Learning Objectives

Notes

14.1
To explore the benefits of a landscape plan.

Have students prepare a list of the benefits of developing a landscape plan. (CCT)

Have the students describe the relationship between the designer, the contractor, and the homeowner.

Find additional information on landscaping and surveying in the Drafting and Computer Aided Design 10, 20, 30 Curriculum Guide.

14.2
To understand the contrast between hard and soft landscape attributes.

Some examples of hard landscaping include crushed rock and stepping stones. Examples of soft landscaping include plants, shrubs, trees, and lawns.

Discuss rock gardens and ponds. Have the students determine which elements are examples of hard or soft landscapes.

Research and list examples of hardy herbaceous landscape plants that are suitable for sun, shade, dry, moist, acidic or alkaline conditions.

List examples of hardy deciduous and coniferous landscape plants suitable for the above conditions. (COM)

Have the students develop a simple draft landscape design of a typical city lot using hard landscape features.

Students could brainstorm a list of the anticipated maintenance requirements for the following: residential lot, shopping centre, school, public park, golf course, urban renewal project and a landfill reclamation project. (CCT, NUM)

14.3
To analyze selected scenarios in relation to their potential design, installation and maintenance requirements. (NUM)

Have the students take a difficult landscape problem from a golf course, public park, school yard, or residence and resolve the situation through design. Prepare a report of the solution. (CCT, TL)

14.4To interpret landscape construction details.

Provide the students with examples of landscape plans and ask that they interpret construction details for the following: deck, fences, shade structures, benches, walkways, paving, retaining walls, steps, water features, and lighting.

14.5
To create a plan for a landscape design. (TL, CCT)

Have the students create a landscape plan given specific criteria: size of lot, location, function, and desired affect.

Have the students prepare a sketch to act as a guide for a planting plan.

Prepare a planting plan. Be certain the students include all required elements in their plan including plant varieties, soil needs, location (full sun, partial sun or shade etc.). There are other considerations that could be researched by the students.

See Module 3 of the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide.

14.6
To determine a project budget for the given plan. (NUM)

Have students research the prices of landscape plants that are suitable for their area and climate zone.

Have students devise a budget for their landscape project.

14.7
To become familiar with a sequential work schedule. (IL)

Using their plan and budget assignments students might develop a project schedule that would complete their design plan.

Students could research and develop a Gaant chart to schedule the construction sequence of the landscape project. Explore software for project management templates and Gaant charts.

14.8
To understand the role of material specifications, estimating, and bid documents.

Have students research, describe and discuss the importance of specification documents.

Prepare an assignment for students that requires them to develop a small tender for a project and submit it. Include all the documentation required to meet building code requirements.

Learning Objectives

Notes

14.9
To draft a landscape design. (TL, CCT, COM)

Review objectives in Module 14A.

Develop a residential landscape design for a lot size and location of their choice. The house and other buildings should be identified to include a number of each:

• hard landscape features
• herbaceous, deciduous and coniferous plants.

Have students prepare a finished sketch followed by a finished plan for a residential landscape design. Have the students include an itemized planting list for a wide variety of seasonal features. This would reflect plants whose colour would be a winter feature and blooms would be a summer or spring feature.

14.10
To draft a landscape project budget. (NUM)

Have students:

• develop a budget itemizing expenses for hard landscape supplies, plant materials and labour.

• develop an alternate project budget to address a situation where the actual budget is 20% less than projected. This would reflect a situation where a client wants to decrease his/her costs.

Have students prepare an extensive estimate and a formal tender for a large project like a municipal park. (NUM, TL)

14.11
To develop a construction schedule.

Have students interview a landscape contractor to learn about the intricacies of scheduling. Have the students list the details involved in construction and installation scheduling.

Develop a Gaant chart to schedule the construction sequence of the landscape project. (CCT)

14.12
To complete a project design.

Develop a scale model of the landscape project and present the design concept to peers, or using computer software develop a general plan view of a given property. Prepare and defend the installation schedule based on a three-year period. Render a finished planting plan and generate a model to express plant growth within a 5, 10 and 15-year period.

Refer to Module 31 in the Drafting and Computer Aided Design 10, 20, 30 Curriculum Guide for specifics on drafting a plan. (IL)