LESSON PLAN

Area and/or Course Horticulture

Lesson Title Basic Steps of Pruning and Types of Cuts

No. Periods 1 (73-minute period)

Teacher Goal(s):1. Students will understand and be able to demonstrate

the basics steps of pruning 2. Students will know the types of cuts in pruning

Rigor/RelevanceFramework

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CAssimilation

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DAdaptation___X____

AAcquisition

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BApplication

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1 2 3 4 5Application

Objectives:

The student will be able to (TSWBT). (Oregon Skill Set numbers in parentheses at the end of the objective statement.)

1. Justify the science and art behind pruning. (Plant 03.02.05.a)

2. Apply knowledge of plant parts to determine proper pruning cut placement. (Plant 03.02.04.b)

3. Explain the importance of maintaining a strong central leader to maintain tree vitality. (Plant

01.02)

4. Sketch pruning cuts pertaining to various types of plants including evergreens, fruit trees,

roses, and shrubbery. (Plant 01.03)

5. Prune Natural Resource Center plants using knowledge of proper pruning techniques (Plant

03.03.05.b)

State Standards met by Objectives:

Subject Strand Eligible Content

1. Plant 01.02 Apply knowledge of plant anatomy and the functions of plant structures to activities

associated with plant systems2. Plant 01.03 Apply knowledge of plant physiology and energy

conversion to plant systems3. Plant 03.03.05.b Demonstrate proper techniques to control and

manage plant growth through mechanical, cultural or chemical means4. Plant 03.02.05.a Explain the reasons for controlling plant growth5. Plant 03.02.04.b Monitor the progress of plantings and determine the

need to adjust environmental conditions

Knowledge: 1=awareness; 2=comprehension; 3=application; 4=analysis; 5=synthesis; 6=evaluationApplication: 1=knowledge in one discipline; 2=apply knowledge in one discipline; 3=apply knowledge across disciplines; 4=apply knowledge to real-world predictable situations; 5=apply

knowledge to real-world unpredictable situations

6. English EL.HS.RE.05 Match reading to purpose--location of information, full comprehension, and personal

enjoyment.

Materials, Equipment, Audio-Visual Aids:

1. Molalla Natural Resource Center

2. PowerPoint

3. Hand Shears

4. Paper

5. Stapes

6. Colored Pencils

References:

http://books.google.com/books?id=86t0NnKWGFEC&pg=PT129&lpg

http://aggie-horticulture.tamu.edu/extension/pruning/pruning.html

http://www.weekendgardener.net/how-to/prune-apple-trees.htm

Anticipatory Set/Introduction/Motivation/Interest Approach:

Review Yesterday’s Lesson:Yesterday we discussed plant parts and functions, specifically we talked about seeds and trees. We went outside and planted trees and we looked at trees relative to photosynthesis and pruning. The teacher will do a verbal check for understanding from the previous lesson.

1. Explain the functions of a seed beginning of new life, starts new plant

2. Identify the major parts of a seed see the pages before, cotyledon, epicotyl, etc

3. Prepare soil for seed germination and discuss germination of seeds in growing medium

4. Describe the major function of root system to support the entire plant support and nutrient uptake for plants to be able to live, provide oxygen and water to plant

5. Describe the necessary functions of trees relative to photosynthesis and pruning leaves take in photosynthesis and the importance of trees is to know when and where to prune trees so as not to ruin the natural shape on accident

Set:

Students will look at diseases and issues from cuttings taken from the resource center. The issues will be from improper pruning techniques, but students will be asked to guess why these problems arise.

The results of the problem are from improper pruning. Many problems and issues arise from leaving too much plant material above the node or bud of a plant. By pruning stems close to that bud we remove the problem of that stem rotting between the bud and the cut.

Transition (Use Objective):

1. Justify the science and art behind pruning.

2. Apply knowledge of plant parts to determine proper pruning cut placement.

3. Explain the importance of maintaining a strong central leader to maintain tree vitality.

4. Sketch pruning cuts pertaining to various types of plants including evergreens, fruit trees,

roses, and shrubbery

5. Prune Natural Resource Center plants using knowledge of proper pruning techniques

Strategy – Includes Teacher Activity, Student Activity, Questions/Answers and Objectives

Subject Matter Outline/Problem and Solution (Application Points Lace in Throughout Lesson) (Modeling, Guided Practice, and Content)

Objective #1

(Q) What do we mean when we say something is a science and an art?

(A) There is some finesse behind the actual mechanics of how something works

(Q) Why is pruning considered a Science and an Art?

(A) Science is where to make the correct cut, and art is how we want the plant to look

Students will take notes from the pruning PowerPoint

(Q) How do we know where to make cuts?

(A) Using research of plants

Students will be asked to draw the natural shape of three plants on paper

Pruning Information

Good pruning is both an art and a science. It combines artistic expression and research-based data to make proper pruning decisions.

The results are safe, healthy and beautiful trees.

A design precept states that form follows function. In simple terms this means that the way something looks results from the way something works. If we understand the function, we can better understand the form.

Beautiful plants in nature have a shape or form that complements their natural growth habit and their proper function in the landscape. This principle applies to pruning trees. When trees are structurally sound with the help of good pruning practices, they also look their best...naturally! Get the science right and the art tends to take care of itself.

(Q) What does it mean, “to follow the tree’s natural growth habit”?

(A) Prune the tree in-line with how a tree or plant is supposed to grow

First, getting the science right means pruning to complement a tree’s natural growth habit

Second, getting the science right means knowing proper pruning principles and techniques. There are a number of ways to acquire good pruning skills. One is by trial and error.

You may also have been trained in the field under the supervision of another arborist. Or you may have taken a class on pruning. These are time-tested ways to gain understanding of trees and how to prune them. Whatever the source, this distilled wisdom of experts

(Q) Why do we remove some of the interior foliage of a plant?

(A) Diseases aren’t as likely to stay in a plant when wind can blow through the plant.

(Q) What is the most plant material to remove on the crown of a tree?

(A) 1/3, a good rule of thumb is never remove more than a 1/3 of a plant.

(Q) Why do we not remove more than 1/3 of a plant?

(A) Because we could severely damage the energy reserves of the plant

(Q) What is co-dominance?

(A) Two branches competing

who have been there and done that is better than winging it on your own.

1. Don‘t prune so much interior foliage. After removing deadwood and structural problems inside the canopy, leave the remaining interior branches. These small branches, including watersprouts, feed their host stems at their point of attachment.

This helps develop branch taper necessary to support increasing end weight as the tree matures. Also, if crown reduction cuts are needed in the future, these secondary branches are extremely valuable. You’ve probably seen those over thinned trees with excessive end weight on all the branches. They need crown reduction out on the ends but there’s no interior foliage left to cut back to.

2. Concentrate pruning in the often-neglected outer third of the tree’s crown. Excessive end weight is responsible for damage to many trees that have never been properly pruned in the outer portion of the canopy. Aim for an even distribution of foliage throughout the crown.

3. Remove or reduce co dominant stems. Stems that challenge the main trunk or leader for dominance in the canopy should be removed or reduced in size. If the challenging stem is larger than ½ the diameter of the main stem, it may be better to reduce it instead of remove it. It allows the main stem to grow without competition from laterals.

(Q) What are some examples of art in pruning? (A) Topiaries, shrubs, etc

(Q) What is a topiary?

(A)

(Q) Where do we often see examples of topiaries?

(A) Farmville?

Topiaries- a garden having shrubs clipped or trimmed into decorative shapes especially of animals

Objective #2

(Q) Based on what we have learned in other lessons; what is dormancy?

(A) The period of time when the plant is not growing

(Q) What is a dormant bud?

(A) Buds that are not currently growing

(Q) Which one of the following crotch angles is stronger?

(A) The wider angle

(Q) Which branch would we most like remove from the tree?

(A) The first one to prevent bark inclusion

(Q) Why is bard inclusion bad?

(A) Weakens tree

Locating Pruning Cuts

Dormant buds are generally axillary buds that failed to open in the year following their formation. They can remain, barely visible, for several years until stimulated into growth by pruning, feeding or increased light levels.

Objective #3

(Q) What is a central leader?

(A) One main, centered trunk

(Q) Do we want more central leaders or less in most trees?

(A) Less; one is optimal

Central leaders provide the look of the tree and provide the overall shape of the tree

For most trees, it is important to have just one central leader to provide strength and stability.

Exceptions include some fruit trees and topiaries where a straight form is not desired.

(Q) What is a thinning cut?

(Q) When would we use

ThinningThinning reduces the bulk of a plant with minimal regrowth: each cut removes an entire stem or branch, either back to its point of

thinning cuts?

(Q) What happens to the other branches when one is completely removed through a thinning cut?

(A) more growth

origin on the main stem or to the point where it joins another branch. Because you remove a number of lateral buds along with the stem or branch, you're less likely to wind up with clusters of unwanted shoots than you are when you make heading cuts. (A common mistake of inexperienced gardeners is to make a heading cut when what's needed is a thinning cut.) Use hand-held pruners, loppers, or a pruning saw to make thinning cuts, depending on the thickness of the member being cut.

(Q) Judging by the name, what is a heading cut?

(A) removing the tip

(Q) Does a heading cut improve the health of the plant?

(A) no

HeadingFor heading, you cut farther back on the shoot than you would for pinching. In most cases, the lateral bud has already grown a leaf, and you make the cut right above the leaf. Usually done with hand-held pruners, heading stimulates the buds just below the cut, encouraging dense growth. Heading is a more aggressive approach than pinching when you're shaping certain small shrubs and flowering perennials.

(Q) What does the shearing cut name tell you about how we remove plant material?

(A) Much like a haircut for plants

(Q) Using the picture on the left, what label the heading cut and thinning cut. What would a shearing cut look like comparatively?

Students will draw a shrub on their notes and then label and draw the three main cuts

(A) The thinning cut is labeled with the red marks and the thinning cuts are labeled in green. The shearing cuts would be labeled all the way across the branches evenly to form a shape

Shearing

Shearing, customarily used to create a hedge or a bush with spherical or square form, is a form of heading that makes no attempt to cut back to a bud. However, because plants chosen for this treatment typically have many lateral buds close together, you'll usually end up cutting near a bud. Shearing stimulates many buds to produce new growth, so you'll be repeating the job regularly once you start. Since this method cuts right through leaves, it's best done on small-leafed plants, where damage is less noticeable. Use hand-held or electric hedge shears for this kind of pruning.

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Objective #4

Students will be assigned pruning booklets which will include the following:1. Title Page2. Types of cuts3. Pruning steps4. Pruning fruit Trees5. Pruning evergreens6. Pruning roses and flowering shrubs7.Topiary design

On each page students will be asked to provide information about each step and a drawing

Also located in the pruning brochure will be extra pages towards the end where students can have extra space to add information about pruning as the lessons continue

Example pruning booklet page of roses

Pruning rose bushes is intimidating to many gardeners, but actually very good for the plants. Becoming an accomplished rose pruner takes time and practice, but keep in mind that it is very hard to kill a rose with bad pruning. While there is a great deal of disagreement among rose experts regarding how and when to prune roses, it is generally agreed that most mistakes will grow out very quickly and it is better to make a good effort at pruning roses than to let them grow rampant.Why Prune Roses

Encourage new growth and bloom Remove dead wood Improve air circulation Shape the plant

Rose Pruning Basics1. Use clean, sharp tools 2. Look at the overall plant, but begin pruning from the base of

the plant. 3. Prune to open the center of the plant to light and air

circulation 4. Make your cuts at a 45-degree angle, about 1/4 inch above a

bud that is facing toward the outside of the plant. 5. Make sure it is a clean cut (not ragged) 6. Remove all broken, dead, dying or diseased wood (Any

branches that look dry, shriveled or black. Cut until the inside of the cane is white.)

7. Remove any weak or twiggy branches thinner than a pencil 8. Remove sucker growth below the graft. 9. Remove any remaining foliage

Objective #5

Students will be taken outside and assigned a project.

Before any pruning is performed, the groups will explain to the teacher how they are going to prune the plant.

Students will be graded on

Example of what students will say about pruning apple trees

Goals and TimingThere are normally two goals when pruning an apple tree:

1. Initially on young trees to encourage a strong, solid framework

2. On mature trees to maintain shape and encourage fruit production

The best time to prune apple trees is in late winter or very early

technique, proper cuts, clean-up, and safety.

spring before any new growth starts.

Closure/Summary/Conclusion (Tie in Objectives)

Q) Out of the four examples, which pruning cut is the correct cut?

(A) D

(Q) Why?

(A) D is ¼” above the bud and cut at a 45 degree angle which provides a surface for rain to run off and prevent rot.

A B C D

(Q) Which limb would be the most appropriate to remove from the tree below?

(A) A

(Q) Why?

(A) The crotch angle in A is too narrow. The optimal angle is 90. B would be a more appropriate angle to keep.

Evaluation: (Authentic forms of Evaluation, Quizzes, or Written Exam)

Verbal check for understanding will include information from the lesson including questions such as:

- What is dormancy? When a plant is not growing- When is the best time to prune apple trees? When they are dormant- What is a heading cut? Removing the top portions of material, mostly for looks

Assignments: (Student Activities Involved in Lesson/Designed to Meet Objectives)

Guided notesPruning bookletOutside pruning activity

Lesson Reflection

The lesson went well and students enjoyed working outside when explaining to me about the types of cuts they are going to make. I would review safety with them again when we go outside, because I had one student who was running with the loppers. The pruning booklets turned out really well. Students provided a lot of good information in their packets which they will be able to take on in life to use.