SHS

TVL - AFA (Landscape

Installation and Maintenance NC
II)
Activity Sheet Quarter 1 – LO 1-2
Remove Construction Debris and Other Materials

REGION VI –WESTERN VISAYAS

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TVL –AFA (Landscape Installation and Maintenance)
Learning Activity Sheet 2
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6. Western Visayas

Republic act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office where the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This learning activity sheet (LAS) is developed to be used by the schools in

Region 6-western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Department of Education, Region Office 6-
Western Visayas.

Development Team TVL – AFA (Landscape Installation and Maintenance)

Activity Sheet

Writer: Geraldine O. Puntal

Illustrator: Reynold A. Olarte
Content Evaluator: Veneranda P. Ortońo and Marie Stella P. Hormigos
Language Evaluator: Christine Joy S. Gorriceta and Geramie A. Olarte
Layout Artists: Jete l. Latoza and Mary Grace N. Prologo

Schools Division Quality Assurance Team

Ellen G. De la Cruz
Lorelee D. Asignacion
Marie Stella P. Hormigos
Clara A. Tigallo
Management Team: Gladys Amylaine D. Sales
Peter J. Galimba
Janalyn B. Navarro
Ellen G. Dela Cruz
Lorelee D. Asignacion
Regional Management Team:
Ramir B. Uytico
Pedro T. Escobarte Jr.
Elena P. Gonzaga
Donald T. Genine
Leo C. Tomulto
Rolando B. Jamora

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Introductory Message

Welcome to TVL –AFA-Landscape Installation and Maintenance NC II!

This Learning Activity Sheet is a product of collaborative efforts of the

Schools Division of Bacolod City and DepEd Region Vl – Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standard set by the K to 12 Basic Education Curriculum.
The Learning Activity Sheet is a self- directed instructional material aimed to
guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The TVL –AFA (Landscape Installation and Maintenance NC II) Activity
Sheet will help you to facilitate the teaching- learning activities specified in each
Most Essential Learning Competency (MELC) with minimal or no face-to-face
encounter between you and the learner. This will be made available to the learners
with the references link to ease the independent learning.

For the learner:

The TVL –AFA (Landscape Installation and Maintenance) Activity Sheet
is developed to help you continue learning even if you are not in school. This
learning material provides you with meaningful and engaging activities for
independent learning. Being an active learner, carefully read and understand the
instructions, then, perform the activities and answer the assessment. This will be
returned to your facilitator on the agreed schedule.

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 Quarter 1, Week 5-8

Learning Activity Sheets (LAS) no. 2

Name of Learner: _______________________________________________

Grade and Section: ______________________ Date: __________________

TVL – AFA (Landscape Installation and Maintenance NC II) ACTIVITY SHEET

Remove Construction Debris and Other Materials

I. Learning Competency with code

LO 1. Reading designed plan (TLE_AFLI9-12DPIg - i-2)

LO 2. Disposal of construction debris (TLE_AFLI9-12CDIIIa-2)

II. Background Information for Learners

This Learning Activity Sheet is made for you to learn the knowledge, skills, and
attitudes in removing construction debris and other materials.

Reading Designed Plan

Landscaping is one of the last tasks in the construction sequence and must
include plans on where and what to plant. Plans for installation should show living
material- shrubs, trees, and groundcovers – including placement on the site.

Becoming familiar with the graphic symbols for the various features of the
landscape requires reading plan. It is necessary to check other plans that affect the
landscape work, such as siteworks and irrigation, in the construction documents.
Important information for installation practices is contained in written specifications
or notes. If there is a conflict between the landscape plan and the written
information, the written information is followed.

Steps to do:

1. Look for the date on the title block. It is located at the side or bottom of the
plan and ensures that it is the most recent version of the drawings. It also refers to
street names, the building, or the north arrow, that provides orientation on the

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position of elements of the landscape plan. Checking the legend for the definition of
symbols used in the plan, such as different types of circles denoting trees and
shrubs, and various shading effects for lawn areas or hard landscaping materials
must be thoroughly done.

2. Find the pavers first and then the soft landscaping like trees, shrubs and
groundcovers. Hardscape or constructed elements on the plan, such as concrete,
and wood must then be considered. Locate the property line in relation to the
proposed installed features and check the legend to identify the type of line used
for the property.

3. Determine the type and size of container as well as the species and number
of plants from the plant list. Note the spacing required and consider comments
about particular plants for specified areas.

4. Check for details about the quality of materials and installation, including
seed mixtures, site preparation requirements, planting mixture and soil
amendments, and planting methods. Look for written specifications for the plan,
either as notes on the drawing or a separate document.

5. Find the required depth of topsoil for the seed and planted beds or
sod/grass in the specifications. Scale from the drawing to find the area -- width and
length - of each feature and combine with the specified depth to calculate quantity
estimates. Label each quantity estimate and organize them for easy referral.

The most important step when designing a residential landscape is to put a

plan on paper. Developing a master plan will save time and money and is more likely
to result in a successful design. A master plan is developed through the 'design
process' which is a step-by-step method that considers the environmental conditions,
and the elements and principles of design. The goal is to organize the man-made
and natural features in the yard into a functional, aesthetic, and environmentally
sustainable landscape.

The Design Process

The five steps of the design process include:

1). conducting a site inventory and analysis

2). determining the needs
3). creating functional diagrams
4). developing conceptual design plans
5). drawing a final design plan.

The first three steps establish the aesthetic, functional, and horticultural
requirements for the design. The last two steps apply the requirements to the
creation of the final landscape plan.

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 Site inventory and analysis of soil, drainage, climate conditions, and existing
vegetation is the first step in the whole process. This is considered to be a critical
step for both placement of plant selection and location of family activities and
functions. Since the same climate conditions that affect the plants-temperature,
humidity, rain, wind, and sunlight also affect the user, all factors must be taken into
account at this very point.

The next step is to determine and make a list of needs and desires. This helps
ascertain how the yard and landscape will be beneficial to the overall structure.

The site and user analyses will also help establish a theme for the form and
style of design. The functional diagram is used to locate the activity spaces on the
site and from this, a conceptual plan is developed.

The last step is the final design that includes all the hardscape and planting
details that are necessary for installation.

Throughout the design process there are ten important things to consider:

1. Understand your site for plant selection and activity location.

2. Remember the user by considering what you want and need.
3. Use a form and/or style theme to help determine shapes and organize
spaces.
4. Create and link spaces by designating activity areas and linking with
elements.
5. Consider the function of plants for both the environment and the user.
6. Structure the plantings by using massing and layering techniques.
7. Highlight important points such as transition areas and focal points.
8. Pay attention to detail in the materials, the colors, and the surface textures.
9. Take time into account for the growth and maintenance of plants.
10. Protect your resources by using sustainable design practices.

Understanding the Site

A thorough analysis and inventory of the site for best use is important to
determine the environmental conditions for plant growth. Issues for consideration
include topography, regional climate, and soil type. Nutrients and moisture available
to the plants is determined by the type of soil. It is always best to use plants that will
thrive in the existing soil.

Soil amendment is often costly and most times ineffective. Existing vegetation
can be a source for clues to the soil type. Note where plants grow well because it
indicates the soil conditions and provides the idea on the type of plants that may use
similar growing requirements.

When choosing new plants, pay particular attention to areas where plants are
not doing well. Topography and all drainage problems should also be noted and
corrected in the proposed design. A good design will reroute water it to other areas
of the yard and move it away from the house.

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 Climate concerns and temperature matters so much for plants to survive. Sun
or shade patterns and the amount and length of exposure to sun or shade (Figure 1),
create microclimates (sometimes called microhabitats). Recording site conditions
and existing vegetation on a base map will reveal the location of microclimates in the
yard. Plants usually fall into one or two of four microclimate categories-full sun,
partial shade, shade, and deep shade. It is important to remember that sun and
shade patterns change with the seasons and over time as plants or trees grow and
get larger.

Figure 1.  Sun and shade patterns.

Photo Credit: Gail Hansen, UF/IFAS

Noting all the existing conditions on an accurate base map when doing the
site inventory (Figure 2) is also very essential. Utilities such as septic tanks, power
lines, roof overhangs and underground utilities determine plant location. Use a
surveyor's plat of property for the boundaries and location. Measure and note on the
survey’s other structures and hardscape such as driveways, patios, or sidewalks. It
is very important to hire a surveyor if you do not have a plat; guessing the location of
boundaries can be a costly mistake.

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Figure 2.  Site inventory.
Photo Credit: Gail Hansen, UF/IFAS

Remember the User

The users are typically the dwellers- family, family pets, and visitors, with each
having their own different needs.

Five things to consider:

1) How is the yard currently used

2) How will the yard be used
3) Aesthetically, how will the yard look
4) What is the targeted maintenance style (hands-off or hands-on)
5) What is the budget range

It is very important to consider how the yard is currently used. For instance,
which entry is used by whom, where do the kids play, and where does the dog
usually run? (Figure 3)

Thinking about how to use the yard in the future (Figure 4), determines the
need to re-organize old spaces into new spaces and amenities. It is also important to

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remember the vehicles used by the family, including the driveways and parking
areas.

Budget concerns include the initial installation costs, materials, and the on-
going maintenance costs. Determining the time and money one is willing to put into
maintaining the plants and hardscape is needed when meeting intentions and ability.

Fi
gure 3.  Current areas used.
Photo Credit: Gail Hansen, UF/IFAS

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 F
igure 4.  Proposed areas to be used.
Photo Credit: Gail Hansen, UF/IFAS

Use a Form and/or Style Theme

There are many landscape design themes to choose from, from

simple to complex, but it is good to choose one that guides the plant and
material selection. Think of a theme as the inspiration for a garden. Others
find it helpful to look in gardening books and magazines for ideas. This can
be a good guide but be aware that the gardens in the photos were picked
because they are outstanding examples. Be critical when looking at the
photos giving due consideration to your passion level, your budget and
your site.

Check the surrounding views of the property before choosing a

theme. Decide whether to open the yard, close it, or a little of both, to these
views. In other words, whether the garden should be set to enclose the
space around and relate mostly to the house or open views and look
outward, relate to the surroundings. This will give a starting point when
thinking about a theme. Care should be taken when choosing appropriate
themes for the yard based on the type of neighborhood, the architecture,
the topography, and the regional landscapes. This is called "sense of
place", which means it fits the surroundings.

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 There are form themes and style themes. Not all gardens have a
style theme but every garden should have a form theme. In fact, many
residential gardens have no particular style except to blend with the house
by repeating details from the architecture such as materials, color, and
form.

All gardens should use a form theme to create spaces for activities.
The organization and shape of the spaces in the yard is based either on the
shape of the house, the shape of the areas between the house and the
property boundaries, or a favorite shape of the homeowner.

The form theme establishes the shape and organization (the layout)
of the spaces and the links between them. Common themes include
geometric, such as square, a circle, and rectangle; naturalistic such as
irregular (organic edge) or curvilinear (meandering lines) (Figure 5). Form
themes can sometimes be combined. Geometric shapes are used for the
hardscape and naturalistic shapes for the plantings. For example, plant bed
lines are often curvilinear while the hardscape is square in form.

Figure 5.  Naturalistic form theme.

Photo Credit: Gail Hansen, UF/IFAS

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 Style themes are mostly related to the architecture and often simplify the
design of a residential yard because materials and form are to some extent pre-
determined. Most style themes today are a contemporary version of traditional
garden designs. Architecture is usually the primary source of a theme, but can also
represent a time, a culture, a place, or a feeling, such as serenity or calmness.

The advantage to using a traditional style theme is the established set of

forms and elements that have historically worked well together and endured the test
of time. Since architectural styles typically fall into a formal or informal category, the
landscape theme tends to be either formal or informal (Figure 6). Formal
architectural and garden styles that can be used for inspiration include Spanish,
French, Italian, and Middle Eastern. Less formal designs include English, Oriental,
and American. Style themes also apply to the planting plan which may include
meadow, desert, tropical, woodland, marsh, or coastal plantings. Themes can be as
simple as a mixed colored plants with a distinct character- such as grasses used
repeatedly in the composition.

Figure 6.  Formal style theme.

Photo Credit: Gail Hansen, UF/IFAS

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Create and Link Spaces

The yard becomes an extension of the home where a variety of activities take
place. It can generally be divided into three areas: public (the front yard), private
(backyard), and service (typically the side yard). The location of activity areas
depends primarily on the size of space needed, the type of area, the type of activity,
and the desired proximity to other activities and structures.

Some examples of spaces include the front entry area that brings residents
and visitors to the home, a cooking/eating/entertaining area (patio or deck), a dog
run, a play area, a vegetable garden or hobby area, a secret garden/relaxation area,
and a trash/compost/work area. The most important spatial concept for successful
garden design is the outdoor rooms in the yard. The spaces are often separated by
using plant beds, trees, sod areas, garden walls, planters, arbors, paved surfaces
and level changes (Figure 7). The features serve to enclose or define the spaces
and give them a room-like feel. For psychological comfort, creating spaces that are
of human scale is important because most people prefer to be in places that make
them feel protected and sheltered, rather than open and exposed. The outside wall
of the house serves as the starting point of an outdoor room. Incompatible uses
should be separated, and related activities, such as cooking and dining, should be
put together to make the area more efficient and enjoyable. In using hardscape to
create spaces, use construction materials similar to those that are used in the house
for continuity and harmony.

Figure 7.  Outdoor rooms.

Photo Credit: Gail Hansen, UF/IFAS

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 Pedestrian circulation in the landscape should move people through the yard
and provide organizational structure. Outdoor rooms are typically linked by
pathways, steps, and walkways, or openings with gates or arbors that encourage
exploration and use of the entire yard (Figure 8). These spaces can also be linked by
visual features such as creek bed (wet or dry) that meanders through or beside
several spaces, or a garden wall that begins at a patio and moves along a turf area
and ends along a planted area.

Figure 8.  Linked spaces.

Photo Credit: Gail Hansen, UF/IFAS

Repeating plants and using similar hardscape features pulls the eye around
the garden. Important points can be emphasized with features or plantings that draw
attention and encourage movement in a particular direction. Moving along the path
takes a person from one area to the next and allows a variety of experiences. In an
informal garden, the curves and bends of the path should partially conceal what lies
ahead to provide a sense of mystery and promote exploration and discovery of the
landscape.

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Consider the Function of Plants

Plant materials have three major functions in the landscape from a design
perspective: aesthetic, structural and utilitarian. Aesthetically, plants create a visually
pleasant environment. Structurally, plants organize and define spaces. Plants can
transform the environment for the comfort of the user by modifying light, temperature
and humidity. This is where utilitarian function applies, including noise control and
odor, and providing food for homeowners and wildlife.

In terms of psychological comfort, plants are used as physical or implied

barriers for privacy and safety. Physical barriers block both the access and view to a
space and include walls, fences, and plant hedges. Implied barriers are of typically
low growing plants that block access but not the view (Figure 9). Other functions of
plants include preventing erosion and soil loss, cleaning the air, returning organic
matter to the soil, and retaining moisture in the soil.

Figure 9.  Physical and implied barriers.

Photo Credit: Gail Hansen, UF/IFAS

The types of plants to be used (such as trees, shrubs, or groundcovers)

should be chosen during the planning. Plant types are considered for their functional
capabilities so that their required space and future purpose can be considered. For
structure and utility, trees and large to medium shrubs are the most important plants
in the landscape. They contribute the most to microclimates (Figure 10), security
concerns, and spatial organization. The size, form, and texture (density) are the
three dominant characteristics that determine how the plant makes more pleasant
microclimates, and create a more organized, functional, energy efficient yard.

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Figure 10.  Microclimates.
Photo Credit: Gail Hansen, UF/IFAS

Structure the Plantings

Plants provide structure in the garden in the same way walls of a building do.
Shrubs act as walls in a space and the branches of trees form a ceiling canopy. The
vertical plane, the overhead plane, and the ground plane should be considered to
create enclosures. The shape of a plant bed has been established, the plants should
be massed (grouped) and layered to achieve visual unity and the desired amount of
enclosure. The size of a plant mass will depend on the total size of the yard, the size
of the individual plants in the mass, and the emphasis or impact desired from the
plant material. Overlapping the masses of plants so that they are layered, both
horizontally (Figure 11) and vertically (Figure 12) links the plants with an
interconnecting pattern. Each plant mass is in front of, behind, or next to, another
mass.

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Figure 11.  Horizontal plant layers.
Photo Credit: Gail Hansen, UF/IFAS

Figure 12.  Vertical plant layers.

Photo Credit: Gail Hansen, UF/IFAS

Repeating masses with similar plants and repeating plants within a mass ties
the garden together. The individual plant characteristics must be considered to
successfully layer and mass plants.

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 Each plant should either complement or contrast a neighboring plant. All
compositions begin with the main structure plants - the large, mostly evergreen
background such as the trees and large shrubs. These plants enframe spaces,
control the size of the space, and provide the starting point for choosing the
appropriate characteristics of the midground plants, second layer, for massing and
infill. The foreground plants and final layers include the low growing plants that often
provide emphasis or focal points.

Highlight Important Points

The use of unique plants, garden ornaments or distinct structures highlight the
important points in the garden. Marking entrances or thresholds to spaces can be
done with arbors, gates, and steps, or through the use of colorful and unique plants.
The form or style theme of the garden often helps determine the important points
and highlights, and how they should be placed in the scape. Some styles have
signature elements, such as statuary or water feature. Other important places in the
yard are focal points, which are used to visually organize a landscaped area. The
type of focal point often depends on the viewing perspective. Different perspectives
can reveal different compositions in the landscape and may require a variety of focal
points characterized by contrasting texture, shape, size, and color that capture the
aesthetic of tew ole landscape.

Pay Attention to Detail

Detail in the landscape is from the visual quality of hardscape, plants, and
garden ornaments. Sensual qualities such as sound, scent, and touch also add detail
to the landscape. Various combinations of texture, form, color, and size create
aesthetic qualities. Plants come in various forms-such as columnar, round,
spreading, and weeping, that compliment or contrast with each other depending on
how similar or different they are (Figure 13). Form is the most enduring quality of a
plant and thus the most important characteristic.

Figure 13.  Plant forms.

Photo Credit: Gail Hansen, UF/IFAS

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 Form and texture are the dominant features of a plant. Coarse, medium, and
fine textures can be used for emphasis and contrast in the landscape. Form and
texture both trump color in the garden for most of the year. However, color will be the
most noticeable characteristic of the garden. To extend color throughout the year,
use plants that have hues in numerous parts, such as the foliage, bark, and fruit.

Various color schemes based on color theory are used for contrast or unity in
a garden. Typically, one or two contrasting or several analogous (similar) colors are
repeated throughout the garden. Both color and texture affect distance and can
change the perceived size of a space. Warm colors or coarse texture makes a space
feel smaller while cool colors or fine texture makes a space feel larger.

The characteristics of individual plants affect balance, unity and emphasis in

the composition. Dark colors and coarse textures make a plant look heavier and
larger and must be balanced with the same or with a larger mass of bright or light
colors with fine or medium texture.

Massing plants with similar colors and textures provides unity but contrasting
plants should be included to provide emphasis at important points.

To fully appreciate and experience a garden, all of the senses must be

considered. The pleasant scent of plants, the sound and texture of water, the sound
of wind in the trees, the colors and textures of sculptures, and pots and garden
furniture add to the pleasant experience of and in the garden. One detail that is often
overlooked is the effect of light on the aesthetics of the plants. Light shining through
a plant, such as a feathery grass, can change its appearance. The entire garden
changes in appearance and function over the course of the day or a year, as the light
and temperature change from morning to night.

Take Time into Account

Plant's growth rate, mature size and form, and the maintenance it will require
must be considered during the selection. Fast growing plants may or may not be
desirable depending on the design intent, the size of the site, and the expected level
of maintenance. It is important to know the eventual mature size of plants so they
can be placed in the right location and spaced properly when they are installed.

Giving plants room to grow is a challenge because the common mature size is
typically based on optimal growing conditions and the environmental conditions of a
site which may cause a plant to grow larger or stay smaller. If plants are spaced too
closely the overcrowded plants will present a maintenance issue.

Provide enough space so that when plants fully mature, they are barely
touching their neighbors and a somewhat solid growing mass is formed (Figure 14).
It is important, to leave space so the plant does not touch the side of the house. This
space allows for air circulation and home maintenance. Another common mistake is
to plant too close to utilities such as AC units and meters.

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Figure 14.  Plant spacing.
Photo Credit: Gail Hansen, UF/IFAS

Protect Resources

Being a good steward of the land is through wise use of plants, water, and
building materials. The three areas of greatest impact are the use of resource-
efficient plants, the use of environmentally sound hardscape materials, and the
management of water.

Before removing any plant material, consider how existing ecological capital
might be enriched. Look at what you have and decide if it is worth saving. Some
plant material may simply be in the wrong place and can be transplanted for more
favorable conditions.

Look for resource-efficient plants when choosing new ones. There are those
that live long, disease and insect resistant, and do not demand frequent fertilizing,
trimming, and watering. The design phase is the time to consider incorporating the
development of a rainwater catchment system. The availability of water will be
limited in the future so the role of water in the design must be part of the
consideration.

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 The most obvious will be a harvesting system to capture, move, and store
rainwater. The system can be an aesthetic design element if planned early. It is the
first element to be installed because it requires earthmoving and underground piping.
Protecting resources also includes the use of environment-friendly hardscape
materials and non-toxic preservatives, paints, stains, and cleaners. Reusing
construction materials will reduce the environmental impact than using new ones and
keep old materials out of the waste stream. Before any demolition starts on arbors,
old patio, pool deck, or structures, consider reusing the material in the new design. In
addition to helping the environment it will also help the budget. If demolition will not
be done, work in the yard and look for other sources of used material in the
community.

Disposal of Construction Debris

Disposal of construction waste is the process that moves the debris to a state
from which it cannot bring any sustainable or environmental issues. Construction
waste are those unwanted materials generated from a renovation project or
demolition. It is called C&D waste (construction and demolition waste) in construction
waste management. The C&D waste generated from construction can either have
hazardous, non-hazardous, degradable, or non-degradable debris. The critical
classification is the hazardous and non-hazardous waste. Whatever the source of
the construction waste, some materials can still be useful or can be reused or
recycled. Disposal does not mean dumping on landfills. It is the last option when
other methods of waste disposal are not feasible. It requires one to satisfy the
standards and permissions of the locality.

The most practical and effective construction waste disposal method is to hire
skips from a waste removal entity.

How to dispose of non-hazardous construction waste

The best and safe disposal methods of non-hazardous construction waste are:
1. Donate unwanted construction materials
2. Reuse or recycle of construction waste
3. Landfilling by construction waste

The construction materials categorized as hazardous waste must be treated

or disposed of according to the standards and regulations provided by the country or
locality. The primary examples of hazardous construction waste are, resins,
adhesives, drums, leftover paints and varnish and containers that have the
mentioned items; treated wood, utility poles, lead-based paint, products containing
mercury, asbestos-containing items, etc.

III. Accompanying DepEd Textbook and Other Educational Book

Competency Based Learning Materials (CBLM) of Landscape Installation &

Maintenance (Softscape) NC-II of TESDA. Retrieved 07-03-2021.
Training Regulations (TR) of Landscape Installation & Maintenances
(Softscape) NC-II. Retrieved 07-03-2021.
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Session Plan (SP) of the Landscape Installation & Maintenances (Softscape) NC-II.
Retrieved 07-03-2021.
Training Plan (TP) of Landscape Installation & Maintenances (Softscape) NC-II.
Retrieved 07-03-2021.
Training Activity Matrix (TAM) of Landscape Installation & Maintenances (Softscape)
NC-II. Retrieved 07-03-2021.
https://www.legit.ng/1186398-farm-tools-uses-pictures.html. Retrieved 07-03-
2021.
Austin, R. (2002). Elements of Planting Design. John Wiley & Sons, Inc. New York,
NY. Retrieved 07-03-2021.
Bertauski, T. (2005). Designing the Landscape: An Introductory Guide for the
Landscape Designer. Pearson Education, Inc. Upper Saddle River, New
Jersey
Booth, N. (1983). Basic Elements of Landscape Architectural Design. Waveland
Press, Inc. Prospect Heights, Illinois. Retrieved 07-03-2021.
Chaplin, L.T., & Slack, W. (1998). Landscaping, Southern Living Garden Guide.
Oxmoor House Inc. Birmingham, Alabama. Retrieved 07-03-2021.
Erler, C. T. (2007). Creative Homeowner: Design Ideas for Home
Landscaping. Upper Saddle River, NJ. Retrieved 07-03-2021.
Holmes, R., & Buchanan, R. (2006). Creative Homeowner: Southeast Home
Landscaping. Upper Saddle River, NJ. Retrieved 07-03-2021.
Levy, C. (2001). Landscaping Your Home, Fine Gardening Design Guides. The
Taunton Press, Inc. Newtown, CT. Retrieved 07-03-2021.
Scarfone, S. (2007). Professional Planting Design: An Architectural and Horticultural
Approach for Creating Mixed Bed Plantings. John Wiley & Sons, Inc.,
Hoboken, New Jersey. Retrieved 07-03-2021.
Smith, C., Clayden, A., Dunnett, N. (2008). Residential Landscape Sustainability, A
Checklist Tool. Blackwell Publishing, Oxford, UK. Retrieved 07-03-2021.

FOOTNOTES
1. NH1112, Environmental Horticulture Department, UF/IFAS Extension. Original
publication date December 2008. Reviewed April 2018. EDIS website
at https://edis.ifas.ufl.edu. Retrieved 07-03-2021.
2. Gail Hansen de Chapman, Environmental Horticulture Department, Center for
Landscape Conservation and Ecology; UF/IFAS Extension, Gainesville, FL 32611.
Retrieved 07-03-2021.

lV. Activity Proper

Activity 1: True or False

Directions:  Read the statements carefully. Write T on the line if the statement
is TRUE and F if it is FALSE. Use a separate sheet of paper.

______1. Landscape plans show where and what to plant.

______ 2. Landscaping is the first task in the construction sequence.
______ 3. Landscape plans for installation show living materials - trees, shrubs,
groundcovers, and their placement on the site.

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______4. Reading the landscape plan makes one familiar with the graphic symbols
for the various features.

_______5. It is not necessary to check other plans that affect the landscape work
such as siteworks and irrigation in the construction documents.
_______6. There is no need for a site inventory and analysis of soil, drainage,
climate
conditions, and existing vegetation.
_______7. A critical step is involved for both plant selection and placement and
locating family activities and functions.
_______8. It is important to understand climate conditions that affect the plants like
temperature, humidity, rain, wind, and sunlight.
_______9. The site and user analyses also help establish a theme for the form
and style of the design.
_______10. The functional diagram is used to locate the activity spaces on the
site and from this, a conceptual plan is developed.
________11. The date is on the title block located at the side or bottom of the plan.
________12. You cannot find the hardscape or constructed elements on the plan,
such as concrete, wood, or pavers.
________13. In landscaping the species and number of plants from the plant list,
as
well as the type and size of container should not be determined.
________14. Look for written specifications for the plan, either as a separate
document or notes on the drawing.
________15. Find the required depth of topsoil for the sod or grass seed and
planted
beds in the specifications.

Activity 2: Perform land preparation activities

Directions: After examining an area or any site, you are required to perform land
preparation activities. Perform the following by making a portfolio like scrapbook,
pictures, or video. You will be evaluated using the rubrics herein.

Instructions:
1. Design a plan that includes all the components discussed in this module.
2. Demonstrate how to dispose construction debris

Rubrics for Rating

Elements Excellent Good Fair Poor

10 8 5 2
Creativity in Always Shown and Seldom Demonstrated
designed shown and demonstrated shown and knowledge in
planning demonstrated knowledge in demonstrated designing only.
knowledge in designing most knowledge in
designing and of the time. designing.
planning.

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Knowledge Always Demonstrated Seldom Did not
(disposal of demonstrated knowledge on demonstrated demonstrate
construction knowledge on proper waste knowledge on knowledge on
debris) proper waste disposal most of proper waste proper waste
disposal. the time. disposal. disposal.

Activity 3: Enlighten me!

Directions: Answer the following questions briefly on a separate sheet of

paper.

1. Why is designing a plan important?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How do you properly dispose construction debris?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. What are the other things you can do with other construction debris that can still
be
used?
______________________________________________________________
______________________________________________________________

4. What is Construction Waste and how will they be disposed of correctly?

_________________________________________________________
_____
______________________________________________________________

V. Reflection

Directions: Complete the statement.

In this lesson, I learned that

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________

VI. Answer Key

Activity 1
1. T
2. F
3. T
4. T
5. F
6. F
7. T
8. T
9. T
10. T
11. T
12. F
13. F
14. T
15. T

Activity 2

Performance of tasks may vary and will be assessed based on rubric.

Activity 4

ANSWERS may vary.

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