Core II Materials for Metropolitan Agriculture/Horticulture Programs. Units AF.

434 Pages·2007·6.71 MB·English

DOCUMENT RESUME
CE 034 002
ED 222 663
Biondo, Ron; And Others
AUTHOR
Core II Materials for Metropolitan
TITLE
Agriculture/Horticulture Programs. Units A-F.
Illinois Univ., Urbana. Dept. of Vocational and
INSTITUTION
Technical Education.
Illinois State Board of Education, Springfield, Dept.
SPONS AGENCY
Education.
of Adult, Vocational and Technical
Jun 82
PUB DATL
R-33-32-D-0542-388
CONTRACT
colored
450p.; Not available in paper copy due to
NOTE
ED 208 148-153, ED
paper. For related documents, see
220 689-690, and CE 034 003.
Teachers) (052)
Guides - Classroom Use - Guides (For
PUB TYPE
Learner)
Classroom Use - Materials (For
-- Guides
(051)
EDRS.
MF01 Plus Postage. PC Not Available from
EDRS PRICE
Agricultural Education; *Agricultural Engineering;
DESCRIPTORS
Curriculum
Behavioral Objectives; Core Curriculum;
Guides; Grade 10; High Schools; *Horticulture;
Activities;
laadership; Leadership Training; Learning
Horticulture
Ornamental Horticulture; Ornamental
Occupations; *Plant Identification; *Plant
*Student
Propagation; Public Speaking; Recordkeepilg;
*Urban
Organizations; Student Participation; Tents;
Education
Areas; Visual Aids; Vocational
Future Farmers of America
IDENTIFIERS
ABSTRACT
curriculum guide
This first volume of a 2-volume
suggested areas of study to be
contains 16 problem areas selected as
second-year students
included in a core curriculum for 10th-grade or
The 16 problem areas
enrolled in a metropolitan agriculture program.
Occupations (2
units: Orientation to Agricultural
are divided into 6
Experience (1), Leadership in
problem areas), Supervised Occupational
Mechanics
Horticulture/Agriculture (3), Horticultural/Agricultural
Identification (5). Each
(4), Plant Propagation (1), and Plant
following components:
problem area includes some or all of the
(objectives, suggested
suggestions to the teacher, teacher's guide
problems and concerns,
interest approaches, anticipated student
of problem area,
suggested learning activities, suggested uses
sheets, student
evaluation, references and aids), information
job sheets or laboratory
worksheets or assignment sheets and key,
guide for transparencies, and
exercises, transparencies, discussion
(YLB)
sample test questions and teacher's key.
***********************************************************************
*
that can be made
Reproductions supplied by EDRS are the best
*
*
from the original document.
*
***********************************************************************
/CeN(33°Y
DEPARTMENT OF
Sponsored by
CORE II MATERIALS
ADULT,
ILLINOIS
FOR METROPOLITAN
VOCATIONAL AND
STATE BOARD OF
AGRICULTURE/
TECHNICAL EDUCATION
EDUCATION
HORTICULTURE
re\
-PROGRAMS
UNITS A-F
,
Project Staff
Research and
Edward Copeland
Development Section
Chairman-
Co-directors:
June, 1982
Donald G. Gill
Paul Hemp
State Superintendent
Roger I. Courson
of Education
Developers:
Ron Biondo
Jim -Ethridge
Paul Hemp
Jerry Pepple
Marcia Watman
Department of
Vocational and
Technical Education
and Vocational
Agriculture Service,
University of Illinois
at Urbana-Champaign
U.S. DEPARTMENT OF EDUCATION
"PERMISSION TO REPRODUCE THIS
NATIONAL INSTITUTE OF EDUCATION
CATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
E
am/
CENTER
This document has been reproduced as
received from the person or organization
originating it
Minor changes have been made to improve
reTrOduCtiOn quality
TO THE EDUCATIONAL RESOURCES
Points Otyiew Of opinions stated in this doCu
ment do not necessarily represent official NIE
INFORMATION CENTER (ERIC)."
posibon Of policy
(
ILLINOIS STATE BOARD OF EDUCATION
Department of Adult, Vocational and Technical Education
Research and Development Section
Product Abstract
Title of material Core il Materials for Metropolitan Agriculture Programs
1.
June, 1982
Date material was completed
2.
Revised
Please check one:
New material
X
3.
University of Illinois
Orginating agency
4.
Zip Code 61801
Urbana, Illinois
Address
Name(s) of developer(s) Paul Hemp and Rogcr Courson
5.
it
Zip Code
1310 S. Sixth St., Champaign, IL
61820
Address
Developed pursuant to Contract Number R-33-32-D-0542-388
6.
Subject Matter [-Check only one according to USOE Code):
7.
USOE Code
(
industrial Art Education
01 Agricultural Education
10
X
Technical Education
03 Business and Office Education
16
Trade and Industrial
04 Distributive Education
17
Education
07 Health Occupations Education
Career Education
09 Home Economics Education
Other (Specify)
Education Level:
8.
X _9-10
11-12
Pre-K Thru 6
7-8
-Adult
Teacher (FTe.---service)
Post-Secondary
-Other (Specify)
--Administrator (Pre-SreFiEe)
57-17i erriaid-ToTtr. sT-By:
Administrator
Local
Classroom Teacher
Student
X
X
-Teacher Educator
State Personnel
Guidance Staff
--Other (Specify)
Student Type:
10.
Handicapped
Disadvantaged
X
Regular
X
X
-Other (Specify)
-Limited English ProfraiiiCy
3
ii
Medium and Format of Materials:
11.
MICROFICHE
FILM
X HARDCOPY
VIDEOTAPE
Minutes
Minutes
No. of pages
B
W
&
Color
B & W
Paper-Riihd
B & W
Color
Color
Hard bond
-R-Loose-lnaf
inches
mm
TO--
Photos:
Yes
Tlii
X
-Mr X
Diagrams:
X AUDIO
OTHER
X FILM STRIPS
SLIIiES
,
Automatic synch Specify:
No. of frames
No. of frames
B & W.
B & IF-
H Z
Color
Miiia cue
-R-Color
Audio
Audio
Reel
X Cassette
Carousel provided
Cartridge
Other packaging used
(Specify)
Availability:
12.
Not available
per copy
For sale @ $
One copy free
T."
copy
In ERIC system (No.
available
[phone]
Phone
Roger Courson
Contact:
Zip Code 61801
434 Mumford Hall - 1301 W. Gregory Drive
Address
Copyright Restrictions:
13.
Phone (
)
Contact:
Name
Zip Code
Address
Yes X
Is Training Required for Optimum Use orrhese Materials
No
14.
Yes X
Are Consultive/Training Services Available?
No
15.
Illinois Board of 'Education
Contact:
Department of Adult, Vocat;onal and Technical Education
Research and Development Section, E-426
100 North First ,Street
Springfield, IL
62777
[phone]
tate t e genera o ect ve and suggested method n
escr pt on
enera
16.
is organized.
Continue on
Summarize the content and tell how it
use.
back of this sheet or on another sheet, if necessary.)
This curriculum guide includes 28 problem areas selected as suggested
for tenth-grade or
areas of study to be included in a core curriculum
agriculture program.
metropolitan
in
enrolled
students
second-year
a
iii
q
Paul E. Hemp
Person Completing this Abstract:
17.
Full Address: 357 Education Bldg.
1310 S. Sixth St.
Champaign, IL
61820
LIST OF UNITS AND PROBLEM AREAS
METROPOLITAN AGRICULTURE PROGRAM
CORE II
Orientation to Agricultural Occupations
UNIT A:
PROBLEM AREAS:
S.O.E.P.
and
horticulture
course
vocation&
to
Orientation
1.
Developing effective study habits
2.
Supervised Occupational Experience
UNIT B:
PROBLEM AREAS:
records using the Floriculture Record Book
Keeping S.O.E.P.
1.
Leadership in Horticulture/Agriculture
UNIT C:
PROBLEM AREAS:
in youth organi-
Participating in individual and group activities
1.
zations
Developing leadership skills
2.
o
Developing basic public speaking skills
3.
Horticultural/Agricultural Mechanics
UNIT D.
PROBLEM AREAS:
Cement masonry and concrete work
1.
Managing greenhouse electrical systems
2.
Servicing small gas engines
3.
Glazing
4.
Plant Propagation
UNIT E:
PROBLEM AREAS:
Propagating herbaceous plants by grafting
1.
Plant Identification
UNIT F:
PROBLEM AREAS:
using turfgrasses
Identifying turfgrasses and turfgrass weeds and
1.
in the landscape
Identifying trees and shrubs in the landscape
2.
landscape
Identifying vines and ground covers in the
3.
flowers in the land-
Identifying and using annual and perennial
4.
scape
plants
for flowering and foliage house
Identifying and caring
5.
1
Growing and Managing Horticultural Crops
UNIT G:
PROBLEM AREAS:
Growing bedding plants
1.
crops from seeds and cuttings
Growing greenhouse flowering
2.
Growing container nursery crops
3.
Growing bulb crops
4.
Identifying and Controlling Pests of Horticultural Plants
UNIT H:
PROBLEM AREAS:
Identifying and controlling landscape and garden pests
1.
UNIT I:
Urban Animals
Soil Science and Conservation of Natural Resources
UNIT J:
PROBLEM AREA:
Fertilizing horticultural crops
1.
Agricultural Products
UNIT K:
PROBLEM AREAS:
Identifying and selecting fresh fruits and vegetables
1.
horticultural
products
Identifying
selecting
and ornamental
2.
UNIT L:
Landscape Design Establishment and Maintenance
PROBLEM AREAS:
Designing and drawing a landscape plan'
1.
Establishing and maintaining a turf area
2.
Constructing patios and walkways
3.
Transplanting and caring for trees and shrubs
4.
2
SUGGESTIONS FOR USING CORE MATERIALS
These instructional materials and teaching aids have been designed to
Each problent area
instruction and increase student learning.
improve
includes some or all of the following components:
Suggestions to the teacher
1.
Teacher's guide
2.
information sheets
3.
Student worksheets or assignment sheets and key
4.
Job sheets or laboratory exercises
5.
Transparencies
6.
Discussion guide for transparencies
7.
Sample test questions and teacher's key
8.
This combination of instructional materials is intended for use as a source
This means that teachers should selectively choose those components
unit.
The
objectives.
and those parts which they need to achieve their teaching
project staff does not recommend that teachers "teach" the core program as
the
Instead, teachers should personalize and localize
it
presented.
is
the particular group taught and, wherever possible,
add
for
materials
other materials and teaching techniques to enrich the core program.
curricu-
Teachers could teach all problem areas included in the core
the
specific class, but this would not be advisable considering
lum to a
and inter-
variations which exist in agriculture programs, students' needs
select problem
teachers should
ests, and program objectives.
Instead,
"local core" and supplement them with other problem areas
for
areas
a
Another suggestion is that the entire problem
important in the local area.
a given group during a given year.
For
area need not be taught to
parliamentary procedure
example, teachers may want to teach part of the
to freshmen and teach the remaining part to an
advanced
problem area
class.
of a problem
Specific suggestions for using the different components
section.
area are presented in the following
These suggestions are included on
Suggestions to the teacher,
1.
Teachers should read these
the first page of each problem area.
the year.
suggestions before problem areas are scheduled for
will be
Decisions need to be made regarding which problem areas
number of
taught, when they will be taught and the approximate
On the basis of these
days to be devoted to each problem area.
decisions, teachers can construct a course calendar.
preplanning
In some cases, the suggestions also indicate the
Instruc-
begins.
that needs to be accomplished before instruction
to be
the problem area need
materials not included
in
tional
ordered in advance.
It
The teacher's guide is not a lesson plan.
Teacher's guide.
2.
the agricul-
is a source of teaching ideas which may be used by
Each
ture teacher to conduct an effective instructional program.
3
includes more material
than most teachers would use.
guide
Teachers should select from the several interest approaches and
teaching activities those suggestions which seem more appropriate
for the local situation.
The teacher's guide emphasizes a prob-
lem solving method and a student-centered, activity approach.
Lecture-presentation,
and subject-
of
rote
memorization
facts
matter mastery should be kept to
The teacher's
a minimum.
guides include suggestions for carrying learning to the "doing"
Application of classroom learning to S.O.E.P.'s and FFA
level.
activities is an- important part of the teaching process.
Information sheets.
These sheets have been prepared for those
3.
If
problem areas where subject matter may be difficult'to locate.
reference materials are not available, the teacher may want to
duplicate copies of the information sheets for class use.
Student worksheets or assignment sheets and keys.
it.
These
exercises are designed as classroom activities for student use.
They may provide a change of pace for students when they have
grown tired of other activities which may be overused.
Most
exercises
teacher's
with
include
answers.
key
suggested
a
Job sheets and laboratory exercises.
In some problem areas, such
5.
as the agricultural mechanics areas, job sheets have been pro-
vided which include a step-by-step procedure for performing
horticultural jobs.
These sheets may be used to guide students
learning and to take a load off the
individualized
engaged
in
busy teacher who has a
large class involved in a variety of
learning activities.
Transparencies.
Some of the problem areas include transparency
6.
masters which can be used to prepare overlays and others in-
clude small
reproductions of transparencies developed for
the
Project which are
Agriculture
Core
available
from
Vocational
Service, University of Illinois.
Discussion guide for transparencies.
Most of the transparencies
7.
included in the core materials do not include on the overlay any
narration or explanation.
The discussion guide provides teach-
ers with some suggested points to bring out in the discussion of
a transparency including explanations, descriptions and discus-
sion questions related to the transparency.
The sample test questions are
Sample test questions and ke
8.
.
not intended to be used as a
The teacher can select
test.
if they are
questions from those included in the problem area
appropriate and add others as needed.
Some teachers may
choose not to administer a test at the close of each problem area
a comprehensive test at the end of a
unit.
prepare
and
to
The numbering system found at the bottom of each page includes five
digits or letters.
The first character is a capital "M", which stands for
designates the material as part of
The Roman numeral
Metropolitan.
II
Core II.
The letters which run from A-L designate the unit.
The fourth
character is a numeral which indicates the problem area within the unit (1
for second, etc.).
means first,
The last digit is the page number.
All
2
pages are numbered consecutively and the pages
in each problem area
start with "one."
4
Curriculum is as follows:
The color scheme used in the Illinois Core
Salmon--Suggestions to the Teacher
Tan--Teacher's Guide
Light Blue--Information Sheets
Ivory--Student Worksheets
-Pink--Job Sheets/Laboratory Exercises
Lime--Teacher's Key to Student Worksheets
Guides
Discussion
Transparency
and
White--Transparencies
Green--Sample Test Questions and Teacher's Key
Raspberry--Suggested Content Outline
e
1
1
U
5