Suggested Time: 5-10 hours

Prior knowledge of the elements and principles of design is beneficial in this module.

The elements and principles of design are studied in Interior Design 30 and throughout various levels of Arts Education. The suggested time variation accommodates the project work suggested in the teacher notes. There may be connections made with Horticulture and Design Studies Curriculum Guidelines.

• To become aware of the careers and opportunities in the field of residential landscaping that exist in Saskatchewan and beyond.
• To appreciate the role of landscaping designs in housing developments.

• To understand and apply the principles of landscape design to a geometric shape. (NUM, CCT)
• To evaluate a landscape using the elements and principles of design. (CCT, IL)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
To establish the purposes of landscaping. (COM)	During a class discussion, the students should note the functions of landscaping. Include in the discussion: defining outdoor living spaces, improving visual appearance, reducing energy consumption, establishing an appropriate setting for the style of the home, privacy, blocking out public nuisances, etc. Discuss each of these functions in detail explaining how each can be achieved through landscaping.
To identify elements within a landscape design setting (TL).	Elements within a design include both natural and manufactured elements. Clarify what is meant by natural elements and manufactured elements. Explain that the materials and the design you use in landscaping will cause an aesthetic response. Give some examples of aesthetics in landscaping.

To explore the use of natural elements in landscaping. (IL)	Identify all the components that make up natural landscape elements such as soil, terrain, trees, shrubs, flowers, ground cover, rocks and stones, water, and landscape components . Discuss how each can be used to achieve a desired effect in landscaping design. Talk about the importance of good drainage and the problems that may result from poor drainage. List examples of natural terrain that affect landscaping such as hills, valleys, rivers, lakes, rocks, street lights, power poles, fire hydrants, trees, and other dwellings. In what ways can landscaping be used to enhance the appearance of these features? Optional Project: If time permits, assign students to a specific landscape element and ask them to research the element to determine how it may be used in a landscape design. Suggest that students use a variety of resources like websites, books, and interviews with a landscaper or a greenhouse operator. Visit a greenhouse operator to learn more about how natural elements can be used in a landscape design and what natural elements are best suited to Saskatchewan. Invite a landscape architect or greenhouse operator to speak about her/his career in detail. See Learning Objectives 8.5 for the questions that should be addressed by a career speaker. The speaker may also mention other careers related to landscaping. Have the speaker address the employability skills issue. Students may pursue further research of these topics in Module 13 Career Research.
To identify manufactured elements within a landscape design. (COM, CCT)	Define what is meant by manufactured landscape elements and give some examples for each. Examples should include paths, walks, steps, banks, walls, fences, patios, decks, game areas, pools, fountains, and ponds. Identify the functions of manufactured elements. Discuss suitable placements of patios, barbecues, driveways, walks, and walls in relation to dwelling floor plan, the size and shape of the lot, and the orientation of the lot. Students may collect photos of landscape designs, identify the natural and manufactured elements, and explain why they feel that the designs are effective.

To investigate conservation ideas for landscaping a site. (CCT)	Explain what is meant by landscape conservation. Define xeriscape. Outline some of the benefits of landscape conservation. What are some ways that landscape conservation can be achieved? Describe ways in which trees, shrubs, and plants can affect the energy efficiency of a home with respect to windbreaks, shade, and absorption and retention of heat (e.g., use of grass vs. rock).
To consider landscape planning sites.	Outline the three zones within a landscape site and discuss what part of the site each zone will include. Discuss what elements could be included within the site. Talk about zone placement with respect to Saskatchewan weather. Analyze the landscape illustrations collected in Learning Objective 9.4 and identify the zones displayed in each case. Identify what type of family would prefer each plan. Outline factors to consider when planning a landscape design. Discuss how maintenance and lifestyle affect a landscaping plan. Invite a guest speaker to talk about considerations for planning a landscaping design. If possible, obtain landscape plans from a local nursery and show the class how to read and analyze the landscape plan. Note: Home and garden magazines often have plans too.
To examine landscape plans in relation to the elements and principles of design. (COM)	Explain how the elements and principles of design relate to landscape design. Consider the use of: colour, texture, line shape, form, proportion and scale, balance and rhythm. Consult the Design Studies Curriculum Guidelines.

To identify and interpret the features of a site/plot plan. (NUM, TL)	An understanding of scale is very important. Review the concept, the use of scale, and where and how the scale is noted. Familiarize students with symbols commonly found on site plans such as: lot size building size directional symbol or orientation location of utilities fences contour lines trees and shrubs patios and decks walks pools lanes driveways The important features of a site/plot plan should be discussed. For example, the location of utilities and, property lines as well as land contour may limit future development.
To design and analyze a landscape design. (CCT, IL) (Optional)	Students may obtain and analyze a landscape design using the knowledge gained from the previous activities in this module. Students may be asked to provide illustrations in an assignment, if time permits. If time permits, students may design and develop their own landscape design and include the following information: property boundaries size and shape of the lot location of the residence showing windows and doors shape and type of dwelling orientation to the sun and wind garage and driveway location of sidewalks location of services, position of both underground and above-the-ground utilities location of other structures location of existing plant life, rocks, and other features.
	The students may: analyze their designs by identifying the zones within the site and using design fundamentals as criteria for judging the overall design discuss how geographic location and climate will affect the orientation note the angle of the sun's rays on a dwelling in summer and winter discuss how sun and wind direction may influence outdoor planning give examples of using view to advantage and where it has not been used to advantage. Relate landscaping design to window placement to maximize enjoyment. Discuss whether the view from large windows should be to the street or the backyard.