# Native Landscaping

Document Sample

```					                                   Teaching Guide

For

Native Landscaping

Module

Illinois Career & Technical Education
Math and Science Curriculum Project

2009

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Acknowledgements

Problem Solving Activity
Overview of Module
• Scenario Focus
• Description of the Problem to be solved
• TDL Cluster Knowledge and Skills and Performance Elements Addressed
• Objectives
• Measurement Criteria
• Teacher Notes
• Time Required to Complete Problem
• Support Materials and Resources Necessary for Completion of Scenario
Lesson 1 with Handout 1, 2, 3 and 4
Lesson 2 with Handout 5
Lesson 3
Lesson 4
Lesson 5 with Handout 6
Lesson 6 with Handout 7

Teacher Assessment Materials
•    Final Evaluation and Measurement Criteria
•    Rubrics
•    Example of Acceptable Student Solution

Appendix
Glossary of Terms

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Acknowledgements

Casey-Westfield School District #4
502 East Delaware
Casey, IL 62420
Mr. Clyde Frankie
(217)932-2175

Scotty’s Garden and Furnace
902 N. State Highway 49
Casey, IL 62420
(217)932-5364

Other Educators
Jerry O’Hare
Mentor
Blackhawk Community College

Developers:
Jennifer Franklin/Mindy Allen
Casey-Westfield School District #4
(217)932-2175
franklinj@cw.k12.il.us

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Scenario Focus

Overview of Module
The students will be pairing with Casey-Westfield School District #4 to design the
landscaping for the new addition of the high school, which is currently being built.
The students will learn about native vs. exotic plant species, perennials vs. annuals,
soil types, climate zones, measurement, landscape architecture, environmental
design and engineering. The students will be graded on their progress as they go
along in the module. They will also be graded on their final design. The first day
will be a project introduction. Day two will be a lab introducing exotic vs. native
plant species. Day three they will be divided into their groups, given the problem
statement and blueprints. Day three the students will go to Scotty’s Landscaping.
One of the workers will talk to them about perennials vs. annuals, shrubs, trees,
edging and barriers. The students will write down ideas of plants they would like
to use. On days four and five the students will go to the computer lab to work on
looking up plants and beginning their designs. Day six the students will go into the
area to be landscaped and take measurements to figure out area and how many
plants they will need for their design. Day seven the students will resume back in
the classroom to go over the measurements they collected the day before and
figure out quantity and arrangement of plants. Day eight the students will go back
to the computer lab to finish looking up plants and entering their designs. On day
nine they will present their plans. In addition, these plans may evaluated by a math
teacher for cost analysis.

Primary Career Cluster: Architecture & Construction

Primary Career Pathway: Design/Pre-Construction

Related Occupations: Environmental Designer, Environmental Engineer, Landscape
Architect

Recommended Subject Areas: Earth Science, Biology, Botany

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Scenario Problem Statement
Casey-Westfield High School’s 1947 edition was condemned in the spring of 2006.
A referendum in the district was passed in the spring of 2007 to build a new
addition to the high school. This new addition is currently under construction. The
school district purposely did not do any landscaping on the new high school building
so that they could get community input on the design. The Casey-Westfield School
District would like to contract with you to submit a landscape design with cost
analysis for implementation of the design.

Use internet searches, other CITED sources and community resources you need to
prepare a design plan for the new addition’s landscaping. You are to present the
plan to the class. The top design in each class will present to the Casey-Westfield
Building Committee to be considered for implementation.

Cluster Knowledge and Skills and Performance Elements
1. Employ basic methods of data collection and analysis to provide information
for projects-access research methods available to formulate project
planning and problem-solving and provide appropriate precedents for
development of a project.
2. Apply the basic principles of environmental impact to enhance project
acceptance and quality-evaluate and align sustainable design elements to add
value to the project.
3. Apply basic organizational, spatial, structural and constructional principles to
the design of interior and exterior space-develop design alternatives to
4. Identify the relationship between available resources and requirements of a
project/problem to accomplish realistic planning-use available
resources/materials effectively to complete project or resolve a problem.
5. Work as an individual and as a team member to accomplish assignments-use
human relations skills to work cooperatively with co-workers representing
different cultures, genders and backgrounds and track team goals to
contribute constructively and positively to the team and manage personal
skills to accomplish assignments.
6. Use mentoring skills to inspire others to achieve-use motivational techniques
to enhance performance in others.

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7. Read technical drawings and documents to plan a project-interpret
blueprints and drawings to assist with project planning and use architect’s
plan, manufacturer’s illustrations and other materials to visualize proposed
work and to transfer specific data.

Illinois Learning Standards
Science
13B.2 Explore natural resources conservation and management programs,
calculating home/school electric or water usage, etc., to propose plans for
increased efficiency, evaluating their effect on natural resources and the
local economy, researching the past, current and future local landfill plans
or examining state wildlife programs for controlled breeding or population
maintenance.
13.B.3 Explore policies which affect local science or technology issues,
researching applicable issue of local concern (e.g., subdivision development,
groundwater contamination), developing classroom criteria to measure
effectiveness of policies, developing survey instruments to assess depths
of informed opinions on issues, collecting pertinent data from expert local
sources, or analyzing data and policy correlation.
12E.4 Explain how external and internal energy sources drive Earth processes
(e.g., solar energy drives weather patterns; internal heat drives plate
tectonics).
12B.3 Identify and classify biotic and abiotic factors in an environment that
affect population density, habitat and placement of organisms in an energy
pyramid.
12B.4 Compare physical, ecological and behavioral factors that influence
interactions and interdependence of organisms.

What I Want Students to Know                  What I Want Students to be Able to Do
•    Perennials vs. annuals                •   Find area
•    Exotic species vs. native species     •   Use a tape measure
•    Characteristics which make            •   Use a measuring wheel
quality soil                          •   Determine spacing of plants given
•    Abiotic vs. biotic factors                measurements of area and plant growth
•    Zone systems of plants                •   Read a blueprint
•    pH scale                          .
•    How pH affects plants

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Objectives
• Students will be able to explain the difference between perennials and
annuals
• Students will be able to differentiate between exotic and native species
• Students will have an understanding of the zone systems of plants and how
this ties in with weather patterns
• Students will know the pH scale and how this affects plant growth
• Students will be able to take measurements of an area (tape measure and
measurement wheel)
• Students will be able to find area from their measurements
• Students will be able to determine spacing of plants given area
measurements and growth information of the plants
• Students will be able to give examples of abiotic and biotic factors of the
area
• Students will be able to explain the impact of soil health and layering on
plant growth
• Students will be able to read a blueprint.

Measurement Criteria
1.  The design was creative and used the space wisely.
2. The design included a variety of plants with other barriers, edging, etc. as
needed.
3. A list of materials (plants, barriers, edging, etc.) was provided and cost
projections were calculated correctly.
4. The presentation included visuals such as, the design and cost data.
5. The presentation met the 7 requirements of effective business presentations:
Evidence of preparedness and practice
Started on time
Dressed appropriately
Showed enthusiasm and confidence
Maintained eye contact, showed friendliness and respect
Spoke slowly and distinctly without grammatical errors or slang
Accepted reactions without being defensive.
Met time requirements (not including question & answer session)

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Teacher Notes
•    A sample blueprint is provided; however, since you may be doing an area
other than our school, you or the students will need to obtain a copy of the
blueprint for that area.
•    If possible find a place students can go on a field trip to look at plants. If
the place has someone available to talk to them and answer their questions
that would be a great help. The students seem to respond better to
someone they view as an expert.
•    I put students in groups of 3-4. I combined a higher academic student with
a middle achieving and a lower achieving student.
•    I had student use the rubric and do a self-evaluation and evaluation of each
group member.

Time required to complete Problem: 9 or 10 fifty minute class days

Module Support Materials Summary
• Beans for exotic species activity
• Colored pencils for exotic species activity
• Blueprint of area to be landscaped
• Web addresses given that will help students find plants for their projects
o www.artandlindaswildflowers.com
o www.environmentalalmanac.blogspot.com
o www.champaign.org/justkids/homework_help/illinois_champaign/illinoi
s_plants.html
o www.dnr.state.il.us
o www.directgardening.com
•    Tape measures
•    Measuring wheel-if you have access this was easier than using the tape
measures for the students

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Lesson 1                The Problems Associated with Exotic Species
Time Estimate: 50 minutes
Objectives
1. Students will be introduced to exotic vs. native species
2. Students will be able to track two exotic species (gypsy moth and garlic
mustard) and show the problems associated with exotic species.
3. Students will discover how exotic species and biogeography are related

Materials & Resources
•   Handout 1, Exotic Species
•   Handout 2, Gypsy Moth Populations and a copy of US map
•   Handout 3, Spread of Garlic Mustard
•   Handout 4, Map of Eastern United States
•   Colored pencils
•   Bag of dried beans
•   Teacher Resource: Material from Handout 1, 2, and 3 was adapted from
www.inhs.uiuc.edu

Agenda
Step        Minutes                                 Activity
1            5      -Introduce activity by tossing a handful of dry beans on a table.
Explain the distribution of the beans across the table is due to a
number of factors: the friction between the table and the
beans, the force with which the beans were thrown, the
direction of the toss and the size and weight of the beans.
-Discuss how the beans have distributed across the table the
same way plants and animals distribute. Plants and animals
distribution is a result of: climate, soil type, competition from
other species and extreme environmental events (floods,
droughts, earthquakes, fires). These distributions have
developed over a very long time and each organism is adapted to
the particular set of conditions that determine where it now
lives.

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2            10      -Distribute copies of Handout 1, Exotic Species. Share the
stories of the exotic species: the gypsy moth and garlic
mustard.
-Discuss what native species are.
3            10      -Distribute copies of Handout 2, Gypsy Moth Populations and a
copy of US Map.
-Direct students to color in the states listed on the handout in
which the gypsy moth is now found. Students should use three
colors to indicate the population density levels.
-Spot introductions (populations that are too small to warrant
calling an entire area infested) may be shown by a dot or star of
a fourth color placed in the infested area of a state, e.g.,
Northeastern Illinois.
-Students should provide a title for their maps.
4            20      -Divide the class into pairs and distribute Handout 3, The
Spread of Garlic Mustard and seven copies of Handout 4, Map of
Eastern US, to each pair.
-Students will transfer the distribution data from the master
map (Handout 3) to the blank maps. Each of the seven
distribution maps created by the students will show the spread
of garlic mustard during only one of the year ranges indicated on
the master map.
-Students must carefully determine the number of dots to be
entered and the precise location for each. Partners should
monitor each other’s work as the data are transferred.
-Each map should be given a title and labeled to indicate the
years when the data were collected.
5             5      -Review work as a class.

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Handout 1 for Lesson 1
Native Landscaping

Exotic Species

Background information
Organisms are adapted to a set of conditions that meet minimal physiological
needs: among these are sufficient moisture, heat, oxygen and food. The
requirements of organisms have an important influence on where they live and how
they are distributed. These requirements, and larger features of the environment,
are recognized as significant in plant and animal distribution. These larger
features include mountain ranges, river valleys, rift valleys, oceans, seas, islands,
continents, and the spatial relationships among these geographical features. The
study of the where’s and why’s of plant and animal distribution is called
biogeography.

Imbalances can occur in nature by the accidental transport of plants and animals
from one location to another without their array of natural enemies (organisms
that use those species for food) that served to regulate their population sizes.
Humans are more often than not the culprits, sometimes accidentally, but often
intentionally, bringing organisms for their perceived values. Many introduced
organisms cause little disruption; they do not greatly increase in number or out
compete native species and may actually be beneficial. A good example is the
soybean, now one of the main crops of Midwestern agriculture. But many aliens
cause serious problems and become pests in both agricultural and natural systems.
We are going to look closely at two organisms, an insect (the gypsy moth) and a
plant (garlic mustard), and the problems associated with their introduction into the
United States. Both are forest dwellers, but the same principles apply to any
ecosystem.

Gypsy moths were introduced into Massachusetts in 1869 and now commonly occur
within many of the eastern, southern, Midwestern and far western states. This
insect is a major defoliator (leaf feeder) of forest trees and is likely the number
one forest pest in much of the United States. The dispersal of gypsy moths is
most often accomplished by humans. Although the gypsy moth can be a pest in its
native habitat (Eurasia), outbreaks are less frequent and of shorter duration than
those in the United States because many natural enemies in its native habitat use
the gypsy moth as a food source. These enemies include insects, such as predatory

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beetles and parasitic wasps, and birds and small mammals. The gypsy moth became
a serious pest in our country because it was introduced without any of its natural
checks (enemies). In addition, gypsy moths are extremely prolific (a female can lay
up to 1000 eggs) and it was introduced into an area of the United States (eastern
deciduous forest) that had an ample supply of food and favorable climatic
conditions.

The first collection of garlic mustard in the United States was made on Long
Island, New York, in 1868. Scientists speculate that well-intentioned European
settlers brought the plant with them for food or medicine when they came to
America. Garlic mustard is native to northern Europe and into Eurasia. It is an
extremely aggressive species that has invaded our northern and central woodland
communities, showing a preference for disturbed, shaded habitats. This plant is
able to grow or reproduce before and after the growth and reproductive periods
of most other plants. Within ten years after invasion by garlic mustard, the native
species of a site decline. Garlic mustard is a major threat to Illinois woodlands and
to the plants and animals that live there.

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Handout 2 for Lesson 1
Native Landscaping

Gypsy Moth Populations in the United States

Gypsy Moth Populations                       of Gypsy Moths
Connecticut (CT)                             High
Massachusetts (MA)                           High
New Jersey (NJ)                              High
New York (NY)                                High
Pennsylvania (PA)                            High
Delaware (DE)                                Medium
Maryland (MD)                                Medium
Michigan (MI)                                Medium
Maine (ME)                                   Low
New Hampshire (NH)                           Low
Ohio (OH)                                    Low
Vermont (VT)                                 Low
Virginia (VA)                                Low

Isolated Areas Where Gypsy Moths Have Been
Found (Spot Introductions)
State                                   Area of State
Illinois (IL)                           Northeast
Indiana (IN)                            Southwest
Oregon (OR)                             Northwest
Washington (WA)                         South
Wisconsin (WI)                          North Central
Minnesota (MN)                          Southeast

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The Spread of Garlic Mustard in the US   Handout 3 for Lesson 1

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Handout 4 for Lesson 1
Native Landscaping

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Lesson 2                Problem Statement
Time Estimate: 50 minutes
Objectives
1. Students will understand the problem to be solved.
2. Students will identify steps for completion of the plan.

Materials & Resources
•       Handout 5, Landscape Design MEMO
•       Blue prints of area to be landscaped
•       Teacher Resource: Sample Blueprint

Agenda
Step        Minutes                                 Activity
1          10       -Distribute Handout 5, Landscape Design MEMO and go over
what is expected with the students.
2           5       -Divide the students into their groups. Each group is given a set
of blueprints to use to put their designs on.
3          25       -Allow time for students to go to the area they are to landscape.
4          10       -Students meet back in groups and brainstorm what they need
to do.

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Handout 5 for Lesson 2
Native Landscaping

Casey-Westfield School District Unit #4
502 East Delaware
Casey, IL 62420

To: Landscape Designer (Student)
From: Casey-Westfield Building Committee
Re: Landscape Design

Casey-Westfield High School’s 1947 edition was condemned in
the spring of 2006. A referendum in the district was passed in the
spring of 2007 to build a new addition to the high school. This
new addition is currently under construction. The school district
purposely did not do any landscaping on the new high school
building so that they could get community input on the design.
The Casey-Westfield School District would like to contract with
you to submit a landscape design with cost analysis for
implementation of the design.

Using internet searches, other CITED sources, and community
resources you need to prepare a design plan for the new
addition’s landscaping. Once the mathematics is returned you will
need to write a business report and present to the class your
design. The top design in each class will present to the Casey-
Westfield Building Committee to be considered for
implementation.

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Sample Blueprint, Lesson 2
Native Landscaping

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Lesson 3                Computer Research
Time Estimate: 100 minutes
Objectives
1. Students will research and identify flowers, trees and shrubs for ideas of plants
to put in their plan.

Materials & Resources
Websites:
www.artandlindaswildflowers.com
www.environmentalalmanac.blogspot.com
www.champaign.org/justkids/homework_help/illinois_champaign/illinois_plants.html
www.dnr.state.il.us
www.directgardening.com

Agenda
Step      Minutes                                    Activity
1            5       -Discuss any computer rules.
-List websites on the board as options of places students can
use to look up plants. Explain to the students they can use other
websites as long as they are appropriate.
2            85       -Allow time for students to work in groups looking up plants.
3            10       -Go over field trip plans to a local greenhouse for the next day.
-Have students make a list of the things they want to look for;
such as plants, edging and barriers.

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Lesson 4                Field Trip
Time Estimate: 50 minutes            (may require more time for travel)
Objectives
1. Students will get information on plants and other resources they may use in their
plan.
Materials & Resources
• Paper
• Pen or pencil
• Greenhouse (willing to let students come for a field trip)
• Travel Arrangements

Agenda
Step       Minutes                                    Activity
1           10       -Discuss expectations and inform students that they will need to
write down ideas of plants, edging and barrier they want to use.
-Travel to local greenhouse
2            30       -Allow time for students to look at plants, edging and barriers at
the greenhouse.
-Meet with greenhouse staff and give students an opportunity
to ask the greenhouse staff questions.
3            10       -Travel back to school and answer any questions the students

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Lesson 5                Develop Design
Time Estimate: 50 minutes
Objectives
1. Students will research various resources to gain ideas for design.
2. Students will be able to take measurements and calculate the size of the area to
be landscaped.
3. Student will compile all the information they have gathered and develop their
design.
Materials & Resources
•       Handout 6, Worksheet for Plants and Measurements
•       Landscaping magazines and books
•       Tape Measure/measuring wheel
•       Copies of Blueprint
•       Graph paper

Agenda
Step        Minutes                                Activity
1           10      -Discuss expectations-have students compile all the information
they have gained from the greenhouse trip and computer labs.
-If students need more ideas, suggest magazines, etc.
2           45      -Discuss tape measure safety, construction safety and review
places they will be measuring.
-Allow time for students to go the area and take measurements.
(They should measure each side.)
3           45      -Distribute Handout 6, Worksheet for Plants and
Measurements.
-Working in groups, students are to determine where the plants
will go on the blueprints.
-Summarize plans by completing Handout 6.
4           45      -Complete design for presentation on blueprint or sketch on
graph paper.

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Handout 6 for Lesson 5
Native Landscaping

Worksheet for Plants and Measurements

Plants chosen for the west side of the new building:
Name                How Many                    Source

Plants chosen for the south side of the new building:
Name                How Many                    Source

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Plants chosen for the east side of the new building:
Name                How Many                    Source

Amount of area to be covered by grass seed: ___________________

Edging
Type                     Size                 Source

Barrier (rock/mulch)
Type/Color           Size                     Source

Item                Source

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Lesson 6              Researching, Preparing and Presenting the
Presentation
Time Estimate: 150 minutes or 3 class periods

Objectives
1. Students will determine costs for their design.
2. Students will prepare and deliver a PowerPoint presentation.
Materials & Resources
•       Handout 1 from Lesson 1
•       Handout 7, Group Work Rubric
•       Computer with internet access and presentation software
Agenda
Step        Minutes                             Activity
1            45    -Allow time for students to work in groups and research
and determine appropriate costs for the items in their
design.
-Have students prepare written document or spreadsheet
that itemizes all costs of the project.
2            45    -Allow time for students to organize their data into a
PowerPoint presentation and to prepare their presentation.
3            50    -Have each group give their presentation and answer
questions about their landscape design and costs.
4            10    -Distribute Handout 7, Group Work Rubric and have
students evaluate themselves and their group members.

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Handout 7 for Lesson 6
Native Landscaping

Group Work Rubric
0    1          2     3     4       5     6     7         8     9    10
-Seldom            -Sometimes           -Cooperative         -Always willing
cooperative        cooperative          -Did their part of   to help and do
-Could have          the work             more
Contributions         -Did not do        done more            -Usually offered     -Did more than
any work           -Sometimes           useful ideas         others
-Rarely            offered useful                            -Routinely
offered useful     ideas                                     offered useful
ideas                                                        ideas
0        1      2     3     4        5     6     7        8     9    10
-Rarely listens    -Often listens to,   -Usually listens     -Always listens
to, shares         shares with, and     to, shares with,     to, shares with,
with, or           supports the         and supports the     and supports
Working               supports the       efforts of others.   efforts of others.   the efforts of
with others           efforts of         -Sometimes not       -Does not cause      others.
others.            a good team          problems in the      -Tries to keep
-Often is not a    member               group                people working
good team                                                    together.
member
0         1      2     3     4        5     6     7       8      9    10
-Does not          -Sometimes           -Focuses on the      -Almost always
focus on the       focuses on the       task and what        focused on the
Focus on           needs to be        needs to be          done most of the     needs to be
done.              done.                time.                done.
the task           -Lets others       - Other group        -Group               -This person is
do the work.       members must         members can          very self-
prod and remind      count on this        directed.
to keep this         person.

Member being evaluated:
________________________________

Group members:
_______________________________________

Total Points: ______________

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Teacher

Assessment Materials

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FINAL EVALUATION

Problem Statement to be solved
Casey-Westfield High School’s 1947 edition was condemned in the spring of 2006.
A referendum in the district was passed in the spring of 2007 to build a new
addition to the high school. This new addition is currently under construction. The
school district purposely did not do any landscaping on the new high school building
so that they could get community input on the design. The Casey-Westfield School
District would like to contract with you to submit a landscape design with cost
analysis for implementation of the design.

Using internet searches, other CITED sources, and community resources you need,
prepare a design plan for the new addition’s landscaping. You are to present your
design to the Casey-Westfield Building Committee to be considered for
implementation.

Final Evaluation Criteria
1. The design was creative and used the space wisely.
2. The design included a variety of plants with other barriers, edging, etc. as
needed.
3. A list of materials (plants, barriers, edging, etc.) was provided and cost
projections were calculated correctly.
4. The presentation included visuals such as, the design and cost data.
5. The presentation met the 7 requirements of effective business presentations:
Evidence of preparedness and practice
Started on time
Dressed appropriately
Showed enthusiasm and confidence
Maintained eye contact, showed friendliness and respect
Spoke slowly and distinctly without grammatical errors or slang
Accepted reactions without being defensive.
Met time requirements (not including question & answer session)

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Final Evaluation Scoring Guide or Rubric: Two rubrics were used to evaluate.
One for the actual project design and the second for the presentation.

Rubric for Project Landscape Design
Exceeds
Poor                  Fair               Acceptable                                    Total
Acceptable
1                     2                     3                                         points
4
The group was not    The group was        The group was           The group was
Creativity        creative in doing    somewhat creative in creative in doing their extremely creative in
the project.         doing their project. project.                doing their project.
The group did an
The design was not The design was      The group did a good
Design          completed.         somewhat completed. job on the design.
exceptional job on
their design.
The group used all
The group used all
the space but could
The group did not    The group somewhat                              the space with
Use of Space        use all the space    used at least half of
choice of some of the
appropriate plants,
available.           the space wisely.                               barriers, and edging
plants, or other
for low maintenance.
Students used a lot of
Students used many      different plants and
Students used the Students used some         different plants and    placed them
Variety         same type of plants different plants but     placed them to          strategically to
through.            lacked variety.          enhance                 enhance
attractiveness.         attractiveness with
low maintenance.
The students
completed the cost
analysis with all
The students did     The students                                   calculations being
The students
not complete the     completed the cost                             correct. The cost
completed the cost
Cost Analysis        cost analysis list   analysis but there was
analysis with one or
was in line with other
with accurate        more than one error in                         projections even
less calculation error.
computations.        the calculations.                              though they used a
variety of plants and
they provided for low
maintenance.

Total Points:

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Rubric for Student Presentations1

Poor                      Fair                Acceptable                   Exceeds
Points
1                         2                      3                           4
Audience cannot                                                             Student presents
Audience has             Student presents
understand                                                                  information in logical,
difficulty following     information in logical
Organization      presentation because                                                        interesting sequence
presentation because     sequence which
there is no sequence                                                        which audience can
student jumps around.    audience can follow.
of information.                                                             follow.
Student demonstrates
Student is
Student does not have                              Student is at ease      full knowledge (more
uncomfortable with
grasp of information;                              with expected           than required) by
Subject                                   information and is
questions about                                    questions, but fails to questions with
rudimentary
subject.                                           elaborate.              explanations and
questions.
elaboration.
Student occasionally                              Student's graphics
Student uses                                       Student's graphics
uses graphics that                                explain and reinforce
Graphics        superfluous graphics
rarely support text
relate to text and
screen text and
or no graphics                                     presentation.
and presentation.                                 presentation.
Font, size, and color                              Easy to read from all    Easy to read from all
distract from                                      points but font, size    points in the room, good
Creativity                                 use of font, size, and
presentation, hard to                              and color                use of font, size, and
color
see                                                unimpressive             color
Student's
Presentation has         Presentation has no
presentation has four                                                       Presentation has no
three misspellings       more than two
Mechanics        or more spelling
and/or grammatical       misspellings and/or
misspellings or
errors and/or                                                               grammatical errors.
errors.                  grammatical errors.
grammatical errors.
Student maintains
Student occasionally                              Student maintains eye
Student reads all of                            eye contact most of
uses eye contact, but                             contact with audience,
Eye Contact       report with no eye                              the time but
still reads most of                               seldom returning to
contact.                                        frequently returns to
report.                                           notes.
notes.
Student's voice is       Student's voice is
Student mumbles,                                                            Student uses a clear
low. Student             clear. Student
incorrectly pronounces                                                      voice and correct,
incorrectly              pronounces most
Oral          terms, and speaks too                                                       precise pronunciation of
pronounces terms.        words correctly. Most
Communication     quietly for students in                                                     terms so that all
Audience members         audience members
the back of class to                                                        audience members can
have difficulty          can hear
hear.                                                                       hear presentation.
hearing presentation.    presentation.

TOTAL POINTS:                       ____

1
Adapted from Evaluating Student Presentations, Information Technology Evaluation Services, NC
Department of Public Instruction

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IL PBL Math Science Project 2009
Examples of Acceptable Product are below:

Casey-Westfield High School
Landscaping Project

Plants chosen for the west side of the new building:
Name              How Many                Source

Centurion Crab        1                    Scotty’s
Pom Pom Juniper       2                    Scotty’s
Three Tier Juniper    1                    Scotty’s
Miscanthius Maiden Grass 1                 Scotty’s
Sundance Yellow Mum 12                     Scotty’s
Pansies               12                   Scotty’s
Japanese Maple        1                    Scotty’s
(Crimson Prime)
Knockout/Homerun Rose 1                    Scotty’s
Sedona Cobblers       15                   Scotty’s
California Poppy      1 pack               Garden Gate Magazine
Nioble Tree           1                    Scotty’s

Plants chosen for the south side of the new building:
Name              How Many                Source

Japanese Maple        2                    Scotty’s
(Crimson Prime)
Miscanthus Maiden Grass            1       Scotty’s
Clematis-purple       5                    www.directgardening.com
Tulip-Greenland       6                    www.directgardening.com
White Fringe Tree     1                    Garden Gate Magazine
Sedona Cobblers       5                    Scotty’s

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IL PBL Math Science Project 2009
Plants chosen for the east side of the new building:
Name              How Many                Source

Redbud (2-3)                       2         www.directgardening.com
Clematis-purple                    2         www.directgardening.com
Trailing Gardenia                  12        www.directgardening.com
Tulip-Greenland                    4         www.directgardening.com
Water lily-white                   6         www.directgardening.com
Peony tree-white                   12        www.directgardening.com

Amount of area to be covered by grass seed: 162,277 ft2

Edging
Type                     Size                Source

Color Scape-pebbles                          Lowes
Brown Egg Rock                               Lowes
Decorative Stones                            Lowes

Barrier (rock/mulch)
Type/Color        Size                       Source

Nature’s Pride
Red colored Mulch                  20 bags   Lowes

Item              Source
Macourt Aruba
50 Gallon              Lowes
Preformed Lawn Pond

Old castle Portage stone
Tan/Charcoal            Lowes

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IL PBL Math Science Project 2009
Native Landscaping                 31
IL PBL Math Science Project 2009
APPENDIX

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IL PBL Math Science Project 2009
Glossary of Terms

Abiotic factors-are the nonliving parts of an ecosystem

Acid-is on the low end of the pH scale, less than 7

Annual-is a plant which lives for one growing season

Area-found by taking length x width

Base-is on the high end of the pH scale, more than 7

Biotic factors-are the living parts of an ecosystem

Exotic species-are species which are not natural to an area, they are brought in
and often become invasive

Native species-organisms which naturally belong to an ecosystem

Perennial-is a plant which survives for more than two years

pH scale-measures how basic or acidic a substance is, it ranges from 0-14

Plant zones-is a scale used to measure the hardiness of a plant

Native Landscaping                                                          33
IL PBL Math Science Project 2009

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