Course Code: 916265

Mary O’Neal

 The teacher teaches plant classification, plant needs, growth, seed propagation, and plant processes. Teacher completes community service activities and Life Skills and Career Exploration.

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  • (318) 636-5150
  • meoneal@caddoschools.org

Course Description:

Students will be introduced lo the field of horticulture with emphasis on teaching standards form the Junior Master Gardeners (JMG) book that may lead to certification in the Junior Master Gardeners program.  Students will assist with school flowerbeds and off campus sites. Topics to be covered in the course will include an overview of career opportunities in horticulture, how to assist with basic landscape design, plant  propagation, soil amendments, disease prevention, and pest control. This course is two year in length with student earning two credits for the morning class and three credits for the afternoon class. Students must attend my class for two years in order to earn their JMG certification. Second year students will be given more rigorous training and learning. Activities to earn their JMG certification. Students are required to complete the full school year to receive full credit for the course and two year to earn their certification. This is a prerequisite for horticulture.

 

Second Year Student’s Requirements

As a group, students will work together to complete activities and projects from the eight teaching concepts that make up the Level Two Plant Growth and Development curriculum.

These activities include:

  • Importance and Uses of Plants
  • Plant Classification
  • Plant Parts
  • Plant Needs
  • Plant Growth
  • Plant Processes
  • Seed Propagation
  • Vegetative Propagation

In addition the students must complete one activity from the Life Skills and Career Exploration and one Service Learning/Leadership project.  These are lessons designed to be teacher-led and allow students to cooperate and learn as a team.  Once requirements have been successfully met second year students will earn their JMG certification.

Instructional Philosophy:

Students are expected to meet all the course goals listed, and able to demonstrate their understanding of the underlying concepts of each. Students are required to complete eight class projects from the JMG book also do many community landscaping projects. The instruction will be heavy in hands-on projects and with many demonstrations, and discussions. The course requires students to demonstrate basic floral design, care for plants, and mentor elementary student in plant care. Students will work independently as well as in teams to complete assignments which will help them learn to process information for themselves and cultivate teamwork skills. The projects will require students to draw on academic skills in math, science, and language arts.

Student assessments will be based on completion of projects, demonstration of acquired skills, and career portfolios. Certification in the Junior Master Gardener program is acquired upon completion of all group and individual projects.  Students will be given time to complete projects. However since students have to maintain the care of live plants, time will be limited in some areas. Students who maintain an “A” or “B” in the course and have no more than four unexcused absences for the prior nine weeks period may participate in scheduled job shadowing days.

Instructional Delivery Plan

Introduction to project construction and class operation:

The teacher introduces the class to exciting applications of horticulture and floral design and to sample projects completed by former students. Students are asked to name and describe as many other applications of horticulture and floral design as possible. The teacher distributes the course syllabus and a list of student projects to fulfill course requirements. Students may propose and-with teacher approval-complete alternative projects that equal or exceed those required for the course. The teacher discusses, demonstrates and outlines safety procedures in laboratory activities and the use of tools and horticulture and floral components. The teacher outlines class operational procedures, including projects to be completed by individual students and those designed for group participation. Group projects are designed to allow each student to complete each step and learn all of the academics and mechanics for each step. The evaluation and grading system is introduced at the beginning of the course to advise students of the standards necessary to pass the course and achieve better grades.

Class operation:

The teacher provides direction and manages the class but gives students as much responsibility as possible for designing and conducting research to complete projects. In brief class assemblies, the teacher lectures and demonstrates particular concepts. The teacher provides parameters for student performance with as many options as feasible. The projects require students to use resources such as school textbook, newspaper, and community activities.

CC&TC Home Learning Policy:

Students will be made aware of home learning policy, and how it relates to program. Home learning supports the career program and is designed to be relevant and worthwhile.  Useful home learning assignments may include:

  • Researching
  • Reflecting on a period of learning or particular project/assignment
  • Engaging in assignments and projects
  • Mastering key academic skills
  • Applying technical skills
  • Developing career focus
  • Keeping a course journal
    • Interactive assignments shared with parent/guardian/other

Practice assignments reinforce newly acquired shills or knowledge.  These assignments are designed to review material presented in class and /or develop mastery of skills.

Preparation assignments are designed to introduce material that will be helpful in understanding future instruction.  They are intended to provide background information and can include readings in the text, library research, collecting materials for a class demonstration, and other activities requiring the gathering or organizing of information before a class discussion or demonstration.  Effective preparation includes guidelines on why and how the assignment should be completed.

Extension/skill integration assignments encourage individualized and creative learning by emphasizing student initiative and research.  These assignments are designed to use separately learned skills and concepts and  them in the completion of single product such as a report, project, or writing assignment.  Extension assignments should transfer previously learned skills and concepts to other situations such as making real world and cross-curricular connections.  Frequently long-term, continuing projects that parallel classwork; extension assignments require students to previous leanings.

Students Responsibilities 

There is strong evidence that students who complete appropriate home learning assignments will demonstrate significant improvement in achievement.  Therefore, students have a responsibility to develop the discipline and study skills necessary to complete home learning on a regular basis. Students must:

  • Complete assignments and tasks by the due date.  Negotiate with the teacher before the due date if illness or another reason causes a student to get behind in work. Negotiate with the teacher to develop a timeline to catch up in work missed through short-term absence.
  • Have a system for recording home learning assignments
  • Have a clear understanding of the home learning assignments before leaving school
  • Have the books and materials necessary to complete the assigned home learning
  • Allocate an appropriate amount of time daily for the completion of home learning
    • Tum in home learning assignments as requested

Teacher Responsibilities 

Assignments and projects require students to organize their time and meet deadlines. Teachers will design home learning assignments that can be reasonably executed within the timeline given.

There is substantial evidence that the quality of the home learning assigned and teacher response to home learning enhances its value in improving student performance.  While it is not practical or necessary to give in-depth feedback on every home learning assignment, teachers will use strategies to maximize the effectiveness of home learning assignments.  Therefore, teachers must:

  • Design regular, relevant and meaningful home learning assignments
  • Design home learning so that it can be accomplished independent of direct support
    • Clearly communicate to the student the purpose, directions, and expectations
      • Clearly establish and communicate to parents the general purpose and expectations for home learning and encourage feedback regarding quantity and difficulty of assignments
      • Provide timely and appropriate feedback to students and parents using strategies that will:
  • Acknowledge receipt of the home learning;
  • Monitor for completion and accuracy;
  • Give timely, significant feedback on key assignments.

Monitoring, evaluating and grading performance:

Each student is required to assemble a career portfolio of knowledge and skills for future reference and reflection. A few thought-provoking questions are included with each project to challenge students to use previously acquired concepts from mathematics, science, language arts, and technology.  Second year students must complete eight teaching concepts and two community services projects to earn their JMG certification. The teacher conducts periodic class discussions to emphasize key points, check student understandings, and prevent gaps in overall progress. Students are called upon to explain selected concepts in class. The evaluation system-which is used to measure qualitative as well as quantitative aspects of student performance-is clearly stated and is explained in the beginning.

Major Course Projects

Student Expectations:

Students will be given plants in the fall to take care of until they are sold in the spring. They will learn how to plant them, learn correct use of fertilizer, and correct soil mixture. They will make hanging baskets; start plants from cuttings, division and seed. They will learn correct soil to use for each. Students will know what organic and inorganic fertilizer is and what soil less fertilizer is and how it is used. Student will have an understanding of pest and weed control in the greenhouse and a general understanding of plant care in a greenhouse.

  1. Students will plant flowers in the beds at the school. They will plant fall and spring flowers and bulbs in the fall for spring flowering. They will make an assessment of the landscape site at the school and determine if any plants need to be replanted. Students will demonstrate the safe use of landscape tools.
  2. Students will prepare floral projects for Valentine’s Day to be sold to the general public.
  3. Students will keep a log of all their work related activities.  The Jog will be added to their portfolio.
  4. Students will complete eight hands-on gardening activities in the Junior Master Gardening Manuel, which include propagation from cuttings and seeds, making hanging baskets.  Students will also perform community services such as landscaping, planting seeds for the master gardener’s, and help area farmers with their vegetable garden.

Assessment Plan

Performance Standards

Grades for the course will be based on the following levels of performance:

Grade Performance Standard

A.  Independent Learner

Applied academic skills needed little help from the teacher; sought and found resources independently; produced a quality career portfolio.

B. Semi-Independent Learner

Did research, needed some help from the teacher; did work with few flaws; needed feedback from the teacher to realize work did not meet standards; redid work to meet standards; produced a better than average career portfolio.

C. Dependent Learner

Needed help to plan or had to be given a plan; relied a great deal on the teacher; had to be given procedures for performing tasks; required significant help to produce a quality product; needed help to evaluate a product; final product still did not meet standards; produced an average career portfolio.

F. Failure

Did not complete projects; if projects were completed, they were of low quality and did not pass; did not show criteria for determining quality produced a poor career portfolio or none at all.

Home Learning 

Complete assignments and tasks by the due date. Negotiate with the teacher before the due date if illness or another reason causes a student to get behind in work due. Negotiate with the teacher to develop a timeline to catch up in work missed through short-term absence.  Turn in home learning assignments as requested.