Growing Plants
Objective:

To provide students with background information on growing plants.
After reviewing this unit, the learner will be able to:

• List various plant parts and describe their functions.
• Explain photosynthesis and how plant foods are produced.
• Discuss the effects of weeds on plants.

Plants grow almost everywhere on earth. They grow from the northern- most tundras to the driest deserts. Because plants are the beginning of our food chain, all life depends on them. We eat chickens which eat grain, or fish which eat seaweed. People eat all sorts of plant parts: sterns (asparagus), leaves (spinach), roots (carrots), seeds (beans), and fruits (peaches). Plants also give us other products, including air (oxygen); shelter (wood); clothing (cotton, flax); cellulose products (cellophane, rayon); and many of our medicines (cough syrup, aspirin).

Soil
Objective:

To provide students with background information on the importance of soil, and how it provides vital ingredients for plant growth.
After reviewing this unit, the learner will be able to:

• Explain why plants need fertilizer to grow.
• List and describe three major elements found in a fertilizer.
• Explain the difference between organic and inorganic fertilizers.
• Describe symptoms of plants having insufficient levels of nitrogen,
• potassium, phosphorous, and potassium.

Plants cannot live on sunlight and water alone. Just as people require a balanced diet, plants require a balance of substances (mineral nutrients). However, unlike people, most plants do not really eat anything. Fertilizers are often called "plant food," but it is incorrect to label fertilizers as food. Plant roots absorb three vital nutrients. nitrogen, phosphorous, and potassium from the soil. Plants use these nutrients, along with several others, in a food-making process called photosynthesis. During this process, plants build all the molecules they need for energy, growth, and reproduction.

Fertilizer
Objective:

To provide students with background information on how fertilizers can enrich soils and increase plant growth.
After reviewing this unit, the learner will be able to:

• Explain why plants need fertilizer to grow.
• List and describe three major elements found in a fertilizer
• Explain the difference between organic and inorganic fertilizers.
• Describe symptoms of plants having insufficient levels of nitrogen, phosphorous, and potassium.

Plants cannot live on sunlight and water alone. Just as people require a balanced diet, plants require a balance of substances (mineral nutrients). However, unlike people, most plants do not really eat anything. Fertilizers are often called "plant food:' but it is incorrect to label fertilizers as food. Plant roots absorb three vital nutrients: nitrogen. phos- phorous, and potassium from the soil. Plants use these nutrients, along with several others, in a food-making process called photosynthesis. During this process, plants build all the molecules they need for energy, growth, and reproduction.

Insects - Good Bugs and Bad Bugs
Objective:

To provide students with background information on ways to control weeds and insect pests.
After reviewing this unit, the learner will be able to:

• Identify the basic parts of an insect.
• List ways that some insects arc beneficial.
• Explain the importance of pest identification.
• List examples of pest control methods for insects.

As complete their life cycles, they nay go through various structural changes or metamorphosis. Some insects change only in size as they age (e.g.aphids. These insects undergo no metamorphosis. Other insects undergo only slight changes (or a simple metamorphosis) as they age from nymph to adult (e.g. grasshoppers). A final group of insects undergoes a complete metamorphosis as they pass from egg to larva to pupa to adult. Insects at some stages of their life cycles may be more destructive than they are at others. Similarly, insects may be easier to control at sonic developmental stages than they are at other stages. To develop a successful control strategy, it's important to know the stages of a pest's life cycle.

Pests: Weed and Insect Control Methods
Objective:

To provide students with background information on growing plants.
After reviewing this unit, the learner will be able to:

• Tell why some plants and some insects are pests.
• Describe pest control methods.
• Explain who should use chemicals to control pests.
• Describe circumstances which make pesticides necessary.
• Explain ways to determine what type of pesticide to use.
• Discuss potential health and environmental hazards resulting from pesticide use.
• List pesticide labeling's 'signal words' and tell what they represent.

Pests are unwanted organisms (plants or animals). Some pests are harmful or detrimental to high quality production of food and fiber They can cause damage to gardens and farm crops. In some instances, pests can completely destroy a crop. Some pests transmit diseases that interfere with the normal growth and development of plants. The primary food and fiber pests are usually insects or weeds. It is possible to control these pests through natural methods (sustainable agriculture or through the use of chemicals called pesticides. People often think that all unwanted organisms are bad and must be destroyed. This is not true. The most destructive pests have some type of purpose, even if it so simple a purpose the primary source of food for another insect. Some pests will naturally dissappear or leave on their own, and do not need to be treated by any specific method. And there are insects which may inflict damage during one stage of development, but then become helpful as metamorphosis continues, so it is important to know the growth insect in question.

Safety
Objective:

To provide students with background information on the safe handling of farm and garden chemicals
After reviewing this unit, the learner will be able to:

• List ways to know what chemicals arc most dangerous if misused.
• Describe correct methods for handling chemicals.
• Explain why protective clothing is important.
• Describe appropriate protective clothing.
• List ways to handle contain contaminated clothing.

Pesticides are used by farmers and gardeners to reduce damage from insects, weeds and diseases. As helpful as they can be, pesticides also can be harmful to humans and the environment if precautions are not taken when using them. Most pesticide accidents occur when users are careless, or unaware of proper procedures.

Sun
Objective:

To provide students with background information on ways to protect themselves from the sun's harmful rays.
After reviewing this unit, the learner will be able to:

• Explain why the sun can be dangerous to people.
• List the three types of ultraviolet rays, and what makes them harmful.
• Describe ways that humans can protect themselves from the suns harmful rays.

The sun, the source of energy and life support for the Earth, powers the growth of plants and animals. and decay and weathering. All life on earth depends on tile sun for heat and life. Still I, for all the sun's value, it can nonetheless be damaging and destructive. We must learn to respect the power of the sun, and approach it in an informed manner.

Splish Splash
Objective:

To provide students with background information on water resources and how these resources can be affected by human activities
After reviewing this unit, the learner will be able to:

• Explain why water is an essential element for all living things.
• Identify basic components of the water cycle.
• Discuss how natural influences affect water quality.
• Explain how human activities can diminish water quality.
• Discuss ways water contamination can be prevented or minimized.

"Water, water, everywhere..." If you could view our world from space you would see that we live on the "water planet." From space, Earth is a blue and white sphere the blue is water and the white is water vapor our health relies on water in many ways. Every cell process in our body requires water. Water makes up almost two thirds of our body mass, and 70 percent of our brain. Our kidneys pump in anti out nearly 400 gallons of water each day. Water helps regulate our body temperature.

Our water resources, like all natural resources, need our protection if we are to enjoy continued use of them. We depend on water for a variety of uses in addition to personal consumption. Our farms and industries use enormous amounts of it.

But almost 97 percent of the water found on earth is salt water, located in oceans and seas. Such water is not usable for drinking or farming without treatment. Good drinking water is virtually colorless anti odorless. It is free of harmful contaminants, contains few microorganisms. solids (dissolved and suspended) metals and salts. Most importantly, good drinking water tastes good.

Public concern about ground water contamination continues to grow. Today, we have the technology to detect contaminants (chemicals, microorganisms) in very small amounts, which previously went undetected. Ground water contamination comes from natural influences and human activities. Because water is the universal solvent, it gathers a little of everything it contacts as it flows dissolved organic matter, soil nutrients and naturally occurring suspended particles. Human activities which can lead to ground water contamination include everything from waste disposal to well drilling; everything from basic agriculture to heavy industry. All too often, the health and environmental risks of contaminants which human activities put into ground water are uncertain.