HORTICULTURE ASSIGNMENTS
Unit 1 Careers
1. complete 4 yr plan
2. complete career inventories naviance
3. complete resume see ms expinoza
4. Select 1 horticulture career.
Research that career and learn all you can about the career. Use at least two sources and one of those should be the Internet.
These sources should be documented on the center back panel using MLA form.3.
5. Create a brochure. Include the following information:
Presentation title.
Career name
Detailed description of the career (where usually located, job duties, possibilities for advancement, and the future of the job market for this career)
Training/schooling needed for this career and schools in the area (local or statewide).
Possible starting and high salary.
Rewards and problems for the career.
List of the possible jobs in this career in the Austin area.
Be sure that the brochure is colorful, well written, interesting and correct.
Unit 2 Science and Horticulture
1. Word Wall. THIS WILL BE DONE IN CLASS!
2. Make a chart of the 20 ornamentals that can be grown in Austin. Include common and scientific names, color, best conditions for growth.
3. Leaf Lab - see instructions. In appendices.
4. Sketch, label and note differences between the dicots and monocots stems. Be sure that you label the phloem, cambium, xylem and pith (where appropriate).
5. Sketch and label a model of a complete flower.
6. Sketch and label a model of plants and roots.
7. Sketch and label a typical insect.
8. Diseases and pests in an organic garden see appendices
9. Beneficial insects in the garden see appendices
Unit 3 Food Horticultural Crops
Find the following information on the Internet. Use the following web site: http://www.hort.purdue.edu/rhodcv/hort410/genint/ge00001.htm
Olericulture – vegetable growing. Deals with the culture of non wood herbaceous plants for food. Pomology – Fruit growing includes the culture of fruits and nuts.
1. Define the following words.
Ÿ Pome: The characteristic fruit of the apple family, as an apple, pear, or quince, in which the edible flesh arises from the greatly swollen receptacle and not from the carpels.
Ÿ Drupe: Any fruit, as a peach, cherry, plum etc., consisting of an outer skin a usually pulpy and succulent middle layer, and a hard and woody inner shell usually enclosing a single seed.
Ÿ Berry: Any small usually stoneless, juicy fruit, irrespective of botanical structure, as the huckleberry, strawberry, or hackberry.
3. Select one example of the different fruits:
4. Sketch and color each example.
5. In a chart, include the following information
a. Describe each one.
b. Growing culture
c. Pests and diseases to which it is susceptible
d. General use for the fruit
6. Include a recipe for each fruit make the recipe and bring it to school for the class to sample.
Unit 4 Turf grass –(Aggie Turf will help a lot!)
1. Create a chart that incorporated the following information about 5 different types of turf grass. You will include St. Augustine and Bermuda. Choose 3 other types of turf grass. Be sure that at least one is a cool weather grass. Use a combination of books and the Internet.
Ÿ Common and scientific name of turf grass
Ÿ Use
Ÿ Characteristics
Ÿ Growth culture
Ÿ Common pests and diseases
Ÿ Maintenance
Ÿ Pictures
Unit 4 Food System
1. Draw a diagram of the food system.
2. Select an author from the following list and create a book report. use the form in the appendacies ( this will be 1/2 of your final)
Barbara Kingsolver living and eating sustainably for one year
Eric Schlosser on the industrialization of our food supply
Michael Pollan on the benefits of locally - sourced, organic eating
Robert Kenner on the making of Food, Inc.
Marion Nestle on sorting out food facts from fictions
Anna Lappé on how the U.S. food system promotes global warming
Muhammad Yunus on the global impact of food industrialization
Joel Salatin on how to declare your independence from industrial food ( sustainable agriculture)
Gary Hirshberg on how industrial food is going mainstream
Barry Estabrook effect of industrial agriculture on food
Helena Norberg-Hodge the economic of food and the local food system
3. Watch TED Talks talks, Fresh and the Future of Food (we will watch these in class)and answer the following questions:
What was the premise of the video/talk?
Did the author/director support that premise?
Do you agree with the premise? support your answer with examples, from the video/talk or other references?
What is the future of the premise?
What are some solutions?
Would you recommend this video/talk to a friend who wanted to know more about the food system?
Unit 5 Speak up Speak Out - (this will be 1/2 of your final)
SEE ALL CLASSROOM INSTRUCTIONS!!!!!
1. complete 4 yr plan
2. complete career inventories naviance
3. complete resume see ms expinoza
4. Select 1 horticulture career.
Research that career and learn all you can about the career. Use at least two sources and one of those should be the Internet.
These sources should be documented on the center back panel using MLA form.3.
5. Create a brochure. Include the following information:
Presentation title.
Career name
Detailed description of the career (where usually located, job duties, possibilities for advancement, and the future of the job market for this career)
Training/schooling needed for this career and schools in the area (local or statewide).
Possible starting and high salary.
Rewards and problems for the career.
List of the possible jobs in this career in the Austin area.
Be sure that the brochure is colorful, well written, interesting and correct.
Unit 2 Science and Horticulture
1. Word Wall. THIS WILL BE DONE IN CLASS!
2. Make a chart of the 20 ornamentals that can be grown in Austin. Include common and scientific names, color, best conditions for growth.
3. Leaf Lab - see instructions. In appendices.
4. Sketch, label and note differences between the dicots and monocots stems. Be sure that you label the phloem, cambium, xylem and pith (where appropriate).
5. Sketch and label a model of a complete flower.
6. Sketch and label a model of plants and roots.
7. Sketch and label a typical insect.
8. Diseases and pests in an organic garden see appendices
9. Beneficial insects in the garden see appendices
Unit 3 Food Horticultural Crops
Find the following information on the Internet. Use the following web site: http://www.hort.purdue.edu/rhodcv/hort410/genint/ge00001.htm
Olericulture – vegetable growing. Deals with the culture of non wood herbaceous plants for food. Pomology – Fruit growing includes the culture of fruits and nuts.
1. Define the following words.
Ÿ Pome: The characteristic fruit of the apple family, as an apple, pear, or quince, in which the edible flesh arises from the greatly swollen receptacle and not from the carpels.
Ÿ Drupe: Any fruit, as a peach, cherry, plum etc., consisting of an outer skin a usually pulpy and succulent middle layer, and a hard and woody inner shell usually enclosing a single seed.
Ÿ Berry: Any small usually stoneless, juicy fruit, irrespective of botanical structure, as the huckleberry, strawberry, or hackberry.
3. Select one example of the different fruits:
4. Sketch and color each example.
5. In a chart, include the following information
a. Describe each one.
b. Growing culture
c. Pests and diseases to which it is susceptible
d. General use for the fruit
6. Include a recipe for each fruit make the recipe and bring it to school for the class to sample.
Unit 4 Turf grass –(Aggie Turf will help a lot!)
1. Create a chart that incorporated the following information about 5 different types of turf grass. You will include St. Augustine and Bermuda. Choose 3 other types of turf grass. Be sure that at least one is a cool weather grass. Use a combination of books and the Internet.
Ÿ Common and scientific name of turf grass
Ÿ Use
Ÿ Characteristics
Ÿ Growth culture
Ÿ Common pests and diseases
Ÿ Maintenance
Ÿ Pictures
Unit 4 Food System
1. Draw a diagram of the food system.
2. Select an author from the following list and create a book report. use the form in the appendacies ( this will be 1/2 of your final)
Barbara Kingsolver living and eating sustainably for one year
Eric Schlosser on the industrialization of our food supply
Michael Pollan on the benefits of locally - sourced, organic eating
Robert Kenner on the making of Food, Inc.
Marion Nestle on sorting out food facts from fictions
Anna Lappé on how the U.S. food system promotes global warming
Muhammad Yunus on the global impact of food industrialization
Joel Salatin on how to declare your independence from industrial food ( sustainable agriculture)
Gary Hirshberg on how industrial food is going mainstream
Barry Estabrook effect of industrial agriculture on food
Helena Norberg-Hodge the economic of food and the local food system
3. Watch TED Talks talks, Fresh and the Future of Food (we will watch these in class)and answer the following questions:
What was the premise of the video/talk?
Did the author/director support that premise?
Do you agree with the premise? support your answer with examples, from the video/talk or other references?
What is the future of the premise?
What are some solutions?
Would you recommend this video/talk to a friend who wanted to know more about the food system?
Unit 5 Speak up Speak Out - (this will be 1/2 of your final)
SEE ALL CLASSROOM INSTRUCTIONS!!!!!