[S] Horticulture [2011] - Ed

AssessmentStudents will be assessed using the Horticulture MS‐CPAS2 test. If there are questions regardingassessment of this program, please contact the agriculture instructional design specialist at theResearch and Curriculum Unit at 662.325.2510.Student PrerequisitesIn order for students to experience success in the Horticulture program, the following prerequisites arerecommended:1. C or Higher in Pre‐Algebraor2. TABE Math Computation and TABE Math Applied Score (eighth grade or higher)or3. Instructor ApprovalApplied Academic CreditContent of the Horticulture course has been aligned to the 2010 Mississippi Science CurriculumFramework. Students who complete Horticulture will receive two electives and two science credits orfour elective credits that will count toward high school science graduation requirements.Licensure RequirementsThe 991 licensure endorsement is needed to teach the Horticulture program. The requirements for the991 licensure endorsement are listed below:1.2.3.4.5.6.Hold a valid Mississippi Educator License with endorsement #301 – Vocational Agriculture EducationPrograms or #302 – Agriculture.Possess a baccalaureate degree in an agricultural subject area.Enroll immediately in the Vocational Instructor Preparation (VIP) program or the College and CareerReadiness Education Program (CCREP).Complete the individualized Professional Development Plan (PDP) requirements of the VIP or CCREP priorto the expiration date of the 3‐year vocational license.Successfully complete an MDE‐approved computer literacy certification exam.Successfully complete a certification for an online learning workshop, a module, or a course that isapproved by MDE.Note: If the applicant meets all requirements listed above, that applicant will be issued a 991 endorsement—a 5‐year license. If the applicant does not meet all requirements, the applicant will be issued a 3‐year endorsement(license), and all requirements stated above must be satisfied prior to the ending date of that license.8

Professional LearningThe professional learning itinerary for the middle school or individual pathways can be found athttps://cia.rcu.msstate.edu/pl/. If you have specific questions about the content of each training sessionprovided, please contact the Research and Curriculum Unit at 662.325.2510, and ask for the ProfessionalLearning Specialist.Course OutlinesProgram CIP Code: 01.0601This curriculum framework is divided into four one‐Carnegie‐unit courses as outlined below. The firsttwo courses are comprised of units from Horticulture Year 1. The last two courses are comprised of unitsfrom Horticulture Year 2.Option 1 – Four One‐Carnegie‐Unit CoursesCourse Description: Introduction to Horticulture teaches students about horticulture orientation andleadership development. Students are also introduced to basic plant and soil science (Plant Structureand Growth). This course also focuses on horticulture structures.Course Description: Horticulture Plant Processes focuses on plant propagation, principles of pestmanagement greenhouse crops, and olericulture production.Course Description: Horticulture Nursery is a comprehensive course that reviews leadership, careers,and safety. It also introduces students to nursery and landscape plant identification horticulturemarketing and business procedures container and field crop production.Course Description: Horticulture Landscape and Turfgrass covers the concepts of landscape design,installation, construction, and maintenance. Students will also learn skills and knowledge associatedwith turfgrass installation and maintenance, pomology production, basic principles of floristry.Introduction to Horticulture (Course Code: 991402)UnitTitle1Horticulture Orientation and Leadership Development2Basic Plant and Soil Science (Plant Structure and Growth)3Horticulture StructuresHours17.567.520.01059

Horticulture Plant Processes (Course Code: 991403)UnitTitle4Plant Propagation5Principles of Pest Management6Greenhouse Crops and Olericulture ProductionHours33.028.044.0105Horticulture Nursery (Course Code: 991404)UnitTitle7Leadership, Careers, and Safety8Nursery and Landscape Plant Identification9Horticulture Marketing and Business Procedures10Container and Field Crop ProductionHours25.025.027.527.5105Horticulture Landscape and Turfgrass (Course Code: 991405)UnitTitle11Landscape Design, Installation, Construction, and Maintenance12Turfgrass Installation and Maintenance13Pomology Production14Basic Principles of FloristryHours67.515.010.022.5115Program CIP Code: 01.0601This curriculum framework is divided into four one‐Carnegie‐unit courses as outlined below. The first two coursesare comprised of units from Horticulture Year 1. The last two courses are comprised of units from Horticulture Year2.10

Horticulture I (Two Carnegie Unit) ‐ Course Code: 991400UnitTitleHours1Horticulture Orientation and Leadership Development17.52Basic Plant and Soil Science (Plant Structure and Growth)67.53Horticulture Structures20.04Plant Propagation33.05Principles of Pest Management28.06Greenhouse Crops and Olericulture Production44.0210Horticulture II (Two Carnegie Unit) ‐ Course Code: 991401UnitTitleHours7Leadership, Careers, and Safety25.08Nursery and Landscape Plant Identification25.09Horticulture Marketing and Business Procedures27.510Container and Field Crop Production27.511Landscape Design, Installation, Construction, and Maintenance67.512Turfgrass Installation and Maintenance15.013Pomology Production10.014Basic Principles of Floristry22.522011

Research SynopsisArticles, books, Web sites, and other materials listed at the end of each course were considered duringthe revision process. The American Horticulture Society was especially useful in providing insight intotrends and issues in the field. These references are suggested for use by instructors and students duringthe study of the topics outlined.Industry advisory team members from colleges throughout the state were asked to give input related tochanges to be made to the curriculum framework. Instructors from colleges throughout the state werealso asked to give input on changes to be made to the curriculum framework. Specific comments relatedto this program included statements from Advisory Committee members including this is a goodprogram that covers the needs of industry. Changes suggested for the curriculum included provide mathskills necessary to complete the work and stress employability skills.Needs of the Future WorkforceHorticulture occupations are projected to grow much faster than average in Mississippi, 30% and fasterthan average in The United States, 20 % (EMSI, 2011). Job opportunities are expected to be good.Opportunities vary based on the season and local conditions. Non‐seasonal employment opportunitieswill be most abundant in regions with temperate climates where horticultural services are in demandyear‐round. Job opportunities will emerge and the industry grows and workers leave the industry (USBureau of Labor Statistics, 2010).Region2010 Jobs2020 JobsChange% ChangeOpenings2010 MedianHourlyEarningsRegional Total11,11214,4213,30930%4,623 9.37National Total1,332,0321,604,464272,43220%434,196 10.76Source: EMSI Complete Employment ‐ 1st Quarter 2011CurriculumThe following national standards were referenced in each course of the curriculum: CTB/McGraw‐Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards21st Century Skills12

Industry and instructor comments, along with current research, were considered by the curriculumrevision team during the revision process; changes were made as needed and appropriate. Many of theskills and topics noted in the research were already included in the curriculum framework. Specificchanges made to the curriculum at the August 24–25, 2010, curriculum revision meeting included: Competencies and objectives were reviewed to ensure accuracy and appropriateness.The Recommended Tools and Equipment list was reviewed.AssessmentStudents will be assessed using the secondary Horticulture MS‐CPAS2 Test.Professional LearningIt is suggested that instructors participate in professional learning related to the following concepts: Computer skills for college credit – To learn more about computer skills instruction such askeyboarding, word processing, PowerPoint, and so forth, please go set.jsp.Computer skills for CEU credit – To learn more about computer skills instruction such askeyboarding, word processing, PowerPoint, and so forth, please go g skills – To learn to keyboard, please go to http://www.learn2type.com/ for a freetyping tutor.Blackboard training – To learn more about Blackboard training, please go tohttps://cia.rcu.msstate.edu/OnlinePD/.For the latest in online and yearly Connect training provided by the RCU, please go tohttp://info.rcu.msstate.edu/.13

Using This DocumentUnit Number and TitleSuggested Time on TaskAn estimated number of clock hours of instruction that should be required to teach the competencies andobjectives of the unit. A minimum of 140 hours of instruction is required for each Carnegie unit credit. Thecurriculum framework should account for approximately 75–80% of the time in the course.Competencies and Suggested Performance IndicatorsA competency represents a general concept or performance that students are expected to master as arequirement for satisfactorily completing a unit. Students will be expected to receive instruction on allcompetencies. The suggested performance indicators represent the enabling and supporting knowledge andperformances that will indicate mastery of the competency at the course level.Suggested Teaching StrategiesThis section of each unit indicates research‐based strategies that can be used to enable students to master eachcompetency. Emphasis has been placed on strategies that reflect active learning methodologies. Teachers shouldfeel free to modify or enhance these suggestions based on needs of their students and resources available in orderto provide optimum learning experiences for their students.Suggested Assessment StrategiesThis section indicates research‐based strategies that can be used to measure student mastery. Examples ofsuggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers shouldfeel free to modify or enhance these suggested assessment strategies based on local needs and resources.Integrated Academic Topics, 21st Century Skills and Information and Communication Technology LiteracyStandards, ACT College Readiness Standards, and Technology Standards for StudentsThis section identifies related academic topics as required in the Subject Area Testing Program (SATP) in Algebra I,Biology I, English II, and U.S. History from 1877, which are integrated into the content of the unit. Research‐basedteaching strategies also incorporate ACT College Readiness standards. This section also identifies the 21st CenturySkills and Information and Communication Technology Literacy skills. In addition, national technology standards forstudents associated with the competencies and suggested objectives for the unit are also identified.ReferencesA list of suggested references is provided for each unit. The list includes some of the primary instructionalresources that may be used to teach the competencies and suggested performance indicators. Again, theseresources are suggested, and the list may be modified or enhanced based on needs and abilities of students and onavailable resources.14

HorticultureUnit 1: Horticulture Orientation and Leadership DevelopmentCompetency 1: Identify school and program policies and procedures related to the horticulture program. (DOK 1)Suggested Enduring Understandings1.2.Safety is an integral part of daily life.Rules and regulations are essential to a safe workenvironment.Suggested PerformanceIndicatorsa.Suggested Essential QuestionsDescribe localprogram andvocational–careertechnical centerpolicies andprocedures includingdress code,attendance, academicrequirements,discipline, and theschool technologyacceptable use policyand horticultureregulations. (DOK 1)1.2.What would happen if there were no rulesand regulations?How would people function without rules andregulations?Suggested AssessmentStrategiesSuggested Teaching Strategiesa.Divide students into two groups. Assign one ofthe following scenarios to each group. Havegroups present a role‐play for their assignedscenarios. Imagine a school or business without rules.What would a normal day be like? Whatwould a normal class be like? Howproductive would your day be?a.After the role‐play,students will askquestions and discuss theanswers. Evaluate therole‐play using the Role‐Play or Skit Rubric forShop/Lab Safety Activity(1.1). Imagine a school or business that hascreated a rule and a procedure foreverything. What would a normal day belike? What would a normal class be like?How productive would your day be? CLS5 T1 T2T3T5 T6 E1 E2 E6 M1 M M6 M7 M8 R12 S3 W5Review all of the local program policies,including dress code, attendance, academicrequirements, discipline, and the technologyacceptable use policy using the presentationstation. Post all of these documents on theclassroom bulletin board.b.Describe basicemployeeresponsibilities andhow to communicateeffectively in on‐the‐job situations. Identifyand apply thepractices that affectemployer andemployee decisionmaking as it relates toidentifying andapplying appropriatealgebraic formulas tob.Have students use the Internet and otherclassroom resources to research employmentopportunities, educational opportunities, andworking conditions in the horticultureindustry. Have students role‐play a givensituation. Have students choose to be atechnician, manager, customer, or partsspecialist. Have students interact with eachother in a variety of situations related to theworkplace (i.e., practices that affect employerand employee decision making as it relates toidentifying and applying appropriate algebraicformulas to personal finance situations, linearprogramming to business decisions, and15b. Evaluate the skit using theRole‐Play or Skit Rubric forEmployment Skills (1.2).

algebraic formulas to personal and businessinvestments). After each skit, the class willdiscuss the situations, the pros and cons ofeach, and how each will relate to a successfulbusiness. CLS1 T3 T4 E4 E5 E6 R5 S1 W2 W5personal financesituations, linearprogramming tobusiness decisions,and algebraic formulasto personal andbusiness investments.(DOK 2)Competency 2: Demonstrate basic and fundamental safety practices related to horticulture enterprises. (DOK 1)Suggested Enduring Understandings1.2.3.4.5.6.Using proper safety precautions and equipment isthe responsibility of every member of a work teamor class. Safety precautions are learned and transferto the workplace.Each student is responsible for understanding thesafety rules and practices that must be followed inthe horticulture classroom and lab, including the useof personal protection devices.Information on the use, storage, and disposal ofhazardous materials can be found on a materialsafety data sheet (MSDS), which an employer isrequired to have on hand.Workers should be fully aware of safety devices andwarnings in the workplace and their meaning oroperation.The use of personal protection devices and properdress is critical to worker safety.There are four different types of fires, and eachdifferent type requires different methods of control.Suggested PerformanceIndicatorsa.Suggested Essential Questions1.2.3.4.5.6.What are the general safety standards thatapply to work teams in the workplace?What are the specific safety rules andpractices that must be followed whenworking in the horticulture classroom andlaboratory?What information can be obtained from anMSDS?What safety devices and warning devices areused in the horticulture laboratory? What dothe warnings mean? How do the devicesoperate?What personal safety devices and clothingshould be worn in the workplace orlaboratory?What should be done if a fire breaks out inthe lab or workplace?Suggested AssessmentStrategiesSuggested Teaching StrategiesIdentify hazards thatmay be found inhorticulture operations,laboratory, andactivities such aspoisons and otherchemicals, sunburn,ladders and scaffolds,electrical shock, fire,poisonous insects andsnakes, equipment andtool hazards, spills andBOI BIOIIslipping. (DOK 1)a.Identify anddemonstrate the use ofpersonal protectiondevices including eyeb.Take students on a tour of the horticulturelaboratory, and point out hazards and hazardousmaterials present. Discuss the use of colors andsignal words for recognizing hazards. Stress thatawareness of hazards is a key element in theprevention of accidents and injuries. After aclassroom

This course also focuses on horticulture structures. Course Description: Horticulture Plant Processes focuses on plant propagation, principles of pest management greenhouse crops, and olericulture production. Course Description: Horticulture Nursery is a comprehensive course that reviews leadership, careers,