credits and acknowledgmentsflorida4h.org/projects/plants/mowing_for_money/mfmca.pdfif youth think...

4-H MOWING FOR MONEY, Credits and Acknowledgments

SPPSL40.1

CREDITS ANDACKNOWLEDGMENTS

Webster's defines collaboration as the ability "to worktogether, especially in some literary, artistic, or scientific undertaking" (Neufelt, V. and Guralnik,D., eds. Webster's New World Dictionary of American English, 3rd ed., New York: Prentice Hall,1994). Without a doubt, Mowing for Money: A Dollar and Sense Guide to Lawn Care epitomizesthe word and embodies the concept. A cadre of talented individuals have contributed their expertiseto this project. Together, we have created a program that combines eye-catching layouts, market-savvy business techniques and attention-keeping activities with hard-core scientific research to guideFlorida's youth (and anyone else that may be interested) toward sustaining their own environmentalcorner��the lawn.

At the heart of this effort, seven professionals have contributed their time and talents to develop thiscurriculum: Kathleen C. Ruppert, Assistant Professor, Department of Environmental Horticulture,Eleanor Foerste, Horticulture Agent, Osceola County Extension Service, M. Joy Cantrell, AssociateProfessor and 4-H Youth Development Curriculum Specialist, Arlene Zavocki Stewart, EducationalMaterials Designer, Florida Energy Extension Service, Shirley Anderson, Biological Scientist,Department of Environmental Horticulture, Brian Owens, Senior Laboratory Technician, Departmentof Environmental Horticulture and Al Dudeck, Professor and Turfgrass Scientist, Department ofEnvironmental Horticulture.

We could not do it alone. Robert Degner, Market Research Specialist, Department of Food andResource Economics, Gary Simone, Ornamental and Vegetable Disease Specialist, Department ofPlant Pathology, Don Short, Insect Biology and Management Specialist, Department of Entomologyand Nematology and Paul Ruppert, Biological Scientist, Department of Entomology and Nematologyall assisted in fine tuning specific areas to help us present the most recent information. Vanessa Bates, graphic artist, formerly of the Department of Environmental Horticulture, drew theinnumerable specialized depictions of grasses and tools in addition to the cover. Jane Medley,graphic artist in the Department of Entomology and Nematology, provided the insect drawings. BartSchutzman, Senior Computer Programmer Analyst, Department of Environmental Horticulture,assisted with some design considerations and computer problems that occurred from time to time.Zedcor, Inc. (3420 N. Dodge Blvd. Ste. F, Tucson, Arizona 85716-1469) graciously granted uspermission to use up to 50 clip art images from DeskGallery . The mowing pattern series, a™

particularly pertinent concept, was provided by Landscape Management magazine (7500 Old OakBlvd., Cleveland, Ohio 44130-3369).

Special thanks go to Debbie Glauer, Assistant In, Florida 4-H Youth Development Program for hercontinued support, insight and comments through the program's development process. Angela L.Frampton and Nikki Harvey, of the same office, greatly assisted with the word processing andcomputer graphics in the Leader's Guide. We also thank Donna Mitchell and Billy Griswold,formerly with the Department of Environmental Horticulture and Jennifer Scheffe, formerly withthe Florida 4-H Youth Development Program, for assisting in the development of some of theactivities.

4-H MOWING FOR MONEY, Credits and Acknowledgments

After several attempts at trying to decipher state and federal statutes, Michelle Collins, Child LaborCoordinator with the Florida Department of Labor and Employment Security, and George Fernandez,Assistant District Director with the US Department of Labor Wage and Hour Division, carefullyexplained the laws surrounding child labor. Robert Pritchard, Associate General Counsel at theUniversity of Florida, assisted in writing the statements found in the Workbook, BusinessRecordbook and Leader's Guide.

Appreciation is extended to ZJS/Briggs and Stratton and to Katy Koch, former MaterialsCoordinator, for permission to duplicate selected handouts from the "Knowing All About Mowing"and "Knowing Mowing" programs. We also want to thank the Landscape Maintenance Association(1025 S. Semoran Blvd. Suite 1093, Winter Park, FL 32792-5511) for funding the initial printingof the Workbook.

Reviewers played an integral part in the development of this program. Bob Black, ConsumerHorticulturist, and Grady Miller, Turfgrass Scientist, along with Technical Assistants DrewAndrews, Todd Twist and Brian Hinote of the Department of Environmental Horticulture, TomWichman, Consumer Horticulture Agent and Celeste White, Commercial Horticulture Agent, of theOrange County Extension Service, Sally Scalera, Consumer Horticulture Agent, of the BrevardCounty Extension Service, Larry Williams, Horticulture Agent, of the Okaloosa County ExtensionService and Gene Bryan and Tom Glikes of Greenery Square Garden Service and Sales inGainesville, all helped fine tune different aspects of this program. Special thanks go to LindaLandrum, Commercial Horticulture Agent, Volusia County Extension Service and Alan Fraser,Chairman of Chapter 87 Volusia/Flagler County Service Corps of Retired Executives (SCORE)Association, for their test run of this program during the summer of 1996. The results of that runwere invaluable and allowed us to significantly improve the program.

Special thanks also go to the National 4-H Council, the Environmental Landscape Management inFlorida and 4-H Plant Sciences and Preparing Florida's Youth for the World of Work Design Teams.Last but not least, to all those who go unnamed, thank you for your time, support, comments andinsights.

4-H MOWING FOR MONEY, Preface

PREFACE

Statistics show that over 60,000 mowing accidents occur every year. That's 60,000 too many for thefaculty and staff of the University of Florida. Sixty-thousand accidents that could possibly have beenavoided with some simple instructions and awareness. We decided to do something about it.

Mowing for Money: A Dollar and Sense Guide to Lawn Care is the result. Through theEnvironmental Landscape Management and 4-H Plant Sciences and Preparing Florida's Youth forthe World of Work Design Teams, we've developed educational materials and this accompanyingLeader's Guide that combine useful safety information, simple and easy to use information onturfgrasses, techniques for maintaining a healthy lawn and a framework for creating a business basedon other information in the program.

If youth think the only thing they need to know about lawn care is to mow their lawn when the grassgets too high, this program is for them. Literally, there is a whole other world under our feet. Lawnsare teeming with life -- plants, insects, worms, fungi -- some of these are harmful and somebeneficial. Each living creature plays a part in the life of your lawn. Through understanding thisenvironment, we all will benefit. The greener grass can be on your side of the fence for a change,while the environment benefits, too.

The program, however, is primarily geared toward youth 12 or over. See the section of theintroduction titled "About teaching youth lawn care" for information with regard to child labor laws.To reinforce this information, the following statement can be found in both the accompanyingWorkbook and Business Recordbook:

Under State of Florida labor laws, children cannot mow for hire under any circumstance unless theyare at least 14 years of age. In addition, 14 and 15 year-olds are prohibited from operating any power-driven machinery, except power mowers with a blade of 40 inches or less.

Under Federal labor laws, children under 16 generally may not be employed to work in the area oflawn maintenance or care. However the Federal laws will not apply to all employers and will notprevent a child from mowing lawns as an independent contractor. An employer should know whetherthe Federal Act is applicable to that particular employer and will be responsible for any violationsof the Act. A child mowing lawns for pay in a community using the child's own supplies, materialsand equipment, setting their own schedule and directing their own work and who is not employedby a particular person or commercial enterprise, will probably be considered an independentcontractor and not within the scope of the Federal Act.

Wherever possible, we have geared activities found in the Leader's Guide for youth 12 and olderwhen they do not violate (interfere) with these parameters. After all, one is never too young or tooold to learn about safety and the environment.

We hope you enjoy Mowing for Money and sincerely hope that all lawns (and quite possibly youth'swallets) will be greener for it!

4-H MOWING FOR MONEY, Table of Contents

TABLE OF CONTENTS

I. INTRODUCTION

Credits and Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4About Mowing for Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Lesson Profiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Activities Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

About Working with Teens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16About Teaching Youth Lawn Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17The Experiential Process: Steps and Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Turfgrass References 23

II. MOWING FOR MONEY

Lesson 1: Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-3Activities

1. What are My Goals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-52. Scavenger Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-103. Is it Worth It? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L1-134. Developing a Business Partnership. . . . . . . . . . . . . . . . . . . L1-15

Lesson 2: Safety Patrol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-4Activities

1. What's Your Safety IQ?. . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-102. Safe or Unsafe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-143. "Role" with the Punches . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-184. Plan Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-205. Band-Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L2-22

Lesson 3: Tools of the Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-4Activities

1. Take Tools to Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-142. Mower Mania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-183. Tool Mystery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-234. Imachination! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-265. Tune In! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L3-28

4-H MOWING FOR MONEY, Table of Contents

Lesson 4: Mow Like a Pro! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-6Activities

1. Habitat Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-162. Collect and Inspect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-213. Describe the Tribe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-244. Shave and a Hair Cut, Two Bits . . . . . . . . . . . . . . . . . . . . . . L4-275. Count the Nodes!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-306. Drawing It Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L4-337. Mulch To Do About Nothing. . . . . . . . . . . . . . . . . . . . . . . . L4-378. Make the Most of Compost . . . . . . . . . . . . . . . . . . . . . . . . . L4-40

Lesson 5: Trouble-Shooting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-5Activities

1. Weed it Out!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-162. Competition Exhibition. . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-193. Drawing on Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-234. Bug Find. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-265. Looking for Trouble. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-296. An Ounce of Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-327. Trouble in Paradise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-388. Repair Flair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L5-41

Lesson 6: Business Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-1Teaching Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-1Background Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-4Activities

1. Go for the Goal! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-132. Create a Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-153. Charge It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-194. Creative Advertising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-265. Identifying Customers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-286. Opportunity Knocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-327. Be a Recording Artist!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-358. Attraction Satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L6-38

III. BUSINESS RECORDBOOK MASTER (4HPSM31)

IV. WORKBOOK MASTER (4HPSM30)

V. NOTES

4-H MOWING FOR MONEY, About Mowing for Money

ABOUT MOWING FOR MONEY

AGE OR GRADE LEVELS

This project was developed for youth ages 12-18 (refer to "About teaching youth lawn care" for moreinformation regarding age restrictions in this Introduction before beginning this project). Both groupand individual activities encourage participation and action in all aspects of this program. Teachersand volunteers are encouraged to select learning activities that are most suitable to their youth. Theoverall intent is to facilitate learning and to spark creativity in both teachers and youth.

CONTENT

The following are components of the Mowing for Money project:

� LEADER'S GUIDEThis three-ring notebook contains complete, easy-to-read lesson outlines. Each lessonprovides a variety of activities that can be conducted depending upon the time frame devotedto this project. Each lesson is prefaced with a lesson outline and the BACKGROUNDBASICS that help you focus on the overall concepts. Each lesson concludes with discussionquestions for youth to REFLECT and APPLY the knowledge and skills they have gained.The Application Activities are two-fold in that youth in this project are first assisted inapplying the knowledge and skills they are learning to their immediate project activity ofstarting their own lawn care business. Creative projects, experiments and flashcards are justa few of the activities found in the Leader's Guide. Secondly, they are assisted with applyingthe many life skills taught in this project to others areas of their life.

� WORKBOOKThis 40-page project Workbook guides those youth who are exploring this learn-to-earnproject through the basic knowledge and skills needed to be successful entrepreneurs! Manyolder or mature youth may be able to learn a lot on their own and may only need to ask anadult for assistance only when needed.

� RECORDBOOKThis 20-page Recordbook provides a financial framework for youth who begin their ownbusiness!

4-H MOWING FOR MONEY, Lesson Profiles

LESSON PROFILES

Lesson 1 Getting Started

Lesson 1 is intended to get youth thinking about all aspects of the Mowing for Money project. Thebest place to start is at the beginning: what you know, what you don't know and what you think youknow. Activities focus on identifying tasks involved in managing a lawn care business, evaluatingthe resources available to youth and making appropriate decisions regarding their own enterprise.

Lesson 2 Safety Patrol

In one year, over 60,000 mowing accidents occur in the US alone. Needless to say, safety is one ofthe most important components of this program. "Safety Patrol" activities are intended for ages 12and up because it is never too early to learn how to be safe. Activities focus on identifying dangerspots on lawn mowers and in yards, describing safe and unsafe mowing practices and developing anemergency plan in case of an accident.

Lesson 3 Tools of the Trade

While a lawn mower is probably the most visible tool in lawn care, it is not the only tool. This lessonteaches that responsible maintenance and inventory of tools is a required part of lawn care. Activitiesfocus on identifying lawn care tools, describing how, why and under what circumstances tools areused, shopping for the best buys and how to perform basic maintenance.

Lesson 4 Mow like a Pro!

Quite often, the difference between an amateur and a pro is that the pro knows exactly why he or sheundertakes a certain action. In this lesson, youth learn how grass grows, how it should be cut andwhy it should be cut that way. Activities focus on identifying different grass species, theircharacteristics and uses, discussing ways to avoid injury to plants, shrubs and trees and determiningdifferent environmentally friendly ways to utilize yard waste.

Lesson 5 Trouble-Shooting

"The best laid plans of mice and men" always seem to go awry. Rakes break, harmful insects showup and weeds take hold. Lesson 5 examines some of the forces that lawn care managers deal withon a daily basis. Activities focus on identifying and describing turfgrass weeds, diseases and insects,suggesting ways to combat those that are harmful and handling on-site equipment breakdowns.

4-H MOWING FOR MONEY, Lesson Profiles

Lesson 6 Business Basics

Many people assume they can start their own business simply because they are knowledgeable orskilled at a certain task or in a certain field. Most don't realize there is a "business" side that can bedaunting and potentially detrimental if not incorporated from the start up of a business. Lesson 6makes youth think about this aspect. Activities focus on identifying different costs associated withrunning a business, calculating a customer fee, describing ways to attract and keep customers andkeeping business records.

ACTIVITIES GUIDE

4-H MOWING FOR MONEY, Activities Guide page 9* I = Indoor activity, O = Outdoor activity, S = Shop environment +No. of pages for leader or teacher to copy for group activities/No. of pages to copy for each youth

Lesson 1: Getting StartedTitle Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other

(min) page(s) page(s) Pencils Newsprint Pad Tools-T

+

& Marker Grass-G

1 What are My 12+ 30-45 I 3, 4, 5 0/1 Y YGoals?

2 Scavenger 16+ 30-45 I 0/1 Y Y telephone bookHunt telephone

3 Is It Worth It? 16+ 30 I 0/1 Y

4 Developing a 16+ 30-45 I 0/5 YBusinessPartnership

ACTIVITIES GUIDE


Lesson 2: Safety PatrolTitle Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other


+

& Marker Grass-G

1 What's Your 12+ 30 I 4,6 0/1 Y "Knowing Mowing" video,Safety IQ? VCR, TV

2 Safe or 12+ 30 I 7, 8, 9, 10, YUnsafe? You 12Decide

3 “Role” with 12-14 30 I/O 7, 9 1/0 Y scissorsthe Punches 10, 11

4 Plan Ahead 12+ 30-45 I 0/1 Y Y paper, posterboard, markers, artsupplies, contact paper, scissors

5 Band-Aid 12-14 30 I 6, 7, 8, 9, Y optional: tape or CD player and10, 11, 12 music (karaoke type)

ACTIVITIES GUIDE


Lesson 3: Tools of the TradeTitle Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other


+

& Marker Grass-G

1 Take Tools to 16+ 30-45 I 13 4, 5, 6, 7 6/1 Y T Old catalogs & newspapers, glue,Task (optional) cardboard, scissors

2 Mower Mania 12+ 30-45 I 8 7/2 Y Hook & loop tape, stopwatch ortimer, 3 display or cork boards,

cardboard, glue, scissors

3 Tool Mystery 12+ 30-45 I 13 4, 5, 6, 7 3/0 Y Telephones, phone books,newspaper ads

4 Imachination 12+ 30-60 I 14 8, 9 1/0 Y Y Scissors, crayons, sample owner'smanuals, small container, scrap

paper

5 Tune In! 12+ 60 S 14 8, 9 Y T, M with Combination wrench/socket set,manuals spark plug socket, spark plug gap

wire feeler gauge, screwdrivers,wire brushes, motor oil, kerosene orliquid detergent & water, clean rags,

hand cleaner, scrap paper

ACTIVITIES GUIDE


Lesson 4: Mow Like a Pro!Title Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other


+

& Marker Grass-G

1 Habitat Match 12+ 30-45 I/O 15 6/0 Y G Scissors(optional)

2 Collect and 12+ 60 I 16 0/1 Y G Magnifying glassInspect

3 Describe the 12+ 30-45 I 1/1 ScissorsTribe

4 Shave & a 14+ 30 I/O 17, 18 1/0 Y M, T, G RulerHair Cut, TwoBits

5 Count the 12+ 3 I/O 16 0/1 Y GNodes weeks

Flowering annuals or other non-grass plants,sunny area or grow light, 20-20-20 soluble

fertilizer, 1 gallon watering can, water, rulers,scissors, stakes, masking tape, marker

6 Drawing It 14+ 30 I 19, 20 14, 15 0/4 Y Scrap paper, crayons, markersOut

7 Mulch To Do 12+ 30-45 O 21, 22 0/0 Y Bag of mulch, bag of grassAbout clippings, dictionary, lawn area withNothing trees & shrubs

8 Make the 12+ 45-60 O 0/1 TMost ofCompost

Twigs/sticks, organic trash, grass clippings,chicken wire, watering can, soil thermometer,buckets, soil or compost, gloves, long-sleeved

shirt, wire cutters, shovel or pitchfork

ACTIVITIES GUIDE


Lesson 5: Trouble-ShootingTitle Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other


+

& Marker Grass-G

1 Weed it Out! 12+ 30-60 I&O 23 Y Scrap paper, weeds

2 Competition 12+ 5+ I/O 0/1 G Planters or plastic pots, potting soil,Exhibition weeks 1 optional yard soil, weed cuttings or seeds,

cuttings or seeds of turfgrass, labels

3 Drawing on 12+ 30 I/O 24 0/2 Y Lawn area, turfgrass insects, glassExperience jars with lids or plastic zipper lock

bags, scrap paper, Activity 4 insectcards, stereo microscope or

magnifying glass

4 Bug Find 12+ 45-60 I&O 25 0/2 Y Lawn area, turfgrass insects, glassjars with lids or plastic zipper lockbags, scrap paper, SP 126 & 127,scissors, cardboard, glue, emptycoffee cans, water, sprinkler can,

liquid dishwashing detergent

5 Looking for 12+ 45-60 I/O 26 Y Lawn area, scissors, scrap paperTrouble

6 An Ounce of 14+ 60 I 3/1 Y Florida Lawn HandbookPrevention

ACTIVITIES GUIDE


Lesson 5: Trouble-Shooting (continued)

Title Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other(min) page(s) page(s) Pencils Newsprint Pad Tools-T

+

& Marker Grass-G

7 Trouble in 16+ 30-60 S 27 0/4 M (with Appropriate motor oil, clean rags,Paradise manuals), safety glasses, spark plug, gas can

T with gas, hand cleaner, wire brush,spark plug wrench, combination

wrenches or socket set, regular andphillips head screwdrivers,

combination and needle-nose pliers,spark plug feeler gauge, knife

8 Repair Flair 12+ 30-60 S 6/1 Y M, T PVC cement and cleaner, irrigationsupplies, cotter pins or washers andaxle nuts, mower throttle cable, wire

brush, hand cleaner, light oillubricant, broken tools, garden hosecouplers and clamps and washers,

wire brush, basic tool boxcontaining such items as

screwdrivers, adjustable wrenches,hammer, pliers, hacksaw or PVC

cutters, knife, etc.

ACTIVITIES GUIDE


Lesson 6: Business Basics

Title Age Time Site* Workbook Recordbook Copies Pens Easel Pad or Mower-M Other(min) page(s) page(s) Pencils Newsprint Pad Tools-T

+

& Marker Grass-G

1 Go for the 16+ 30-45 I 28 Y Scrap paper, erasers, calculatorsGoal!

2 Create a Rate 16+ 60- I 29, 30, 31 10, 11 Y Scrap paper, erasers, calculators120 12, 13

3 Charge It! 16+ 30 I 5/0 Y Scrap paper, erasers, calculators

4 Creative 16+ 30 I Y Scrap paper, tape, scissors, glue, artAdvertising supplies, flyers, newspaper ads,

business cards, markers

5 Identifying 16+ 30-45 I 32, 34, 35 0/1 Y Y Scrap paperCustomers

6 Opportunity 16+ 30-45 I 33, 34, 35 14, 15 3/0 Y Scissors, cardboard, glueKnocks

7 Be a 16+ 45-60 I 36, 37 16, 17 0/1 or Y Scrap paper, erasersRecording 18, 19 1/0Artist!

8 Attraction 16+ 30 I 38 3/0 YSatisfaction

4-H MOWING FOR MONEY, About Working with Teens

About Working with Teens...

TIPS FOR ADULTS AND TEENS WORKING TOGETHER

Summarized below are a few of the developmental characteristics that teens are experiencing thatmay help you understand and work well with them in this project.

Teens want and need a strong voice in planning their programs and activities. Provide suggestions on several alternatives rather than detailed instructions. Allow them to findsolutions to their problems and curb the desire to provide the solution right away. Help them thinkthrough the issues, the strategies to employ, and the consequences of their choices, but let themcreate their own solutions. However, you may have to assist the younger teens to set realisticexpectations for themselves.

Teens want adult leadership roles. Talk with teens--not to, at or for them!Use more guidance and counseling methods of support rather than giving directions. Forget lectures,judgments, guilt trips and assumptions. Ask for their involvement in active discussion of theexperiences planned.

Areas of interest are more restricted; patterns of interest are becoming more definite.While teens have probably elected to be involved in this specialized topic, not all teens will exhibitthe same level of interest in the project activities as others. This ebb and flow or variability ofinterests among your group is typical, although it can be frustrating for adults working with teens.Patience is needed as each meeting is likely to be different. For those displaying a much greaterdepth of interest and a need to be challenged at a more appropriate level, you may have to give themopportunities to look beyond the activities provided and investigate and create their own learningexperiences within their communities and the resources in which they have access.

Abstract thinking processes are increased, but a feeling of being "invincible" still exists!This means that while they may actually articulate the consequences of their actions, they often stillthink: "it won't happen to me!" This is an especially important stage to be aware of as you discusswith them the importance of safety issues and practices.

Older teens will have a natural interest in becoming independent, earning money and creating futureemployment possibilities.This project introduces teens to a variety of these skills and decision-making situations that impactthem through goal-setting, financial management and planning as well as the many skills necessaryfor successful employment and work. Assist them in looking at the future possibilities within theircurrent geographic area as well as other lifestyle considerations as they work through this project andthe opportunities it provides.

4-H MOWING FOR MONEY, About Teaching Youth Lawn Care

About Teaching Youth Lawn Care

This program is primarily geared toward youth 12 or over. Child labor laws are complex; therefore,it is not possible to provide a detailed and thorough analysis of the applicability of such laws to theactivities contemplated by this publication, the accompanying Workbook and Business Recordbook.However, it should be noted there are certain provisions of state and federal statutes relevant tominors and power-driven machinery.

Florida Law:

Part I of Chapter 450 of the Florida Statutes sets forth Legislation on child labor in general. Section450.061 provides as follows:

"...no minor 15 years of age or younger,...shall be employed or permitted or suffered to workin any of the following occupations: (a) in connection with power-driven machinery exceptpower mowers with cutting blades 40 inches or less,... " (emphasis provided).

Accordingly, while training of children can occur at any age, children cannot mow for hireunder any circumstance unless they are at least 14 years of age and those aged 14 to 15 canonly operate power mowers with cutting blades of 40 inches or less under state law.

Federal Law:

Under the Federal Fair Labor Standards Act, a child under 16 years of age cannot be employed at allin the occupation of providing lawn care services unless the Act is not applicable to the particularemployer. An employer should know whether the Federal Act is applicable to that particularemployer and can be held responsible for any violations of the Act. However, the Federal Act doesnot apply if the child is an "independent contractor." In general, a child who mows lawns for pay ina community using his or her own supplies, materials and equipment, sets his or her own scheduleand directs his or her own work, and is not employed by a particular person or commercialenterprise, will be deemed an independent contractor and not subject to the Federal Act.

To reinforce this information, the following statement can be found in both the accompanyingWorkbook and Business Recordbook:

Under State of Florida labor laws, children cannot mow for hire under any circumstance unless theyare at least 14 years of age. In addition, 14 and 15 year-olds are prohibited from operating anypower-driven machinery, except power mowers with a blade of 40 inches or less.

4-H MOWING FOR MONEY, About Teaching Youth Lawn Care

Under Federal labor laws, children under 16 generally may not be employed to work in the area oflawn maintenance or care. However the Federal laws will not apply to all employers and will notprevent a child from mowing lawns as an independent contractor. An employer should knowwhether the Federal Act is applicable to that particular employer and will be responsible for anyviolations of the Act. A child mowing lawns for pay in a community using the child's own supplies,materials and equipment, setting their own schedule and directing their own work and who is notemployed by a particular person or commercial enterprise, will probably be considered anindependent contractor and not within the scope of the Federal Act.

Wherever possible, we have geared activities found in the Leader's Guide for youth 12 and olderwhen they do not violate (interfere) with these parameters. After all, one is never too young or tooold to learn about safety and the environment.

We hope you enjoy Mowing for Money and sincerely hope that all lawns (and quite possibly youth'swallets) will be greener for it!

-------------------------------If youth need financial assistance to purchase equipment, please share the following information withthem.

"The United States Department of Agriculture Farm Service Agency (USDA/FSA) makes youthproject loans to rural youths (living in communities with populations of less than 10,000) ages 10-20who are members of and sponsored by FFA, 4-H, and similar organizations. Although the mostcommon types of loans are for feeder livestock, almost any kind of income producing project mightqualify. The maximum loan amount is $5,000, and repayment terms may vary depending on the typeof security for the loan. FSA intends to make the application and loan process as simple andstreamlined as possible to insure that the entire experience is a pleasant and learning one for theyouth. Many items that would be required for other types of loans (such as credit reports) are notrequired for youth loans. FSA will provide assistance with the forms and documentation necessary.

Each loan request is reviewed on an individual basis. It is necessary for a parent/guardian to co-signthe promissory note as an indication of their support for the project. Insurance on the animal or othersecurity for the loan is required; however, this cost is minimal and can be included in the loan. Loanfunds will be disbursed from a supervised bank account that requires both FSA and the youth'ssignature on all checks written. The security instrument, a Financing Statement, is prepared by FSAand must be recorded in the appropriate county courthouse. There is a $6.00 charge by the Clerk'sOffice for recording. There are no application fees of any kind. Any member of the FSA staff willbe more than happy to assist you with any questions or concerns you may have."

If youth feel they qualify, have them contact the Farm Service Agency listed under US Government -Agriculture in the blue pages (government listing section) of their local phone book for moreinformation and the necessary forms.

4-H MOWING FOR MONEY, The Experiential Process

THE EXPERIENTIAL PROCESS:STEPS AND TECHNIQUES

The 4-H Program has a long history of providing for a cooperative teaching/learning process betweenadults and youth. The activities in each project lesson strive to involve young people in experiencesthat require them to interact, analyze, question, reflect and transfer what they have learned topersonal application. The activity comes first, the "learning" comes from the "discovery" of newknowledge and skills as a result of the experience. This is the 4-H "learn-by-doing" process.However, to end with the experience without building upon it through REFLECTING andAPPLYING would not help the young person understand the significance of what he/she saw, heard,or did. It is the transfer of this significance from one experience to another that helps young peopleapply their "learning" in future situations.

DO Each lesson topic identifies the activity or series of activities to DO involving youthin a common EXPERIENCE.

REFLECT At the conclusion of the activity(ies), allow time for the youth to REFLECT (shareand process) what they learned from the experience. Each lesson guide outlines somekey questions to assist you in this process.

APPLY Help youth to APPLY their new knowledge and skill to real life situations. You cando this by helping them to identify key principles that are important for futuredecisions or personal action. Again, each lesson has outlined a few questions to directthis process.

STEPS

This model illustrates the cooperative teaching/learning process that is the goal of 4-H curricula. Afurther description of the steps in the process may be helpful as you become an active participant inMowing for Money: A Dollar and Sense Guide to Lawn Care.

Experience Begin with concrete experience. This can be an individual activity or a groupexperience, but it involves "doing something." The learning experience will mostlikely take place when the experience is unfamiliar or a first-time activity for thelearner; pushes the learner beyond any previous performance levels; isuncomfortable; and includes the risk of failure.

Share Next, get the participant(s) to talk about the experience. Share reactions andobservations. Let the group talk freely. Acknowledge ideas; listing them visually ishelpful. Allow time for volunteers to share responses. Encourage group members toanswer questions posed by others. Avoid having the leader answer questions.


Process Discuss how themes, problems and issues are brought out by the exercise. Speak tospecific problems and issues that the group discovers from the exercise or recallsfrom personal experiences. Look for recurring themes and write them on thenewsprint or easel pad. Have small groups discuss and report back, have a paneldiscussion, or generate ideas individually on 3" by 5" cards.

Generalize Find general trends or common truths in the experience. Draw out and identify theprinciples that are important -- that apply to "real life," not just the activity. Thisfocuses on the key messages. List key terms that capture the lessons. Identifysituations where the principles apply.

Apply Concentrate on how the new learning can be applied to everyday situations. Discusshow issues raised by this activity can be useful in the future. Describe how moreeffective behaviors can grow out of what is learned. Write personal goals forbehavior changes, take turns solving problem situations in groups of two or three, orrole-play situations that show how new behavior is learned. Each individual shouldfeel a sense of ownership for what is learned.


EXPERIENTIAL LEARNING MODEL

1

EXPERIENCEthe activity;

perform,do it

5

APPLYwhat was learned

to a similar or different situation;

practice

2

SHAREthe results,reactions,

observationspublicly

Do

Apply Reflect

4

GENERALIZEto connect the

experienceto real-world

examples

3

PROCESSby discussing,looking

at the experience;analyze,reflect


TECHNIQUES

Use a Variety of Activities

You might consider any one or a combination of the following: tours, interviews, judging, games,pantomimes, skits, puzzles, demonstrations, problems to solve, experiments, using a specific tool,systematic observations, creating a product, visualization, brainstorming, group initiatives, casestudies, simulations, surveys leading to an event or activity, or sharing and presenting to othersthrough talks and exhibits.

Develop Questions to Ask

The types of questions asked will vary with the activity, some questions may relate to the contentbut must go beyond it. If a specific life skill is to be enhanced, then the youth should have theopportunity to become as involved with understanding the life skill as understanding the subjectrelated skill. Questions to help move in this direction may be as straightforward as these examples:

Sharing Questions 1. What did you do? 2. What happened? 3. How did you feel? 4. How did it feel to...? 5. What was most difficult? Easiest?

Processing Questions (Use data generated from sharing questions) 1. What problems or issues seemed to occur over and over? 2. What similar experiences have you had?

Generalizing Questions 1. What did you learn about yourself through this activity? 2. What did you learn about (life skill, i.e., making decisions)? 3. How do the major themes or ideas relate to real life and not just the activity? 4. How did you go about making your decision?

Applying Questions 1. How can you apply what you learned (making decisions) to a new situation? 2. How will the issues raised by this activity be useful in the future? 3. How will you act differently in the future as a result of this activity?

Each of these general questions could be enhanced by adding specific language referring to theexperience in a particular project.

4-H MOWING FOR MONEY, Turfgrass References

TURFGRASS REFERENCES

General Information

Balogh, J.C. and W.J. Walker (eds.). Golf course management & construction: Environmentalissues. Lewis Publishers. Boca Raton, FL. 1992.

Barron, L. Lawns and how to make them, together with the proper keeping of putting greens.Doubleday, Page & Co. New York, NY. 1906.

Barron, L. Lawn making, together with the proper keeping of putting greens. Doubleday, Page & Co.Garden City, NY. 1923.

Beard, J.B. How to have a beautiful lawn. Intertec Publishing Company. Kansas City, MO. 1975.

Beard, J.B., J.M. DiPaola, D. Johns, and K.J. Karnok. Introduction to turfgrass science and culture.Burgess Publishing Co. Minneapolis, MN. 1979.

Beard, J.B. Turf management for golf courses. Burgess Publishing Co. Minneapolis, MN. 1982.

Beard, J.B. Turfgrass bibliography from 1672-1972. Michigan State University Press. East Lansing,MI. 1977.

Beard, J.B. Turfgrass: Science and culture. Prentice-Hall, Inc. Englewood Cliffs, NJ. 1973.

Betts, J.L. and W.G. Mathews (eds). Turfgrass: Nature's constant benediction. American SodProducers Assoc. Rolling Meadows. IL. 1992.

Bonnie, F. Growing lawns and ground covers. Oxmoor House. Birmingham, AL. 1975.

Carleton, R.M. Your lawn: How to make it and keep it. Von Nostrand Reinhold. New York, NY.1971.

Cockerham, S.T. Turfgrass sod production. Coop. Extension Pub. 21451. University of CA. 1988.

Crockett, J.U. Lawns and ground covers. Time-Life Books. New York, NY. 1975.

Daniel, W.H. and R.P. Freeborg. Turf manager's handbook. Harvest Publishing Co. Cleveland, OH.1979.

Danneberger, T.K. Turfgrass ecology & management. Franzak & Foster Publishers. Cleveland, OH.1993.

Decker, H.F. and J.M. Decker. Lawn care: A handbook for professionals. Prentice Hall, Inc.Englewood Cliffs, NJ. 1988.


Dickinson, L.S. The lawn: The culture of turf in park, golfing and home areas. Orange Judd,London, K. Paul, Trench, Trubner. New York, NY. 1930.

Duble, R.L. Southern grasses: Their management and use. TexScape, Inc. College Station, TX.1989.

Duble, R.L. and J.C. Kell. Southern lawns and ground covers. Pacesetter Press. Houston, TX. 1977.

Emmons, R.D. Turfgrass science and Management. Delmar Publishers Inc. Albany, NY. 1984.

Gould, F.W. Grass systematics. McGraw-Hill Book Co., Inc. New York, NY. 1968.

Handreck, K.A. and N.D. Black. Growing media for ornamental plants and turf. New South WalesUniversity Press. Rindwick, NSW, Australia. 1994.

Hanson, A.A. and F.V. Juska (eds). Turfgrass science. Agronomy Monograph 14, American Societyof Agronomy. Madison, WI. 1969.

Hitchcock, A.S. Manual of the grasses of the United States. Dover Publications. New York, NY.1971.

Jarrett, A. R. Golf course and grounds irrigation and drainage. Reston Publishing Co., Inc. Reston,VA. 1985.

Knoop, W. E. The complete guide to Texas lawn care. TG Press. Waco, TX. 1986.

Lorence, H.E. Hay, how's your lawn? Thompson Pub. Indianapolis, IN. 1973.

MacCaskey, M. All about lawns. Ortho Books. San Francisco, CA. 1985.

MacDonald, J. Lawns, links and sportsfields. Charles Scribner's & Sons. New York, NY. 1923.

Madison, J.H. Practical turfgrass management. Van Nostrand Reinhold Co. New York, NY. 1971.

Madison, J.H. Principles of turfgrass culture. Van Nostrand Reinhold Co. New York, NY. 1971.

Maxwell, L.S. Florida lawns and gardens. Lewis S. Maxwell. Tampa, FL. 1984.

McCarty, L.B. and M.L. Elliott (eds). Best management practices for Florida golf courses. SP 141.University of Florida, IFAS. 1994.

Mills, C.B. First in lawns: O.M. Scott & Sons. Newcomen Society in North America. New York,NY. 1961.

Musser, H.B. Turf management. McGraw-Hill. New York, NY. 1962.


National Gardening Association and The O.M. Scott & Sons, Co. Grasses . . . exploring afascinating family. O.M. Scott & Sons, Co. Marysville, OH. 1992.

Parker, C.W. The lawn, how to make it, and how to maintain it. Cushman & Flint. Boston, MA.1939.

Robey, M.J. Lawns, D. McKay Co. New York, NY. 1977.

Rockwell, F.F. The complete book of lawns: How to determine what kind of lawn you should have,and sure-fire methods for constructing and maintaining it, lawn grasses (and grass substitutes) forall sections of the United States, and their particular requirements. American Garden Guild, GardenCity, NY. 1956.

Rorison, I.H. and R. Hunt (eds.). Amenity grassland: An ecological perspective. John Wiley andSons. New York, NY. 1980.

*Ruppert, K.C. and R.J. Black (eds). Florida lawn handbook: An environmental approach to careand maintenance of your lawn. SP 45. University of Florida, IFAS. 1997.

Schery, R.W. Lawn keeping. Prentice-Hall. Englewood Cliffs, NJ. 1976.

Schroeder, C.B and H.B. Sprague. Turf management handbook. Interstate Publishers, 1994. Schmidt, R.C., E.F. Hoerner, E.M. Milner, and C.A. Morehouse (eds). Natural and artificial playingfields. American Society for Testing and Materials. Philadelphia, PA. 1990.

Shepardson, K.F. Furnishing the home grounds. Bruce Publishing Co. New York, NY. 1936.

Toshikazu, T. and J. Beard. Color Atlas of Turfgrass Diseases. Ann Arbor Press, Chelsea, MI. 1996.

Taylor's guide to ground covers, vines and grasses. Houghton Mifflin. Boston, MA. 1987.

Templeton, M. Lawns. Newton Abbott. North Pomfret, VT. 1976.

Turgeon, A.J. Turfgrass management. Reston Publishing Co., Inc. Reston, VA. 1991 (or 85).

Vengris, J. and W.A. Torello. Lawns: Basic factors, construction & maintenance of fine turfgrass.Thompson Publications. Fresco, CA. 1982.

Voykin, P.N. A perfect lawn the easy way. Rand McNally. Chicago, IL. 1969.

Waddington, D.V., R.N. Carrow, and R.C. Shearman (eds). Turfgrass. Agronomy Monograph 32,American Society of Agronomy. Madison, WI. 1992.

Wastewater reuse for golf course irrigation [sponsored by the United States Golf Association incooperation with the American Society of Golf Course Architects] Lewis Publishers. Boca Raton,FL. 1994.


Webb, D.A. Practical landscaping and lawn care. Tab Books. Blue Ridge Summit, PA. 1985.

Welterlen, M.S. Laboratory manual for turfgrass management. Prentice Hall. Englewood Cliffs, NJ.1987.

Wilkinson, A.E. The encyclopedia of trees, shrubs, vines and lawns for the home garden. TheBlakiston Co. Philadelphia, PA. 1946.

Wise, L.N. The lawn book. WR Thompson. State College, MI. 1961.

Youngner, V.B. and C.M. McKell (eds). Biology and utilization of grasses. Academic Press. NY.1972.

Pest Management Texts

Bruneau, A.H.(ed). Turfgrass pest management manual. Coop. Extension Pub. AG-348. NorthCarolina State Univ. Raleigh, NC. 1985.

Cashion, G. and S.P. Brown. Helpful or harmful (flash cards). SP 130. University of Florida, IFAS.1994.

Couch, H.B. Diseases of turfgrasses. Krieger Publishing Co. Malabar, FL. 1995.

Florida insect management guide. SP 51. University of Florida, IFAS. 1996.

Florida nematode management guide. SP 54. University of Florida, IFAS. 1995.

Florida plant disease management guide. SP 52. University of Florida, IFAS. (new version plannedfor 1997).

Florida weed management guide. SP 53. University of Florida, IFAS. 1996.

Joyner, B.G. and P.O. Larsen (ed). Advances in turfgrass pathology: proceedings of the symposiumon turfgrass diseases, May 15-17, 1979. Harcourt Brace Jovanovich, Inc. Duluth, MN. 1980.

Leslie, A.R (ed.). Handbook of integrated pest management for turf and ornamentals. LewisPublishers, Boca Raton, FL. 1994.

Murphy, T., D.L. Colvin, R. Dickens, J.W. Everest, D. Hall, and L.B. McCarty. Weeds of southernturfgrasses. SP 79. University of Florida, IFAS. 1992.

Niemczyk, H.D. and B.G. Joyner (eds). Advances in turfgrass entomology: A collection of papers.Chemlawn Corp. Columbus, OH. 1982.

Oi, D.H., D.F. Williams, P.G. Koehler, and R.S. Patterson. Imported fire ants and their managementin Florida. SP 161. University of Florida, IFAS. 1994.


Short, D.E. Insects and related pests of turfgrass in Florida. SP 140. University of Florida, IFAS.1993.

+Short, D.E. and J.L. Castner. Turfgrass insects sheet 1. SP 126. University of Florida, IFAS. 1992.

+Short, D.E. and J.L. Castner. Turfgrass insects sheet 2. SP 127. University of Florida, IFAS. 1992.

*Short, D.E., G.W. Simone, R.A. Dunn, J.L. Castner, and J.C. Medley. Troubleshooting Lawn Pests(flash cards). SP 180. University of Florida, IFAS. 1995.

Shurtleff, M.C., T.W. Fermanian, and R. Randell. Controlling Turfgrass pests. Prentice-Hall, Inc.Englewood Cliffs, NJ. 1987.

Smiley, R.W. Compendium of turfgrass diseases. American Phytopathological Society & Dept. ofPlant Pathology, Cornell University. St. Paul, MN. 1983.

Southern Weed Science Society. Weed identification guide, Sets 1-5. Southern Weed ScienceSociety. Champaign, IL. 1990.

Tashiro, H. Turfgrass insects of the United States and Canada. Cornell Univ. Press. Ithaca, NY.1987. Turgeon, A.J. (ed.). Turf weeds and their control. American Society of Agronomy. Madison, WI.1994.

Vargas, J.M. Management of turfgrass diseases. Burgess. Minneapolis, MN. 1981.

Vargas, J.M. Jr. Management of turfgrass diseases. Lewis Publishers. Boca Raton, FL. 1994.

Watschke, T.L., P.H. Dernoeden, and D.J. Shetlar. Managing turfgrass pests. Lewis Publishers.Boca Raton, FL. 1994.

---------+ included in Leader's Guide* highly recommended for Florida

Semi-technical Magazines

Bioturf NewsThe Bottom LineFlorida GreenFlorida Turf DigestFlorida Turfgrass Management Conference ProceedingsGolf Course ManagementGolf Course NewsGolf & Sports Turf


Grounds MaintenanceIrrigation NewsLand & WaterLandscape ManagementLawn and Landscape MaintenanceLawn Care IndustryLesco NewsPark and Grounds ManagementRecreation ResourcesSouthern GolfSouthern Turf ManagementSouthern Turf & Landscape PressSports TurfTurf and Landscape DigestTurf NewsTurf SouthUSGA Green Section Report.

credits and acknowledgmentsflorida4h.org/projects/plants/mowing_for_money/mfmca.pdfif youth think...

Documents