Most students entering university have some experience with trees growing in a forest ecology. Most student perspectives are that of a northern hemisphere chauvinist. Several other forest structures now exist but although the "present is key to the past," deep-time fossil forests have not always been the same. The goals of the activity are (1) to introduce quantitative ecological measures to fossil benthic (autochthonous)assemblages, (2) Test assemblage relationships using diversity measures, correlation coefficients, and simple multivariate statistical analyses, and (3)Reconstruct an autochthonous fossil community in space, demonstrating that ancient community structure differs from the Recent.

This YouTube playlist curated by the Wisconsin Fast Plants Program provides an overview and then demonstrates recommended tending (thinning, managing light intensity, and staking) to help grow healthy, happy plants!

Objectives:
* Learn about Native American culture
* Introduce codependent plants (ecosystems)

This is an illustration of environmental tonicity conditions for animal cells and plant cells.  The response of red blood cells and platn cells to hypertonic, isotonic, and hypotonic conditions is indicated.

Long Description:
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Videographers: Mike May, Gayle Volk

Technical support: Remi Bonnart, Brittany Moreland

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The students will observe a maple tree throughout the year and recognize changes in weather and phenology using their 5 senses.

This activity is a tree leaf collection, identification, and display of dried and pressed leaves. It teaches students about distinguishing leaf characteristics as well as a way to display and label their collection.

This activity uses Bristlecone pine tree-ring data to understand how tree growth is related to environmental variables. It can be used to test hypotheses about how tree growth has been increasing with increasing northern hemisphere temperature in the past 100 years. This activity was originally developed by Christine Hallman and Katie Hirschboeck at the Laboratory of Tree-Ring Research at the University of Arizona. This activity is used in a Global Change course for first year non-science majors.

This is a field and classroom activity in which students will observe tulip growth and identify and describe the parts of the tulip flower.

This illustrated guide is designed to help students recognize and learn the different types of compound leaves. The single Web page can be easily printed for use at field sites. Along with a short description, an illustration that identifies a leaflet and petiole is included for each type: pinnate (odd) twice pinnate pinnate (even) palmate.

Virginia Cooperative Extension Gardener Handbook is a guide for all gardeners in Virginia. It covers a variety of topics important for beginning and experienced gardeners, including soil health, native plants, and integrated pest management. This manual provides an understanding of the basics of gardening in Virginia and helps to build a strong foundation of gardening knowledge. Resources for additional reading can be found at the end of each chapter. We encourage readers to take a deeper dive into the topics that interest them and continue their learning journey.

How to Access the Book
This text is available in multiple formats including PDF, a low-resolution PDF which is faster to download, and ePub. These are linked on the left side of your screen. The book is also available in HTML/Pressbooks at https://pressbooks.lib.vt.edu/emgtraining. Softcover print versions with color interior will be available for purchase in Spring/Summer 2023. The main landing page for this book is https://doi.org/10.21061/vcegardener

HTML/Pressbooks: ISBN 978-1-957213-47-7 https://pressbooks.lib.vt.edu/emgtraining
PDF: ISBN 978-1-957213-48-4
Print (paperback): ISBN 978-1-957213-42-2 [Forthcoming]
ePub: ISBN 978-1-957213-49-1

Table of Contents
1. Botany
2. Soils and Nutrient Management
3. Entomology
4. Plant Pathology
5. Abiotic Stress Effects on Plant Growth and Development
6. Diagnosing Plant Damage
7. Integrated Pest Management and Pesticide Safety
8. Plant Propagation
9. The Vegetable Garden
10. Fruits in the Home Garden
11. Lawns
12. Indoor Plants
13. Woody Landscape Plants
14. Pruning
15. Herbaceous Landscape Plants
16. Landscape Design
17. Water Quality and Conservation
18. Habitat Gardening for Wildlife
19. Virginia Native Plants

About Virginia Cooperative Extension
Virginia Cooperative Extension (VCE) is the outreach and engagement branch of Virginia Tech and Virginia State University, Virginia’s land-grant universities. Through VCE, Extension agents, specialists, and volunteers work to share knowledge and advance the wellbeing of all Virginians. This handbook serves as the main training text for new Extension Master Gardener volunteers.

If you are passionate about horticulture, environmental conservation, or gardening education, we invite you to join us by becoming an Extension Master Gardener at https://ext.vt.edu/lawn-garden/master-gardener/Become-a-Master-Gardener.html.

Are you a professor reviewing or adopting this book for a course?
https://bit.ly/interest-vcegardener Instructors adopting or reviewing this text are encouraged to record their use on this form. This helps the book's sponsors to understand this open textbook's impact.

Suggested Citation
Virginia Cooperative Extension (2023). Virginia Cooperative Extension Gardener Handbook. Blacksburg: Virginia Cooperative Extension. https://doi.org/10.21061/vcegardener. Licensed with CC BY-NC-SA 4.0.

Accessibility Statement
Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Pressbooks (HTML) and ePub versions of this text are tagged structurally and include alternative text, which allows for machine readability.

Report an Error: https://bit.ly/report-error-vcegardener
View Errata: https://bit.ly/errata-vcegardener
Tell us how you found the book: https://bit.ly/interest-vcegardener

Acknowledgments
This version of the Virginia Extension Gardener Handbook was made possible in part by financial and technical support from the Open Education Initiative at the University Libraries. Additional financial support was provided by the Virginia Tech School of Plant and Environmental Sciences.

Thank you to contributors and editors of this handbook:
• Kathleen Reed (2022 project advisor, editor, and contributor)
• Devon Johnson (2022 project manager and image author)
• Kindred Grey (2022 image author and Pressbooks formatting)
• Stacey Morgan Smith (2022 handbook editor)
• Emma Freeborn (2022 alt text and editorial assistance)
• Anita Walz and the Virginia Tech Publishing team (2022)
• The 2021/22 Handbook Review Team: Barb Wilson, Beth Kirby, Carol King, Courtney Soria, Doug Levin, Elaine Mills, Elizabeth Brown, Fern Campbell, JC Gardner , Jim Revell, Khosro Aminpour, Maraea Harris, Margaret Brown, Meagan Shelley, Melanie Thompson, Michael Cole, Mimi Rosenthal, Nancy Brooks, Nancy Butler, Patricia Lust, Ralph Morini, Sabrina Morelli, Shawn Jadrnicek, Sherry Kern, Stacey Morgan Smith, Susan Dudley, Susan Perry, Wendy Silverman and all other volunteers who contributed.

Previous versions:
• Dave Close, State Coordinator, VCE Master Gardener Program & Consumer Horticulture Specialist (2015 project advisor)
• John Freeborn, Assistant State Coordinator, VCE-MG Program (2015 editor)
• Sue Edwards (2015 editorial assistant)
• Diane Relf, Retired Extension Specialist, Environmental Horticulture (original compilation, revision, and editing)
• Judith Schwab (original compilation, revision, and editing)
• Elissa Steeves (original compilation, revision, and editing)
• R. Peter Madsen (original compilation, revision, and editing)
• Virginia Nathan (original compilation, revision, and editing)
Thank you to the many Extension Master Gardener volunteers and agents who have contributed feedback or made suggestions for this handbook over the years. Thanks also to the original contributors, including the Northern Virginia Master Gardeners, the Utah Cooperative Extension Service, and the Georgia Cooperative Service for use of their handbook material and the Texas Agricultural Extension Service and N.C. State for the use of their revised and expanded versions of this handbook (circa 2009). According to the 2009 version of this handbook, “material was taken from many Extension publications written in Virginia and other states.” We have worked to identify, rewrite, and attribute this content.

The original edition of the Virginia Master Gardener Handbook was printed January 1985. The handbook was revised January 1986, January 1987, July 1990, November 1994, December 1999, July 2009, and December 2015.

Disclaimer: This work may contain components (e.g., illustrations or quotations) not covered by the license. Every effort has been made to clearly identify these components but ultimately it is your responsibility to independently evaluate the copyright status of any work or component part of a work you use, in light of your intended use. Please check the references at the end of each chapter before redistributing.

This 5-page article is written by Yizhou Liu and Claudia Solis-Lemus and introduces Wisconsin Fast Stats, a collection of R-developed web apps of data analysis and visualization tools for educators that accompany learning activities from Wisconsin Fast Plants. The article covers topics such as statement of need, descriptions of the website and the app, as well as future work. The WI Fast Stats App is available to view separately.

When you eat a salad for lunch, you’re digging into a giant pile of plant organs. That’s right—plants are made up of organs, only theirs follow a totally different set of rules from our own. In this episode of Crash Course Botany, we’ll explore what it takes to build a plant, including roots, leaves, and stems, and how one little tomato went all the way to the U.S. Supreme Court.

Chapters
Introduction: Plant Organs
Stem Cells & Meristems
Stems
Leaves
Roots
Fruits & Vegetables
Review

This unit gives students insight into how various living things, inanimate objects, and environmental factors are related. It is designed to be completed in four to seven sessions. The unit investigates the following two questions. What kinds of relationships exist among plants, arthropods, and abiotic factors? Can the presence of a plant species predict the presence of an arthropod species, and visa versa?

All of the different plants on Earth have come about thanks to the simple rules of genetic inheritance, which determine how traits are passed on from one generation to the next. In this episode of Crash Course Botany, we’ll explore the remarkable story of Gregor Mendel, a botanist and mathematician who laid the groundwork for modern genetics with little more than some peas and a paintbrush.

Chapters:
Peas & a Paintbrush
Gregor Mendel
Mendel's Experiments
Phenotype & Genotype
Mendel's Principles of Inheritance
Effects of Mendel's Research
Review & Credits
Credits

Plants—they’re just like us! Well, not exactly, but they do have skin and hair like us…even if they also have creepy little alien mouths. In this episode of Crash Course Botany, we’re getting up close and personal with plants’ anatomy by diving right into plant tissue under a microscope. Let’s learn what plants are really made of.

Chapters:
Dr. Katherine Esau
Plant Tissues
Dermal Tissue
Vascular Tissue
Ground Tissue
Under the Microscope
Review & Credits
Credits

With this lesson students will read "The Tiny Seed" by Eric Carle to explore the needs of plants.

Plants have got you surrounded. They’re in your toothpaste, your bedsheets, and your regular Taco Bell order. In this episode of Crash Course Botany, we’ll find out what botanists study and how knowledge of plants can help you navigate everyday life. Along the way, we’ll uncover plants’ pervasive, civilization-shaping power—and find that they have their own ways of communicating.

Chapters:
Introduction: The World of Plant Drama
What Is Botany?
Plants Are Everywhere
Agriculture
Botanical Literacy
Plant Awareness Disparity
Review & Credits
Credits

In this lesson students are introduced to the basic structures of flowers and then are shown why a daisy is not a flower, but an infloresscence. Students should be able to name, describe and idenify the basic anatomy of flowers after viewing these demonstrations.