Learner Manual Planting and Caring for Trees - Delroy …delroyprentice.weebly.com/uploads/2/2/3/5/22350404/learner_manual.pdf · Learner Manual Planting and Caring for Trees Designing,

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Learner Manual

Planting and Caring for Trees

Designing, developing, and delivering instructions, information

and knowledge about trees and tree care.

Delroy Prentice

Instructional designer

Preface

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The purpose of this manual is to provide, educate, and describe the processes used to

plant and care for trees. This manual was developed for the city of Lawton. It will be used to

train teachers about various topics regarding tree care. Delivering this information to the teachers

through this manual is to promote a community beautification and healthy environment project

funded by the Lawton Green Care Organization (LGCO) in the community.

Teachers will then become active group leaders in the Plant a Tree project in different

areas of the Lawton community. This manual was developed by using various instructional

design theories and analysis methods used to gather information about the learners to ensure that

there is accurate information within the training manual. Please find the rubrics provided for you

in the Appendix.

Delroy Kurt Prentice

Instructional designer

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Table of contents

Chapter 1 – Needs, Task, Learner Analysis

Needs Analysis……………………………………………5-6

Task Analysis…………………………………………….7-8

Learner Analysis………………………………………….9

Chapter 2 – Objectives

Goal and Objectives……………………………..............11-12

Chapter 3- Events of Instructions

Organizing instructions…………………........................14-19

Chapter 4 – Evaluation

Evaluation methods

Psychomotor………………………………………22-24

Cognitive…………………………………………..25-26

Affective…………………………………………...27

Chapter 5 – Appendix A

Psychomotor…………………………………………….29-31

Affective………………………………………………….32-33

Cognitive………………………………………………….34-35

Appendix B

Why are trees important?................…………………...37-38

How to plant the tree……………………………………39-43

References………………………………………..44

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Chapter one

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Needs analysis

Needs Analysis is the process to identify the change that is required, who wants the change, and

the environment the change will be taking place. In instructional design, there are four (4) major needs

analysis process – the Mager’s Performance Analysis, the Morrison, Ross and Kemp’s (M,R&K) Three

Approaches, the Rosett’s Five-step Approach, and the Smith and Ragan’s Three Needs Assessment

Models. Morrison, Ross and Kemp’s (M,R&K) Three Approaches, the Rosett’s Five-step Approach, and

the Smith and Ragan’s Three Needs Assessment Models in relations to data-gathering tools and

answering fundamental questions.

Morrison, Ross and Kemp approached needs analysis in a technical manner, like it was a study, by

focusing on data (Brown and Green, 2006). They called the process needs assessment. M,R&K used four

(4) phases – Planning, Collecting Data, Analyzing the Data, and Compiling a Final Report. Rosett’s

approached allowed the instructional designer to focus on the learner optimal performance, actual

performance, feelings, and causes. Rosett’s five (5) steps are – determine the basis of initiators, Identify

Sources, Select Tools, Conduct the needs assessment in stage, and Use the finding for decision making.

Smith and Ragan’s used an investigative approach.

Project Solutions ISD has identified problems from conducting the needs analysis:

Members of the community are unaware how trees clean the air in the environment.

They do not know how to plant trees.

They have a negative attitude about benefits of trees.

Members of the community are unaware of how trees provide protection from landslide and

erosion, as well as add beauty to the community.

Learners need to change their attitudes towards trees. Therefore it is recommended that instructions be

developed to bring about the change. An instructional manual will be developed for the teacher who will

then use the manual to teach and train learners.

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Learner Profile

This profile describes the many characteristics a typical learner may possess. Separate profiles can be

created to describe challenged learners and gifted and talented learners.

Dave is 27 years old with a Bachelor’s degree in Communications from Oklahoma Community College.

He is single and has a two-year-old year old daughter. He reads at a tenth-grade level (above average

nationally, average for college graduates). He is computer competent and types about 50 words per

minute.

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Task analysis

After you have conducted a need analysis, your next step is to complete a task analysis. A task

analysis is used to determine what content will be used to develop instruction and how the content will be

structured when it is delivered (Brown and Green, p.106). There are two approaches to task analysis.

They are Jonassen, Hannum, and Tessemer’s approach (1989) and Morrison, Ross, and Kemps three

techniques (2004).

Both of these are good approaches. JHT (Jonassen, Hannum, and Tessemer’s) approach is a good

model which focuses on analyzing task and articulating task. It also consists of five discrete functions.

This approach breaks its steps down through:

(1) Inventory tasks:

Instruction on how to plant a tree properly

(2) Describing tasks:

Showing to those who don’t know how to plant a tree properly

(3) Selecting task:

Selecting an appropriate and feasible instruction.

(4) Sequencing task and task components:

Complete the nine steps instruction.

(5) Analyzing task and content level:

Describing the types of cognitive behavior, physical performance, or effective response required by the

tasks.

Each of these functions is important in ensuring that the instruction is not only developed but developed

effectively (Brown and green, p.108). At each function there is new a strategy being implemented

throughout the design process.

The MRK (Morrison, Ross, and Kemps) approach consists of three steps, two less than the above

model. This model is a good model because its focus is on three effective techniques. I like the topic

analysis approach because its use in finding the information desired. The Procedural analysis is effective

because it uses subject matter experts (SME) and it allows the designer to analyze the environment as

well; this is great for designing instructions. However, the technique that makes the approach a great

approach is the critical incident method. This method uses the interview process. Using an interview is

great because it provides direct feedback via the learner (Brown and Green, p.108). Learner feedback is

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important because it allows a designer to develop the information based on problems that may have

affected the learner; reducing the need for unnecessary steps. This is a great tool that any instructional

designer should familiarize with.

Project solutions also conducted a task analysis that describes the steps that are needed to complete the

tasks associated with planting trees.

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Learner analysis

Determining the learners attitude to the instruction, including their prerequisite knowledge, skills

and attitude learners are very important information needed to develop proper instruction (Brown and

green, p.122). There are Mager’s approach (1997) and Heinich, Molenda, Russell, and Smalldino’s

Approach (2002).

Both of these are good approaches. In his approach Mager recommends the following; the

learner analysis is a document that should be accessible only to the instructional designer and perhaps

other members of the design team working closely with the lead instructional designer. Develop a list of

questions that are based on your assumption of the learner and describe the characteristics of the learner if

they are available (Brown and green, p.125). Mager also recommends being truthful about the learners,

describe the learners not the institution, highlight the differences in the learner and allow room for

improvement of the document throughout the document. This method is effective because many

instructional designers may use bias when analyzing learners. Mager’s approach seeks to use the most

accurate information about the learner. Mager does not recommended using questionnaires.

Questionnaires are good but learners may give themselves different scores when attempting

questionnaires or the questions on the questionnaire may be confusing to some of the learners.

Heinich, Molenda, Russell, and Smaldino’s approach unlike Mager’s approach which deals with

complexity and numerous steps HMRS (Heinich, Molenda, Russell, Smaldino) approach breaks down

learner analysis into three aspects. The first organizes learner data based on demographics, such as age,

abilities, values etc (Brown and Green, p.127). This is similar to Mager, but Mager contains more learner

data. HMRS emphasizes prior learner knowledge as being very important towards the success of

instructions. It is not stressed as much in Mager. The third aspect focuses on psychology of the learner.

The designer must understand how the learners feel about the subject to determine how the instructions

will be created (Brown and Green, p.127).

Data from the learner analysis revealed that the target audience should:

1. Have high school or Higher education.

2. No physical limitations that prevent them from participating.

3. Interest in learning about tree care.

4. Age range between 18-40 years old.

5. Prior experience in tree planting is not necessary and no negative attitudes towards planting trees.

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Chapter Two

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Goals & Objective

Having an idea of the difference between a goal and objective is important for an instructional designer to

develop essential instructions. Goals are more general statements that describe the purpose of instructions,

while objectives deals with how and to what extent the instruction will affect the learner (Brown and

Green, p.144).

The Mager’s Approach (1997) deals with the psychomotor domain. Mager’s approach has three major

components in developing an objective. They components are Action, Condition, and Criterion. From

reading the chapter, it can be understood that:

Action: also called performance, says what a learner is expected to be able to do; the objective

sometimes describes the product or the result of the doing.

Conditions: objective always describes the important conditions (if any) under which the

performance is to occur.

Criterion: Wherever possible, an objective describes the criterion of acceptable performance by

describing how well the learner must perform in order to be considered acceptable.

Using these three components allows the designer to develop goals and objectives that can easily be

attained.

The Dick, Carey and Carey’s Approach (2001) is another approach that is used to develop goals

and objectives. Dick et al.’s focused on the performance/task that the instructor would like the learner to

learn. Dick et al.’s suggest that the objective should be developed using an individual with expertise in the

area of the subject being taught. That expert is often referred to as a Subject Mater Expert (SME); they

also argue that goals and objectives can be determined with a performance technology approach. This

approach is effective because of the integration of the SME which really helps ensure that the information

is current and correct.

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This course will cover three objectives.

Psychomotor: psychomotor objectives are designed to build a physical skill.

Psychomotor example

Given the required tools needed for planting a tree, the learner will be able to plant a tree within a given

time period.

Cognitive: cognitive objectives are designed to increase an individual's knowledge. Cognitive objectives

relate to understandings, awareness, and insights. This includes knowledge or information recall,

comprehension or conceptual understanding, the ability to apply knowledge, the ability to analyze a

situation, the ability to synthesize information from a given situation, the ability to evaluate a given

situation, and the ability to create something new.

Cognitive example

Given a list of tools the student will be able to identify which tools are required for planting a tree;

whether verbally or in writing

Affective: affective objectives are designed to change an individual's attitude. Affective objectives refer

to attitudes, appreciations, and relationships.

Affective example

Given the opportunity to express verbally with other team members, the learner will demonstrate a

positive increase in attitude towards his/her appreciation of trees.

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Chapter Three

Events of instructions

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Organizing Instructions

Gange’s events of instructions (1985) are a step by step process which helps with developing and

instructing course (Brown and Green, p 217). There are nine important steps which includes introducing

the topic to evaluating the learner. Hence to teach your class, use Gange’s nine steps in the following

way: Here are the nine events of instruction for the

Psychomotor domain:

1. Gain attention

The first step is to arouse the student’s interest with novelty or surprise. The learner will be presented a

video lecture about the importance of trees and how trees help protect and purify the air in the

environment. The lecture will also contain information about what negative outcomes can result if there

are no trees.

2. Inform learner of objectives

It is important to inform the learner of the expectations that you have of them. This will help reduce

anxiety in students who would otherwise not know what they should be studying. The learner will be

given a document that outlines what they will learn.

Recognize the tools needed to plant trees.

Planting trees.

Caring for and understanding benefit of trees

3. Stimulate recall of prior learning

Learners will be asked questions about past experiences with tree related topics. Whether they have

planted, cared, or worked with other tree planting organizations.

4. Present stimulus material

At this point in the learning process, the whole content is presented to the learner. Consisting of hard copy

handouts and leaflets which contain the content related to the course. Divide content into 3 lessons. Make

sure the topic contains information for the psychomotor domain

5. Provide learner guidance

Communication between the instructor and the learner is an essential means of providing guidance.

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The instructor will use graphs, videos, and charts which will assist the learner in retaining and encoding

the information into their long-term memory. Any questions that the learner will have will also be

answered by the instructor.

6. Elicit performance

Once the content is presented and understood, the learner will perform the task upon the instructor’s

request. Students will practice every step that is in the instructional material. Elicit the exact performance

stated in the objective.

7. Provide feedback

Feedback will be given immediately after the learner performs the task, the instructor will provide

feedback base on how the learner did. Both negative and positive performances will be given feedback.

8. Assess performance

At the end of a course, the instructor will evaluate the student’s performance. The assessment will be

reviewed by the learner and instructor to ensure that the learner obtains the correct indication of their

performance. Student performance is assessed in order to determine if the desired learning has occurred.

Learner will be evaluated using a rubric for performance objective

9. Enhance retention and transfer

The instructor will help students apply their knowledge to areas outside of the course. To do so, learners

will be provided access to different medium to review when necessary. These types of medium include

web and text based media that help with learner retention.

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Cognitive domain:

1. Gain attention




are no trees.






Planting trees.








sure the topic contains information for the cognitive domain.







Once the content is presented and understood, the learner will answer the multiple choice questions.

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7. Provide feedback

Feedback will be given immediately after the learner answers the questions, the instructor will provide

feedback base on how the learner did. Both wrong and right answers will be given feedback.





Multiple choice questions for cognitive objective,




web and text based media that help with learner retention.

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Affective domain:

1. Gain attention




are no trees.






Planting trees.








sure the topic contains the affective domain







Once the content is presented and understood, the learner will write the required essay.

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7. Provide feedback

Feedback will be given immediately after the learner writes the essay. Feedback will explain what the

learner did write or wrong in the essay.





Essay for Affective objective




web and text based media that help with learner retention

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Chapter Four

Evaluation

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Evaluation

An important part of the instructional design process is evaluating how well the instruction manual

worked. “Evaluation refers to process for determining the success level of an individual or a product

based on data, then making decisions based on the success level” (Brown and Green, p.207). Learner

evaluation helps with determining level of performance that the learner has attained as a result of the

instruction. Development of a learner evaluation begins with examining the instructional goals and

objectives that were created as a result of the needs and task analyses (Brown and Green, p.210).

Learner evaluation must have: Validity and Reliability

Validity – Helps determine whether the learners achieved the intended outcomes of the instruction.

Reliability – Indicates the extent to which a learner evaluation will provide the same or similar results

when it is conducted on multiple occasions (Brown and Green, p.210).

Based on the psychomotor, cognitive and affective objectives, use these evaluation methods to evaluate

the learners after the instructions. Below are three evaluation methods to evaluate the learner

The trainer needs to use three different instruments on this evaluation to evaluate learner’s success.

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Psychomotor evaluation domain: a change in skills

a) Rubric:

The rubric evaluates the learner’s performance. The instructor evaluated the learner’s ability to

complete the task. A scale from 1 – 25 was used to establish the different levels of the student’s

performance. To create the rubric, the performance rating method was used. The performance

rating method focuses on the learner’s ability to perform certain actions.

Grading Poor

1pt

Below

Average

2pt

Average 3

pt

Above

Average

4pt

Excellent 5pt Total

Step 1: Mark the ground

Step 2: Measure the height

of the root ball

Step 3: Dig the hole

Step 4: Measure the depth

of the hole

Step 5: Position the tree

Step 6: Loosen densely

packed soil

Step 7: back fill the hole

Step 8: Set up drip-

irrigation system

Total

Total Score Ratings:

1- 8: Poor Performance 8 – 16: Below Average 17 – 24: Average

25 – 32: Above Average 33 – 40: Excellent

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Poor – learner did not learn the skill taught.

Below average – learner is below the minimum requirement.

Average – learner has learned the skills; requires more training.

Above Average – learner can perform task at a satisfactory level.

Excellent - Learner is prepared to perform task in other environments.

Here is an example of how you would grade the learner using the rubric.

Grading Poor

1pt

Below

Average

2pt

Average 3

pt

Above

Average

4pt

Excellent 5pt Total


1 1


of the root ball

2 2

Step 3: Dig the hole 3 3


of the hole

4 4

Step 5: Position the tree 5 5


packed soil

1 1

Step 7: back fill the hole 1 1


irrigation system

1 1

Total 18

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Learner score= 18 (average)

Based on the results of the performance evaluation the learner has displayed that they have an

understanding of the instructions. Further training may be necessary.

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Cognitive evaluation domain: a change in knowledge

b) Multiple choice: Multiple choice questions can be used to judge higher level thinking such as application and

analysis (Brown and Green, p.217). We developed multiple choice questions to evaluate the

learner’s cognition based on the objectives.

Here are a few guidelines when developing multiple choice questions:

Ensure that the content is meaningful and does not deal with trivial information.

Stick to four alternative.

Ensure that the correct answer is clearly the best possible choice.

Do not use irrelevant clues in the correct answer, such as more words.

Randomly select the position of the correct answer.

Avoid using all of the above or none of the above as alternatives (Brown and Green, p.216).

Learners who obtain a grade higher than 80% shows that they have learned the material needed to assist

them in learning to about plating trees. Learners who obtain less than 80% are to retake the test, as they

are unprepared.

Here are the criteria:

Below 50%: Poor 60 -70%: D 71-80: C 81 – 90%: B 91- 100%: A

Sample Questions:

1. Trees provide_______ to the environment?

a) Helium

b) Carbon dioxide

c) Carbon Monoxide

d) Oxygen

2. Trees control climate by moderating the effects of all of these except?

a) Sun

b) Wind

c) Rain

d) Animals

3. Wood pulp is used to make?

A) Plastic

b) Paper

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c) Glue

d) Glass

4. The inner bark of some trees contain?

a) Protein

b) Leaves

c) Latex

d) Iron

5. Trees properly placed around buildings can reduce air conditioning needs by

a) 30%

b) 90%

c) 40%

d) 20%

Answers to Questions:

1. D

2. D

3. B

4. C

5. A

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Affective evaluation domain: a change in attitude

c) Affective Domain Evaluation

Essay:

The most difficult outcome to determine is whether a learner has achieved a change in attitude.

Attitudes are based on feelings, emotions and perceptions. (Brown and Green, p. 226). The

learner should display a change in attitude after they have completed the exercise. The instructor

will have the learners write a paragraph that explains how the instructions have changed their

attitude towards trees.

Essay question example:

You have completed the task associated with planting a tree. Now that you have planted the tree

write a paragraph that explains the changed in attitude you had about trees and why your attitude

changed?

Rubric

The essay should be:

Three sentences long (2 points)

Free from writing and spelling errors(2 points)

Contain information about why the learner had the change in attitude.(2 points)

How they will continue to keep this positive attitude towards trees.(2 points)

Contain one written advantage of planting trees.(2 points)

Any learner whose essay does not meet this standard will be required to rewrite the essay to display that

they have had a change in attitude

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Appendix A

Learner Evaluations

1. Psychomotor………………29-31

2. Cognitive………………….32-33

3. Affective…………………...34-35

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Psychomotor

Use these to grade the learner

Grading Poor

1pt

Below

Average

2pt

Average 3

pt

Above

Average

4pt

Excellent 5pt Total



of the root ball



of the hole



packed soil



irrigation system

Total

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Grading Poor

1pt

Below

Average

2pt

Average 3

pt

Above

Average

4pt

Excellent 5pt Total



of the root ball



of the hole



packed soil



irrigation system

Total

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Grading Poor

1pt

Below

Average

2pt

Average 3

pt

Above

Average

4pt

Excellent 5pt Total



of the root ball



of the hole



packed soil



irrigation system

Total

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Affective Use to grade the learner for affective domain.

Write an essay on the topic covered in the manual:

a. Via an essay format, write an introductory paragraph that explains some benefits of planting trees.

b. In another paragraph, explain how your attitude has changed towards trees, whether positive

change, negative change or no change at all

c. Provide an example of how you expect to teach individuals about the benefits of trees in the

future.

Note: all essays must be written professionally (no grammar or spelling error), can be digital or

handwritten indicating your name, date of training and instructor name.

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Write an essay on the topic covered in the manual:

a. Via an essay format, write an introductory paragraph that explains some benefits of planting trees

(3 points).

b. In another paragraph, explain how your attitude has changed towards trees, whether positive

change, negative change or no change at all (3points).

c. Provide an example of how you expect to teach individuals about the benefits of trees in the

future (3 points).

Note: all essays must be written professionally (no grammar or spelling error), can be digital or

handwritten indicating your name, date of training and instructor name.

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Cognitive Use to grade the learner for Cognitive domain.


a) Helium

b) Carbon dioxide

c) Carbon Monoxide

d) Oxygen


a) Sun

b) Wind

c) Rain

d) Animals


A) Plastic

b) Paper

c) Glue

d) Glass


a) Protein

b) Leaves

c) Latex

d) Iron


a) 30%

b) 90%

c) 40%

d) 20%

Poor 0-50% Pass 60-70% Acceptable 71-

80%

Good 81-90% Great 91-100%

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Cognitive Use to grade the learner for Cognitive domain.


a) Helium

b) Carbon dioxide

c) Carbon Monoxide

d) Oxygen


a) Sun

b) Wind

c) Rain

d) Animals


A) Plastic

b) Paper

c) Glue

d) Glass


a) Protein

b) Leaves

c) Latex

d) Iron


a) 30%

b) 90%

c) 40%

d) 20%

Poor 0-50% Pass 60-70% Acceptable 71-

80%

Good 81-90% Great 91-100%

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Appendix B

Student manual

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This information will be presented to the learner. The student manual contains information about

why trees are important and the steps involved in plating the tree.

Why are trees important?

Community and Social Value

Trees are an important part of every community. Our streets, parks, playgrounds and backyards are lined

with trees that create a peaceful, aesthetically pleasing environment. Trees increase our quality of life by

bringing natural elements and wildlife habitats into urban settings. We gather under the cool shade they

provide during outdoor activities with family and friends. Many neighborhoods are also the home of very

old trees that serve as historic landmarks and a great source of town pride.

Ecological and Environmental Value

Trees contribute to their environment by providing oxygen, improving air quality, climate amelioration,

conserving water, preserving soil, and supporting wildlife. During the process of photosynthesis, trees

take in carbon dioxide and produce the oxygen we breathe. According to the U.S. Department of

Agriculture, "One acre of forest absorbs six tons of carbon dioxide and puts out four tons of oxygen. This

is enough to meet the annual needs of 18 people." Trees, shrubs and turf also filter air by removing dust

and absorbing other pollutants like carbon monoxide, sulfur dioxide and nitrogen dioxide. After trees

intercept unhealthy particles, rain washes them to the ground.

Trees control climate by moderating the effects of the sun, rain and wind. Leaves absorb and filter the

sun's radiant energy, keeping things cool in summer. Trees also preserve warmth by providing a screen

from harsh wind. In addition to influencing wind speed and direction, they shield us from the downfall of

rain, sleet and hail. Trees also lower the air temperature and reduce the heat intensity of the greenhouse

effect by maintaining low levels of carbon dioxide.

Both above and below ground, trees are essential to the eco-systems in which they reside. Far reaching

roots hold soil in place and fight erosion. Trees absorb and store rainwater which reduce runoff and

sediment deposit after storms. This helps the ground water supply recharge, prevents the transport of

chemicals into streams, and prevents flooding. Fallen leaves make excellent compost that enriches soil.

Practical and Commercial Value

Trees have supported and sustained life throughout our existence. They have a wide variety of practical

and commercial uses. Wood was the very first fuel, and is still used for cooking and heating by about half

of the world's population. Trees provide timber for building construction, furniture manufacture, tools,

sporting equipment, and thousands of household items. Wood pulp is used to make paper.

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But did you know the bark of some trees can be made into cork and is a source of chemicals and

medicines? Quinine and aspirin are both made from bark extracts. The inner bark of some trees contains

latex, the main ingredient of rubber.

Property Value and Economic Value

Individual trees and shrubs have value and contribute to savings, but it is the collective influence of a

well-maintained landscape that makes a real economic impact and has the greatest effect on property

value. Direct economic benefits come from a savings in energy costs. Cooling costs are reduced in a tree-

shaded home, and heating costs lowered when a tree serves as a windbreak. According to the

USDA Forest Service, Trees properly placed around buildings can reduce air conditioning needs by 30%

and save 20-50 percent in energy used for heating

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How to plant the tree


Decide where you want the tree. Stay at least 15 feet away from the house, sidewalk, driveway, and other

trees. Also, watch out for overhead power lines — most shade trees will grow at least to the height of

residential power lines. Drive a stake into the ground at that spot.

Step 2: Measure the height of the root ball

Stand the tree upright and untie the burlap from around the base of the trunk.

Use a cultivator or garden trowel to carefully remove the soil from the top of the root ball. Now, measure

the height of the root ball from the ground to the top of the exposed root flare.

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Subtract 2 inches from the height of the root ball; that's how deep to dig the hole. It's critical that you

don't go any farther, since a deeper hole will bury the root flare. Use a pointed shovel to cut through the

grass all around the perimeter of the painted outline. Remove the grass and discard it or transplant it

elsewhere; don't use it to backfill the hole. Spread a plastic tarp beside the hole and shovel the soil onto

the tarp, not directly onto the grass, so you can easily get it back into the hole when the time comes.

Step 4: Measure the depth of the hole

Drive a stake (or your shovel) into the ground beside the hole and tie a string to it at grass level.

Pull the string taut across the hole and measure down from it to the bottom of the hole.

If necessary, dig out more soil to reach the desired depth. Then use the shovel to scrape the bottom of the

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hole flat. Dust the hole with superphosphate, which will promote a healthy root system, following the

directions for your size tree on the packaging.


Carefully carry or roll the tree into the hole. Stand back and view the tree as a helper slowly rotates it.

Look for the tree's best face (every tree has one) and position it so the face is aimed in the most prominent

direction—typically toward the street. Remove the wire basket from the root ball with bolt cutters or

metal snips.

Step 6: Loosen densely packed soil

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Remove any twine, and then peel away the burlap. It's not necessary to remove the basket or burlap from

the very bottom of the root ball. Use a cultivator to loosen the tightly packed soil around the ball and

expose the hundreds of tiny roots.

Step 7: Backfill the hole

Spread superphosphate and 3-4-3 fertilizer onto the soil pile, using the amounts recommended for your

size tree on the packaging, and scratch it into the soil. Thoroughly mix up the soil, and then start

shoveling it into the hole. Be careful not to bury the root flare. When the hole is full, use the blade of the

shovel to form a 6-inch-high curbing around the tree. Next, use a garden hose to fill the crater you created

with water. As the water absorbs into the soil, knock down the curbing and smooth out the dirt.

Step 8: Set up drip-irrigation bags

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Spread 3 inches of bark mulch over the exposed dirt around the tree, but keep it away from the tree's

trunk. Mulch can trap moisture and promote rot. Loosely tie two drip-irrigation bags to the tree. Fill each

with water. Refill the irrigation bags each day, or as necessary, for six to eight weeks to give the root

system enough time to become established.

Note: If you don't use drip-irrigation bags, be sure to water the tree every day for at least six weeks.

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References

Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with

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