TOPIC: The Landscape Design Process

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Essential Question: What do you want?
Focus: Students will understand the impact plants and features have on society so that they can discover opportunities to enrich their lives.
40-Year Learning: Plants and features, along with their proper arrangement impact the quality of life for humans.
WI AgEd Standards:

• Standard PS1: Students will apply knowledge of plant classification, anatomy and physiology to the production and production and management of plants.
• Standard PS5: Students will recognize different systems in which plants grow.

"In your classroom notebooks, you will be expected to take down the notes for each of these levels and provide evidence of learning through the various assessments. Organize your notes by LEVEL Topics. Listen to your instructor for what is important to write down to aid your learning and mastery of this content." - Your Instructor

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LEVEL 1: HOW TO LAYOUT YOUR PAPER & TOOLS

• TASK 1: Obtain a piece of paper from your instructor.
• TASK 2: Using a thick sharpie marker, add a boarder ONE square in from the each of the paper
• TASK 3: Create a legend in the lower right corner.
  • Top Box: "Title of the Project
    
  • Lower Right: Date
  • Lower Middle: Designer's Name
  • Lower Left: The drawings scale (i.g. 1:2 or 1:4)

• TASK 4: Identify Tools of the Trade
  • ​View this presentation to learn about the tools of the trade that you will using to complete a landscape design.

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LEVEL 2: TYPES OF DESIGN PLANS

• TASK 1: Read this article and view the presentation from www.agednet.com to familiarize yourself with the types of landscape plans listed in the right box.
• TASK 2: For each of these notes, leave space for samples of each of these plan types.
  • Base Plan Sample
  • Bubble Plan Sample
  • Concept Plan Sample
  • Concept Plan Sample

Take this vocabulary quiz

• TASK 3: Research landscape design for these categories:
  • Resource 1
  • Resource 2
  • Resource 3
  • Resource 4
• TASK 4: Select a garden type from the above sources, and develop and educational report for your class.
  • TURN IT INTO THIS FOLDER

• TASK 5: Generate a Base and Bubble Plan for:
  
  • [assessment evidence]
    • Location at school
    • Your place of residence

CHRONOLOGICAL DESIGN PROCESS

BASE PLAN -  includes:

• features the existing site for the plan
• all dimensions and physical objects and features
• existing plantings, trees, buildings, driveways, sidewalks, fences, outbuildings, power powers, water features, lighting, decks and turf areas
• drainage, utility lines, irrigation lines, gardens, easements
• measurement reference points
• shade, part-sun, and sunny areas
• building features: walls, doors, windows

BUBBLE PLAN - 

• a sketch of the public, private, and service areas with major existing features from the base plan

CONCEPT PLAN - includes

• size of areas, plantings, grading, hardscape features

WORKING PLAN - includes:

• final, finished, scaled plan
• specific plants listed with numbers, size, and placement
  
• actual work can begin from this plan
  

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LEVEL 3: THE BASIC DESIGN PRINCIPLES

• TASK 1: Copy these notes into your notebook

BASIC DESIGN PRINCIPLES

SIMPLICITY - unity, repeating, spacing, easy bed lines
BALANCE - eye appealing, not over-powering, symmetrical vs. asymmetrical
FOCAL POINT - what are your eyes drawn to?
RHYTHM & LINE - bringing zones and areas together, angles, lines, curves
SCALE & PROPORTIONS - the right size for the given area, stair-casing affects

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LEVEL 4: HOW TO DRAW PLANTS & FEATURES

• Plants
• Hardscapes
• Water Features

Practice Assessments for this level

1. TBA from your instructor
2. TBA from your instructor
3. TBA from your instructor

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SUMMATIVE ASSESSMENT -  CREATING A FINISHED DESIGN

• TASK 1: Complete a landscape design for the location at school.

• TASK 2: Complete a landscape design for your place of residence.