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Greenhouse Management 2

V10 Curriculum Essentials

Document

Boulder Valley School DistrictDepartment of CTEC

August 2015

IntroductionCareer and Technical Education Curriculum Essentials in BVSD

Greenhouse Management 2 is the advanced course for students who have certified in Greenhouse Management I. It was developed as part of the General Agriculture Department offered at Boulder Career and Technical Education Center and designed further explore topics in the plant sciences while examining key industry issues such as water, energy, business management and planning. Keeping in line with all career and technical education (CTE) programs for Boulder Valley School District, this course aims to develop 21st Century skills while supporting core content goals. To this aim, it will address many of the science curriculum competencies and directly embeds BVSD literacy curriculum by offering coursework, assessment and credit for Technical Writing or Communication and Society.Additionally, it will offer concurrent enrollment with Front Range Community College for the course, Introduction to Horticulture (HLT 101), through either articulation agreements or concurrent enrollment for all students mastering 80% of the curriculum.

5/5/2023 BVSD curriculum Essentials 2

Course Description

Instruction emphasizes work in floral design, interior plants, annuals, bulbs, grasses and perennials, including experimental design of plants. Students will propagate, manage, and sell greenhouse plants.

Topics at a Glance Career and Technical Student Organization

Standards for Future Farmers of America (FFA) Plant Propagation; grafting, layering, cuttings and

micropropagation including tissue culture techniques

Plant pathology and disease diagnosis and treatment

Plant pathology and disease diagnosis and treatment

Plant evolution and speciation Experimental design and research Water management including; water cycling, law

and arbitration, supply and distribution Biotechnology and advancing technology in plant

genetics Trade organizations and industry certification

opportunities Business management Professional portfolio development and

presentation

Assessments

Inquiry-based lab and lab notebooks Classroom blog Selected Readings Journal and Periodical Research and Analysis Teacher and Student Designed

Assessments Colorado Community College statewide

assessment

Within close proximity of Boulder CTEC are a variety of excellent resources to promote the study of natural resources management.

Some of these resources include top-quality universities such as Colorado State University, Front Range Community College, and the University of Colorado and will help to provide links to higher education as well as current natural resources management information and professionals for students.

In addition to this, there are many publically managed lands including city, county, state, and federal lands which will offer students of natural resources management career information and opportunities for interactions with field professionals.

Greenhouse Management 2 Overview


Prepared Graduates

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

1. CTE Essential Skills: Academic Foundations

ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.

Prepared Graduate Competencies in the CTE Essential Skills standard:

Complete required training, education, and certification to prepare for employment in a particular career field

Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities

2. CTE Essential Skills: Communications Standards

ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information


Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice

Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace

3. CTE Essential Skills: Problem Solving and Critical Thinking

ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.


Employ critical thinking skills independently and in teams to solve problems and make decisions


Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

Conduct technical research to gather information necessary for decision-making

4. CTE Essential Skills: Safety, Health, and Environmental

ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance


Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment

Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health

5. CTE Essential Skills: Leadership and Teamwork

ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives


Employ leadership skills to accomplish organizational skills and objectives

6. CTE Essential Skills: Employability and Career Development

ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills



Identify and demonstrate positive work behaviors and personal qualities needed to be employable

Develop skills related to seeking and applying for employment to find and obtain a desired job


Prepared Graduate Competencies in Science

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduates:

Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable

Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Explain how biological evolution accounts for the unity and diversity of living organisms

Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations.


COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS

Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:

• Relevant & rigorous learning

• Raising achievement among all students

• Strengthening Colorado’s workforce & economy

Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.

ALIGNMENT REQUIRED BY SB 08-212

22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions.

2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards.

STANDARDS REVIEW AND ALIGNMENT PROCESS

Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved:

NATIONAL BENCHMARK REVIEW

Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster

• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes

• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.

COLORADO CONTENT TEAMS REVIEW

The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post-secondary and workforce readiness (PWR.)


ACADEMIC ALIGNMENT REVIEW

In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed.

CURRENT STATUS

• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs.

• 52 pathways with validated academic alignments

• 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways)

• 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge.

• Available for review at: www.coloradostateplan.com/content_standards.htm


Colorado Career & Technical Education Standards Academic Alignment Reference System

The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program.

Organization

Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills.

Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success.

Prepared Completer Competency This level targets the “big ideas” in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be “course” specific but grow with the student’s progression through the sequence of courses.

Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do?

Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter)


Academic Alignments

Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria:

• It was a point where technical and academic content naturally collided;

• The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and

• It could be assessed for both academic and technical understanding.

Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited.

With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school.

For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A.


The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention.


GREENHOUSE MANAGEMENT 2AGBS.01 Describe agribusinesses, the relationship of agribusiness to the industry of agriculture and

will identify opportunities in the agribusiness systems pathway

AGBS.01.01 Understand the history and global significance of agribusinesses

AGBS.01.01.a Define major components of agribusiness systems

AGBS.01.01.b Define the major trends and relationship of agribusiness to global agriculture production

AGBS.01.01.c Identify various cultural perspectives in agriculture and the impact on agribusiness systems

AGBS.01.01.d Understand current cultural perspectives, global trade, and environmental impact of agriculture and the impact on agribusiness systems

RWC10-GR.12-S.4-GLE.2-EO.a

Synthesize information to support a logical argument

RWC10-GR.12-S.4-GLE.2-EO.b

Distinguish between evidence and inferences

RWC10-GR.12-S.4-GLE.2-EO.c

Identify false premises or assumptions

RWC10-GR.12-S.4-GLE.2-EO.d

Analyze rhetorical devices used in own and others' appeals

AGBS.01.02 Understand the history and future response in agribusiness systems to agriculture

AGBS.01.02.a Determine important historical trends in agribusiness systems

AGBS.01.02.b Describe evolution and technological advances in agribusiness systems

AGBS.01.02.c Analyze trends (population, societal, income, health, environmental) and their impact on agribusiness

RWC10-GR.12-S.4-GLE.2- Synthesize information to support a logical argument


EO.a







AGBS.01.02.d Predict future trends in agribusiness systems

AGBS.01.03 Relate the segments of the agriculture industry and their distribution channels on the efficiency of agribusinesses

AGBS.01.03.a Define agriculture industry segments (producers, processors, consumers, etc.) and distribution channels

AGBS.01.03.b Explain the local, regional, national and global agriculture production and the role of agribusiness at each level

AGBS.01.03.c Describe the movement of agriculture products through industry segments and industry distribution channels







AGBS.01.03.d Analyze the changes in agribusiness management to the efficient production and distribution of agriculture products

AGBS.02 Describe skills necessary in successful agribusinesses and ethical business practices

AGBS.02.01 Identify essential skills necessary for the agribusiness pathway

AGBS.02.01.a Identify skills (analytical, knowledge, communication, confidence, work ethic, honesty) used by personnel working in agribusinesses

AGBS.02.01.b Analyze personal skills and determine a path for skill development or improvement

AGBS.02.01.c Determine the impact of personal skills in the success and failure of agribusinesses

AGBS.02.02 Communicate abilities, skills and experience in written and oral form

AGBS.02.02.a Identify purpose and function of a job application, resume, cover letter and job interview


AGBS.02.02.b Identify personal skills, abilities, experience and integrate them into a job application, resume, cover letter and job interview

AGBS.02.02.c Complete a job application, resume, cover letter and job interview


Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6)

RWC10-GR.12-S.1-GLE.1-EO.e

Choose specific words and word order for intended effect and meaning

RWC10-GR.12-S.1-GLE.1-EO.f

Select appropriate technical or specialized language


Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish and express point of view and theme


Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script)


Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect

RWC10-GR.12-S.3-GLE.2-EO.h

Revise writing using feedback to maximize effect on audience and to calibrate purpose


Follow the conventions of standard English to write varied, strong, correct, complete sentences

AGBS.02.02.d Analyze career opportunities (skills) compared to personal skills, abilities, experience presented on a job application, resume, cover letter and in a job interview

AGBS.02.03 Understand professionalism in communication, business etiquette and dress/attire

AGBS.02.03.a Identify characteristics of professionalism

AGBS.02.03.b Understand dress, attire, communication skills necessary in the workplace

AGBS.02.03.c Distinguish situations where professionalism is tested in the workplace

AGBS.02.03.d Analyze situations where work place ethics and professionalism were compromised

AGBS.03 Understand record keeping systems and utilize records to assist in financial management of agribusiness

AGBS.03.01 Understand record keeping and accounting principles


AGBS.03.01.a Identify different methods and importance of record keeping and accounting

AGBS.03.01.b Classify record keeping and accounting procedures as a particular method

AGBS.03.01.c Utilize accounting and record keeping in an agribusiness

AGBS.03.03 Recognize parts of a financial balance sheet; and utilize a balance sheet to determine the financial condition of an agribusiness

AGBS.03.03.a Describe a financial balance sheet and uses of a financial balance sheet

AGBS.03.03.b Define terms relating to a financial balance set (solvency, liquidity, equity, debt, net worth, return)

AGBS.03.03.c Develop a personal financial balance sheet

AGBS.03.03.d Analyze financial balance sheets to determine the financial condition of an agribusiness

AGBS.03.04 Compile an income and expense record and utilize records to manage an agribusiness

AGBS.03.04.a Define income, expense, and capital transactions; the purpose of each and classify items accordingly

AGBS.03.04.b Complete an income, expense and capital transaction record

AGBS.03.04.c Evaluate income and expense ratios to manage an agribusiness

AGBS.03.05 Utilize data to effectively manage an agribusiness

AGBS.03.05.a Describe purpose of breeding record, production records, diary, herd check, health records, yield data

AGBS.03.05.b Develop or utilize current data management systems

AGBS.03.05.c Utilize data to summarize production and/or develop efficiency factors for production

AGBS.03.05.d Utilize data to make improvements in an agribusiness

AGBS.04 Understand current agriculture issues and important policies and laws in agriculture

AGBS.04.01 Articulate an educated position regarding agriculture issues

AGBS.04.01.a Define issue; identify important issues in agriculture


AGBS.04.01.b Determine impact of issues on agriculture

AGBS.04.01.c Develop and deliver an action plan around an agriculture issue


Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication


Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)




Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience





AGBS.04.02 Understand how agricultural laws and policies impact practices in agriculture industry

AGBS.04.02.a Define Ag law and Ag policy and distinguish how laws and policies are created

AGBS.04.02.b Identify laws and their impacts on the legal responsibilities and liabilities of an agricultural business

AGBS.04.02.c Develop an action plan to comply with an agricultural policy or law

AGBS.04.02.d Create an advocacy team around an agricultural policy or law and make presentation to appropriate audiences


Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication


Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)





Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience





AGCL.02 Career Opportunities in the AFNR Cluster

AGCL.02.01 Identify and prepare for career opportunities in the AFNR cluster

AGCL.02.01.a

Identify careers and explore advantages and disadvantages within the AFNR cluster

AGCL.02.01.b

Choose an agriculture career based upon your interest, skills and education necessary

AGCL.02.01.c

Develop and ICAP specific to agriculture (Individual Career and Academic Plan)

AGCL.02.01.d

Review, and modify and implement agriculture ICAP

PLSC.01 Understand the structure and significance of plant agriculture systems

PLSC.01.01 Determine the meaning and importance of Plant Systems

PLSC.01.01.a Define plant science and plant systems

PLSC.01.01.b Explain the importance of plant systems locally, nationally and globally

PLSC.01.01.c Integrate concepts of plant science into other pathways/ agriculture

PLSC.01.01.d Apply plant/ crop science/ system in a career pathway

PLSC.01.02 Understand historical and future trends in plant systems

PLSC.01.02.a Determine important historical trends in plant systems

PLSC.01.02.b Describe evolution and technological advances in plant systems

PLSC.01.02.c Analyze trends (population, societal, income, health, environmental) and their impact on plant systems





RWC10-GR.12-S.4-GLE.2- Identify false premises or assumptions


EO.c


Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation

PLSC.01.02.d Predict future trends in plant systems


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:





PLSC.01.03 Understand plant production industry segments

PLSC.01.03.a Define plant system industry segments (seed producer, farmer/producer, processor, retailer)

PLSC.01.03.b Describe the interrelationship of processing segments

PLSC.01.03.c Evaluate the impact of a change in markets on the plant systems industry









PLSC.02 Understand issues and trends in the plant systems pathway

PLSC.02.02 Understand the role of biotechnology in plant systems

PLSC.02.02.a Define biotechnology and its impact on agriculture

PLSC.02.02.b Recognize some current uses in biotechnology in plant systems (i.e. round-up ready corn, sugar beets, etc.)

PLSC.02.02.c Develop a management plan for the local agricultural industry incorporating new


plant system biotechnology methods




Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.11-12.7)


Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.11-12.9), i. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). (CCSS: W.11-12.9a), ii. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate

SC09-GR.HS-S.2-GLE.7-EO.a

Analyze and interpret data that genes are expressed portions of DNA.

SC09-GR.HS-S.2-GLE.7-EO.b

Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms

SC09-GR.HS-S.2-GLE.7-EO.c

Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism

SC09-GR.HS-S.2-GLE.7-EO.d

Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations

SC09-GR.HS-S.2-GLE.7-EO.e

Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism

PLSC.02.02.d Predict new developments in biotechnology likely to affect the agricultural industry


















PLSC.02.03 Understand alternative crops and the importance of crop diversity in plant systems

PLSC.02.03.a Identify alternative crops used in agriculture

PLSC.02.03.b Explain the importance of crop diversity as a risk management method

PLSC.02.03.c Explain non-traditional uses of alternative crops (i.e. soy based-artificial meat and dairy products)

PLSC.02.03.d Evaluate how alternative crops can help meet world food demand for Ag products









PLSC.02.05 Understand community and social responsibility as it relates to plant systems

PLSC.02.05.a Identify the social responsibilities of agriculturalists

PLSC.02.05.b Evaluate the difference between social responsibility and public perception

PLSC.02.05.c Analyze legal issues associated with social responsibilities in agriculture










PLSC.02.05.d Develop a management plan for agriculturalists to meet social responsibilities and public desires





PLSC.03 Understand plant biology and apply principles in a plant systems production setting

PLSC.03.01 Describe and utilize plant classification systems

PLSC.03.01.a Explain and justify the systems used to classify plants

PLSC.03.01.b Compare and contrast the hierarchical classification of agricultural plants

PLSC.03.01.c Classify agricultural plants according to the hierarchical classification system, life cycles, plant use, and as monocots or dicots

PLSC.03.02 Identify plants according to different methods of classification and identification

PLSC.03.02.a Identify plant structures and functions and explain systems used to classify plants

PLSC.03.02.b Identify agriculturally important plants by common names

PLSC.03.02.c Identify agriculturally important plants by scientific names

PLSC.03.02.d Classify agricultural plants according to the hierarchical classification system, life cycles, plant use and as monocotyledons or dicotyledons

PLSC.03.03 Understand plant growth and


development

PLSC.03.03.a Distinguish growth processes of plants

PLSC.03.03.b Define life span and relate it to living condition; explain the stages of life

PLSC.03.03.c Analyze the growth factors that affect production enterprises


Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity

PLSC.03.03.d Explore the role that humans have in each of the life stages of agriculturally important plants

PLSC.03.04 Understand cell structure and function

PLSC.03.04.a Describe the basics of a plant cell and describe the cellular organelles and their functions



PLSC.03.04.b Identify and explain DNA structure and replication processes





PLSC.03.04.c Diagram and label the cell cycle (mitosis and meiosis) and have understanding of each phase





PLSC.03.05 Understand the anatomy and function of plants parts

PLSC.03.05.a Identify the components and functions of flowers, stems, leaves, and roots


Discuss how two or more body systems interact to promote health for the whole organism


Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis

PLSC.03.05.b Explain the role flowers, stems, leaves, and roots play in overall plant health






PLSC.03.05.c Apply the knowledge of flower, stem, leaves, and root structures to plant breeding, production, and use





PLSC.03.05.d Utilize plant anatomy to identify and classify plants and determine the adaptability of plants to the plant environment








Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.03.06 Describe photosynthesis and respiration and impact on plant production

PLSC.03.06.a Explain the basic processes of photosynthesis and respiration and their importance on earth


Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission)


Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy


Identify biomolecules and their precursors/building blocks


Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule

PLSC.03.06.b Explain the requirements necessary for photosynthesis and respiration to occur


and identify the products and byproducts of each process








Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule




Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere

PLSC.03.06.c Explain the light dependent and light independent reactions that occur during photosynthesis and explain the stages of respiration




Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell

PLSC.03.06.d Perform experiments in the greenhouse testing light duration on overall plant development

PLSC.03.07 Understand plant processes and impact on production

PLSC.03.07.a Identify the processes of transpiration and translocation





PLSC.03.07.b Explain the movement of nutrients through the plant processes

PLSC.03.07.c Describe signs of proper and improper physiological plant processes


PLSC.03.08 Describe the processes of plant reproduction and replication

PLSC.03.08.a Discuss the importance of plant propagation and explain the difference between sexual and asexual propagation methods

PLSC.03.08.b Describe how to successfully plant seeds, use stem cutting propagation, and use grafting propagation

PLSC.03.08.c Produce plants using various propagation techniques

PLSC.03.08.d Conduct an experiment showing how plant environment affects reproduction

PLSC.03.09 Describe the impact of plant genetics on plant production practices

PLSC.03.09.a Define principles of inheritance and genetic terms

PLSC.03.09.b Describe how improving plant genetics can improve plant production

PLSC.03.09.c Diagram and explain how characteristics are inherited (punnet square)

PLSC.03.09.d Explain how plant genetics impacts cultural reproductive practices (i.e. Cuttings, grafting, seed production, cross-pollination)

PLSC.04 Describe processes and techniques of plant environmental management

PLSC.04.01 Understand plant environment and impact on plant growth and development

PLSC.04.01.a Describe the effects air, temperature, nutrients, light and water have on plant metabolism and growth




Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity


Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create

PLSC.04.01.b Determine the optimal air, temperature, nutrients, light and water conditions for plant optimal plant growth



SC09-GR.HS-S.3-GLE.6- Develop, communicate, and justify an evidence-based scientific


EO.a explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity



PLSC.04.01.c Describe plant responses to changes in the environment

PLSC.04.01.d Design, implement and evaluate a growing plan to maintain optimal conditions for plant growth

PLSC.04.02 Identify and describe different growth promotants and regulators used in Plant Systems

PLSC.04.02.a Identify growth promotants and regulators and their uses in production

PLSC.04.02.b Describe the impact of growth promotants and regulators on the plant system

PLSC.04.02.c Create a management plan using growth regulators and growth promotants

PLSC.04.02.d Compare different types of actions of growth promotants and regulators

PLSC.04.03 Utilize nutrient identification and management in plant systems

PLSC.04.03.a Recognize essential nutrients and their roles in growth




Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.b Describe nutrient deficiency symptoms


Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem




Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.c Identify nutrient availability in a soil






PLSC.04.03.d Determine the amount of fertilizer to apply to a soil





PLSC.04.04 Manage diseases and pests in plant systems

PLSC.04.04.a Define disease and pest triangle and how they can be used as a prevention tool

PLSC.04.04.b Identify major pests for commonly grown local crops and ornamentals

PLSC.04.04.c Describe how pests affect plants and define economic and aesthetic thresholds

PLSC.04.04.d Evaluate the best treatments--both chemical and natural--for common diseases and plants

PLSC.04.05 Understand and implement an integrated pest management plan

PLSC.04.05.a Explain general overview and history of IPM/PHC (Integrated Pest Management/Plant Health Care)

PLSC.04.05.b Explain generally accepted control methods and combinations for common insect, disease and weed groups based on pest life cycles

PLSC.04.05.c Identify common weeds, disease and insects (including beneficials)

PLSC.04.05.d Implement an IPM plan for local agriculturalists

PLSC.04.06 Understand safety practices and chemical pest control methods

PLSC.04.06.a Explain risks and benefits associated with the materials and methods used in plant pest management

PLSC.04.06.b Explain procedures for the safe handling, use and storage of pesticides

PLSC.04.06.c Develop a safe chemical control method plan for local agricultural producers


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the


reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,



PLSC.04.06.d Evaluate environmental and consumer concerns regarding pest management strategies

PLSC.04.07 Identify pests and diagnose diseases

PLSC.04.07.a Define terms for common plant disease signs and symptoms (i.e. Stunting, cholorosis, necrosis)

PLSC.04.07.b State difference between sign and symptoms of pests/diseases




Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases

PLSC.04.07.c Diagnose unknown pest/disease using diagnostic process

PLSC.04.07.d Hypothesize how pest and diseases can adapt and modify over time; analyze new ways to control modified pests and diseases




Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.05 Understand the history and management of water resources in plant systems

PLSC.05.01 Understand the history and background of water use in plant systems

PLSC.05.01.a Identify important historical events related to water use, pollution, and conservation

PLSC.05.01.b Describe how past events have shaped current policy regarding Colorado Water Law


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and


introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,

PLSC.05.01.c Explain the major components of the current Colorado Water Law

PLSC.05.02 Describe the water cycle

PLSC.05.02.a Define the term water cycle and explain how it relates to agriculture






Evaluate negative and positive consequences of physical and chemical changes on the geosphere

PLSC.05.02.b Explain the components of the hydrologic cycle







PLSC.05.02.c Explain how the hydrological cycle is related to water storage



PLSC.05.02.d Monitor changes in precipitation over the past ten years in the local community and explain how the water cycle affects water sources in the community


Analyze and interpret data on Earth’s climate





SC09-GR.HS-S.3-GLE.6- Evaluate negative and positive consequences of physical and


EO.c chemical changes on the geosphere

PLSC.05.03 Understand irrigation methods, systems, and equipment

PLSC.05.03.a Define irrigation and why it is needed in agriculture

PLSC.05.03.b Identify common irrigation systems, methods and equipment and explain the main water users in agriculture

PLSC.05.03.c Discuss the advantages and disadvantages of common types of irrigation systems

PLSC.05.03.d Develop a model demonstrating common irrigation methods in Colorado

PLSC.05.04 Describe soil plant and water Interactions

PLSC.05.04.a Define the terms gravitational water, capillary water, and hydroscopic water



PLSC.05.04.b Describe how different types of soil water affect plant growth

PLSC.05.04.c Apply tests that visually demonstrate the effects of different types of soil water

PLSC.05.04.d Create a model illustrating soil water interactions

PLSC.05.05 Understand the principles of soil/water hydraulics

PLSC.05.05.a Define hydraulics and how it controls the movement of water through a system



PLSC.05.05.b Calculate dynamic and static water pressure



PLSC.05.05.c Apply soil/water hydraulics to a given scenario



PLSC.05.06 Determine factors influencing water quality

PLSC.05.06.a Identify the major water pollution groups and explain different types of agricultural pollution

SC09-GR.HS-S.2-GLE.1- Evaluate the potential ecological impacts of a plant-based or meat-


EO.b based diet


Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought



PLSC.05.06.b Explain common water pollution control measures

PLSC.05.06.c Perform water tests at local reservoirs, rivers, and municipal water sources to identify factors that determine water quality for both agricultural and municipal purposes

PLSC.05.06.d Evaluate the results of water tests and determine changes that need to be made to produce high quality water for agriculture and municipal purposes

PLSC.05.07 Explain principles of water conservation

PLSC.05.07.a Define water conservation and why conservation is important in agriculture

PLSC.05.07.b Describe how irrigation practice and plant/crop choice is related to water consumption/ water conservation



PLSC.05.07.c Relate water conservation to common soil conservation practices (i.e. waterways, runoff, no till, minimum till)



PLSC.05.07.d Develop a water conservation plan for a local enterprise


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,




PLSC.05.08 Describe the relationship of water shed, and water sources on plant systems

PLSC.05.08.a Describe properties of watersheds and identify the boundaries of local watersheds


Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts

PLSC.05.08.b Relate the function of watersheds to natural resources


Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts

PLSC.05.08.c Analyze ecosystem functions of a watershed

PLSC.05.08.d Locate and analyze local watersheds

PLSC.08 Understand and apply principles of greenhouse management

PLSC.08.01 Understand greenhouse function, design and structure

PLSC.08.01.a Explain the purposes of greenhouse production and identify crops grown in greenhouses

PLSC.08.01.b Identify types of greenhouse structures and framework and compare and contrast their uses

PLSC.08.01.c Recommend the best type of greenhouse structure and framework in different scenarios

PLSC.08.01.d Design a greenhouse for a specific location encompassing all aspects of structure and management

PLSC.08.02 Identify and compare greenhouse glazing materials for various applications

PLSC.08.02.a Describe types of glazing materials and the factors to consider when selecting a glazing material

PLSC.08.02.b Compare and contrast glazing materials

PLSC.08.02.c Design a greenhouse for a specific location encompassing all aspects of structure and management

PLSC.08.02.d Recommend the best type of glazing material in different scenarios

PLSC.08.03 Understand and selection of greenhouse environmental systems


PLSC.08.03.a Identify the factors that are involved with the climate of a greenhouse (Heating, Cooling, Humidity, Light) and the importance of each factor on plant production

PLSC.08.03.b Describe the purpose and use of common environmental controls

PLSC.08.03.c Recommend the best type of heating, cooling, and ventilation in different scenarios


PLSC.08.04 Understand and selection of greenhouse irrigation systems

PLSC.08.04.a Identify the types of irrigation systems used in greenhouse production

PLSC.08.04.b Compare and contrast irrigation systems

PLSC.08.04.c Recommend the best type of irrigation in different scenarios


PLSC.08.05 Understand the process for selection of Greenhouse Growing Media

PLSC.08.05.a Identify and compare growing media

PLSC.08.05.b Describe properties and components of growing media

PLSC.08.05.c Recommend the best type of growing media in different scenarios


PLSC.08.06 Understand and apply practices for greenhouse plant nutrition and growth

PLSC.08.06.a Describe plant nutrition and the importance of nutrient management in a greenhouse setting

PLSC.08.06.b Identify micro- and macronutrients

PLSC.08.06.c Describe fertilization practices and growth regulation practices

PLSC.08.06.d Calculate and recommend the best fertilization practices and growth regulation practices in different scenarios

PLSC.08.07 Understand and apply practices for greenhouse disease and pest management

PLSC.08.07.a Identify major plant diseases and pests in a greenhouse production


PLSC.08.07.b Describe methods of control for major plant diseases and pests in a greenhouse production

PLSC.08.07.c Develop standard operating procedures for control of major plant diseases and pests


PLSC.08.08 Identify and analyze greenhouse operation practices

PLSC.08.08.a Describe safety procedures for greenhouse production

PLSC.08.08.b Identify common operations in a greenhouse (pot filling, transplanting, watering, inventory)

PLSC.08.08.c Identify automated systems and their advantages and disadvantages in greenhouse production



Academic Vocabulary

adventitious roots -- A root that grows from somewhere other than the primary root, for example, roots that arise from stems or leaves.alternation of generations -- Life cycle in which haploid and diploid generations alternate with each other.anemophily -- Seed plants which are pollinated by wind are said to be anemophilous.angiosperm -- n. A group of plants that produce seeds enclosed within an ovary, which may mature into a fruit; flowering plants.anther -- The pollen producing tip of a stamen; part of a flower.antheridium -- The organ on a gametophyte plant which produces the sperm cells.anthophyte -- A flowering plant, or any of its closest relatives, such as the Bennettitales, Gnetales, or Pentoxylales.apical meristem -- Group of cells at the growing tip of a branch or root. It divides cells to create new tissues.archegonium -- The organ on a gametophyte plant which produces the egg cell, and nurtures the young sporophyte.axil -- The angle formed between a leaf stalk and the stem to which it is attached. In flowering plants, buds develop in the axils of leaves.bipinnate -- Describing a pinnate leaf in which the leaflets themselves are further subdivided in a pinnate fashion.bisporangiate -- When a flower or cone produces both megaspores and microspores, it is said to be bisporangiate. Most flowers are bisporangiate.blade -- Any broad and flattened region of a plant or alga, which allows for increased photosynthetic surface area.bract -- Any reduced leaf-like structure associated with a cone or flower.bryophyte -- Plants in which the gametophyte generation is the larger, persistent phase; they generally lack conducting tissues. Bryophytes include the Hepaticophyta (liverworts), Anthocerotophyta (hornworts), and Bryophyta (mosses).carpel -- A unit of the pistil; it is evolutionarily a modified leaf.cataphyll -- In cycads, a scale-like modified leaf which protects the developing true leaves.columella -- A small column of tissue which runs up through the center of a spore capsule. It is present in hornworts, mosses, and some rhyniophytes.compound leaves -- n. Leaves with two or more leaflets attached to a single leaf stem.cotyledon -- n. The "seed leaves" produced by the embryo of a seed plant that serve to absorb nutrients packaged in the seed, until the seedling is able to produce its first true leaves and begin photosynthesis; the number of cotyledons is a key feature for the identification of the two major groups of flowering plants.elater -- A cell or part of a cell which assists in dispersing spores. The elaters change shape as they lose or acquire water, and they will then push against surrounding spores.embryophyte -- Synonym for the Plantae, as here defined. It includes all green photosynthetic organisms which begin the development of the sporophyte generation within the archegonium.enations -- Flaps of tissue such as those found on psilophytes.endodermis -- Literally "inner skin", this is a layer of cells which surrounds the central core of vascular tissue, and which helps to regulate the flow of water and dissolved substances.entomophily -- Seed plants which are pollinated by insects are said to be entomophilous.epiphyte -- A plant which grows upon another plant. The epiphyte does not "eat" the plant on which it grows, but merely uses the plant for structural support, or as a way to get off the ground and into the canopy environment.eustele -- When a plant's vascular tissue develops in discrete bundles, it is said to have a eustele. See also protostele and siphonostele.fiber -- Elongated and thickened cell found in xylem tissue. It strengthens and supports the surrounding cells.


http://www.ucmp.berkeley.edu/plants/plantae.html

http://www.ucmp.berkeley.edu/arthropoda/uniramia/uniramia.html

http://www.ucmp.berkeley.edu/glossary/glossary_A.html#archegonium


http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html

http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html

http://www.ucmp.berkeley.edu/plants/anthocerotophyta.html

http://www.ucmp.berkeley.edu/seedplants/cycadophyta/cycads.html


http://www.ucmp.berkeley.edu/glossary/glossary_S.html#sporophyte

http://www.ucmp.berkeley.edu/glossary/glossary_G.html#gametophyte

http://www.ucmp.berkeley.edu/glossary/glossary_G.html#gametophyte

http://www.ucmp.berkeley.edu/anthophyta/anthophyta.html

flower -- Collection of reproductive structures found in flowering plants.fruit -- In flowering plants, the structure which encloses the seeds. True fruits develop from the ovary wall, such as bananas and tomatoes, though not all fruits are edible, such as the dry pods of milkweed or the winged fruits of the maple.grain -- (1) The texture of wood, produced by the kinds of xylem cells present. (2) The fruit of a member of the grasses.guard cells -- Pair of cells which surround a stomate and regulate its size by altering their shape.gymnosperm -- n. A plant that produces seeds, which are not enclosed; includes any seed plant that does not produce flowers.gynostemium -- The central reproductive stalk of an orchid, which consists of a stamen and pistil fused together.habit -- The general growth pattern of a plant. A plant's habit may be described as creeping, trees, shrubs, vines, etc.herb -- Generally any plant which does not produce wood, and is therefore not as large as a tree or shrub, is considered to be an herb.heterosporangiate -- Producing two different kinds of sporangia, specifically microsporangia and megasporangia. Compare with heterosporous.heterosporous -- Producing two different sizes or kinds of spores. These may come from the same or different sporangia, and may produce similar or different gametophytes. Contrast with homosporous, and compare with heterosporangiate.holdfast -- Anchoring base of an alga.homosporous -- Producing only one size or kind of spore. Contrast with heterosporous.hypha -- n.Threadlike filaments that form the mycelium (body) of a fungus; hyphae- pl.inflorescence -- A cluster of flowers.internode -- The region of a stem between two nodes, when there is no branching of the vascular tissue.lamina -- Any broad and flattened region of a plant or alga, which allows for increased photosynthetic surface area.leaf -- An organ found in most vascular plants; it consists of a flat lamina (blade) and a petiole (stalk). Many flowering plants have additionally a pair of small stipules near the base of the petiole.leaf trace -- The strand of vascular tissue which connects the leaf veins to the central vascular system of the stem.leaflet -- In a compound leaf, the individual blades are called leaflets.magnoliid -- Any member of the basal assemblage of flowering plants.mannoxylic -- Wood in which there is a great deal of parenchyma tissue among the xylem is called mannoxylic. Cycads and pteridosperms have mannoxylic wood. Contrast with pycnoxylic.megaspore -- In plants which are heterosporous, the larger kind of spore is called a megaspore; it usually germinates into a female (egg-producing) gametophyte. Contrast with microspore.meristem -- Group of undifferentiated cells from which new tissues are produced. Most plants have apical meristems which give rise to the primary tissues of plants, and some have secondary meristems which add wood or bark.merophytes -- Group of cells which have all been produced from the same initial cell. Leaves and stems in particular are often built from specific patterns of merophytes.microphyll -- A kind of leaf, specifically one which has a single, unbranched vein in it. Microphylls are only found in the lycophytes.microspore -- In plants which are heterosporous, the smaller kind of spore is called a microspore; it usually germinates into a male (sperm-producing) gametophyte. Contrast with megaspore.mycorrhizae -- Symbiotic association between a fungus and the roots or rhizoids of a plant.node -- The region of a stem between two internodes, where there is branching of the vascular tissue into leaves or other appendages.ovary -- In flowering plants, the part of the flower which encloses the ovules. When the ovary matures, it becomes the fruit.ovule -- In seed plants, the structure which gives rise to the seed.paleoherb -- Any member of a group of basal flowering herbs which may be the closest relatives of the monocots. They include the water lilies, Piperales, and Aristolochiales.


http://www.ucmp.berkeley.edu/monocots/monocot.html


http://www.ucmp.berkeley.edu/seedplants/seedplants.html



http://www.ucmp.berkeley.edu/fungi/fungi.html

http://www.ucmp.berkeley.edu/plants/lycophyta/lycophyta.html

http://www.ucmp.berkeley.edu/glossary/glossary_P.html#pycnoxylic

http://www.ucmp.berkeley.edu/seedplants/cycadophyta/cycads.html


http://www.ucmp.berkeley.edu/monocots/liliflorae/orchidales.html


http://www.ucmp.berkeley.edu/monocots/glumiflorae/glumiflorae.html


parenchyma -- A generalized cell or tissue in a plant. These cells may manufacture or store food, and can often divide or differentiate into other kinds of cells.perennial -- A plant which continues to grow after it has reproduced, usually meaning that it lives for several years.perianth -- The sepals and petals of a flower are together called the perianth; literally "around the anthers".peristome -- A set of cells or cell parts which surround the opening of a moss sporangium. In many mosses, they are sensitive to humidity, and will alter their shape to aid in spore dispersal.petal -- One of the outer appendages of a flower, located between the outer sepals and the stamens. Petals often display bright colors that serve to attract pollinators.phloem -- Nutrient-conducting tissue of vascular plants.phragmoplast -- The cell plate formed during cell division.phytomelanin -- a papery "sooty" black layer over the seed of plants in the Asparagales, which includes agaves, aloes, onions and hyacinths. It is an important character for defining the group.pinnately compound -- Leaves which are divided up like a feather are said to be pinnately compound.pistil -- The central set of organs in a flower; it is composed of one or more carpels.pith -- To severely damage the brain of a frog, also any central region of parenchyma tissue within a plant stem.pits -- Thin regions of the cell wall in xylem conducting cells. Their structure is an important characteristic for recognizing different kinds of wood.plasmodesmata -- Cytoplasmic connections between neighboring cells in plant tissues.platyspermic -- Having seeds which are flattened and disc-like. Contrast with radiospermic.plicate -- Folded like a paper fan, as in the leaves of palms, cyclanthoids, and some orchids.pollen -- The microspore of seed plants.pollen tube -- In seed plants, the extension of the male gametophyte as it emerges from the pollen grain in search of the female gametophyte.pollination -- Process of transferring the pollen from its place of production to the place where the egg cell is produced. This may be accomplished by the use of wind, water, insects, birds, bats, or other means. Pollination is usually followed by fertilization, in which sperm are released from the pollen grain to unite with the egg cell.pollinia -- A mass of fused pollen produced by many orchids.protostele -- When a plant's vascular tissue develops in a solid central bundle, it is said to have a protostele. See also siphonostele and eustele.pseudoelaters -- Moisture-sensitive cells produced in the sporangium of hornworts.pteridophyte -- Plant in which the sporophyte generation is the larger phase and in which the gametophyte lives an existence independent of its parent sporophyte. Pteridophytes are almost all vascular plants, and include the lycophytes, trimerophytes, sphenophytes, and ferns.pteridosperm -- An extinct group of seed plants which bore fern-like leaves.pycnoxylic -- Wood in which there is little or no parenchyma tissue among the xylem is called pycnoxylic. Conifers and flowering plants have pycnoxylic wood. Contrast with mannoxylic.radicle -- The end of a plant embryo which gives rise to the first root.radiospermic -- Having seeds which are round or ovoid. Contrast with platyspermic.reticulate -- Interconnecting, like a network.rhizoid -- n. A cellular outgrowth of a plant that usually aids in anchoring to the surface and increasing surface area to acquire water or nutrients; found in mosses, liverworts, and hornworts.rhizome -- n. A horizontal underground stem, such as found in many ferns, where only the leaves may stick up into the air; sphenophytes (horsetails and their relatives) spread via rhizomes, but also produce erect stems.root -- Usually the below ground portion of a plant. Contrast with shoot.rosette -- A series of whorls of leaves or leaf-like structure produced at the base of the stem, just above the ground.secondary growth -- Growth in a plant which does not occur at the tips of the stems or roots. Secondary growth produces wood and bark in seed plants.sepal -- The outermost structures of a flower.



http://www.ucmp.berkeley.edu/glossary/glossary_M.html#mannoxylic



http://www.ucmp.berkeley.edu/plants/sphenophyta/sphenophyta.html

http://www.ucmp.berkeley.edu/plants/trimerophytophyta/trimero.html

http://www.ucmp.berkeley.edu/plants/lycophyta/lycophyta.html


http://www.ucmp.berkeley.edu/monocots/liliflorae/orchidales.html

http://www.ucmp.berkeley.edu/mammal/eutheria/chiroptera.html

http://www.ucmp.berkeley.edu/diapsids/birds/birdintro.html

http://www.ucmp.berkeley.edu/arthropoda/uniramia/uniramia.html



http://www.ucmp.berkeley.edu/monocots/liliflorae/asparagales.html

shoot -- Usually, the above ground portion of a plant, bearing the leaves. Contrast with root.siphonostele -- When a plant's vascular tissue develops as a central cylinder, it is said to have a siphonostele. See also protostele and eustele.spermatophyte -- A seed plant.sporangiophore -- A stalk to which sporangia are attached.sporangium -- A chamber inside of which spores are produced through meiosis.sporophyll -- Any leaf which bears sporangia is called a sporophyll.stamen -- Part of a flower, the tip of which produces pollen and is called the anther.stigma -- The sticky tip of a pistil. Or, the dense region of pigments found in many photosynthetic protists which is sensitive to light, and thus functions somewhat like a miniature eye.stipe -- A scientific term for "stalk".stipules -- Paired appendages found at the base of the leaves of many flowering plants.stomata -- Openings in the epidermis of a stem or leaf of a plant which permit gas exchange with the air. In general, all plants except liverworts have stomata in their sporophyte stage.streptophytes -- The clade consisting of the plants plus their closest relatives, the charophytes.strobilus -- A tightly clustered group of sporophylls arranged on a central stalk; commonly termed a "cone" or "flower".style -- The narrow stalk of the pistil, located above the ovary but below the stigma.synangium -- A cluster of sporangia which have become fused in development.tepal -- When the sepals and petals of a flower are indistinguishable, they are referred to as tepals. Tepals are common in many groups of monocots.thalloid -- Plants which have no roots, stems, or leaves are called thalloid, such as liverworts and hornworts.tracheophyte -- Any member of the clade of plants possessing vascular tissue; a vascular plant.tree -- Any tall plant, including many conifers and flowering plants, as well as extinct lycophytes and sphenophytes.tuber -- An underground stem which has been modified for storage of nutrients, such as a potato.turgor pressure -- Force exerted outward on a cell wall by the water contained in the cell. This force gives the plant rigidity, and may help to keep it erect.vegetative growth -- Growth of a plant by division of cells, without sexual reproduction.venation -- The arrangement and pattern of veins in a leaf.whorl -- An arrangement of appendages, such as branches or leaves, such that all are equally spaced around the stem at the same point, much like the spokes of a wheel or the ribs of an umbrellawood -- A secondary tissue found in seed plants which consists largely of xylem tissue.xylem -- Water-conducting tissue of vascular plants.





http://www.ucmp.berkeley.edu/monocots/monocot.html

http://www.ucmp.berkeley.edu/greenalgae/charophyta/charophyta.html


http://www.ucmp.berkeley.edu/glossary/glossary_C.html#clade


http://www.ucmp.berkeley.edu/glossary/glossary_M.html#meiosis


Course: HLT 101

Title: Introduction to HorticultureLong Title: Introduction to HorticultureCourse Description:

Introduces the biology of horticultural plants, and basic horticultural practices. (60 contact hours)

Min Credit: 4Max Credit:

Origin Notes: FRCC

STANDARD COMPETENCIES: I. Define the differences between horticulture, the applied plant sciences and botany. (I) II. Demonstrate the importance of horticulture in society. (I) III. List and describe various horticulture industries and jobs. (I) IV. Define the term taxonomy, and list the various levels. (II) V. Illustrate the need for a universal nomenclature. (II) VI. Write the binomial nomenclature system for 10 plants. (II) VII. Describe various operational systems of classification of plants based on growth form, fruits, life cycle, use stem type, leaf characteristics, adaptation, and flower type. (II) VIII. Diagram the cell structure and function of major organelles. (III) IX. List and describe the primary tissues of higher plants and their functions. (III) X Describe various plant organs and how they are used as a basis for classifying horticultural plants. (III) XI. Outline the differences between monocots and dicots. (III) XII. Explain how primary growth differs from secondary growth. (III) XIII. List the important plant growth factors in both the above-ground and below-ground environments. (IV) XIV. Explain the pH scale and its importance to plant growth. (IV) XV. Discuss the need for organic matter in the soil. (IV) XVI. Illustrate the roles of each environmental factor in plant growth and development. (IV) XVII. Describe how each environmental factor may be managed for better plant performance. (IV) XVIII. Explain the generalized phases of plant growth. (V) XIX. Describe vegetative and reproductive growth and development in plants. (V) XX Discuss specific growth processes ¿ photosynthesis, respiration, transpiration, translocation, and absorption ¿ and their roles in plant growth and development. (V) XXI. Discuss specific ways in which growers may manipulate physiological processes for increased plant productivity and quality. (V) XXII. List and describe horticultural uses of plant hormones & Plant Growth Regulators. (V) XXIII. Discuss the importance of genetics in horticultural plant improvement. (VI) XXIV. Explain the genetic basis of biological variation. (VI) XXV. List the contributions of Mendel and Darwin. (VI) XXVI. Examine specific practical applications of classical genetics and molecular biology in plant improvement. (VI) XXVII. List and discuss the environmental conditions for seed germination and vegetative propagation. (VII) XXVIII. Discuss the economic effects of pests in horticulture. (IX) XXIX. Outline the categories of organisms that are pests of plants. (IX) XXX Distinguish among pests on the basis of life cycles. (IX) XXXI. Distinguish among insect pests on the basis of feeding habits. (IX)


XXXII. Discuss the general principles of pest control. (IX) XXXIII. Describe how greenhouses are used in the production of horticultural plants. (X) XXXIV. Demonstrate the correct method of pruning trees and shrubs. (X)

TOPICAL OUTLINE: I. Introduction to Horticulture II. Classifying and Naming Horticultural Plants III. Plant Anatomy IV. Plant Growth Environment Plant Physiology V. Plant Genetics and Improvement VI. Sexual Propagation VII. Asexual Propagation VIII. Biological Enemies of Horticultural Plants IX. Plant Production

Course Offered At:

Front Range Community CollegeFRCC




V10

Instruction emphasizes work in floral design, interior plants, annuals, bulbs, grasses and perennials, including experimental design of plants. Students will propagate, manage, and sell greenhouse plants.

1 Semester

15

10

Elective

Inactive

Career ＆ Technical Education0213f277-1be6-426c-ab7d-f7789268048c

12/2/2002

[Expiration Date]

[NCAA]

[Hear]

Practical Experiences; Electives

[NonAcademic]

1000 - Industrial Arts/Technical Education

[CED_IC_Department]


greenhouse management 2 - boulder valley school districtcontenthub.bvsd.org/curriculum/course...

Documents