3) prickles
4. Root
a.
b.
c.
5. Fruit
a.
b.
c.
d.
e.
Tap
Fibrous
Bulb
Cones
Nut (acorn)
Clusters of drupes (raspberry)
Capsules (willow)
Samara (maple)
F. Use and location
1. Not absolute but helpful.
2. Indoor or outdoor.
3. Altitude.
4. Wet or dry.
5. Zone.
6. Sun, partial shade, shade.
7. Landscape purpose-specimen, border, etc.
018.00 Apply different methods of plant propagation as related to horticultural plant
production.
018.01 Summarize both sexual and asexual methods of plant propagation and the advantages
and disadvantages of each.
Plant Propagation
(IMS) p. 8930-C, p. 8930-D, p. 8970-A, (IH) pp. 59-119
A. Sexual—from seeds
1. Germination rate--% that sprouts 75 of 100 = 75%.
a. Rate affected by seed viability, temperature and moisture
b. Rates vary depending on plant and quality of seed, also.
2. Seed plant depth depends on size of seeds—larger seeds are planted deeper, water
small seeds from bottom soaking.
3. Seedlings (small plants)
a. Transplant when first true leaves appear.
b. Reduce humidity and water and make environment more like outside to
“harden off” plants.
4. Advantages
a. Fast way to get many plants.
b. Easy to do.
c. Economical.
5. Disadvantages
a. Some plants, especially hybrids, do not reproduce true to parents.
b. Some plants are difficult to propagate from seeds.
B. Asexual—uses growing plant parts other than seeds
1. Rooting from cuttings—rooting media should be about four inches deep.
a. Stem—using hormones and dipping in fungicides help speed up rooting.
b. Leaf—from herbaceous plants, vein must be cut.
c. Root—should be three inches apart in rooting area.
d. Best time of day is early morning because plants have more moisture.
2. Air layering and trench layering
3. Division or separation—cutting or pulling apart bulbs, corms, rhizomes, tubers,
runners, stolons, suckers, etc.
4. Budding—a form of grafting when a bud is used.
a. Patch budding.
b. T-budding.
c. Chip budding.
5. Grafting—joining separate plant parts together so that they form a union and grow
together to make one plant.
a. Scion is the piece of plant at the top of graft.
b. Rootstock is the piece of the plant at the root or bottom of graft
c. Methods.
(1) same size scion and rootstock.
(a) wedge.
(b) splice.
(c) whip-and-tongue.
(d) approach.
(2) scion is smaller than rootstock.
(a) cleft.
(b) side.
(c) notch.
(d) bark inlay.
6. Tissue culture
a. Must have sterile environment.
b. Way to get most plants in short time.
c. True to parent plant.
7. Advantages
a. Asexual reproduction or propagation—plants mature in shorter time.
b. Budding is faster or quicker than grafting.
c. In trench layering, plant forms at each node on covered stem.
d. Some plants do not produce viable seeds.
e. New plants are same as parent plant.
8. Disadvantages
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.
018.02 Demonstrate both sexual and asexual propagation methods using appropriate procedures
given a situation.
Sexual and Asexual Propagation Methods
(IMS) p. 8930-C, p. 8930-D, p.
8970-A, (IH) pp. 59-119
Use information from Objective 018.01 to demonstrate both sexual and asexual propagation
methods.
019.00 Examine tissue culture (micropropagation) as a form of plant propagation.
019.01 Compare methods of tissue culture used in plant propagation.
019.02 Explain the importance of sterile techniques used in micropropagation.
020.00 Research biotechnology and its uses in the horticultural industry.
020.01 Summarize the various uses of biotechnology as related to horticulture.
Uses of Biotechnology in Horticulture
(IH) p. 61, p. 78-80, (c) pp. 39-47
A. Biotechnology—the use of cells or components (parts) of cells to produce products or
processes.
B. Methods
1. Tissue culture or micropropagation—uses terminal shoots or leaf buds in a sterile or
aseptic environment on agar gel or other nutrient-growing media to produce
thousands of identical plants.
2. Cloning—genetically generating offspring from non-sexual tissue.
3. Genetic engineering—movement of genetic information in the form of genes from
one cell to another cell to modify or change the genetic make-up.
C. Benefits
1. Produce many identical plants in short time.
2. Increase disease and insect resistance.
3. Increase tolerance to heat or cold.
4. Increase weed tolerance.
5. Increase tolerance to drought.
6. Improve environment.
7. Increase production.
8. Other genetic changes.
020.02 Hypothesize new ways that biotechnology might be used in horticulture.
New Ways Biotechnology Might be Used in Horticulture
(IH) p. 61, pp. 78-80,
(C) pp. 39-47
Use information from Objective 020.01 to hypothesize new ways to use biotechnology in
horticulture.
021.00 Explain the use of applied genetics in horticulture.
021.01 Investigate the methods of breeding used in developing plant varieties.
021.02 Make phenotypic predictions for the progeny of various horticultural plant species given
parental information.
022.00 Explain the scientific method and how it is used in horticultural research.
022.01 Compare the components of the scientific method and their usefulness in conducting
research.
022.02 Research a selected area of horticulture using the scientific method.
IV. SOILS, NUTRIENTS, AND FERTILIZERS
023.00 Explain the properties of soils and their relationship to plant growth.
023.01 Describe horticultural soils and hydroponics, as well as the advantages and
disadvantages of each.
Horticultural Soils and Hydroponics
(C) p. 148, pp. 169-174, (IH) pp. 3236, p. 468, p. 534, (IMS) p. 8931-A
A. Soils and growing media
1. Organic matter—dead plant or animal tissue, contains carbon, usually has diseases or
insects, etc.
a. Compost.
b. Bark—particles too large to use in seed germination media.
c. Mulch—used to cover soil to help hold moisture, prevent weeds, etc.
d. Straw.
e. Peat moss.
f. Sphagnum.
g. Sawdust—high carbon to nitrogen ratio makes nitrogen unavailable for plant
use.
h. Wood shavings—high carbon to nitrogen ratio makes nitrogen unavailable for
plant use.
2. Inorganic compounds—do not contain carbon, usually sterile.
a. Soilless media—artificial soil.
b. Vermiculite—mica mineral matter used to start seeds and cuttings, helps hold
moisture, has neutral pH.
c. Perlite—natural volcanic material that helps aeration and water-holding
capacity.
3. pH—measurement of acidity or alkalinity from 0 to 14.
a. Acid—less than 7.0 on pH scale.
b. Alkaline—more than 7.0 on pH scale.
c. Most organic matter is acid.
d. Most artificial media is neutral.
B. Hydroponics—growing plants without soil
1. Types of systems.
a. Aggregate culture—using sand or gravel to support plant roots.
b. Water culture, solution culture or nutriculture—plant roots grow in water
containing dissolved nutrients.
c. Aeroponics—plant roots hang in air and are misted regularly with a nutrient
solution.
d. Continuous-flow system—nutrient solution flows constantly over plant roots,
most commonly used for commercial production.
2. Advantages
a. No soil and problems associated with soil.
b. Easy to control nutrient content of plants.
3. Disadvantages
a. Plant support must be provided with strings, wires or stakes.
b. Water quality must be high.
c. Diseases spread through water.
d. More moisture or humidity in air to cause favorable environment for disease
organisms.
e. More expensive.
023.02 Interpret the relationship between the soil profile, soil structure, soil texture, pH, and
other properties of soil as they relate to plant growth.
Relationship Between Soil Properties and Plant Growth
(IH) pp 32-36, pp. 40-42,
(IMS) p. 8931-A, p. 8931-B
A. Soil profile
1. Layers are Horizons.
2. Typical profile.
a. A Horizon - Topsoil—most fertile, most organic matter, top or first layer.
b. B Horizon - Subsoil.
c. C Horizon - Bedrock.
B. Soil structure—how particles cluster together, granular is best for most plants.
C. Soil texture—size of particles.
1. Clayey—small particles, has high water-holding capacity.
2. Loamy—about equal parts of sand, clay and silt-ideal texture for most non-container
outside plants.
3. Sandy—large particles, low moisture-holding capacity.
D. pH
1. Ideal for most ornamental plants and lawn or turf grasses is 5.5 to 7.0.
2. (See A3 from Objective 023.01.)
E. Other properties
1. About 50% of soil should be solid particles.
2. About 50% of soil should be pore space. About ½ of pore space should be filled with
water.
3. Soil structure is more important to producers who grow plants in natural soils because
producers of container grown plants add ingredients to make growing media
desirable.
024.00 Explain the role of nutrients in quality plant growth.
024.01 Identify macro and micronutrients and the related chemical or environmental plant
deficiencies.
A. Plant Essential Elements
IH p. 36, pp 38-40, IMS p. 8931-F
1. Macro nutrients—required in relatively large amounts.
a. non-mineral elements
(1) carbon (C)
(2) hydrogen (H)
(3) oxygen
b. primary nutrients
(1) nitrogen (N)
(2) phosphorus (P)
(3) potassium (K)
c. secondary nutrients
(1) calcium (Ca)
(2) magnesium (Mg)
(3) sulfur (S)
2. Micro nutrients—required in small amounts, minor or trace elements.
a. iron (Fe)
b. copper (Cu)
c. zinc (Zn)
d. boron (B)
e. molybdenum (Mo)
f. manganese (Mn)
g. chlorine (Cl)
B. Functions of nutrients and symptoms of deficiencies
1. Primary nutrients.
a. nitrogen
(1) functions
(a) promotes growth of leaves and stems
(b) gives dark green color and improves quality of foliage
(c) necessary to develop cell proteins and chlorophyll
(2) deficiency symptoms.
(a) sick, yellow-green color
(b) short stems, small leaves, pale colored leaves and flowers
(c) slow and dwarfed plant growth
b. phosphorus
(1) functions
(a) stimulates early formation and growth of roots
(b) provides for fast and vigorous growth and speeds maturity
(c) stimulates flowering and seed development
(d) necessary for the enzyme action of many plant processes
(2) deficiency symptoms
(a) decrease in growth
(b) slow maturity
(c) older leaves are purplish color
c. potassium
(1) functions
(a) used to form carbohydrates and proteins
(b) formation and transfer of starches, sugars and oils
(c) increases disease resistance, vigor and hardiness
(2) deficiency symptoms
(a) mottled, spotted, streaked or curled leaves
(b) scorched, burned, dead leaf tips and margins
2. Secondary nutrients.
a. Calcium
(1) functions
(a) improves plant vigor
(b) influences intake and synthesis of other plant nutrients
(c) important part of cell walls
(2) deficiency symptoms
(a) small developing leaves, wrinkled older leaves
(b) dead stem tips
b. Magnesium
(1) functions
(a) influence the intake of other essential nutrients
(b) helps make fats
(c) assists in translocation of phosphorus and fats
(2) deficiency symptoms
(a) interveinal chlorosis—yellowing of leaves between green
veins
(b) leaf tips curl or cup upward
(c) slender, weak stems
c. Sulfur
(1) functions
(a) promotes root growth and vigorous vegetative growth
(b) essential to protein formation
(2) deficiency symptoms
(a) young leaves are light green with lighter color veins
(b) yellow leaves and stunted growth
3. Micro nutrients.
a. Iron
(1) functions
(a) essential for chlorophyll production
(b) helps carry electrons to mix oxygen with other elements
(2) deficiency symptoms
(a) mottled and interveinal chlorosis in young leaves
(b) stunted growth and slender, short stems
b. Copper
(1) functions
(a) helps in the use of iron
(b) helps respiration
(2) deficiency symptoms
(a) young leaves are small and permanently wilt
(b) multiple buds at stem tips
c. Zinc
(1) functions
(a) plant metabolism
(b) helps form growth hormones
(c) reproduction
(2) deficiency symptoms
(a) retarded growth between nodes (rosetted)
(b) new leaves are thick and small
(c) spotted between veins, discolored veins
d. Boron
(1) functions
(a) affects water absorption by roots
(b) translocation of sugars
(2) deficiency symptoms
(a) short, thick steam tips
(b) young leaves of terminal buds are light green at base
(c) leaves become twisted and die
e. Manganese
(1) functions
(a) plant metabolism
(b) nitrogen transformation
(2) deficiency symptoms
(a) interveinal chlorosis
(b) young leaves die
f. Molybdenum
(1) functions
(a) plant development
(b) reproduction
(2) deficiency symptoms
(a) stunted growth
(b) yellow leaves, upward curling leaves, leaf margins burn
g. Chlorine
(1) functions
(a) essential to some plant processes
(b) acts in enzyme systems
(2) deficiency symptoms
(a) usually more problems with too much chlorine or toxicity than
with deficiency
024.02 List the different types of fertilizers and the advantages and disadvantages of each.
Types of Fertilizers
(IH) pp. 249-250; (IMS) p. 8931-F
A. Complete or incomplete
1. Complete has all three primary nutrients—nitrogen, phosphorus and potassium.
Examples: 10-10-10, 15-30-15, 20-5-20.
2. Incomplete DO NOT have all three primary nutrients. Examples: 20-0-0, 0-20-0, 120-44
B. Organic or inorganic
1. Organic comes from plant or animal matter and contain carbon compounds. Example:
urea, sludge, animal tankage. Advantages include slow release of nutrients, not easily
leached from soil and add organic components to growing media. Disadvantages
include hard to get, expensive, not sterile, low nutrient content.
2. Inorganic comes from sources other than animals or plants—chemical products.
Advantages include being able to make the desired ratio of nutrients, lower cost, easy
to get. Disadvantage include no organic material and possible chemical building up
in growing media.
C. Soluble or insoluble
1. Soluble dissolve in water and are applied as a liquid solution. Fertigation is fertilizing
through irrigation water, which is an advantage.
2. Insoluble fertilizer includes granular and slow release applied to the growing media.
Granular is relatively inexpensive and easy to find. Slow release is more expensive
than granular because it is coated. Slow release gives a more uniform release of
nutrients over time period.
D. Analysis expresses the percent by weight of nitrogen, phosphorus and potassium 10-10-10.
E. Ratio is a comparison 1:1:1 for 10-10-10 or 3:1:2 for 24-8-16.
024.03 Demonstrate the application of various types of fertilizers.
Methods of Applying Fertilizers
(IH) pp 249-250, (IMS) p, 8931-F
A. General rules
1. Method used should be practical, effective and cost efficient.
2. Method used affects nutrient availability for plant use.
3. Fertilizer must be dissolved and reach plant roots.
B. Banding—placing a band of fertilizer about two inches to the sides and
about two inches below seed depth. Do NOT place below seeds because fertilizer will burn
roots.
C. Sidedressing—placing a band of fertilizer near the soil surface and to the sides after
seedlings emerge from soil.
D. Topdressing—mixing fertilizer uniformly into the top one to two inches of growing media
around the plant.
E. Perforating—placing fertilizer in 12” – 18” holes drilled 18” to 24” around the canopy drip
line of fruit trees. Cover the holes and the fertilizer slowly dissolves.
F. Broadcasting—spreading fertilizer to cover the entire production area.
G. Fertigation—incorporating water-soluble fertilizer into the irrigation system of greenhouse
and nursery crops. Concentrated solutions usually pass through proportioners or injectors to
dilute to the correct ratio.
1. Types of proportioners
a. Venturi-type—simple and inexpensive, less accurate. Example is Hozon.
Depends on water pressure in the hose and in the smaller tube to proportion.
b. Positive-displacement—more expensive, very accurate. Examples are
Commander proportioners and Smith injectors. Physically inject and mix
specific amounts of concentrated solution and water.
H. Foliar spraying—spraying micronutrients in a solution directly on plant leaves. It is used to
quickly correct nutrient deficiencies, but the fertilizer concentration should not be too high or
leaf burning will occur.
025.00 Investigate soil sampling and its benefits to growing quality plants.
025.01 Present a soil sample for testing.
Taking Soil Samples
(IMS) p. 8633-A
A. The purpose of taking soil samples to be sent to regular state laboratories is to determine the
need for lime, nitrogen, phosphorus and potassium. Other nutrient deficiencies may also be
determined. Soil samples may be sent to specialized laboratories to determine load-bearing
or drainage capabilities, contamination by chemicals or insects or disease present.
B. Soil samples may be taken anytime of the year, but they should be taken early enough to
allow adequate time to implement the laboratory recommendations in time for the crop to be
planted. For fall planting, soil samples should be taken in spring and for spring planting, soil
samples should be taken in fall.
C. Proper procedures include:
1. Get soil sample information sheets and cartons.
2. Clean tools and containers (bucket, etc.).
3. Take one composite sample from each uniform area.
4. Take 10 to 15 small cores or slices from the large uniform area.
5. Take core of slices about 4” deep for lawns and about 6” deep for fields.
6. Mix the cores or slices together in a clean bucket and take a sample of about one pint
to represent the area sampled.
7. Complete the sample information sheet and carton information.
8. Draw a map and keep a record of where you sampled and sample numbers.
9. Include the information sheet with carton of soil “sample” and mail or take to
appropriate testing laboratory.
D. Avoid unusual areas unless you want to get a sample of the unusual area only so that it can be
treated (such as dead or yellow spots in lawns or field).
025.02 Interpret recommendations from a soil test report.
Interpreting Soil Test Reports
(IMS) p. 8853-B
A. The report will provide the results of the laboratory analysis and suggest a fertilization
program, lime application and possibly other treatments based on test results.
B. Actual nutrients available are reported in parts per million and also in levels such as high,
low, very low, very high, slightly acid, etc. to help the plant grower understand the report.
C. The level of acidity or alkalinity is shown by the pH. A pH of 7.0 is neutral, 6.3 moderately
acidic, 7.2 slightly alkaline, etc.
D. If more information or assistance is needed, the cooperative extension agent, agricultural
education teacher or other knowledgeable people who work with soil test reports should be
contacted.
026.00 Demonstrate the use of different soil mixes.
026.01 Compare various horticultural soil mixes and their uses.
026.02 Suggest the most appropriate soil for various horticultural uses.
027.00 Examine the ingredients of horticultural media.
027.01 Compare the characteristics of media for planting seed, rooting, and potting.
027.02 Demonstrate the proper procedure for mixing a horticultural media for a given situation.
V.
PEST MANAGEMENT
028.00 Examine distinguishing characteristics of pests so as to determine best management
practices.
028.01 Describe the anatomy and life cycle of insect pests.
Anatomy and Life Cycle of Insects
(IH) pp. 170-175
A. Insects are small animals that have three body regions and three pairs or six legs. Body
regions are head, thorax and abdomen.
B. Five types of mouthparts are important in identifying insects and in controlling insects.
1. Chewing—tear, chew or grind food. Examples: grasshoppers, beetles.
2. Piercing-sucking – punctures plant and suck sap.
3. Rasping-sucking—rasps or break surface and suck sap. Example: thrips.
4. Siphoning—have a coiled tube they dip into liquid food such as nectar and draw it in.
5. Sponging—have two sponge-like structures that collect liquid food and move it into
the food canal. Example: Housefly.
C. Life Cycle
1. Complete metamorphosis has four stages:
a. Egg.
b. Larva—worms or caterpillars.
c. Pupa.
d. Adult—flies, beetles, etc.
2. Incomplete metamorphosis has three stages:
a. Egg.
b. Nymph.
c. Adult.
3. Insects must be killed when they are actively feeding or moving on the plant.
028.02 Hypothesize the cause of plant damage from various plant pests (i.e. insect, fungi,
bacteria, viruses).
Damage to Plants by Pests
(IMS) p. 8459-J, p. 8931-H (IH) pp. 174-194
A. Insects—damage depends on types of mouthparts
1. Chewing—parts of leaves eaten away.
a. Beetles—eat leaves, stems, flowers, fruit and nuts.
b. Cutworms—usually attack stems, but may eat other plant parts.
c. Caterpillars—larva of moths and butterflies and are fuzzy or hairy. Eat young
leaves and stems. Roll up in leaves making leaves curl.
d. Grasshoppers—eat all parts of plants.
2. Sucking
a. Aphids—pierce and suck juices, known as plant lice, cause stunted growth
and yellow spotted leaves, cause sticky substance and black mold with attract
ants.
b. Leaf bugs—cause plants to look unhealthy, lose their normal color and wilt.
c. Mealy bugs—pierce and suck from underside of leaves and in leaf axils
causing yellow appearance and sticky secretions.
d. Scale—appear as black or brown raised lumps attached to stems and
underside of leaves causing yellow leaves and stunted growth.
e. Thrips—chew and then suck causing plant tissue to become speckled or
whitened, leaf tip to wither, curl up or die.
f. Whiteflies—feed on underside of young leaves causing yellowing. They will
look like flying little white specks when plants are shaken.
B. Mites—attack underside of leaves causing gray to grayish—green spots, severe infestations
cause webbing.
C. Diseases
1. Blights cause plants to quickly turn brown or black as if they had been burned.
2. Canker causes open wounds on woody plant stems.
3. Damping off is a fungal diseases that causes young plants and seedlings to rot off at
soil level.
4. Galls are round swellings or growths on plants.
5. Leaf spots are rings of different shades of brown, green or yellow that make spots on
leaves.
6. Mildew grows on leaf surfaces—both upper and lower--as white, gray or purple
spots.
7. Mosaic is caused by viruses that make the leaves have irregular mottled areas with
patterns ranging from dark green to light green to yellow to white.
8. Rots cause plant to decay and die.
9. Rust cause small spots on leaves that resemble yellow, orange, brown or red rust
mainly on the underneath side of leaves.
10. Smut is a black powdery disease that causes blisters that burst open releasing black
spores.
11. Wilts are diseases that block the uptake of water in plant stems causing plants to wilt.
029.00 Compare methods of control of horticulture plant pests.
029.01 Discuss the various plant disease categories and how knowledge of these aids pest
control.
Plant Diseases
(IMS) p. 8931-H, p. 8459-J
A. Definition
1. Disease is a plant disorder caused by an infectious pathogen or agent.
B. Three conditions necessary for diseases in plants.
1. Host plant.
2. Disease causing organism or pathogen must be present.
3. Favorable environment for disease organism to develop.
C. Groups of Pathogens.
1. Bacteria.
2. Fungi.
3. Viruses.
4. Parasitic plants-mistletoe, dodder, lichens attach to plant.
D. Plant diseases must be identified before they can be treated.
E. Warm temperatures and moist conditions in greenhouse plant production make most
horticulture plant diseases worse because of environmental conditions that support diseasecausing pathogens.
F. Preventing plant diseases is better than treating the diseases.
029.02 Investigate the control of chewing and sucking insects.
Controlling Chewing and Sucking Insects
(IH) pp. 174-176, (IMS) p. 8931-H,
(IMS) p. 8459-J
A. Biological uses natural enemies such as birds, other insects, etc.
B. Chemical uses pesticides or insecticides (chemicals).
1. Contact poisons affect the insect’s nervous system and must come into contact with
insect to be effective.
2. Fumigants are poisonous gases released into an enclosed place so that insects breathe
the gases.
3. Stomach poisons are sprayed on plant surfaces or are taken into the plant through
absorption. The insect must eat or suck the poison to get it into the stomach for this
method to be effective. Systemic poisons are more effective for controlling sucking
insects.
C. Cultural involves sanitation, removing insect breeding and hiding areas and using insect
resistant plant varieties.
D. Mechanical uses physical control such as insect traps using screens over fans and other
openings and washing plants with soapy water.
E. Natural methods use natural barriers such as rivers, woods, mountains and predators to
control insects.
F. Quarantine physically isolates insects from healthy plants.
G. A combination of control methods is called integrated pest management or integrated control.
030.00 Compare methods of Integrated Pest Management.
030.01 Explore alternative methods of insect and plant disease control.
030.02 Demonstrate methods of alternative insect control and alternative plant disease control.
031.00 Interpret chemical labels to insure safe pesticide application.
031.01 Recognize the parts of a chemical label including key signal words.
Pesticide Label Information
A. Name and address of manufacturer.
(IH) pp. 162-167, (IMS) p. 8928-A, p. 8931-H
B. Trade name.
C. Active ingredients including official common name or chemical name of each ingredient.
D. Types of Pesticides—herbicide, insecticide, fungicide, etc.
E. Form of substance—dust, wettable powder, fumigant, etc.
F. EPA registration number.
G. Storage and disposal precautions.
H. Hazard statement including ‘Keep Out of Reach of Children”.
I. Directions for use—mixing, application, etc.
J. Net contents.
K. Statement of practical treatment states what to do if a person swallows or is poisoned by
spilling the chemical on the skin.
L. Worker protection procedures including reentry time on how long before a person can enter
the treated area.
M. Signal words—toxicity levels for humans.
1. Danger—has skull and crossbones symbol and poison on label. Highly toxic, most
poison or lethal dosage.
2. Warning—moderately toxic.
3. Caution—slightly toxic to non-toxic.
N. The most important safety rule is “read and follow label directions” because all the rules are
included in this one rule.
031.02 Interpret the legal requirements of the chemical label.
Legal Requirements of Chemical Labels
(IH) pp. 160-167, (IMS) p. 8928- p. 8931-H
Note: Use same information from Objective 031.01 with an emphasis on legal requirements.
032.00 Examine the agricultural chemical manual and its uses.
032.01 Explain how the agricultural chemical manual is used.
Using the North Carolina Agricultural Chemicals Manual (NCSU)
A. Copies may be purchased or found online at http://imp.www.ncsu/agchem/agchem.html.
B. Use the Table of Contents to understand how the manual is organized and what types of
information are found in each section of the manual related to horticulture such as:
1. Insect Control.
a. Relative toxicity to honey bees.
b. Pesticide use inside and around honey bee hives.
c. Commercial vegetables.
d. Greenhouse vegetables.
e. Flowers, ornamentals and turf.
f. Home vegetable garden.
g. Home lawn.
2. Disease control.
a. Floral, lawn, nursery and tree diseases.
b. Sanitizing greenhouses and plant beds.
c. Vegetable crops.
3. Insect and disease control of fruits.
a. Apple Spray Program.
b. Blueberry Spray Program.
c. Bramble Spray Program.
d. Winegrape Spray Program.
e. Muscadine Spray Program.
f. Peach and Nectarine Spray Program.
g. Nematode Control on Program.
h. Pecan Spray Program.
i. Strawberry Disease Control.
j. Strawberry Insect Control.
4. Chemical Weed Control.
a. Lawns and turf.
b. Vegetable Crops.
c. Ornamentals.
5. Plant Growth Regulators.
a. Growth-regulating chemicals for apples.
b. Growth regulators for floricultural crops.
c. Growth regulators for woody ornamental crops.
d. Growth regulators for vegetable crops.
e. Growth regulators for turfgrass.
6. Fertilizer Use.
a. Tree fruit.
b. Small fruit.
c. Lawns.
d. Ornamental plants in landscapes.
e. Nursery crops.
f. Vegetable crops.
C. Certain other sections of the manual have general chemical information such as the
Introduction, Abbreviations, General Information, Safety, Chemical Application Equipment
and How to send Specimens.
032.02 Demonstrate the ability to make the correct pesticide recommendation from the
agricultural chemical manual.
Using the North Carolina Agricultural Chemicals Manual to Make Recommendations for
Specific Problems (NCSU)
Use the information from Objective 032.01 to locate recommendations for using pesticides for
specific problems related to horticulture.
033.00 Demonstrate the use of chemicals.
033.01 Explain mixing rates, appropriate uses, disposal, and environmental dangers.
033.02 Propose proper pesticide to use given a situation.
034.00 Determine type of pest(s) that a pesticide is designed to control when given labels from
various commonly used pesticides.
034.01 Select a pesticide for control of common horticultural plant pests.
034.02 Distinguish between chemical pesticides by uses stated on their respective labels.
035.00 Demonstrate safety precautions for handling and mixing pesticides when given various
commonly used pesticides.
035.01 Demonstrate the ability to safely mix pesticides.
035.02 Explain the proper procedure for applying pesticides.
036.00 Demonstrate safe disposal and storage of pesticides following legal requirements.
036.01 Explain safety procedures to follow when storing and disposing of pesticides and their
containers.
036.02 Investigate legal requirements in pesticide disposal and storage.
VI. LAWN CARE AND GARDENING
037.00 Create and manage turf areas in the landscape.
037.01 Demonstrate lawn establishment from seeds, sod, springs, or plugs.
037.02 Explain maintenance/management requirements (fertilizing, watering, mowing, etc.) of
turf areas in the landscape.
038.00 Create and maintain a vegetable garden.
038.01 Research cultural requirements of various common vegetable crops.
038.02 Demonstrate the establishment of a vegetable garden.