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Home Beautification. an Instructional Unit for Teachers of Adult DOCUMENT RESUME ED 112 254 CE 005 280 AUTHOR Howard, Shirley R.; Iverson, Maynard J. TITLE Home Beautification. An Instructional Unit for Teadhers of Adult Vocational Education in Agriculture. INSTITUTION Kentucky Univ., Lexington. Div. of Vocational Education. SPONS AGENCY Kentucky State Dept. of Education, Frankfort. Bureau of Vocational Education. REPORT NO VT-102-058 PUB DATE 73 NOTE 313p.; For related documents, see CE 005 271-282 EDRS PRICE MF-$0.76 HC-$15.86 Plus Postage DESCRIPTORS Adult Farmer Education; *Adult Vocational Education; *Curriculum-Guides; Floriculture; Instructional Materials; *Landscaping; *Ornamental Horticulture; Plant Identification; Site Development; Teaching Guides; Turf Management; Young Farmer Education IDENTIFIERS *Home Beautification ABSTRACT Ten lesson plans in the basic area of home beautification are included in the guide for use by teachers in planning and conducting youth or adult farmer classes. The major emphasis of this unit is on landscaping. The development of a landscape plan, plant identification and selection, landscape construction and maintenance, and flower specialty gardens are topics covered in the lessons. Suggestions for teaching the lesson, enrichment activities, and teaching materials are included at the end of each lesson. Teaching forms and a unit evaluation questionnaire are appended. (VA) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardccpy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION $ WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEENREPRO DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN *TING IT POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OR POLICY HOME BEAUTIFICATION An Instructional Unit for Teachers of Adult Vocational Education in Agriculture Developed by Shirley R. Howard Teacher of Vocational Agriculture Grant County High School Dry Ridge, Kentucky Prepared by Maynard J. Iverson Assistant Professor and Project Director University of Kentucky Lexington, Kentucky VT /02- 068) 1973 213 FOREWORD Mr. Shirley Howard, teacher of vocational agriculture at Grant County High School, brings to this publication 15 years of teaching experience, including 4 years of teaching adult farmers and several years of work with adults in horticulture. Presently, he has responsibility for four horticulture classes at Grant County High School and management of a 28 x 50 foot greenhouse. Each year over $1,000 worth cf bedding plants, tomatoes and potted plantsis sold from the greenhouse. He holds the B.S. and M.S. degrees from the University of Kentucky. He has been District KVATA president and is currently Executive Secretary of the Grant County Education Association and is on the Board of Directors of UNISERVE, Unit 6 of K.E.A., and is active in many local organizations. He has accumulated an ex- tensive library on horticulture and landscaping, and has put many ideas into practice on his 3-acre home lot in Williams- town, Ky. This adult course is a result of the following sequence of actions: 1) The State Advisory Committee, made up of agri- culture teachers, State staff, and teacher educators from throughout Kentucky, was organized to determine needs and program direction for adult work in agricul- ture for the State. A major outcome of the first meeting in September, 1971, was a recommendation that more instructional materials that are specifically ii designed for teaching adults in agriculture be devel- oped and distributed to teachers. 2) Subsequently, a proposal to involve experienced teachers of adults in material development was written by Dr. Maynard Iverson of the University of Kentucky and submitted for State funding. In January, 1972, a two-year, special grant was made through the Support- ing Services Division, Bureau of Vocational Education, State Department of Education. 3) Twelve teachers were selected to produce units in the diverse areas of need during thecourse of the project. This publication, along with other materials developed specifically for instruction of adults employed in agricul- ture in Kentucky, should improve the teaching of adult classes in agriculture and stimulate the initiation of addi- tional classes. Robert L. Kelley, Director Harold R. Binkley Agribusiness Education Professor and Chairman Bureau of Vocational Educa- Department of Vocational tion Education State Department of Education University of Kentucky Frankfort, Kentucky Lexington, Kentucky 5 iii We are grateful to the following for their valuable assistance with the unit: Professor Horst Schach, teacher of landscape design, College of Ag, and Dr. Frank Pattie, Professor Emeritus, both of the University of Kentucky, for critically reviewing the manuscript; Mr. Raymond Gilmore, . and Mr. Steve Statzer, artists in the Curriculum Development Center, University of Kentucky; Mrs. Anne Mills, secretary, and Ms. Linda Ledford, Ms. Carol Ledford, Ms. Susan Roberts, typists, University of Kentucky; Dr. Herbert Bruce, Director CDC, for his advice and making available the resources of his unit; Dr. Robert Schneider, Director, Education Resources Development Unit, Bureau of Vocational Education, for expediting financing of the project, and especially to the many authors and agencies whose publications were utilized in the unit. iv CONTENTS Page SUGGESTIONS FOR USING THE COURSE vi UNIT OBJECTIVES viii UNIT REFERENCES ix LESSONS 1. Importance of Home Beautification 1 2. Development of the Landscape Plan 10 3. Plant Identification and Selection 58 4. Landscape Construction 98 5. Establishing Ornamental Plants 122 6. Establishment and Maintenance of Lawns 147 7. Landscape Maintenance 175 8. Establishing and Maintaining the Flower Garden . 218 9. Specialty Gardens 244 10. Plant Propagation 267 APPENDIX 286 CLASS PLANNING FORMS: TEACHING PLAN FOR THE COURSE 287 TOPIC PLANNING FORM 2N RESOURCE MATERIAL LIST .289 UNIT EVALUATION QUESTIONNAIRE 290 SUGGESTIONS FOR USING THE COURSE This unit was developed as a guide for use by teachers in planning and conducting young farmer and/or adult farmer classes. Because of the diversity in age, expertise and ex- perience levels of class members and instructors, the unit was designed to cover the basic areas of Home Beautification. Therefore, teachers should adapt those portions of the unit that are suited to their particular situation. Ten lessons have been included, but the unit may be expanded tomore topics or utilized in diversified courses for shorter periods of instruction. It may be helpful to involve class members at the organizational meeting in the selection of lessons and activities. Planning forms to assist in this processare found in the appendix. We highly recommend that the major teacher references, Landscape Design (Penn State), Landscap- ing Your Home (Nelson, University of Illinois), and Landscap- ing Your Home (Ohio State), be secured by anyone planning to utilize this unit. The format used was designed to assist teachers. in uti- lizing problem-solving and the discussion method. A teaching procedure that has been used successfully is as follows: Step 1: The teacher lists the topic (problem and analysis) on the chalkboard. Step 2: He then sets the stage for dis- cussion with introductory facts, ideas, or comments, using items from the section on "developing the situation."Step 3: The teacher calls on the class to give their experiences, ideas, and knowledge concerning the subject. The discussion is supplemented with handouts, transparencies, models, or other inputs gathered by the teacher beforehand to help solve the problem under consideration. Resource people or films may also be used here as sources of information. (Transparency and handout masters are found at the end of each lesson in the unit.) Step 4: When the facts have been brought out and a good discussion has taken place, the teacher leads the group to appropriate conclusions. These summary statements are written on the chalkboard and, in some cases, are typed up and distributed as handouts at the next meeting. Some instructors will utilize devices such as panels, exhibits and tours to reinforce the conclusions reached. Several suggestiOns for supplementary enrichment activities are listed in each lesson of this unit. Teachers may want to utilize the wealth of resources found in each community to supplement their teaching -- local nurserymen, area Extension Specialists, newspaper garden vi 8 editors, Garden Clubs ofKentuckyrepresentatives, and others will undoubtedly be pleased to serve as resource people,far - nish samples, give demonstrations,conduct tours, arrange for films and assist withother activities appropriateto the suc- cess of the course. Each teacher using the unitis asked to complete andre- turn the evaluation questionnairefound in the appendix. These ratings and suggestionswill be used to improvethis unit as well as othersdeveloped .Ln the future. Our best wishes
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