1. Putting the Landscaping Plan on Paper

2. Next Generation Science / Common Core Standards Addressed!
CCSS. Math. Content.HSN‐Q.A.1 Use units as a way to understand problems and to guide the solution of multi‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
CCSS. Math. Content. HS N‐Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
CCSS. Math.Content.HSG‐CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
CCSS .Math. Content. HS G‐CO.D.12Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

3. Agriculture, Food, and Natural Resource Standards Addressed
PS a. Research and summarize the principles and elements of design for use in plant systems.
PS b. Apply principles and elements of design that form the basis of artistic impression.

4. Bell Work / Student Learning Objectives
1. Demonstrate how to draw plants on the landscape plan.
2. Describe how to label a landscape plan.
3. Explain how to render the landscape plan.
State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
Learning Standard B: Know and apply the concepts, principles and processes of technological design.
Learning Benchmark 4C: Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations).
Skill Standards: L5: Plan, design and price a landscape. R25: Plan, sketch and price a landscape design.
Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives:
1. Demonstrate how to draw plants on the landscape plan.
2. Describe how to label a landscape plan.
3. Explain how to render the landscape plan.

5. Terms
Render
Title block

6. Interest Approach
With the landscape plan given to you answer the following questions.
How many shrubs are on the plan? How many trees are needed for this design? Are there any evergreen plants needed for this plan? How large are the shrubs by the front door?
Explain how you arrived at the answers.

7. Objective 1: Demonstrate how to draw plants on the landscape plan.
How are plants drawn on the landscape plan?

9. I. Drawing symbols
Used to indicate trees, shrubs, ground covers, flowers, and hardscape (fences, patios, pools, etc.).
The symbols are distinct for each type of plant or physical feature drawn on the landscape plan.
I. Symbols are used in the landscape industry to indicate trees, shrubs, groundcovers, flowers, and hard scape (fences, patios, pools, etc.). The symbols are distinct for each type of plant or physical feature drawn on the landscape plan. Although each designer will add their own unique style to the symbols on their plan, the landscape industry does have some standards for drawing symbols on the plans.
One way to help students master this objective is to have the students practice drawing the symbols used by landscape designers. LS: C2-7A is designed to give students the needed practice in this objective.

10. Tree Symbols

13. You can create variations!

14. Plant Symbols

15. A. Plants are drawn on the landscape plan at their mature size
A. Plants are drawn on the landscape plan at their mature size. They are indicated by circles with a center point or plus sign in the middle to show the center of the plant.
B. Each type of plant, deciduous, evergreen, broadleaf evergreen, groundcover, tree, and shrub, is given its own distinct symbol.

16. C. By varying the type of pencil used (2H, HB, 4H) and making lines thicker or thinner, trees and shrubs can be made to stand out on the landscape plan.
D. It is important to be neat and accurate in drawing the symbols on your landscape plan.

17. Objective 2: Describe how to label a landscape plan.
How is a landscape plan labeled?

18. II. Labeling the plan
Plans are labeled in such a way that the average person can read what is being presented.
The labeling on the plan would include a plant list, a list of notes, a directional arrow, and a title block.
One way to help students master this objective is to have the students practice writing in the landscape style. Have the students locate each feature mentioned in the lesson and then have them recreate these features on their own plans.

19. A. Title Block
A list of information that would include the client’s name, the scale used in the drawing, the date, and the designer’s name.

20. B. Plant List
A list of plants that are called for in the landscape plan.
Include both the Latin name of the plant and the common name.
The plants can be labeled by using numbers, letters or a code.
Each different plant species is given a specific number, letter, or code that corresponds with that in the plant list.
B. The plant list is a numbered list of plants that are used in the landscape.
Plant lists include both the Latin name of the plant and the common name.
The plants are labeled by using numbers.
Each plant is given a specific number that corresponds with that number in the plant list.
It is best to number your plans in a clockwise position, starting at the lower left hand corner.

21. Sample Landscape plant list!

22. C. List of notes
Consists of any information needed to describe details of the plan.
The type of edging, type of mulch, location of lights in the yard, and any physical features like the fence.
Letters can be used to label notes on the plan.
C. The list of notes consists of any information needed to describe details of the plan.
Some possible notes would include: the type of edging, type of mulch, location of lights in the yard, and any physical features like the fence.
These objects are labeled similar to the plant list but letters are used to indicate their placement instead of numbers.

23. Picture from Illinois CORE Curriculum

24. D. The writing Writing needs to be simple, neat, and easily read.
The writing is done in uppercase letters and is usually a basic block style with a few variations.
D. The writing on the landscape plan needs to be simple, neat, and easily read. The writing is done in uppercase letters and is usually a basic block style with a few variations.

26. III. Improving the appearance
It is important for the landscape designer to present his or her plan to the client in an attractive way.
One way to enhance the landscape design is to add color to the plan. In the FFA design contest color is not allowed.
Realize that landscape architects learned to design by hand but generally use computer generated designs in their business.
One way to help students master this objective is to have them color their drawings so they get used to this technique. If landscape plans are available, show the plans to the students and have them compare the appearance of non-rendered plans with those that were rendered.

28. B. Color with shades
To create the appearance of depth and shadows within the plan
Begin by coloring the entire plant with a light color.
With a medium shade, color about half of the same plant and then with a darker color, color half of that.
Try to blend the colors together.

29. C. Trees with under plantings
The designer can choose to color the tree or the shrubs under the tree. If the designer colors the shrubs, the tree is usually just outlined in color.

30. Basic tree drawings

31. Corner planting examples!

32. Formal Entry Plans / Notice the Balance

33. Informal entries lack balance / planting appears to be more random.

34. Remember to think safety when incorporating a swimming pool in the plan.

35. Review
The landscape drawings should be done to appeal to the customer, while being easy to understand by the landscaper and the person who will be installing the landscape. Using the specific symbols will allow the design to be understood by all who help with the process.

36. The End / Result