LESSON 4 MOW LIKE A PRO!florida4h.org/projects/plants/Mowing_for_Money/lesson4.pdfcut every 3-5 days in a home lawn situation; St. Augustinegrass varies from 4-14 days. Weather, growing

LESSON 4 MOW LIKE A PRO!

4-H MOWING FOR MONEY, Lesson 4 Page 1

SPPSL40.5

12-18 YEAR OLDS

PURPOSE

To familiarize youth with different mowing techniques.To develop an appreciation of how mowing affects the way grass grows.

OBJECTIVES

Youth will be able to:

� identify different species of grasses, their characteristics and uses.� explain how grass grows and how growth relates to management and care.� discuss ways to avoid injury to plants, shrubs and trees.� identify different grass clipping and leaf removal techniques, and list the pros and

cons of each.

LIFE SKILLS

Youth will develop:

� decision-making and planning skills.� resource management skills.� observation and classification skills.

LESSON TIME

Lesson time will vary, depending upon the learning activities selected and the size of thegroup. Lesson activities will also vary depending upon the age of the youth. Most activitiesrequire approximately 45-60 minutes.

LEARNING ACTIVITIES (with target participant age ranges)

HABITAT MATCH (12-18)COLLECT AND INSPECT (12-18)DESCRIBE THE TRIBE (12-18)



SHAVE AND A HAIR CUT, TWO BITS (14-18)COUNT THE NODES (12-18)DRAWING IT OUT (14-18)MULCH TO DO ABOUT NOTHING (12-18)MAKE THE MOST OF COMPOST (12-18)

ADVANCE PREPARATION

1. Read MOW LIKE A PRO!…Background Basics.2. Review activities and choose appropriate one(s) to use.3. Secure necessary materials as described.

DOLearn MOWING and GROWING!

� Learn grass species and their habitats with HABITAT MATCH and DESCRIBE THETRIBE.

� Practice grass identification in COLLECT AND INSPECT.� Learn how to mow without injuring grass in SHAVE AND A HAIR CUT, TWO

BITS and COUNT THE NODES Activities.� Explore mowing patterns with DRAWING IT OUT.� Emphasize resource management skills with MULCH TO DO ABOUT NOTHING

and MAKE THE MOST OF COMPOST.

REFLECT

� What did we learn about grass? Let everyone offer one fact.

� Why is grass important?Provides oxygen; cools the ground; controls erosion; looks nice; saferplaying surface for athletic and sports fields; food for animals andinsects; deadens noise; filters water.

� How does mowing affect the things turfgrass needs to grow?Increases sunlight penetration, decreases photosynthetic surfaces,promotes leaf vs. root growth



� What are the most common lawn grasses grown in your area? Why are those the mostimportant grasses grown there?

This will depend on your area, but the important ones are usually welladapted.

� What are the special circumstances your plants are adapting to? This also depends on your area - drought, flood, high temperatures, lowtemperatures, salt from the ocean, pests and diseases, poorly drainedsoils, high traffic, partial shade, etc.

� What are the desired grass qualities homeowners want in your area?

Some people prefer low maintenance requirements. Others evaluateappearance, color, or texture; cost of planting and maintaining; anddegree of vigor.

� How will these criteria determine the grass grown in your area?For each objective, name a grass that could meet that criteria.

� What did you learn about mowing?

� How would you mow a hilly lawn with a push mower? With a riding mower?Mow across a hill with a push mower; up and down the slope with ariding mower (unless it's too steep).

� Would you cut bermudagrass and St. Augustinegrass the same height and with the

same frequency? Why/Why not?No; bermudagrass mowing height is ½-1½ inches; 1½-4 inches for St.Augustinegrass (depending on the cultivar); generally bermudagrass iscut every 3-5 days in a home lawn situation; St. Augustinegrass variesfrom 4-14 days. Weather, growing conditions, cultivars and how thegrass is used have a lot to do with how often to mow. It's important toremember that no more than � of the grass should be removed at anyone mowing. Always keep this in mind.

� How often should you mow a lawn? What happens if you cut it too short or toooften?

Mowing frequency varies due to grass species, sunlight, water, fertilizer,etc. Mow often enough so that no more than � of the grass is removedat any one mowing. The leaf blade produces food for the grass plant.Continually removing more than � of the turfgrass leaf blade will resultin a “starving” turf. It will not thrive leaving it susceptible to disease,weed invasion and possibly death.



� What are some things you can do with grass clippings and leaves?Mulch or compost them.

� How can you avoid mowing injuries to trees and shrubs?Do not mow too close; use grass trimmers/clippers; mulch area at baseof trees, but be sure mulch is pulled 2-3 inches away from the trunk orstems.

APPLY

� Why is it important to understand grass? Understanding people is important to being a doctor, understanding kidsis important to being a teacher and understanding grass is important tobeing a successful lawn manager. Different species of grasses growdifferently and will be mowed and managed differently. Understandinggrass also helps us to understand other plants, the environment andourselves.

� Is it important to understand other plants? Why? It is important to understand other plants in order to know how to useand manage them.

� Do plants grow differently in different environments? Yes. Plants look and behave differently in shaded environments, ifgrown in low nutrient soils, in drought environments or with differentcare and management.

� Do people grow differently in different environments? Would you be the same person if you had a different family, grew up ina different country, grew up without enough food? Without proper“management?”

� Is there only one type of grass that is best for a lawn? No, it depends on the environment and objectives of the homeowner.



� Is there one type of person that is best?No. People, like plants, grow differently and adapt to differentenvironments. There is no one type that is best, because there are manydifferent types of environments! For instance, a person growing up inMiami will learn different lessons and need different skills to survivethan a person growing up in rural Arcadia. What kind of skills would aperson in rural Arcadia need? What about a person in Miami?

� In order to decide how to mow a particular lawn (the mowing pattern), how often tomow and how to use lawn waste, what types of things do we need to consider? Howcan we make these decisions? Can we use these same decision making processes tomake other decisions? For instance, how do you decide whether to play basketballtoday or to play the piano? What kinds of things will determine your decision?

� What should you do before you mow in order to avoid injury to yourself or to treesand shrubs? Do you have any goals? What kind of a plan could you make to achievethose goals?

In order to avoid injury, you must plan ahead and consider theconsequences of your actions and activities on the environment. In thislesson, we have a goal - to mow a lawn well without damaging any of ourcustomers' trees or shrubs.

� Are there other ways we can reduce the amount of trash we send to our landfills andrecycling areas?

Yard waste is one of the many problems facing our landfills andrecycling areas today. Landfills are filling up faster than we can buildnew ones. However, mulched or composted yard waste can be disposedof cleanly in our own yards and at the same time help to supply nutrientsand protect the soil. Mowing frequently and allowing clippings to filterdown into the turf returns nutrients to the soil and reduces the amountof turfgrass clippings that have to be collected. (In fact, many states nowprohibit yard waste from being deposited in lined landfills.)

� Be kind to others. Volunteer to mow a yard for an elderly person in yourneighborhood or for a non-profit community organization.



BACKGROUND BASICS…Mow like a Pro!

Grass is important Imagine a world without grass! Grass is an important food crop. Rice, corn, wheat, rye, oats

and sugar cane are all grass plants. Without grass, there would be no bread, no pancakes, no cerealand no cookies. Many animals eat grasses as a major food source, including cows, deer, sheep, goatsand rabbits. Insects also depend on grass plants for food and shelter. Grasses have been used to makepaper, dyes, perfumes, building materials, medicines and even clothes!

Imagine your neighborhood without grass, trees or flowers…only soil, sidewalks and houses.Even the nicest house doesn't look as good without plants around it. Can you see how important itis to have a landscape? A healthy lawn adds to the beauty of a home and landscape. To keep it ingood condition, it must be maintained properly.

Grass is planted on lawns, football fields, baseball fields, golf courses and school yards.Grass keeps our feet cool in the hot summer and controls dust. Like all plants, grass uses carbondioxide to grow and releases oxygen, which we depend on to survive. Finally, grass helps to controlthe movement of soil (erosion) in a heavy rain by soaking up extra water and forming a thick matto anchor the soil.

If you don't brush your hair or get it cut regularly, your hair will look messy and unhealthy.If you never cut the grass or keep the lawn neat, your lawn will not look very nice.

Besides just looking good, lawns have many other benefits as well. Taking care of our lawnsis important for several reasons:

Oxygen sourcesThe green leaves of grass plants produce oxygen during photosynthesis. Duringphotosynthesis, plants make sugar and oxygen from carbon dioxide and water using sunlight.People, animals, and plants use oxygen produced by this process to stay alive.

Cleaner airA thick, heavy lawn helps keep dust on the ground instead of in the air.

Outdoor air conditionersPlants produce water vapor in a process called transpiration. Water evaporating from thegrass can keep the lawn 20� cooler than sidewalks and driveways.

Sound suppressionAll living tissue inherently absorbs sound waves. Because living tissue is soft and pliable,sound waves can't bounce off it like they can with a hard surface. Therefore, a field with lotsof grass is much quieter than a parking lot (concrete is hard and reflects sound waves verywell).



Figure 1: Diagram of Grass Plant

Water filtering (Purification)Turfgrass is often the first of nature's water filters as irrigation water and rain water movethrough the water cycle.

Environmental spongeErosion occurs when water flows across the ground and carries away soil particles. A thick,healthy lawn helps prevent soil erosion by soaking up extra water from heavy rain andreducing runoff.

Increased property valueA well-kept lawn and landscape makes the home more valuable.

Outdoor exercise and relaxation therapyIt takes a lot of work to keep a lawn looking nice! Many people find gardening and lawn carea good way to exercise by mowing, weeding, line trimming and raking. Exercise has beenshown to reduce stress and help people relax.

WORKBOOK OVERVIEWGRASSES: KNOW WHAT YOU MOW Workbook Activity page 15GRASSES: KNOW HOW THEY GROW Workbook page 16

Grass is a plant. When you look at agreen lawn, what you are really looking at isleaves and stems of many plants planted allover the ground. Grass leaves have two mainparts: a sheath that protects the stem, and a leafblade. The stems grow from the (base) crownof the plant. Nodes (joints) divide the stem intosections. Seeds of the plant form at the top ofthe stem. Roots of the plant grow from thecrown down into the soil. The roots spread outto help keep the plant sturdy.

So, how does grass grow?Most plants grow upwards from the

tips. Grasses, however, have the ability to growfrom the lower nodes. Other plants, like manyflowering shrubs, grow from the tip of the stem.The location of the growing points hasimportant implications for care and management. Just as pinching off flowers and shoot tips promotemore branching and a denser plant, mowing produces a more compact, dense lawn. If we cut or mowgrass plants below the top node, they will regrow from older nodes below.



However, if we cut too low, the grass will use stored reserves in roots and shoots to increaseleaf area, and leaf growth will be favored over root growth. When the grass is cut too short so thatmost of the leaves are gone, the remaining leaves may not be able to “catch” enough sunlight andenergy to keep growing and survive. When the grass is allowed to grow higher, the longer leavescatch more sunlight and the roots grow deeper into the soil. Deep roots are important to keep theplants rooted in the ground during heavy rain storms. Deeper roots also help plants take up morewater needed for growth. However, if we let grass grow too high, then some of the grass may die dueto being shaded out. Then if mowed too closely there will hardly be any grass left. This is whymowing consistently at the correct height is so important.

There are many types of grass

Some grasses grow in winter (called cool-season grasses), and some grow in summer (calledwarm-season grasses). In Florida, common-warm season grasses include bahiagrass, bermudagrass,carpetgrass, centipedegrass, St. Augustinegrass and zoysiagrass. These grasses tolerate the hightemperatures of Florida summers but do not grow very fast (and often turn brown) in the winter.Cool-season grasses grown in the state include ryegrass, bluegrass, bentgrass and fescue.

All of these grasses are adapted to different environmental and soil conditions throughoutthe state and require different levels of management and care. Most grasses tolerate the occasionalfrosts and freezes of North Florida (centipedegrass, zoysiagrass, bermudagrass and bahiagrass),whereas other species thrive in coastal areas and tolerate salt conditions (bermudagrass, St.Augustinegrass and zoysiagrass). Refer to “Selecting a Turfgrass for Florida Lawns” from theFlorida Lawn Handbook, University of Florida, 1997.

Grasses vary in their ability to tolerate stress. Some plants survive long periods without rainonce established (bahiagrass, bermudagrass, zoysiagrass), whereas others can tolerate occasionalflooding (centipedegrass and carpetgrass). Other factors which determine which grass can be grownin an area include tolerance to shade, disease, pests and soil fertility requirements.

Not only are there many different types of grass (called species), but there are also manydifferent cultivars of each grass species. Cultivar stands for cultivated variety. You can think ofcultivars as those that humans developed. Varieties also exist for some grass species. Varieties arenaturally occurring variations of the species in nature, as opposed to cultivated varieties (cultivars).For instance, there are four different varieties of bahiagrass commonly grown in Florida-common,Argentine, Pensacola and Paraguayan. Whereas there are many cultivars of St. Augustinegrass suchas Floratine, Floratam, Raleigh, Delmar, etc. Each cultivar or variety has different characteristics,such as leaf texture, color, growth habit and pest tolerance. No one cultivar or variety will fit everylawn. Thus, it is important to consider the particular environment in which the grass will be grownbefore selecting the appropriate species and cultivar or variety to plant.



In addition to environment, it is important to consider:� the type of lawn desired - a showpiece lawn or just something to cover the soil? � the level of maintenance the lawn will be given - how often can you afford to mow,

weed, fertilize and irrigate?� the purpose of the lawn - will it be a playing field or an attractive green ground

cover?

Together with environmental and cost constraints, these management decisions willdetermine what type of grass should be grown in any given location.

WHAT MOWING IS ALL ABOUT Workbook page 17HOW LOW DO YOU GO? Workbook page 18

Mowing is probably the most important management task required to create a good qualitylawn. Proper mowing is an art , skill and science all rolled into one. It's the process which createsa LAWN rather than a pasture or meadow. Most people want a green, healthy lawn. You've heardthe old saying “The grass is always greener in someone else's yard.”

You can encourage a smooth, dense lawn through frequent and regular cutting of grass leafblades at a constant height. Mowing height refers to the height of the grass after you mow it. Properheight is important because it encourages a dense stand of grass plants which uses all the sunlightand nutrients to grow - leaving nothing for the weeds underneath. A weak, thin turf can't keep theweeds from getting the sunlight and nutrients the weeds need to grow.

Proper Mowing Techniques for Healthy Lawns

So how low do you mow? The rule of thumb for all grass species is to cut off no more than� of the grass during a single mowing and � should remain behind. Remember, mowing heightrefers to the height of the grass AFTER you mow it. Lawns should be mowed regularly during thegrowing season. How often you mow is determined by the species and cultivar of grass, how it isused and how fast it grows.

Each species has an ideal mowing height (see Table I on next page or Workbook page 18).On most mowers you adjust the mowing height by changing the height of the wheels. Refer to yourowner's manual for your mower.

Many customers will want youth to mow as low as possible so they won't have to mow thatoften. While it's understandable to want to get the most for their money, mowing a lawn too lowprobably ruins more lawns than any other turf management practice. Removing more than � of thegrass blade weakens the grass. Also, when a lawn is trimmed rather than mowed too close (scalped),more leaf area is available to absorb sunlight and produce food, resulting in a dense lawn with a deeproot system. A dense lawn can shade out weeds, absorb water and nutrients more efficiently, and is



TurfgrassSpecies

MowingHeight

Mow Grasswhen it is:

Frequency* Best Typeof Mower

Bahiagrass 3-4 inches 4½-6 inches 7-14 days rotary

Bermudagrass ½-1½ inches ¾-2¼ inches 3-5 days reel/rotary

Carpetgrass 1½-2 inches 2¼-3 inches 10-14 days rotary

Centipedegrass 1½-2 inches 2¼-3 inches 10-14 days rotary

St. Augustinegrass 3-4 inches 4½-6 inches 4-14 days rotary

semi-dwarfSt. Augustinegrass

1½-2½ inches 2¼-3¾ inches 4-14 days rotary

Zoysiagrass 1-2 inches 1½-3 inches 10-14 days reel/rotary

*These are approximate guidelines (that allow grass sufficient time to recover withoutgrowing too much). Mow often enough so that no more than � of the grass blade height isremoved during each mowing.

Table I MOWING SPECIFICATIONS

better able to combat damaging diseases and insects. In scalping, the mower blade cuts the grass offat the surface of the ground. Severely scalped grass is usually killed. Scalping may be caused by anuneven lawn surface (e.g. one wheel of a mower falling into a hole in the yard), by a vibrating mowerblade or by a mowing height that is too low. When mowing a rough lawn, use a higher cuttingheight.

Chances are that you will need to adjust the mowing height on your mower to coincide withthe grass you are cutting. Ideal mowing heights will vary from lawn to lawn and species to species.But again, never remove more than � of the leaf blade at any one mowing. It will stress the grasstoo much, hinder future growth and make the grass more susceptible to pests. So it may take severalmowings to reach the ideal grass height. For example, say an unkempt regular St. Augustinegrasslawn starts out at 7 inches. The ideal mowing height is between 3 and 4 inches. However, if youmowed only � of the grass, the mowing height would be 4.7 inches - taller than the ideal mowingheight. The youth would need to return to the lawn a minimum of four days later so the lawn canrecover and not be overly stressed (according to Table I specifications). Once again, calculate howmuch to leave behind, mow and repeat until the ideal height is attained. Once an ideal height for aspecific lawn is reached, mow often enough so that the mowing height remains within the idealheight range.



To determine the mowing height of your mower, park the mower on concrete or another flatsurface. Measure the distance between the ground and the blade. On most mowers you adjust themowing height by changing the height of the tires. You may have to unbolt the wheels and movethem to raise or lower the blade. Refer to the owner's manual of the particular mower used if youneed to refresh your memory about this procedure. If the lawn is very soft, you might have to mowa small, out-of-the-way area in the lawn, then measure the height of the grass and readjust yourcutting height.

Mowing frequency can vary depending on many conditions - weather, season of the year,grass type, use, growth rates, even homeowner preference. Water, fertilizer, sunlight, long summerdays and increased temperature cause warm-season grasses to grow faster. In order to keep frommowing more than � of the leaf blade, you must trim more often instead of “scalping” a lawn thathas gone too long without mowing.

HOW DO YOU MOW? Workbook activity page 19, Recordbook pages 14 and 15

Mowing pattern is another important consideration. In general, it is easier to start from theoutside and mow your way in. However, it is important to vary your mowing pattern from time totime to eliminate grain, minimize tire rutting and reduce soil compaction. Remember from LESSON2-Safety Patrol, mowing on a hill can be particularly difficult and dangerous, especially if you havea push mower. When using a push mower, always mow across the hill, so that if you fall the mowerwill not roll backwards on top of you! However, if you have a riding mower, mow up and down thehill. Riding mowers may tip over if you mow across a particularly steep hill. [If too steep, encourageyouth not to take the job.]

Recordbook page 14 provides an example of how to record mowing patterns. Youth can usethe CUSTOMER RECORD Recordbook page 15 as a template.

DO'S AND DON'TS Workbook page 20

You have taken time and money to select the correct equipment to do each task well andquickly. So why skimp now? Poor adjustments or mower defects will result in damage to the lawn.Unserviced equipment will break down more often (stopping your business in its tracks). Quite often,maintaining old equipment is much cheaper than buying new equipment. Following the owner'smanual and these tips will keep your equipment running for a long time. That means happycustomers and more money for the youth.

Blade DamageClean the blade and chute between mowings so you don't spread diseases from lawn to lawn.Dull blades will crush and bruise grass. Some experts suggest sharpening and balancing theblade after every 4 hours of use. You might want to invest in a spare blade for those long 8



hours days. Grass cut by a dull blade will look shredded and will also be more susceptibleto disease.

Mowing Wet GrassThis can be slippery and dangerous. Wet grass causes the mower to clog, may cause “ruts”or wheel marks in the soil and also makes the grass more susceptible to disease. Wet grasswill not blow into the grass catcher easily. Wet clippings tend to mat together and leaveunsightly debris on the lawn. Wet grass should never be mowed with an electric mower asthere is danger of electric shock.

Edging damageUse hand grass shears to clip the grass bordering tree trunks and exposed roots. The mowerhousing or the blade will easily scar a tree trunk or clip off shrubbery or flowers. Damage tothe trunks of trees may eventually cause them to die. This may occur within a few monthsor years later.

Do not mow around trees if the grass is thin and/or roots are visible above ground. Mowersare notorious for vacuuming soil away from the tree roots and exposing them, which in timemay damage the tree and the mower. In addition, mowers tend to pull up runners (grassstems) that are not rooted well and cut them off. Instead, use grass shears or a line trimmerkeeping in mind the correct mowing height for the grass being cut.

Exhaust BurnDon't allow the mower to run in one place on the lawn. Keep the mower moving when it isrunning. If you allow the running mower to stand in one place on the lawn there could bespot burning. Spot burning occurs because some mowers discharge exhaust gases under thedeck toward the lawn.

Dirty Air Filter DamageDirty air filters decrease the amount of air getting into the carburetor and cause the engineto operate (run) inefficiently. It costs you more money in the long run.

No owner's manual?Try contacting the mower manufacturer if you don't have the owner's manual. If you can't,some experts suggest that you change your mower's oil every 20 hours. If your mower usesa mixture of oil and gas as fuel, you don't need to worry about this.

If you have access to the World Wide Web, many manufacturers now have sites. A routinesearch should reveal the appropriate site as well as where to get the information you need.



NO RAKING REQUIRED! Workbook page 21

A common concern is what to do with all the grass you've cut. Contrary to popular belief,grass clippings do not prevent nutrients and sunlight from reaching the lawn. In fact, clippings returnnutrients to the soil. It's like free fertilizer. However, “too much of anything is no good.” Problemscan arise when a lawn is not mowed often and lots of clippings are left behind. Since you will bemowing on a regular basis and you've learned the correct height at which to mow, your customers'lawns will benefit from the clippings. If you see clumps of clippings after you mow, you can use arake to spread them out or mow over the area again. Because you haven't adjusted the mowingheight, you won't be cutting off more grass, only the clumps. Remember to vary your mowing patternthe second time around to prevent ruts. When clippings clump, it means you waited too long betweenmowings and are cutting off too much grass.

Another common myth about clippings is that they create thatch. Thatch is defined as theintermingled layer of dead and living shoots, stems and roots that develop between the zone of greenvegetation and the soil surface. Thatch consists of a loosely interwoven collection that imparts asponginess to the turf. When excessive (1 inch or more), thatch can cause serious problems like:

� restricting water, fertilizer and air movement into the soil.� making mowing difficult and increasing the chances of scalping the lawn.� providing an ideal habitat for insects and diseases.� elevating the growing points, rhizomes, stolons and roots above the soil surface

which makes them more susceptible to cold damage during winter.

Effective control of thatch requires a combination of several management practices. Theseinclude reducing the buildup rate by reducing the plant growth, increasing microbial decompositionand by periodic physical removal. Speak with an agent with the Cooperative Extension Service formore details.

One thing is for certain. NEVER TRY TO REMOVE THATCH BY SCALPING THE GRASS. It willmake matters worse!

Some mowers, called mulching mowers, cut grass clippings into smaller pieces thanconventional mowers. Finely chopped clippings will decompose faster than unchopped clippings andgive the lawn a neater appearance.

Using Mulch

Some people use their grass clippings as mulch around trees and flower beds or in a garden.Mulch, a protective cover, can be made of anything - plastic, leaves, bark, or even grass clippings.Mulch maintains soil moisture, maintains soil temperature, prevents erosion, controls weeds byreducing sunlight, and can enrich the soil.



Mulch, besides doing all that is mentioned above, helps to prevent tree and shrub trunk orstem injury from mowers and line trimmers. Because the mulch will help keep grass and weeds fromgrowing too close, coming close with equipment is not necessary. Grass clippings decomposerapidly, when used as mulch, so they need to be reapplied frequently. However, they can pack downto form a mat that can exclude air and water from the root zone. To prevent this from happening, theclippings should be spread thinly over the ground or mixed with other mulching materials.Remember to keep the mulch 2 to 3 inches away from the stems and trunks of plants. If mulch isplaced too close, the high moisture environment it creates will increase the chance of stem or trunkrot, which can result in plant death.

Some customers may not be aware of the benefits of leaving grass clippings on the lawn, andit may be necessary to discuss these benefits and decide which mowing method to use.

COMPOST

Clippings (green waste) can also be mixed with leaves and small twigs (brown waste) in acompost pile. Over time, these items will decompose and can be used as a soil amendment ingardens and flower beds. Compost is generally made by alternating layers of brown with layers ofgreen waste until you have a pile no less than 3 × 3 × 3 feet. This material is used by microorganismsand other organisms as food. In the process of digesting the waste, they decompose it. Dependingon the amount of moisture available, the temperature and the size of the compost materials, plantmaterials in a well-tended compost bin can decompose in a short period of time (especially inFlorida). Compost forms faster if small particles are used, if the compost is kept moist (but not soggywet) and if you turn the pile over with a pitchfork every few days. A shovel is a great tool forbreaking up materials like kitchen waste.

PUTTING IT TOGETHER! Workbook page 22.

This activity contains questions to serve as a review of this lesson. It can be copied and usedin the form of a pre-test/post-test. It can also be kept in their workbooks and used as a summary.

OTHER RESOURCES

Ruppert, K.C. and Black, R.J., eds. SP45 Florida Lawn Handbook. Gainesville: Universityof Florida, 1997.

Black, R.J. and Gilman, E.H., eds. SP185 Your Florida Guide to Bedding Plants.Gainesville: University of Florida, 1997.

Black, R.J. and Ruppert, K.C., eds. SP135 Your Florida Landscape. Gainesville: Universityof Florida, 1995.



The University of Florida/Institute of Food and Agricultural Sciences website athttp://hammock.ifas.ufl.edu.

UF/IFAS Department of Environmental Horticulture website at http://hort.ifas.ufl.edu.

LESSON 4: MOW LIKE A PRO! Activity 1: Habitat Match


SUGGESTED AGE: 12-18 years

OBJECTIVES: Youth will be able to:� identify the 6 basic Florida lawngrasses.� identify their ecological and environmental requirements.� identify common grasses grown in the geographic area of potential customers.

LIFE SKILLS: � Communication skills.� Visual and verbal comparison skills.

MATERIALS: GRASSES: KNOW WHAT YOU MOW Workbook activity page 15HABITAT MATCH cardsExamples of 6 Florida lawngrasses (optional)Pens/pencilsScissors

TIME: 30-45 minutes

SETTING: An outdoor or indoor setting is possible. An area for the group to be able to move aboutfor the matching game is necessary.

ADVANCE PREPARATION:HABITAT MATCH CARDS will need to be copied and cut for the group size. Review information on grass species in BACKGROUND BASICS.Gather samples of the 6 species of Florida lawngrasses if possible.

INTRODUCTION

Knowing what you're mowing (i.e. grasses) is an important thing to know before gettingstarted in the lawn care business. Why and what do we need to know about grasses?

Let youth list as many as they can.

Grasses come in many different colors, shapes and sizes. Grasses that look and growsimilarly are grouped together in species. Guess how many different types of grass there are?

There are over 7,500 different species of grass in the world!

Do they all grow in the same place, in the same environment? If they are not sure, try starting out with animals - do lions and whales grow inthe same place? Neither do all grasses.

Only 6 species are commonly grown in Florida lawns: bermudagrass, bahiagrass,centipedegrass, carpetgrass, St. Augustinegrass and zoysiagrass. Each of these grasses hasspecific environmental requirements in terms of the amount of sunlight, water, nutrients andmanagement care it requires. In this activity, we will look at different species of grasses



grown for lawn purposes, and begin to match the grass name with the environment in whichit grows and with the management level it requires.

DOPlay MATCH THE HABITAT!

� Discuss the characteristics of the 6 Florida lawngrasses and preferably have samplesof each species.

� Use GRASSES: KNOW WHAT YOU MOW Workbook activity page 15 as a warm-up.

� Split youth into 3 groups - the grasses, the environments and the turf managers. Giveeach group a set of the cards for their subject (included in this activity). Make surethere is at least 1 card for each member of the group.

� Once everyone has had time to read their card and understands the instructions, beginthe game!

� Everyone should begin searching for the proper “match” of grass, environment, andmanagement. There are many possible correct combinations. The activity ends wheneveryone belongs to a matched group of three people.

� Each matched group of 3 (grass, environment and manager) should then present theircombination to the group and the leader.

Note: If the group is not large enough to play the game as intended, the cards canbe used with a small group like a matching card game…a match “set” can becollected by individuals until all the cards are used and sets are complete.

REFLECT

Help youth reflect and review each of the grasses and their requirements for theirenvironment and management.

� What kind of environment does bermudagrass need?Relatively pest-free, full sun for best growth.

� What kind of environment does St. Augustinegrass need?Adequate water, relatively disease-free for best growth.

� Which grasses tolerate drought?Bahiagrass, bermudagrass, zoysiagrass (once established).



� What grasses will make a fine textured lawn?Zoysiagrass and bermudagrass cultivars specific for lawns (but somerequire very high levels of maintenance to look their best).

� What grasses will be the easiest to manage?Centipedegrass, bahiagrass.

APPLY

First, help youth think about and apply what they've learned to their lawn care decisions andpractices.

� What grass do you have at home? Or, if you had your own home, what grass wouldyou like to grow?

� How would you decide which grass to grow in your yard?Environmental limitations of the area, type of lawn you want and howmuch work you can do.

� Rate the grasses described in this activity on a scale of 1-10 for your area (like in theOlympics). Which grass gets the gold medal?

� Can you identify the grasses of your potential customers? Take an inventory of someof your friend's or neighbor's yards as practice.

Second, help youth apply the same principles to other areas of their life:

� Can you use these same decision-making skills to make other types of decisions? Forinstance, how do you pick your friends? What qualities do you look for?

� What type of grass are you - tough grass, fine grass, a beautiful lawngrass or a lowmaintenance, practical grass? What type of “environment” do you live in? Whatmanagement requirements do you have? Are you a high maintenance or a lowmaintenance grass?

� Make a HABITAT MATCH card about yourself.

SUGGESTIONS FOR ADDITIONAL STUDY

A variation of this game could include bringing in samples of the most common grassesgrowing in your area and having youth try to identify each grass, based on its appearance.



ANSWERS FOR LEADER

Bahiagrass Carpetgrass

From: South America From: Central America & West

Use: pastures, lawns, right-of-ways

Management: tolerates infertile soils and periods of timedrought

Problems: pest resistant but mole crickets shade but not drought or saltcan be a problem

Planting: seed and sod nematodes

Varieties: Common, Argentine, Planting: seed and sprigsPensacola, Paraguay

Indies

Use: lawns that stay wet for long

Management: tolerates wet areas and some

Problems: insects, diseases and

Varieties: no named varieties

Bermudagrass Centipedegrass

From: Tropical Africa From: Southeast Asia

Use: pastures, golf courses, athletic Use: common lawngrass in thefields panhandle of Florida

Management: requires fertile soil for best Management: requires little maintenancegrowth, competes well with once established; toleratesweeds, tolerates both drought shifting shade (like under pineand salt but not shade trees); established lawns are

Problems: susceptible to insect damageand diseases Problems: susceptible to insect,

Planting: sod, sprigs, plugs (and seed problems; does not toleratefor some) excessive foot traffic

Cultivars: Common, Tifdwarf, Tifgreen, Planting: seed, sprigs, plugs, sodTifway, FLoraTeX®

somewhat drought tolerant

nematode and disease

Varieties: improved varieties are notgrown in Florida



ANSWERS FOR LEADER

St. Augustinegrass Zoysiagrass

From: West Indies From: The Orient

Use: the most commonly planted Use: lawnslawngrass in urban and coastalareas Management: tolerates salt; forms a dense

Management: adapted to most soils and slow to establish; requiresclimates in Florida; shade and fertile soil to grow the bestsalt tolerant but grows best inwell drained, fertile soils; does Problems: susceptible to damage fromnot tolerate long periods of insects, diseases anddrought nematodes; slow to recover

Problems: chinch bugs, sod webworms,SADV (St. Augustine decline Planting: sprigs, plugs, sod, seedvirus), various diseases

Planting: sod, sprigs, plugs matrella, Meyer, Emerald,

Cultivars: Common, Floratine, Floratam, CashmereRaleigh, Floralawn, Palmetto.Semi-dwarf cultivars includeDelmar, Jade and Seville

sod to compete with weeds;

from damage

Varieties: Zoysia japonica, Zoysia

Belaire, El Toro and

HABITAT MATCH

University of Florida Cooperative ExtensionMOW LIKE A PRO!, Activity 1

Habitat Match Cards page 1 of 6

Environments

WET SHIFTING SHADE(like under pine trees)

DROUGHT SALT

HABITAT MATCH



Environments

SHADE INFERTILE SOIL

HABITAT MATCH



Managers

Used in wet areas

No named varieties

Tolerates salt

Slow to recover from dama ge

Common lawn grass in Primar y use is for athleticFlorida panhandle fields, golf courses and

Requires littlemaintenance once Drou ght tolerantestablished

pastures

HABITAT MATCH



Managers

No seeds, must plant sod, Tolerates infertile soilsspri gs or plu gs and drou ght

Many cultivars are Pest resistant but molesusceptible to chinch crickets can be a problembugs

HABITAT MATCH



Grasses

Mowed

Bahiagrass Bermudagrass

Mowed

Mowed

Carpetgrass Centipedegrass

Mowed

HABITAT MATCH



Grasses

Mowed

St.Augustinegrass Zoysiagrass

Mowed

LESSON 4: MOW LIKE A PRO! Activity 2: Collect and Inspect



OBJECTIVES: Youth will be able to:� list 3 different grasses common in the area.� describe the physical appearance of grass.� identify characteristics used to distinguish between grass species.� distinguish between three of the most commonly grown grasses.

LIFE SKILLS: � Observation and classification skills.

MATERIALS: GRASSES: KNOW HOW THEY GROW Workbook page 16Copies of COLLECT and INSPECT activity sheet for each youth Several different grass species and cultivars (if possible), either in pots or pressed. Pens/pencilsMagnifying glass (if possible)

TIME: 60 minutes

SETTING: Room with tables to set up different grass samples for inspection.

ADVANCE PREPARATION:Review BACKGROUND BASICS. Divide the plants into separate stations around the room.

INTRODUCTION

How many different kinds of grasses grow in the world today? over 7,500

Fortunately, only a few of these grasses are used in lawns! Many grasses are grown in pastures as feed fordomestic animals. In Florida, only 6 different species of grass are commonly grown for lawns. Eachlawngrass has specific environmental requirements in terms of the amount of sunlight, water, nutrients andmanagement care it requires. How do we distinguish between species of grass?

Hold up two different grass plants and ask if they are the same or different species. Makeyouth guess, then ask them how they reached their conclusion. What similar or differentcharacteristics did they note?

Often, species vary in leaf shape, leaf texture, leaf size, color, growth habit, seed shape and size. Differentcultivars (a specific type of species) of one species may vary only slightly from each other, although thedifferences can also be quite obvious. In this activity we will explore the distinguishing characteristics ofeach of the most common lawngrasses grown in Florida.



DOCOLLECT AND INSPECT Florida grasses!

� Each youth will need a separate copy of the COLLECT and INSPECT activity sheet for each grasssample you provide, pencil and a magnifying glass (if possible).

� Each youth should visit each station, draw the plant and list the characteristics which could be usedto identify it and distinguish it from other plants.

� Identify the leaf pattern, growth habit and morphological (structural) characteristics for each plantfrom GRASSES: KNOW HOW THEY GROW Workbook page 16; include them in the writtendescription.

Note: Keep in mind that not all grasses have all of the parts that are shown on the drawing. Suchdifferences are part of what distinguishes them from each other.

� When all youth have finished their drawings, regroup to discuss.

REFLECT

� Have the group correctly identify the grasses as the drawings are held up.

� Describe each grass.

� How do the grasses differ in appearance?

� In what ways are they similar?

� What characteristics did you use to distinguish between different grasses? (For example, color, leafshape, leaf thickness, seeds, growth habit, etc.)

� Does the physical appearance of a grass give us any indication of how it can be used or where itmight grow?

� What is a cultivar and how does it differ from a species?



APPLY

First, help youth think of ways they will use this information and skill in their lawn care practices:

� How will this help you in your lawn care management?Being able to identify grasses to determine the correct mowing height. This can alsohelp determine how often it may need to be mowed.

Second, help youth apply these principles to other areas of life:

� What characteristics (physical traits or mannerisms) are common to members of your family?

� What characteristics could be used to distinguish your family from another family?

� What characteristics are common to your community? To your country? To all people?


COLLECT and INSPECT!

Draw a picture of the grass.

What are its characteristics?

By looking at the sample, how would you describe the environment where it was growing?

LESSON 4: MOW LIKE A PRO! Activity 3: Describe The Tribe



OBJECTIVES: Youth will be able to:� identify grass species commonly grown in the area.� list their environmental requirements.� identify 3 benefits and limitations of each species.

LIFE SKILLS: � Classification skills.

MATERIALS: DESCRIBE THE TRIBE Who Am I? game cardsCopies of DESCRIBE THE TRIBE: Turfgrass Characteristics handout for each youth

TIME: 30-45 minutes

SETTING: A comfortable room with tables and chairs.

ADVANCE PREPARATION:Prepare game cards as needed for group size.

SUGGESTIONS:

An alternative game, like Jeopardy™, could also be played by letting youth develop questions for eachcategory by the turfgrass characteristics and have them play by teams to respond to questions.

INTRODUCTION

What were the 6 different species of Florida lawngrasses we learned about in the previous activity? Can yourecall some of the specific characteristics you would use to identify these species of grasses?

In addition to the many different species of grass, there are also cultivars of each species. A cultivar is aspecific type of a species. Cultivar stands for cultivated variety. For example, there are many different“cultivars” of chocolate bars - Hershey, Nestle, etc. Each “cultivar” is slightly different, in flavor, sweetness,texture, etc. However, they also have many similarities. Grasses of the same species are very similar, buteach cultivar is slightly different, maybe in color, texture or disease tolerance.

There are also varieties of grasses of the same species. These are NATURALLY OCCURRING VARIATIONS

of the species which botanists have separated into different groups to make it easier to identify them. Whatkind of grass do you have in your lawn? What kind of grass do most of your neighbors have? Is it a coolseason or a warm season grass? Does it need constant fertilization and mowing or is it a more hardy kindof grass? These are the types of questions we will try to answer in this activity.



DODescribe the Tribe!

� Give each youth a copy of DESCRIBE THE TRIBE: Turfgrass Characteristics handout to keep.Have youth take a few minutes to read the chart and then put it away before beginning the next step.[As leader, you may want to talk about the grasses that grow in your area.]

� Divide youth into teams of 2.� Give each team a set of cards in a face-down stack. � Each youth in each team will have the opportunity to be both the game show host and the contestant.� To begin the game, the first player becomes the game show host and draws a card from the stack and

uses the description of the grass species from his/her card to give clues to his/her partner or“contestant” without actually saying the name of the grass.

� The team contestant tries to identify the grass being described. Once the contestant has identified thegrass, the 2 youths switch places. The new game show host now reads from his/her card.

� After all the team members have identified their grasses, each member should present his or hergrass to the group.

REFLECT

� What was the easiest grass to identify? Why?

� What was the most difficult to identify? Why?

� Which grass can tolerate flooding? Has it ever flooded in your area?Carpetgrass

� Which grass do they use for football fields and golf courses? What special characteristics would theyrequire?

Bermudagrass; recovers quickly from wear and heavy traffic.Zoysia has the best wear tolerance, but POOR recovery (sports).

� Which types of grasses are planted in pastures for animals and for hay? What special characteristicswould these grasses require?

Bermudagrass, bahiagrass; tolerate traffic, palatable to animals, high nutritive value,persistent.



APPLY

� How would you describe yourself? What are some things you can and can't tolerate? What type ofenvironment do you like? What types of food do you like? Write a 5-10 sentence description ofyourself and put your name on the back. Everyone then gives their descriptions to one person, whoreads each description aloud. Everyone tries to guess the person being described. (If this isuncomfortable for the youth, have them describe their favorite musicians, their neighborhood or afavorite animal instead.)

� What are the most commonly grown grass species in your area? What are the most common varietiesor cultivars? Ask local homeowners and the county agent along with employees of feed stores andlawn maintenance companies what grasses people are planting and why.


DESCRIBE THE TRIBE

Bahia grass Bermuda grass

I am from South America. I was originally used I originated in tropical Africa. I am primarilyas a pasture grass, and can withstand heavy used in pastures, golf courses and athletic fieldstraffic. My ability to survive on infertile, dry soils and can withstand heavy foot traffic. I requireand my pest resistance make me popular with fertile soil for best growth. I compete well withhomeowners. However, mole crickets can weeds and tolerate both drought and salt.damage my lawns. I can be grown from seed or Unfortunately, I am susceptible to insectsod, and I am inexpensive to buy. Varieties damage and diseases. I do not tolerate shade!include Common, Argentine, Pensacola and Cultivars include Common, Tifdwarf, Tifgreen,Paraguay. Tifway and Floratex®. I am often planted from

WHO AM I? WHO AM I?

stem cuttings (sprigs) or sod.

Carpet grass Centipede grass

I am native to Central America and the West I came from southeast Asia. I am the mostIndies. I grow on wet soils and tolerate some common lawngrass in the panhandle of Florida.shade. I can be grown from seed and sprigs. I require little maintenance once established. IUnfortunately, I am not drought or salt tolerant. tolerate shifting shade (like under pine trees)Although I am not used for high quality lawns, I and can grow from seed. However, I amam recommended in wet, somewhat shady susceptible to insects, nematodes and diseaseareas where few other grasses will grow. No problems. I don't tolerate excessive foot trafficnamed varieties are available. very well. Improved varieties are not grown in

WHO AM I? WHO AM I?

Florida.

St. Au gustine grass Zo ysiagrass

A West Indies native, I am the most commonly I was introduced from the Orient. I tolerate saltplanted lawngrass in urban and coastal areas. I and form a dense sod to compete with weedsam well adapted to most soils and climates in once established. I am slow to establish.Florida. I am shade and salt tolerant but grow Unfortunately, I require a fertile soil to grow mybest in well-drained, fertile soils. I think chinch best. I am also susceptible to damage frombugs and long droughts are a drag. insects, diseases, and nematodes. I am plantedOccasionally, I get infected by diseases. I am from sprigs, plugs or sod. Varieties includeplanted as sod, sprigs or plugs. Cultivars Meyer, Emerald, Belaire, El Toro andinclude Common, Floratine, Palmetto, Floratam, Cashmere.Raleigh and Floralawn. Semi-dwarf cultivarsinclude Jade, Delmar and Seville.

WHO AM I? WHO AM I?

Describe the Tribe!Turfgrass Characteristics

SPECIES Bahiagrass Bermudagrass Carpetgrass Centipedegrass Zoysiagrass St. AugustinegrassPaspalum notatum Cynodon dactylon Axonopus affinis Eremochloa Zoysia japonica Stenotaphrum

ophiuroides Zoysia matrella secundatum

CULTIVARS Common, Argentine Common, Tifgreen, no named no named varieties Meyer, Emerald Common, Floratine,not all inclusive Pensacola, Tifway, Tifdwarf, varieties grown in Florida Belaire, Cashmere, Floratam, Raleigh,for some species Paraguay Floratex® El Toro Floralawn, Palmetto,

Semi-dwarfcultivars:Delmar, Jade,Seville

ORIGIN South America Tropical Africa West Indies & SE Asia The Orient West IndiesCentral America

ESTABLISHMENT seed or sod seed, sod, sprigs, seed, sprigs, sod seed, sod, sprigs, sod, sprigs, sod, plugs,(planting method) plugs plugs plugs, sod sprigs

BENEFITS persistent, okay in fine texture, flood and somewhat low maint. once dense sod, good color andinfertile soils, dark green color, shade tolerant established, uniform, density, salt tolerant,pest tolerant, drought and salt shifting shade tolerates salt gooddrought tolerant tolerant tolerant, shade tolerance

somewhat drought (cultivar dependent)tolerant

DRAWBACKS seedheads, open pest problems, drought intolerant, pest problems, high soil fertility coarse texture,growth habit, can be high maint., seedheads, intolerant of and water does not tolerateweed control difficult shade intolerant salt intolerant excessive foot requirements long periods of

traffic drought

PESTS AND mole crickets and many insects many insects, nematodes, nematodes, insects chinch bugs,DISEASES some diseases and diseases nematodes and ground pearl and diseases virus and other

diseases insects and diseasesdiseases


LESSON 4: MOW LIKE A PRO! Activity 4: Shave and A Hair Cut, Two Bits



OBJECTIVES: Youth will be able to:� distinguish between different mower cutting heights.� identify the correct mowing height and frequency for each grass species.� change the cutting height on a mower.

LIFE SKILLS: � Following directions.� Observation skills.

MATERIALS: WHAT MOWING IS ALL ABOUT Workbook page 17HOW LOW DO YOU GO? Workbook activity page 18Pens/pencilsAs many mowers as possibleTools (if necessary) to change mower blade heightA patch of grassRulerGRASS CARDS

TIME: 30 minutes

SETTING: Outdoor lawn area if possible.

SUGGESTIONS:If it is not possible to work outdoors, adjust the mower blade height indoors. Also, use scissors for trimmingand explore the effects of different cutting heights on potted grass plants. If possible, bring in 2 examples ofgrass, 1 cut too close and one trimmed to the proper mowing height.

INTRODUCTION

When you get your hair cut, how do you decide how short to cut it? Do you usually get your hair trimmed,cut or shaved? What's the difference? Would you wear the same style if your hair was thick, thin, wavy orstraight?

Because each grass species grows a little differently, with different rates of growth, different-sized leafblades and different growth habits, they should each be mowed differently. Some grasses such asbermudagrass, zoysiagrass, carpetgrass and centipedegrass like to be mowed close to the ground. Others,including St. Augustinegrass and bahiagrass perform better at a higher mowing height. In this exercise, wewill determine how low to mow, how often to mow and how to adjust the height of the mowing blade tomatch the height required by the grass.



DOGive your grass a HAIR CUT!

� Identify the type of grass in the plot you are mowing.� Adjust the mower so that it is at the highest setting (cuts off the least grass) to keep youth from

scalping the turf.� Have one person demonstrate how to start the mower. For safety, keep everyone away from the area

while it is being mowed.� Mow a small portion of the grass plot (a 3 × 3 feet area is enough).� Turn the mower off.� Measure the height of the cut grass and the uncut grass. How much of the grass was removed?

Note: Avoid unnecessary stress to the grass regardless of species, no more than � of the grassshould be removed at one time. This can be calculated by multiplying the actual height of theuncut grass by 0.33 (or �).

� What is the optimal mowing height for this type of grass? Refer to your grass cards. � Should you adjust the mower blade up or down? Refer to Workbook page 18, but remember - do not

remove more than � of the grass at one time.� Adjust the blade height to match the optimal height for your grass. Try another grass plot (3 × 3 feet),

and repeat the above steps. Again, for safety, keep everyone away from the area being mowed. � Split youth into groups or teams. � Give each team a GRASS CARD.� Have each group demonstrate how to adjust the mower blade for the grass described on their card

after disconnecting the spark plug first; ask how often they should mow and what type of mower isbest for their grass.

REFLECT

� What happens if you mow too low (remove more than � the height of the leaf blades)?Stresses the grass, hard to regrow.

� How do you adjust the blade height?Depends on the mower (read owner's manual); after turning the mower off, you usuallyadjust the blade height by moving the wheels up or down.



APPLY

� Trimming grass to the appropriate height at the correct frequency will give you a full, healthy lawn.What are some things you do to keep healthy? Do you practice them once a year or every day? Whathappens if you don't practice them or practice them too often or infrequently?

� An easy way to figure out the appropriate height is to measure the height of the grass before mowingand then multiply by � or .67. This is the height it should be after mowing. Be sure to refer to thechart on Workbook page 18 to determine if it really needs mowing.

� What are some things you do to keep yourself healthy? Do you practice them once a year or everyday? What happens if you don't practice them or practice them too often or infrequently?

� How does mowing stress grass?Removes leaves required to make plant “food,” so the plant has less leaf area availableto make “food” and must use stored reserves to make new leaves.

� What are some things that cause stress in your life? Are they large stresses, like losing yourhomework/wallet or small like misplacing your newest CD? Which are more difficult to handle?

� Complete the HOW LOW DO YOU GO? Workbook activity page 18.

Grass Cards

SPECIES: SPECIES: SPECIES: St. Augustinegrass Bermudagrass Zoysiagrass

MOWING HEIGHT: MOWING HEIGHT: MOWING HEIGHT:3 to 4 inches ½ to 1½ inches 1 to 2 inches

1½ to 2½ inches for semi-dwarf cultivars

HOW OFTEN:4 to 14 days

TYPE OF MOWER:Rotary

HOW OFTEN: HOW OFTEN:3 to 5 days 10 to 14 days

TYPE OF MOWER: TYPE OF MOWER:Reel/Rotary Reel/Rotary

SPECIES: SPECIES: SPECIES:Bahiagrass Centipedegrass Carpetgrass

MOWING HEIGHT: MOWING HEIGHT: MOWING HEIGHT:3 to 4 inches 1½ to 2 inches 1½ to 2 inches

HOW OFTEN: HOW OFTEN: HOW OFTEN:7 to 14 days 10 to 14 days 10 to 14 days

TYPE OF MOWER: TYPE OF MOWER: TYPE OF MOWER:Rotary Rotary Rotary


LESSON 4: MOW LIKE A PRO! Activity 5: Count The Nodes!



OBJECTIVES: Youth will be able to:� identify grass growing points.� describe how grass grows.� explain how mowing height affects plant persistence and development.

LIFE SKILLS: � Basic measurement skills.� Scientific experimentation skills.

MATERIALS: GRASSES: KNOW HOW THEY GROW Workbook page 16Copies of COUNT THE NODES! activity sheet for each groupSeveral different kinds of grass plants, either in pots or small plots outside, at least 2-3 inches tall. If the

plants are in pots, you will need at least 3 plants of each species of grass (if possible). Plantsshould be approximately the same age, actively growing and receiving fertilizer on a regularbasis.

3 flowering annuals or other non-grass plants per group that are in bloom. Some possibilities includecoleus, zinnia, plume celosia, crossandra, vinca, rudbeckia, gaillardia and impatiens (if you have ashady area). Your Florida Guide to Bedding Plants (SP185) indicates what time of year floweringannuals can be grown in your area of Florida.

20-20-20 soluble fertilizer applied at the rate of 1 tablespoon per gallon of water every other watering1 gallon watering canPens/pencilsRulersScissors Masking tape and a marker (if using pots), or pieces of paper to write on.Stakes to mark different treatments if you have small plots of grass (or a lawn). Sunny window or a grow light (if keeping pots indoors)

TIME: 30 minutes to introduce, set up and begin the experiment, 7-10 days to conduct the experiment, and15-30 minutes to discuss the results, REFLECT and APPLY them to other situations.

SETTING: An indoor or outdoor activity area.Note: This is a good summertime activity because the grass is actively growing.

INTRODUCTION

We have already discussed why grass is important and some of the interesting ways grass affects our lives.(You may want to review these things if necessary.) However, we have not talked about how grass grows.Does it grow up like a tree, does it have a trunk or branches? Does it grow like other plants, or do grassesgrow differently? Discover how grass grows and how its growth is affected by mowing in this activity.



DODiscover COUNT THE NODES!

� Divide the youth into groups of 4 to 5. Each group should have 3 pots of 1 species of grass and3 pots of 1 species of flowering annual or non-grass plant. The grass species given to each groupshould be different, if possible. [This activity can also be done outdoors in small plots.]

� Have youth review GRASSES: KNOW HOW THEY GROW Workbook page 16, emphasizingthe location of the nodes.

� Give each group a copy of COUNT THE NODES activity sheet.� Measure the height of each plant with a ruler. Record the information.� Count and record the number of nodes on each plant (which may be hard to do on some).� For both grasses and non-grass plants, cut one to � its height, another to � its height and leave

one uncut. Be sure to label the plants so you remember which ones were cut to which height.� Record the height or length and how many nodes are left after cutting.� Put the plants in a sunny location and water them as needed for 7 to 10 days.� Measure the plants and record the height or length and the number of nodes after 7 to 10 days.

Discuss your results. [If you have the time and the grass is actively growing you may want torecord your results and do your clipping every week. The longer you can continue this activity, thegreater the educational benefit.]

Note: Youth can make a chart to predict what the results will be. You can then compare theresults with their predictions. This is the basic process used in scientific experiments.

REFLECT

� How much did each plant grow?

� Where did the new growth come from? Which node or other plant part?

� Which cutting height produced the greatest increase in plant growth?

� Which cutting height produced the least amount of plant growth?

� Which grass species grew the most?

� Which grass species grew the least?



� Was the best cutting height the same for all the different grass species?

� What happened to the flowering annuals or other non-grass plants? How did their growth differfrom the grass?

� What would happen if you cut off � of the grass plants height every week?They would die, because they would never be able to regrow enough leaf tissue tomake food before you cut it again.

APPLY

First, help youth apply the information learned from this project:

� Why is this information important in our lawn care business?We need to be able to recognize the type of grass and be able to set our mowers to theproper height before starting to mow; this will assure a healthier lawn and keep ourcustomers happy; we will be more careful NOT to cut other plants with the mower.

Mowing stresses plants. Other stresses on plants include drought, flooding, lack of nutrients, toomuch shade, etc.

� What are some ways plants react to stress?Stop growing, grow differently, use stored energy.

Second, help youth apply principles to other aspects of their lives:

� What causes stress in our lives?

� How are we affected by stress?

� Do we react differently to chronic (everyday) stress and acute (sudden and severe) stress?

� How can we decrease the amount of stress in our lives?

� How can we learn to adapt to stress (like the grass plants adapt to mowing)?

COUNT THE NODES!

� Measure and record the height of each plant in the chart below.� Count and record the number of nodes on each plants (which may be hard to do on some).� For the grasses, cut one to � its height, another to � its height and leave one uncut. Be sure to label the plants so you

remember which ones were cut to which height.� For the non-grass plants, cut one to � its height, another to � its height and leave one uncut. Again, label the plants.� Record the height or length and how many nodes are left after cutting.� Put the plants in a sunny location and water them as necessary for 7 to 10 days. Grasses (only) should be fertilized every

other watering with 1 tablespoon of 20-20-20 soluble fertilizer per gallon of water to ensure adequate regrowth.� Measure the plants and record the height, length and number of nodes after 7 to 10 days.

What were the results? Why?

Beginning Beginning Height after Number of Final Finalheight or number of cutting nodes after height or number oflength nodes cutting length nodes

Grass (cut to � its height)

Grass (cut to � its height)

Grass (uncut)

Non-grass plant (cut to � its height)

Non-grass plant (cut to � its height)

Non-grass plant (uncut)


LESSON 4: MOW LIKE A PRO! Activity 6: Drawing It Out



OBJECTIVES: Youth will be able to:� identify ways to avoid injuring trees and shrubs in a lawn.� identify ways to avoid damaging other lawn items.� list 3 things to do before mowing TO DECREASE LAWN DAMAGE.� identify the correct mowing pattern for a given lawn.� determine how to mow on hills.

LIFE SKILLS: � Advance planning skills.� Decision-making skills.

MATERIALS: HOW DO YOU MOW? Workbook activity page 19DO'S AND DON'TS Workbook activity page 20Copies of DRAW IT OUT activity sheetsPens/pencilsPaperCrayons or MarkersCopies of CUSTOMER RECORD Recordbook activity page 15 for youth actually going into

business. See Jose's example on Recordbook page 14.

TIME: 30 minutes

SETTING: Comfortable room with tables and chairs.

INTRODUCTION

You've learned about safety and lawn mowers. Now, you're ready to mow. Now what do you do?How do you mow an outdoor area?

Have someone demonstrate by actually mowing an area (you may want to do thisyourself); pay attention to the mowing pattern they use. (Be sure to have other youthobserve from a safe distance.)

What kind of a mowing pattern do you use? Do you mow left to right, front to back, outside to insideor in circles?

Outside to inside, following the edges, to direct (throw) grass clippings into the correctarea.

Why? How would your mowing tactic change if you were on a hill with a push mower? Would youmow top to bottom, right to left, or horizontally across the slope?

Across the slope, so the mower will not get away from you, and also to decrease erosion.

What if you had a riding lawn mower? Would you still mow across the slope? No.



Why or why not? What might happen if you mow across a hill with a riding mower? Could tip over. If too steep, you wouldn't mow at all.

In this activity we will explore mowing patterns, and how and why they change as our mowingconditions change. We will also explore ways to decrease possible lawn damage.

DO Practice DRAWING IT OUT!

� Complete the HOW DO YOU MOW? activity on Workbook page 19. Point out mowingpatterns to youth.

� Give each youth one of the DRAWING IT OUT activity sheets.� Using the handout, have them draw in the mowing pattern they would use to mow the lawn

shown in their DRAWING IT OUT pattern.� Allow each youth to explain their mowing situation, show the pattern they chose and explain

why they chose it.

REFLECT

� How did you decide which direction to mow your lawn?

� What special consideration do you need to give to hilly or sloping areas?

� What kinds of yards take less time to mow?

� Which kinds of lawns take more time to mow?

APPLY

� How will you use this knowledge in conducting your lawn care business?

� Does time become a factor in determining the number of yards you can mow?

� Will the complexity of the customer's lawn (lots of flower beds or other objects) affect yourtime? How would it affect how much you charge?



� In order to decide upon your mowing pattern, you had to consider several things. What weresome of the things you considered? How did you make your decision? Can you use thosedecision making skills to make other choices? How do you decide what to do with your freetime? What kinds of things do you consider when you make your decision?

� What are some of the easy decisions you make every day?What to wear, where to go, what to eat.

� What are some more difficult decisions? What was the most difficult decision you ever hadto make? What made it difficult? What kinds of things did you have to consider in order tomake it?

DO

� Divide youth into groups of 2-3.� Have youth complete DO'S AND DON'TS Workbook activity page 20.� Let each group work together to create a drawing of a possible lawn mowing dangerous

situation (such as rocks in lawn; wet grass; lawn mower in poor condition, exposed roots,etc.).

� They have 15 minutes to work together to draw their picture and list 3 ways to avoid oreliminate the problem.

� After 15 minutes, each group should show their picture, explain what they drew and sharethe list they made.

REFLECT

� What types of damage could we cause when we mow?Girdle trees; damage roots; debark trees; break irrigation equipment; teargrass by mowing with dull blades; stress grass by mowing below recommendedheight.

� How could we avoid causing damage?Plan ahead; be careful; mark danger zones; keep mower blades sharpened andbalanced; scout the area before mowing; keep equipment in good shape; don'tmow when the grass is wet.



APPLY

� Have you ever damaged anything by accident (shoes, clothes, books, toys)? What happened?What could you do now to avoid causing that type of damage again?

� Does it pay to think ahead? How? What other activities require you to think ahead to avoidinjury?

� What kinds of things injure your feelings or insult you? What could other people do to avoidinjury?

DRAWING IT OUT PATTERNSAnswers

PATTERN 1: Diminishing Square

PATTERN 2: Vertical

PATTERN 3: Diminishing Square

PATTERN 4: Horizontal

Note: THESE ANSWERS ARE ARBITRARY. Let the youth defend their answers and ask other youth if theyagree. This may lead to a lively discussion. Most companies determine the pattern they use basedon the fewest number of turns - fewer turns, less time needed. The important thing to remember isto alternate your mowing pattern each mowing to avoid creating ruts or grooves in the lawn andpossibly scalping the grass. In other words, if you used the diminishing square pattern this time thennext time you may want to use the horizontal pattern.

For youth actually in business, they could record the pattern used in the “Note” section of theCUSTOMER RECORD Recordbook page 15.

DRAW IT OUT!


Page 1 of 4

Pattern 1

How would you mow this lawn?

DRAW IT OUT!


Page 2 of 4

Pattern 2


DRAW IT OUT!


Page 3 of 4

Pattern 3


DRAW IT OUT!


Page 4 of 4

Pattern 4


LESSON 4: MOW LIKE A PRO! Activity 7: Mulch To Do About Nothing



OBJECTIVES: Youth will be able to:� list options for disposing of grass clippings.� list the benefits and drawbacks of mulch/clippings.

LIFE SKILLS: � Logical persuasion skills.

MATERIALS: NO RAKING REQUIRED! Workbook page 21PUTTING IT TOGETHER! Workbook activity page 22A bag of mulch for each youthA bag of grass clippings for each youthDictionaryPens/pencils

TIME: 30-45 minutes

SETTING: Lawn area with trees and shrubs, if possible.

SUGGESTIONS:If it is not possible to find a lawn on which to demonstrate how to use mulch, create a lawn area indoors.Clean-up may be a problem!

INTRODUCTION

You just finished mowing a lawn. What will you do with all those grass clippings? What are some of thethings people do with grass clippings?

Some people leave the clippings on the lawn. Others use mowers with bag attachments tocollect their grass clippings and send them to area landfills or recycling areas. Many states(including Florida) have laws that prohibit disposal of lawn and plant clippings in linedlandfills. Others compost.

Do you know what a landfill is? A place where they send everyone's trash.

One problem with this approach is the limited amount of land available for landfills. Landfills are filling upeveryday, and it is difficult and expensive to find new areas to make more landfills. Where is your arealandfill? Some cities have “recycling areas” where your grass clippings may be combined with other yardtrimmings to produce mulch or compost. This is a good idea but you are still using equipment to carry thedebris to another location. You are also throwing away nutrients your lawn and other plants could use.



Some people use their grass clippings as mulch. What is mulch? A protective covering made from materials spread on the ground around plants to preventevaporation of water from soil, etc. Have someone read it from a dictionary if no one isfamiliar with the word.

What is mulch made of? Anything - plastic, leaves, bark, or even grass clippings. Read the ingredients of the mulch bagyou brought.

What are the benefits of mulch? Maintains soil moisture, maintains soil temperature, prevents erosion, controls weeds byreducing sunlight, and organic mulches can enrich the soil. Read the benefits listed on yourbag of mulch.

Where can you use mulch?Around trees and flower beds or in a garden.

Why do some people not want to leave the clippings on the lawn?Some people wait too long between mowings and the clumps look unsightly to them; othersincorrectly believe they cause thatch (which is defined as “the intermingled layer of dead andliving shoots, stems and roots that develop between the zone of green vegetation and the soilsurface”).

This activity focuses on the benefits and drawbacks of leaving clippings on the lawn. We'll also explore themyth that clippings create thatch.

DOMake MULCH TO DO ABOUT NOTHING!

� Have youth read NO RAKING REQUIRED! Workbook page 21.� Give each youth a bag of mulch and a bag of clippings.� Have each youth describe mulch and list one way to use it.� Allow each member to demonstrate how they would use it.� Discuss ways for youth to encourage homeowners to leave lawn clippings on the lawn.



REFLECT

� What are some of the drawbacks you might find in leaving clippings on the lawn?Grass build-up in the lawn if not kept mowed at proper height; can increase the spreadof certain diseases in very humid climates especially if you mow the grass when it iswet.

� What are the benefits of leaving clippings on the lawn?Provides nutrients to the grass; requires less labor and less landfill/recycling areaspace; doesn't require equipment to move it from the lawn to another site.

� Do the benefits outweigh the drawbacks?Yes. The only exception is if there is a disease present in the lawn.

APPLY

� Describe how you would discuss mulch with a customer.

� To reduce the amount of landfill space you use, are there other items which you throw away thatcould be used again for something else?

Milk cartons, egg cartons, old clothes, recyclables.

� Have youth complete PUTTING IT TOGETHER! Workbook activity page 22 as a self-test to seehow well they understood and can apply the information they've learned in Lesson 4 so far.

LESSON 4: MOW LIKE A PRO! Activity 8: Make The Most of Compost



OBJECTIVES: Youth will be able to:� describe compost.� list the benefits and drawbacks of composting.� make a simple compost bin.

LIFE SKILLS: � Long range planning skills.� Sustainable agriculture skills.

MATERIALS: Copies of the MAKE THE MOST OF COMPOST! handout for each youthOne bucket of grass clippings per teamOne bucket of trash (no plastic, metal, meat, bones, animal fats, dairy products, or oils) per team (paper

towels, coffee grounds, fruit and vegetable scraps are good)Twigs or sticks cut into small pieces or dry leaves or strawSoil or compostWatering can (or an old milk jug)Soil thermometer (optional)Wire cuttersGarden shearsGloves and long sleeves (to avoid chicken wire scratches)Shovel or pitchforkEach above ground compost bin requires 10 feet of chicken wire or comparable material (see handout for

details)

TIME: 45-60 minutes

SETTING: Outdoors

SUGGESTIONS:Have each youth bring in compost materials from home. This is definitely an outdoor activity!

INTRODUCTION

You have just finished mowing your lawn. If you bagged the clippings, what will you do with all of them?One option is to use them as compost. What is compost?

Have someone look it up in the dictionary if no one knows that it is a mixture of decayedorganic matter used as a soil amendment.

A compost pile is generally made by alternating layers of brown waste with layers of green waste until youhave a pile no less than 3 × 3 × 3 feet. This material is used by microorganisms and other organisms as food.In the process of digesting the waste, they decompose it. Depending on the amount of moisture available,the temperature and the size of the materials, plant materials in a well-tended compost bin can decomposein a short period of time (especially in Florida). Compost forms faster if small particles are used, if thecompost is kept moist (but not soggy wet) and if you turn the pile over with a pitchfork every few days. Ashovel is a great tool for breaking up materials like kitchen waste.



In this activity we will make our own compost and explore the benefits and costs of composting.

DOMAKE THE MOST WITH COMPOST

� Give each youth a copy of the MAKE THE MOST OF COMPOST! handout.� Divide youth into groups according to the amount of materials you have.� Give them supplies to make a compost bin (with chicken wire).� Following the MAKE THE MOST OF COMPOST! directions, have each group make their own

compost bin and fill it with the materials provided.� If time allows, use a thermometer to check the temperature of the compost bin materials directly after

filling. Then from time to time, monitor. A rise in temperature signifies microbial action.

REFLECT

� Was it hard to make the compost pile?

� Would it be difficult to find materials?

� What are the benefits of compost? Improved soil structure and water holding capacity, decreased amount of garbage sentto the landfill or recycling center, fuel savings because you don't have to transport thematerials.

� What are the drawbacks?Takes time and energy to collect materials, some people dislike collecting garbagewastes.

� Would it be easier to use the lawn clippings as mulch or to make compost?Mulch.



APPLY

� What are some kitchen wastes you could use in your compost bin?Plant materials (apple cores, banana peels), egg shells.

� Composting is one way of recycling household waste. Do you recycle or reuse other items in yourhome?

Plastic containers, glass bottles, tin cans, rubber bands, plastic bags; used motor oil andbatteries are taken to recycling centers. (Check with your local waste managementauthorities for list of recyclables in your area.)

� Discuss with your parents this option for your lawn care at home or your business. Decide if this issomething you want to do and negotiate and plan how to go about it.

� Are there other ways you could reduce the amount of waste you and your family send to the landfill?Have everyone offer one suggestion for their family.

� Make a compost bin at home, or help a friend make a compost bin.


Make the Most of Compost!Compost is usually made by layering yard, garden and certain food wastes into a pile. Microorganismsand bacteria then decompose these materials by eating them!

1. Build a composting structure no less than 3 × 3 × 3 feet(see examples �). Use chicken wire, concrete blocks,wood slats or stakes…be creative! The main idea is tomake a holder that allows air to flow in and water to drainout.

2. Place kitchen or yard wastes into bin. Do not use meatscraps, bones, dairy products, oils or fat as they mayattract pesky animals. Chop or shred if you want them tocompost quickly. You can add more as time passes.

3. To allow air in and water out, alternate layers of brownwastes (twigs, leaves, straw) with layers of green waste(grass, fruit, vegetables).

4. Spread soil or “already done” compost over the pile. This layer contains the microorganisms andsoil animals that do the work. It also helps keep the surface from drying out.

5. Adjust the moisture in your compost pile. Add dry straw or sawdust to soggy piles or add waterto a dry pile. The materials should be damp to the touch, but not so wet that drops come out whenyou squeeze it.

6. Allow the pile to “bake.” It should heat up quickly and reach 90 deg. F to 140 deg. F (at the centerof the pile) in 4 to 5 days. Use your soil thermometer to check.

7. Mix your compost as it bakes if you want to speed up the baking time. If you turn your pile everyweek, it should be “done” in 1 to 2 months. The time it takes varies considerably. A pitchfork isa good tool for turning (mixing) a compost pile.

8. The pile will settle down from its original height. This is a good sign that the compost is bakingproperly.

9. Your “best ever” compost should look like dark crumbly soil mixed with small pieces of organicmaterial and have a sweet earthy smell.

Documents

LESSON 4 MOW LIKE A PRO!florida4h.org/projects/plants/Mowing_for_Money/lesson4.pdfcut every 3-5 days in a home lawn situation; St. Augustinegrass varies from 4-14 days. Weather, growing