• Given a selection of 200 plants, students classify and identify plants using botanical growth habits, landscape uses, cultural requirements, and a simple botanical key.
• Students demonstrate plant selection and identification for local landscape applications.
• Students raise various plant materials under a variety of conditions, including greenhouse, landscape, and field, and identify the factors affecting plant growth.
• Students safely demonstrate asexual and sexual plant propagation practices and monitor plant development.

Standard 2: Students will show an understanding of the role of soil and other planting media, the principles of integrated pest management, and water management practices for ornamental plants. Students will analyze plant needs and related environmental factors, including soil moisture, weather, soil structure, water penetration and drainage, and demonstrate soil modification, pest management, and irrigation techniques appropriate to plant and environmental conditions.
Examples of the types of work students should be able to do to meet the standard:

• On a school or community site, students prepare and amend soils, calculate fertilizer application rates, implement methods of soil conservation, and evaluate results.
• On a school or community site, students identify pest and disease damage, propose methods of control, and recommend selected pest management practices.
• Students demonstrate safe pesticide handling practices in a simulated or actual application.

Standard 3: Students will show an understanding of the principles of pruning trees and shrubs in the landscape. They will evaluate various plant materials and prune them according to plant and landscape requirements to enhance growth and/or fruit production.
Examples of the types of work students should be able to do to meet the standard:

• Given a tree with specific landscape-use requirements, two students describe and defend pruning cuts necessary for the health of the tree and for landscape use.

Standard 4: Students will show an understanding of the care and maintenance of nursery stock and nursery facilities, and identify nursery conditions commonly found in commercial nursery production. Students will propagate and maintain a horticultural crop to the point of sale.
Examples of the types of work students should be able to do to meet the standard:

• Students identify the conditions in a nursery which foster pest development and propose methods of minimizing the pest threat.

Standard 5: Students will show an understanding of the basic principles of landscape planning, design, construction, and maintenance. Students will design a simple (temporary or permanent) landscape plot and present a proposal to a client.
Examples of the types of work students should be able to do to meet the standard:

• Students install a landscape with “permanent” structures and plant material selected for predetermined characteristics.
• Students install and/or maintain a lawn area and defend their installation or maintenance operations.
• Students repair, maintain, and safely operate selected hand tools and power equipment found in the horticulture industry.

Standard 6: Students will show an understanding of the principles and skills of floral design, including identifying, handling, safely preparing, and arranging cut flowers and indoor plants. Students will design and construct floral arrangements and/or corsages for identified purposes.
Examples of the types of work students should be able to do to meet the standard:

• Given a selection of four arrangements, students analyze each for color, harmony, balance and overall design and defend their analysis.
• Given the light, temperature and air flow conditions of a home or office, students select, re-pot, arrange and care for foliage plants.

Standard 7: Students will show an understanding of business practices and the role of support organizations within horticultural industries. They will demonstrate knowledge of purchasing, merchandising, marketing, and record keeping. Students will analyze and compare the services and professional development opportunities provided by support organizations within horticultural industries.
Examples of the types of work students should be able to do to meet the standard:

• Given a school plant sale or work experience opportunity, students purchase, merchandise, market, and keep records for plants and horticultural supplies.
• Students identify horticulture industry-support organizations and create a professional development plan that will utilize their services for continuing education.

Standard 8: Students will show an understanding of the principles of record keeping. Students will demonstrate record keeping utilizing a variety of methods and systems, and will explain the differences between financial and production records.
Examples of the types of work students should be able to do to meet the standard:

• Students use record-keeping tools for pest management, inventory control, supplies, and labor management.

Standard 9: Students will show that they recognize the traits of effective leaders. Students will participate in leadership training activities, including public speaking, leading group discussions, working within a committee, conducting business meetings, and problem solving, evaluating their own development following each activity.
Examples of what a student should be able to perform at a proficient level:

• Given a scenario, personal experience and/or observation, students identify effective leaders, recognize the traits that make them so, and evaluate their own traits of effective leadership.

Standard 10: Students will show an understanding of the relationship between supervised practical experience projects and their preparation for a career in agriculture. Students will engage in a supervised practical experience, employing skills and knowledge learned in the classroom, and maintain an ongoing record book.
Examples of the types of work students should be able to do to meet the standard:

• After reviewing his or her own horticultural skills in the record book, the student develops a list of needed skills, a time frame for acquisition, and a source of instruction in school, industry organizations, or on the job.

• In groups of four to five, students select an ornamental crop to propagate and grow to a marketable size. They keep a written journal of growth data, observations, cultural practices, skills performed, marketing and sales strategies, financial records, and conclusions. Individually, each student prepares a report reflecting on experiences and plans for future activities.