VISECB

Unit VI Sports Turf and Turf Irrigation Lesson 4
Lesson 4 . Are You on the Level?

How to use a Surveyor’s Level
Terms National Science

Education
leveling: is used to determine the difference in Standards,
elevation on a particular piece of land. It will clearly Grades 9-12
show any high or low spots on the field. Unifying Concepts
and Processes:
automatic level: was introduced in this country in
1948 by the Zeiss Company of West Germany. This tool Systems, order, and
organization
is used most often to determine elevations and to set up
Evidence, models and
level points over long distances. This instrument explanation
adjusts more quickly than traditional levels and has a
Science as Inquiry:
high degree of accuracy.
Understanding about
leveling rods: can be made of wood, fiberglass, plastic, scientific inquiry
or aluminum. These rods are designed to be used with Abilities to do
the automatic level and other leveling instruments. scientific inquiry
Most leveling rods have adjustable sections. The Life Science:
number and graduation marks on a rod are large so that Interdependence of
they are easily read. The engineer’s rod is graduated in organisms
feet, tenths of a foot, and hundredths of a foot. This is Matter, energy, and
the rod used by surveyors. organization in living
systems
Performance Objectives Behavior of
organisms
The student will
History and Nature of
• identify all the equipment used in this surveying Science:
activity. Science as human
endeavor
• correctly set up a tripod for mounting an instrument.
Nature of scientific
• securely and correctly mount a survey instrument on knowledge
the tripod. Mathematical Skills
• level the instrument.

• accurately read a leveling rod using the instrument.
• layout and flag a course to survey.
Materials Needed
For each group of 4 to 5 students:
• Student Sheet “Setting up the Automatic Level for
Surveying”
• automatic level
• survey rod
• graph paper (for mapping a course)
31
• marker flags
• tripod
• 100-foot tape measure
• clip board
• pencil
Background Information
This activity can be somewhat expensive to get started, but there are ways to
reduce the costs. If you buy one set of equipment and have neighboring schools
each buy one and share. Another possibility to consider is to have the local
NRCS representative demonstrate leveling procedures to the class. Your local
college or university may have equipment they could loan. Companies that sell
survey equipment always have used equipment to rent or sell and they are also
willing to put on demonstrations.
Teacher Preparation
• Have all the equipment necessary for this student activity on display in the
classroom when students enter.
• The equipment could be covered with a sheet or in a box or out on a table. Do
any of these you believe will generate the most interest or curiosity from the
students.
• Tag each item with an index card.
• After identifying all the equipment and demonstrating how to use each item,
remove the cards.
• Give the cards to different students and let them come up and put them back
on the appropriate equipment.
Procedure
1. Give these notes to the class before proceeding with the activity.
Surveying is an integral part of landscape, sports field and golf course design,
construction, and maintenance. Surveying is regarded as that discipline which
takes in all methods for measuring the earth.
A prerequisite of leveling is to obtain a truly horizontal line of sight for use as
the reference surface. This is why we are going to learn to properly set up and
use the level in class today.
A level consists of two basic parts:
1. The telescope
2. The cross hairs
The telescope is used for sighting and maintaining a horizontal line of sight.
The cross hairs are two fine lines etched in the glass inside the telescope. The
lines that form the crosshairs are perpendicular to each other and form 4 90o
32
angles +. Using the vertical cross hairs, you can sight on points in the
landscape and use the horizontal crosshairs to read the leveling rod.
2. Set up the tripod and make the base for the automatic level as level as
possible. This will make set-up much easier.
3. The tripod has spikes on the bottom legs that should be pushed securely into
the ground.
4. The threaded stud on the base screws into the base of the auto level.
5. Use the three leveling screws at the base of the auto level to bring the
instrument into level. Do not over tighten these screws.
6. While adjusting the leveling screws keep an eye on the bull’s eye bubble level.
The bubble must stay in the center of the circle if the instrument is level.
7. Turn the instrument in several different direction sto make sure it is level no
matter which way it points.
8. After the instrument is level and secure, measure out 100 feet from the
instrument and place a flag.
9. Place the leveling rod at the flag.
10. Look across the top of the scope barrel and point the scope directly at the rod.
11. Look through the scope and focus in on the rod. Turn the focus knob on the
side of the instrument until the rod is clearly visible.
12. The focus knob for the crosshairs is at the eyepiece. Turn this knob until the
crosshairs are clear.
13. The person holding the rod must hold it straight up and down and steady to
allow for an accurate reading.
14. The crosshairs may not always come out exactly on the rod measurements so
you may need to go up or down to get a number to write in your notes but try to
be consistent if you must do this. In other words, if you go up to start with go
up each time.
15. After completion of survey activity remove instrument from tripod base and
carefully place in travel case.
16. Remove tripod and retract legs.
17. Collect all flags.
18. Return all equipment to the classroom.
Assessment
Determine the students' performance based on
• the degree of accomplishment on the student sheet.
• the performance during the class, experiment, or field trip.
• the participation of the discussion and the reflection questions.
• the degree of accomplishment on the "Scoring Rubric".
33
Student Sheet Name_________________________
Date_________________________
SETTING UP THE AUTOMATIC LEVEL FOR SURVEYING
leveling:
automatic level:
leveling rods:
1. Set the tripod legs on the ground so that the tripod head is approximately at level.
2. Take the instrument gently out of case, place it on the tripod head and secure it by
means of the lock screw from underneath.
3. Observing the air bubble in the circular level, adjust the leveling screws until the
bubble comes within the center of the black circle.
4. Remove the objective cap of the telescope.
5. Viewing into the telescope, rotate the eyesight adjusting ring until the crosshair
image becomes sharp and clear.
6. Using the sight on the top of the telescope, take aim at the rod. Viewing into the
telescope, move the telescope until the rod is in the middle of the view field by
using the horizontal fine motion knob. Turn the focusing knob until the image is
sharp and clear.
7. Check several time to see that the bubble in the bull’s eye level is still in the center;
if so, you are ready to survey.
8. Place (10) marker flags at locations all over the field to determine the difference in
elevation from one spot to another. Lay this out with your tape measure and
record the locations and elevations on your graph paper. Draw a simple map
showing your layout.
9. After surveying, unscrew the instrument from the base and place it securely in the
travel case.
10. Remove tripod and retract legs, pick-up all flags and return all equipment to the
classroom.
34
A SCORING RUBRIC Name ________________Date _____________
SETTING UP THE AUTOMATIC LEVEL FOR SURVEYING
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
describe the content
of this lesson
Subjects or courses
that I can relate this
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
35
Lesson 5 . Be There and Be Square

Making sure the Sports Field is Laid Out Correctly
Terms
plumb: exact vertical and perpendicular line. It would
be at a 90 degree angle to a level plane (the field). National Science
Education
plumb bob: is a tool used to test or establish vertical Standards,
lines. Its principle of operation is based on the fact that Grades 9-12
when a weight is suspended from a line, it will cause the Unifying Concepts
line to fall vertically (90 degrees) to a horizontal. The and Processes:
common plumb bob is ground and polished to a point Systems, order, and
on the lower end. The top is provided with a screw on organization
cap through which a line is passed. The line is used to Evidence, models and
suspend the plumb bob under the leveling instrument. explanation
Science as Inquiry:
3-4-5 triangle: is a direct application of the
Pythagorean theorem. To layout a square corner locate Understanding about
scientific inquiry
a point and measure 30 feet down one side of the field
and 40 feet down the other side from that corner. Now Abilities to do
scientific inquiry
measure the diagonal distance between the end of the
Life Science:
30 foot line and the end of the 40 foot line, if the
diagonal is 50 feet, the corner is square. Interdependence of
organisms
Matter, energy, and
organization in living
systems
Behavior of
organisms
Science:
30 Feet
Science as human
50 feet endeavor
knowledge
Mathematical Skills
Corner
of Field
40 feet
36
Performance Objectives
The student will:
• layout a 3-4-5 triangle.
• set up an automatic level over a sports field corner and,
aided with a plumb bob and leveling rod, locate 2 of the 3
remaining corners of the field.
x x (?)
90 Degrees
x
You Are Here
• Be able to locate the 4th corner of the field either with measuring tapes or with
the automatic level, plumb bob, and leveling rod.
Material Needed
For this class each group of 4 to 5 students should have these materials:
• Student Sheet “Laying out Square Corner and Locating All Four Corners of the
Sports Field”
• automatic Level
• plumb bob and string
• survey rod
• (3) 100 foot tape measures
• (4) 16d or larger nails
• marker Flags
• (2) 500 foot rolls of masonry line
• tripod
• leveling Rod
37
As with the previous lesson this can be somewhat expensive to get started but
again, there are ways to reduce costs. You can locate and layout all of the
corners with tape measures and masonry line. Use masonry line; it will not
break easily. The large nails appearing on the materials needed list are for you
to place at the corners and center over with the plumb bob. The nails will be
replaced by marker flags when you finish the layout. Be sure to pick-up all
hardware, the mowers don’t need the iron. The automatic level has a horizontal
circle at the base. This will allow you to dial to zero and turn the instrument 90
degrees and take right angle shots. The automatic level will have a plumb bob
hook on which you will hang the line holding the plumb bob. The plumb bob
will be tied off so that it is just above the nail head which is placed in the
starting corner. It will take time to get the plumb bob located directly over a
particular spot. This is a good thing, do not do this for the students. You can
also check squareness of the field by measuring the diagonals but the students
need to practice using the survey equipment. Have your groups do both if there
is time.
Teacher Preparation
• Have all the equipment necessary for this student activity on display in the
classroom when they enter.
• It would be ideal to set up the instrument on the tripod and place both on a
sheet of plywood (won’t move). Attach the plumb bob to the instrument. Allow
the plumb bob to hang and stop moving, then place a block of wood under the
plumb bob to simulate the field corner.
• A good clear demonstration inside will reduce confusion when the class gets on
the field.
• Tag any new item with an index card.
• After review of the previous lesson and demonstration for this lesson, remove all
the cards.
• Give the cards to different students and let them come up and put them back
on the appropriate equipment.
Procedure
1. Review notes from previous lesson and consider having one or two students
demonstrate setting up an instrument.
2. Measuring a 90 Degree Horizontal Angle
3. At least 3 corners of the field must be located before a right angle (90 degrees)
can be determined. The instrument is set up over one of the corners. A sight is
taken on one of the other corners. The instrument is then turned 90 degrees to
locate the third corner of the field.
4. Review student sheet in class before starting the field work.
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5. Laying out a Square Corner with Tape Measure

6. This can be demonstrated on the chalk board or on a piece of paper.
7. Using a framing square draw a right angle on the board or have the students
draw it.
20
12
16
8. Measure 12 inches on one leg of the angle and 16 inches on the other leg of the
angle.
9. Now measure the line that connects the two legs to form a right triangle. It will
measure 20 degrees.
10. Builders call this a 3-4-5 triangle used for make a square or 90 degree corner.
11. Math teachers call this the Pythagorean theorem. A2 + B2 = C2
A2 = 12 x 12 = 144 3x3= 9
B2 = 16 x 16 = 256 4 x 4 = 16
C2 = 20 x 20 = 400 5 x 5 = 25
(What ever you call it, it works.)

12. Review student sheet in class before starting this portion of the field work.
Assessment
39
Student Sheet Name___________________

Date____________________
LAYING OUT SQUARE CORNER AND LOCATING ALL FOUR CORNERS OF THE
SPORTS FIELD
plumb:
plumb bob:
3-4-5 triangle:
1. Locate one corner of your field.
2. Set up the tripod and center over the corner.
3. Level the tripod head; attach the instrument to the tripod.
4. Level the instrument on the tripod, but don’t tighten the leveling screws.
5. Attach the plumb bob to plumb bob hook at the base of the instrument using a slip
knot (see picture).
6. The slip knot permits the plumb bob to be raised or lowered by sliding the knot
along the line. Adjust the line length so that the plumb bob is about ¼ inch above
the corner marker.
7. If necessary, shift the tripod to bring the plumb bob closer over the marker.
8. Most instruments have a shifting center, which allows for some movement of the
instrument.
9. When the plumb bob is over the point, adjust and tighten the leveling screws. The
instrument should be perfectly level in all positions.
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10. Have a group member walk across the field and locate the corner (sometimes
this is easy and sometimes NOT).
11. Sight through the instrument and locate the leveling rod across the field. Once
that is done turn the horizontal circle gage to zero (0).
12. Now turn the instrument 90 degrees; Look at the circle gage as you turn.
* Corner #2 Corner #4 *
* You are Here Corner #3 *
13. You should now be looking at corner number 3. If you are not, the field may not
have square corners.
14. Always double check before making any adjustments to the basic outline of the
field.
15. Once you are sure about corners 1, 2, and 3, move your equipment and set up
over corner #3.
16. Locate corner #4 the same way you found #3. Start by leveling over #3, plumb
bob centered over #3, and turn the instrument first to #1 and then 90 degrees to
#4.
Layout Corners with Tape Measures
1. Locate corner #1 (any corner can be corner #1).
* #2
* #1 * #3
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2. Pull a line (the masonry line) from #1 to #3 corner.
3. Pull a line from #1 to #2 corner.
#2
#1 #3
4. Now starting at #1, measure along line 1-3 40 feet and mark it.
5. Now starting at #1, measure along line 1-2 30 feet and mark it.
6. Now stretch a tape between the 30 ft. mark and the 40 ft. mark. If the
tape measures 50 ft., the corner is square.
#2
50 Ft.
30 Ft.
#1 #3
40 Ft.
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7. If the corner is not square, double check before making any adjustments in the
field.
8. Move to #3 corner and repeat steps 1 through 6.

9. After all work is completed at the field pick up everything you brought to the field
and return to the classroom.
10. Inventory all returned equipment and supplies.
43
LAYING OUT SQUARE CORNER AND LOCATING ALL FOUR CORNERS OF THE
SPORTS FIELD
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
44
Lesson 6 . So, You Wanna Play Ball?

Determine the Size and Slope of your
Baseball, football and Soccer Fields
Terms National Science

Education
slope: refers to the incline or difference in elevation Standards,
from one part of the property to the other. To find the Grades 9-12
slope, measured as a percentage, divide the rise Unifying Concepts
(measure of height) by the run (measure of length) and and Processes:
multiply by 100. Example: If you measured from the Systems, order, and
edge of your house out 40 feet and pulled a level organization
masonry line out that 40 feet and the level line was 12 Evidence, models and
inches off the ground, that would indicate a drop 12 explanation
inches. Science as Inquiry:
To calculate the slope: Understanding about

scientific inquiry
12 inches ÷ 480 inches (40 feet) x 100 = Abilities to do
scientific inquiry
12 ÷480 = .025
Life Science:
.025 x 100 = 2.5% Interdependence of
organisms
Your lawn has a 2.5% slope
Matter, energy, and
grade stakes: stakes driven into the ground at selected organization in l iving
points around a field to indicate the desired elevations systems
at each point. Behavior of

organisms
grade: a slope or gradual incline, or to achieve such a History and Nature of
slope by using earthmoving equipment. Science:
skinned areas: the portion of a baseball diamond Science as human

endeavor
which is kept intentionally free of vegetation to promote
uniformity of ball response. Nature of scientific
knowledge
regulation pitcher’s mound: the highest point on the Mathematical Skills
baseball field and 18 feet in diameter. It has a flattened
top area that is 5 feet wide and 34 inches from front to
back.
The student will:
• list the officially recommended dimensions of a high
school soccer field, football field and baseball field.
• measure using a tape measure the dimensions of your
high school athletic fields.
• using a leveling rod and automatic level determine if the
fields are properly graded for the best drainage results.
45
Materials Needed
For this class each group of 4 to 5 students will need these
materials:
• Student Sheet “Determine the Size and Slope of Your
…Field”
• automatic level
• survey Rod
• graph paper
• marker flags
• tripod (for level)
• 100 or 200-foot tape measure
• clip board
• pencil
If possible get slides of the athletic fields after a rain or after the sprinklers have
stopped. If possible, have the students walk the fields after a rain and make
notes of what they see. This could be done long before this lesson and then
reintroduced when you teach this lesson. Consider having the students
interview players and coaches to determine any problems they have with the
fields.
Teacher Preparation
• The purpose of this lesson is to get the students familiar with the basic
requirements for athletic fields.
• Determine any drainage or grade problems that may exist.
• Included in this lesson are a couple of designs that provide for good drainage.
• The football field in the example is crowned so water runs to the sidelines. If
you field is like this are there drains on the sides to get rid of the water?
• The baseball field is or should be designed to drain so that the infield dries as
soon as possible. Water should drain away from the pitcher’s mound out to the
far edges of the field.
• A soccer field is larger than a football field but drainage and grade requirements
should be similar.
• Sizes -- Football 300 x 160 feet
Baseball will vary – check requirements
Soccer minimum 300 x 165 feet
46
(high school) maximum 360 x 225 feet

• Using the equipment that was used in lesson 3, break students into groups of 5
or 6 and let them interview coaches and players, make observations and survey
the different fields and develop a report with recommendations for field
improvement.
47
6 to 8
inches
1 to 3 feet
Cross Section of A Drainage Tile of Sports Fields
48
Procedure
1. Use the same equipment as in lesson 3.
2. Set up your instrument in a location that allows you a clear shot to any area on
the field.
3. You are going to be looking for changes in elevation (high or low spots). A major
concern for coaches and field maintenance crew is getting the fields to drain
well, so they are ready at game time.
4. Use the tape measure and determine the perimeter size of the total field also
note on your graph paper any and all features the field may have.
5. Features include bleachers, dugouts, fences, goals, goal posts, field drains
(everything).
6. Be sure to take lots of measurements and make your final drawing to scale.
7. An example of scale: 1 inch on your paper could be 40 feet on the field. In the
case of a football field 300 feet = 7 ½ inches on your graph paper.
8. You be the judge but make it large enough for someone else (your teacher) to
understand all your numbers and drawings.
9. A good drawing will be worth a thousand words.
10. When reading the leveling rod, the larger the number the lower the elevation.
11. The crown on the football or soccer field should be the lowers number you
measure on that field.
12. The crown should be the same and run the length of the field end zone to end
zone.
13. Drains on the sidelines are important to keep the bench area from becoming
mud bogs.
14. The highest point on the baseball field is the pitcher’s mound. The infield is
next with a gradual decline as you move to the outer edges of the field in all
directions.
15. Take plenty of measurements to make sure you get an accurate picture of the
field.
16. Return to classroom and re-inventory all equipment and supplies.
Assessment
49
Student Sheet Name_________________________

Date_________________________
DETERMINE THE SIZE AND SHAPE OF YOUR BASEBALL, FOOTBALL, AND

SOCCER FIELDS
slope:
To calculate the slope:

12 inches ÷ 480 inches (40 feet) x 100 =
12 ÷480 = .025
.025 x 100 = 2.5%
Your lawn has a 2.5% slope
grade stakes:
grade:
skinned areas:
regulation pitcher’s mound:
1. Carefully listen to all instructions.

2. Review how to set up and adjust the automatic level.
3. Review how to read the leveling rod.
4. Set-up tripod in a location that allows a clear view of all areas of the field.
5. Adjust automatic level and prepare to take readings.
6. Measure the field size and boundaries.
7. Make notes of all features and the size and placement of those features.
8. Using flags and tape measure mark spots for rod readings.
9. Note the location and elevation of each spot on your graph paper.
10. Prepare a written report that explains what you found at the field and any
recommendations for improvement.
50
11. Include in the report a clean, clear copy of the graph paper showing all your
measurements.
51
DETERMINE THE SIZE AND SHAPE OF YOUR BASEBALL, FOOTBALL, AND

SOCCER FIELDS
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
52
Lesson 7 . Cover It - Like the Dew Covers Dixie

(Completely)
Laying Out a Sports Field for Irrigation
Terms
irrigation: the process of supplying water to a stand of
turf grass or other plant culture. National Science
irrigation system, installed: a network of Education
Standards,
underground pipes and pop-up sprinklers controlled by Grades 9-12
manual or automatic valves, which supplies water to a
Unifying Concepts and
playing field or other designated area. Processes:
lateral lines: non-pressure pipes that connect valves to Systems, order, and
sprinkler heads. organization
main supply line: the only line on the field that has explanation
continual water pressure and supplies water to all Science as Inquiry:
lateral lines.
Understanding about
valve: a device to control water flow. scienti fic inquiry
Abilities to do
sprinklers: During irrigation, water flows from supply scientific inquiry
pipelines into the system laterals, and then out through
Life Science:
sprinkler heads, which are arranged in a specific pattern
throughout the area to be irrigated. Sprinklers operate Interdependence of
organisms
by throwing water through the air, usually in a circular
Matter, energy, and
pattern, for a predetermined distance. After the water organization in living
land on the soil surface, it infiltrates into the root zone systems
so it can be used by the plants. Behavior of organisms
Performance Objectives History and Nature of
Science:
The student will: Science as human
endeavor
• after being given the gallons per minute (GPM) flow rate,
water pressure (PSI), and field dimensions, the student knowledge
will use a catalog to select the type and then determine
Mathematical Skills
the number of sprinklers necessary to water the entire
area.
• using the above information, the student will make a
scale drawing that clearly shows the following:
1. the location of the incoming water line.
2. the dimensions and proportional size of the field.
3. the irrigation supply line connected to the
incoming water line.
4. the irrigation lateral lines.
5. the location of the sprinklers on the laterals.
53
• give 4 reasons why you selected the sprinkler you chose.

• locate the main water line on the actual field.
• layout with flags, tape measure, and/or auto level, the main supply line 6 feet
from the outside edge of the field.
• layout with flags, tape measure, and/or auto level, the irrigation laterals.
• layout the sprinklers along the laterals with flags and a tape measure.
Materials Needed
For this class each group of 4 to 5 students will need these materials:
• Student Sheet “Planning Sprinkler and Lateral Layout”
• marker flags (a different color for each group)
• (2 or 3) 100 foot tape measures
• (2) 500 foot rolls of masonry line
• auto level-tripod-leveling rod
• plain white paper (each student)
• ruler (each student)
• compass (each student)
• a sprinkler –just to show the class
• irrigation products catalog for each group or student. (Get irrigation catalogs
and price lists from suppliers.)
• 5 gallon bucket
In some situations, you will not have the opportunity to install a sports field
irrigation system each time you teach this material. By going through these
procedures, the students will be pr ovided a good alternative to an actual
installation. Golf courses use pumps to increase the pressure and flow rate of
water. The use of pumps in much less common on sports fields. The local
water company can provide you with flow rate and pressure information about
the water up to your meter. The flow rate on the field may need to be
determined by timing how long it takes to fill a 5 gallon bucket with water.
Then calculate the gallons per minute flow rate. Always seek out your school
maintenance people for help.
Teacher Preparation
• Determine where on the sports field sidelines, the irrigation system will connect
to the main water line.
• Determine how far from the connection point you are going to place your main
supply line.
54
X (POC) Point of Connection
Main Irrigation Supply Line
Laterals
Sports
Field
• Locate the shut off for this main water supply. It will be important to show all
the students where and how to shut off the water.
• Students will need to select the sprinklers and know the length and width of the
field, before they can determine the correct number of laterals needed for
complete coverage.
Procedure
1. Review notes from previous lesson or consider letting a student conduct the
review.
2. Determine how many sprinklers will be needed to water the entire field.
3. The fewer sprinklers on the field the better. Less chance of students stepping
on them and less things to repair. Sprinklers tend to need maintenance more
than other parts of the irrigation system.
4. When deciding what type of sprinklers to use, consider the following:
A. What is the operating pressure?
B. What is the gallons per minute flow rate?
C. What will it take to have head to head coverage for the entire field?
55
5. Sprinklers need to be placed in such a way that they throw water, sprinkler to
sprinkler or head to head. In the irrigation industry sprinklers are often called
heads.
Spray pattern
Sprinkler Head to Head Coverage
6. As the water gets further away from the sprinkler, there is less of it. So that is
why the sprinklers are placed for head to head coverage, resulting in an evenly
watered field.
7. Also consider how much area just outside of the field perimeter needs to be
watered.
8. Consider how many sprinkler you need on one lateral line to water the width of
the field.
Example: A high school soccer field with dimensions 120 yards long by 55
yards wide (common because it is close to the size of a football field.)
9. Water pressure at the meter is 70 psi (pounds per square inch.)
10. Flow rate is 50 gallons per minute (GPM).
11. The field is 165 feet wide. The selected sprinklers have a radius of 47 feet and
use 6 gallons per minute and require a minimum operating pressure of 40 psi.
12. It would take 4 sprinklers to water the width of this soccer field.
13. Remember, be conservative. Don’t plan for sprinklers that will require the
maximum from the system in order to work.
Assessment
56

57
Date____________________
PLANNING SPRINKLER AND LATERAL LAYOUT
irrigation:
irrigation system, installed:
lateral lines:
main supply line:
valve:
sprinklers:
1. Determine water pressure (PSI) at the water meter for the field.
_______________________psi
2. Determine rate of flow (GPM) for the water supply line on the
field.
______________________G.P.M.
3. Determine size of field, length, and width.

Width__________________ Length_____________________
4. Make a scale drawing (rectangle) that represents the field.
5. Indicate on the drawing the location of the incoming water line.
58
6. Now using the irrigation catalog provided by your teacher, select the number and
type of sprinkler you plan to use in this design.
7. State the reasons for your sprinkler selection.

1.
2.
3.
4.
8. After you have selected the sprinklers, use the compass and ruler and draw the
spray pattern, sprinklers, and laterals for the field.
9. The class and the teacher will decide which brand and type of sprinkler is best for
this installation.
10. Reasons for class selection.

1.
2.
3.
4.
59
Date____________________
PLANNING – PART 2
1. Locate main connection for the water supply on the field.
2. Using an auto level, or tape measure and masonry line, layout the supply line.
Position it at least 6 feet outside but running parallel to the long side of the sports
field. Use marker flags to show location.
3. Now based on the class decision, each group will set up and layout one or two
laterals, depending on class size. The lateral will be at right angles to the supply
line.
4. Measure along the laterals and mark sprinkler locations with marker flags.
60
LAYING OUT A SPORTS FIELD FOR IRRIGATION
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
61
Lesson 8 . Into Every Life a Little Rain Must Fall - (If

You Want it To Live)
Planning for Lawn or Landscape Irrigation
Terms
GPM (Gallons Per Minute): a standard measurement of National Science
water flow. The available GPM (also known as design Education
capacity) must be known before a sprinkler design can Standards,
be completed. Sprinkler heads have different GPM Grades 9-12
requirements. The total GPM of all of the sprinklers on Unifying Concepts
and Processes:
one zone should not exceed the available GPM.
Systems, order, and
head-to-head: the phrase describes the correct organization
placement of sprinkler heads. One sprinkler must be Evidence, models and
placed so that it will spray another sprinkler (or 50% of explanation
the adjusted diameter). This provides for complete Science as Inquiry:
coverage and prevents dry spots. Understanding about
scientific inquiry
pressure: measured with a pressure gauge and
expressed in pounds per square inch (PSI). It is the Abilities to do
scientific inquiry
amount of energy available to move water through pipe,
Life Science:
valves, sprinklers or other components of the irrigation
system. Interdependence of
organisms
point of connection (P.O.C.): location where the Matter, energy, and
irrigation system is connected to the main water system. organization in living
systems
flow: the movement of fluids, through pipes, fittings,
Behavior of
and valves, and generally measured in gallons per min. organisms
slope: refers to the incline or difference in elevation from History and Nature of
Science:
one part of the property to the other. To find the slope,
measured as a percentage, divide the rise (measure of Science as human
endeavor
height) by the run (measure of length) and multiply by
100. Example: If you measured from the edge of your Nature of scientific
knowledge
house out 40 feet and pulled a level masonry line out
that 40 feet and the level line was 12 inches off the Mathematical Skills
ground, that would indicate a drop 12 inches.

12 inches ÷ 480 inches (40 feet) x 100 =
12 ÷ 480 = .025
.025 x 100 = 2.5%
Your Lawn has a 2.5% slope.
62
Performance Objectives:
The student will:
• determine what questions should be asked of the local utility companies and
municipal authorities regarding home irrigation installation.
• visit the site and determine:
1. flow rate of the water system
2. pressure of the water system
3. location of the water meter
4. slope of the property
Materials Needed:
For this class each group should have 4 or 5 students and these materials:
• 5 gallon bucket (to check flow)
• clip Board and graph paper
• auto level, tripod, leveling rod
• water gauge (to check water pressure)
Background Information:
This lesson should be straight forward if the class has completed lesson 3. This
lesson will focus on planning for the irrigation of a residential lawn. There are
more areas that could be considered, more varieties of sprinklers to be
purchased, and more factors over all, but this will give the students a very real
and practical learn experience.
This will be a great time to visit the water company or have a guest speaker in to
talk to the class. These specialists from the utility companies may want to meet
you and the class on site and walk through the property and discuss any and all
concerns.
Teacher Preparation:
• Slope can be easily determined with an auto level, tripod, and leveling rod. The
string method works; it just takes longer. (See example in slope definition on
student sheet)
• You may want to practice slope calculations prior to leaving the school grounds.
This can be an excellent activity.
• The water gauge is the only new piece of equipment for the students in this
lesson. This gauge is available at irrigation supply stores and pl umbing supply
stores.
• Planning a residential irrigation system will be a practical way for the students
to see and consider all features of a large installation without the expense.
63
• Consider planning the irrigation system for an entire property but only
installing a portion each year over several years.
Procedure:
1. Review previous lesson and have students discuss what they have learned and
problems they experienced.
2. Notes to class: Sprinkler irrigation is by far the most common system for
watering lawns and landscapes in the U.S. These systems use water piped
under pressure to spray the landscape. The heads of the sprinklers are usually
the only part of the system that is visible. Most systems require trenching to
place the pipe underground, but the advantage is less maintenance and less
wear and tear on the system. A properly installed system will save water when
compared with an improperly installed system. The idea is to put just enough
water on the plants at just the right time.
3. Determine the water capacity of the site.
A. Contact the local water company and they can give you an average for
your sector of the system.
B. Use a water gauge connected to an outside faucet. Check the pressure
several times during the day and take the average.
4. Locate the water meter. If you can’t find it call the water company for help.
5. Measure the flow rate – use the 5 gallon bucket method as in Lesson 6.
6. Take the static water pressure readings (static pressure – the water pressure
available when no water is running) and flow calculations and using the
sprinkler catalog charts, determine what size sprinkler can be used an how
many zones.
7. Each group should select an area on the site and determine slope.
8. Included in the Student Sheet will be a checklist of questions to ask the water
company representative and others.
Assessment
64
Student sheet. Name_______________

Date________________
PLANNING FOR IRRIGATION
GPM (Gallons Per Minute):
head-to-head:
pressure:
point of connection (P.O.C.):
flow:
slope:

12 inches  480 inches (40 feet) x 100 =
12  480 = .025
.025 x 100 = 2.5%
Your Lawn has a 2.5% slope
Collect the following information about the location for the new irrigation system.
1. Where is the water meter located?
2. What is the static pressure for this sector?
65
Is it expected to drop in the future ____________________________________; and if so, to

what level? _______________________________________________
3. What is the size of my water meter?
4. What is the diameter of my service line?
5. Do I need a permit to install a lawn and garden irrigation system?
6. What local codes affect this installation?
7. What underground cables do I need to consider before digging?
8. What is the flow rate in GPM?
66
9. Are there any places on the property with greater than a 10% slope?_______________
Number?_______________
List each and the percent slope.
A.
B.
C.
67
PLANNING FOR IRRIGATION
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
68
Lesson 9 . Drawing Conclusions

Sketching the Layout
Terms
radius of throw: the distance from the sprinkler head National Science
to the furthest point of water application. Education
Standards,
uniformity: the evenness of precipitation over a given Grades 9-12
area.
Unifying Concepts
rotors: gear-driven sprinklers that spray a solid stream and Processes:
of water and rotate slowly in a circular pattern, applying Systems, order, and
water to areas as large as 75 feet or more. organization
spray heads: sprinklers that emit a fan-type spray of explanation
small droplets of water. These heads generally have a Science as Inquiry:
radius of 19 feet and shorter.
Understanding about
Performance Objectives scientific inquiry
Abilities to do
The student will: scientific inquiry
• visit a site and sketch a 2 dimensional layout of the Life Science:

property. Interdependence of
organisms
• take accurate measurements regarding size and location
Matter, energy, and
of beds, trees, shrubs, building sidewalks, driveways, organization in living
etc. systems
Behavior of
• using the sketch and measurements, develop an organisms
accurate and clear layout of the site, showing all points
that need consideration regarding the irrigation system. Science:
Materials Needed Science as human

endeavor
For this class each student will need: Nature of scientific
knowledge
• Student Sheet “Sketching the Layout”
Mathematical Skills
• ruler
• graph paper
• list of measurements
• list of points to consider
• A large rough sketch of the property that the whole class
agrees represents the site. (on large poster board)
69
The students may need to spend 2 days over at the site measuring and
sketching. The students may need help getting all points covered. Once back
at the classroom, have common agreement about the layout and
measurements. If questions arise that can’t be resolved, visit the site again.
Teacher Preparation
• Visit the site before the class does.
• Discuss the process with property owners.
• Make a point to introduce the students to the owners.
• If possible have the students interview the owners regarding the project.
• Make measurements and sketches before the students start the project to help
you see possible problems early.
• Be well organized to make the most of the site visitation by the students.
Procedure
1. Review with the class the purpose of the activity.
2. Stress how important this part is to the overall success of the project.
3. Each student should sketch a layout of the entire site. This would include the
house outline, sidewalks, trees, flower beds, everything.
4. Use graph paper and take careful measurements.
5. This could easily take longer than one day to gather all the necessary
information.
6. If you break it down by section or job, no one student will get the full
experience.
7. After field sketches are taken, the students would develop a cleaner, more
professional drawing back in the classroom.
8. Be sure the students keep scale in mind.
Assessment
70
Student Sheet. Name___________________

Date____________________
SKETCHING THE LAYOUT
radius of throw:
uniformity:
rotors:
spray heads:
Make sketches and take measurements of the property with the

idea that you will use this information to develop a detailed plan
for the irrigation system.
1. Break the property into parts.

Sketch and measure as you go.
2. Move around the property in a systematic manner. Don’t jump

from place to place.
3. Make a basic outline and take accurate measurements.
4. Take note of driveways and sidewalks; too often, they get

watered as well as the people that are standing on them.
5. When you have finished, walk over the site and double check
your work.
71
6. Be prepared to make a clear drawing when you return to the

classroom.
7. Remember your drawing and presentation to the owners can be

the difference between getting the job or not.
72
SKETCHING THE LAYOUT
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
73
Lesson 10 . Dousing for Dollars

Selecting the Irrigation System
Terms
National Science
application rate: the rate at which water is applied to Education
the turf or ornamental plantings. Also refers to the Standards,
amount of water applied to a given area in an hour. Grades 9-12
Unifying Concepts
bubbler: a water emission device that applies water to and Processes:
the soil surface using an umbrella-type pattern. Systems, order, and
organization
controller: also known as a timer, the part of an
automatic sprinkler system that determines when a Evidence, models and
explanation
valve will turn on and how long it will operate. The
Science as Inquiry:
timer sends a low voltage signal to the valve, which
opens for a predetermined amount of time allowing Understanding about
scientific inquiry
water to flow to the sprinklers. What size timer to
purchase is determined by how many valves are used in Abilities to do
scientific inquiry
the system.
Life Science:
cycle: refers to one complete operation of a controller
Interdependence of
station. organisms
design capacity: measured in GPM, the “design Matter, energy, and

capacity” is the maximum amount of water available for systems
use in an irrigation system. The available design
Behavior of
capacity determines how many sprinkler heads may be organisms
in operation at the same time.
Science:
electric valve: automatic valve usually controlled by 24
to 30 volt (AC) current. Science as human
endeavor
station: a circuit on an irrigation controller that can be Nature of scientific
programmed with a run time separate from other knowledge
circuits and provides power to one or more remote Mathematical Skills
control valves.
The student will:
• determine the best irrigation system for a given lawn or
landscape.
• determine the number and type of sprinklers to use for
complete coverage.
• give reasons for selecting a particular brand of system.
• give reasons for selecting the controller and sprinklers
for the system.
74
Materials Needed
For this class each group of 4 or 5 students will need:
• Student Sheet “Selecting the Irrigation System”
• A variety of irrigation products catalogs
• locations of dealers (Post on bulletin board.)
• price lists (Post on bulletin board.)
• sketches of the property (drawn to scale)
• ruler (each student)
• compass (each student)
• one each of the type of sprinklers they could select.
• controllers or controller manuals (borrowed from dealers).
The students have been to the property and have cleared up any questions
regarding the utility companies or community zoning codes. They will have
sketched the layout. All the drawings are using the same scale and layout
measurements.
Teacher Preparation
• Contact dealers to see if they would like to show the class their product line.
• Collect a variety of heads, valves and controllers to help the students with their
selection.
• Each group could develop a presentation with a drawing and reasons for their
choice of irrigation products.
• This would be a great opportunity to improve public speaking and sales skills.
• Once their presentations are ready, they could present to the homeowners and
let them decide which product line to use.
• Students could go further and get customer names from the dealers to check on
quality of service.
• It is very important that scale and measurements of the property are the same
for all groups.
• A copy of price lists and a list of dealers that service your area need to be
posted in the classroom.
• There is no point in selling something that you can’t service.
Procedure
1. Review notes from the previous lesson and be sure all students have the same
measurements and information on which to base the next task.
75
2. Assessing guarantees about irrigation supplies should be an early consideration

before deciding on the brands. The materials used in building irrigation
systems are increasingly resistant to breakage. Some companies even have
limited lifetime warranties on certain parts.
3. Commercial grade products are going to cost a little more but are going to be of
better quality.
4. You will need to divide the watering system into zones. There will not be
enough water flow or pressure to water everything at once.
5. Controllers are designed to give the owner a great deal of choice regarding run
times and intervals.
6. Consider what plants will be on the property now and in the future and their
watering needs.
7. Lawns have different watering needs then most other plantings.
8. Plants that require infrequent, deep waterings, such as trees and shrubs,
should be watered separately from plants that require frequent, shallow
waterings, such as annuals and vegetables.
9. Consider the spray pattern of the sprinklers. Sprinkler heads of all types
(spray, rotary, and bubble) are available in different patterns.
10. Consider all factors we have discussed and plan well.
Assessment
76

Date________________
SELECTING THE IRRIGATION SYSTEM
application rate:
bubbler:
controller:
cycle:
design capacity:
electric valve:
station:
1. Points to consider-With every turn in your irrigation piping there is more resistance
to flow. Make as few turns in each circuit as possible when you make your design.
2. Consider all of the following when planning your system.

A. Dealer location
B. Dealer service
C. Cost of valves, sprinklers, controller
D. Flow rate of water-GPM
E. Water pressure-PSI
F. Head to Head sprinkler coverage
G. Water needs of the plants
H. Guarantee on parts
3. Using your drawings of the property layout, develop the circuits.
77
4. After the circuits are developed, decide on the type, size, and number of sprinklers
for each circuit.
5. You will generally have one valve per circuit. This valve will be opened and closed
by the controller and will in turn control water flow to all the sprinklers on that
circuit. So, when you are planning circuits, plan for one valve for each.
6. Remember to stay within the proper scale of the drawing and use your compass
and ruler to draw the spray patterns of the sprinklers.
7. Decide on which controller will best meet your needs and be able to justify your
decisions.
8. The plan does not include the piping and other general plumbing parts. This is
because those parts are available at any plumbing supply and the price will vary
only slightly.
9. Complete your design and be prepared to explain your choice of irrigation product
line.
78
SELECTING THE IRRIGATION SYSTEM
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
79
Lesson 11 . Captain, I Don’t Have the Power!

The Electrical System
Terms
electrical circuit: in electricity, a complete circuit is
one where the power flows in one wire or lead, goes National Science
through the electrical component ( a light) and leaves on Education
a different or neutral wire. If either lead is broken or Standards,
Grades 9-12
interrupted, the power stops flowing.
Unifying Concepts
120 volts: this is the standard amount of electrical and Processes:
volts needed to operate an irrigation controller. This Systems, order, and
voltage will vary from 110 volts to 120 volts. organization
electrical transformer: all controllers need 120 volts explanation
or in that range to operate, but they have a transformer
Science as Inquiry:
that steps down the electricity to 24 volts. This stepped
down electricity is sent out through the field wiring to Understanding about
scientific inquiry
the solenoids that control the irrigation valves. The
stepped down voltage is much safer. Abilities to do
scientific inquiry
field wiring: wire buried directly in the ground. Life Science:
Because of the extreme environment, approved wire Interdependence of
should be used. All commercial systems require the use organisms
of a UF (underground feeder) U.L. approved wire. This Matter, energy, and
single conductor wire has a heavy PVC insulating jacket organization in living
that protects the conductor (copper wire inside). The systems
valve common wire should be white in color (neutral) so Behavior of

organisms
that it can be distinguished in the field environment
from the station wires. History and Nature of
Science:
U.L.: Underwriters’s Laboratories; this institution was Science as human
established by the insurance companies and today set endeavor
safety standards for all electrical supplies and devices Nature of scientific
used in the United States. knowledge
Mathematical Skills
wire gauge: the wire gauge is the wire size; the larger
the number of wire gauge, the smaller the wire size. A
14 gauge wire is larger than a 22 gauge wire.
solenoid: the valve solenoid is a low voltage
electromagnetic coil. The coil is a cylindrical or square
shaped device that house a continuously wound copper
wire no larger in diameter than a human hair. The
windings are epoxy encapsulated to prevent moisture
damage or short circuiting. Attached to the coil are two
80
wires intended for connection to the controller field wiring. The coil operates at
a level of 24 volts so that wiring may be directly buried without hazard. Within
the solenoid is a hollow stainless steel tube, which houses the solenoid plunger.
solenoid plunger/plunger spring: the solenoid plunger and plunger spring
reside in a tube surrounded by the solenoid coil. The stainless steel plunger
has a rubber seat on the lower end that keeps the outlet port closed when the
solenoid is de-energized. The plunger has a lightweight spring near the seat or
on top of the plunger. The plunger spring is designed to overcome any residual
magnetism and to hold the plunger seated on the outlet port when the solenoid
is de-energized.
waterproof wire connector: all wire connections in the field wiring must be
made with these; it is a plastic tube filled with grease in which the spliced wire
is placed (commonly called DBY or DBR).
voltage: measure of electrical pressure.
amperage: measure of flow of electricity.
Ohms: measure of electrical resistance.
Performance Objectives:
The student will:
• Connect the field wires to a valve solenoid following manufacturer’s
specifications.
• Connect 120 volt power to a low voltage transformer to operate a doorbell.
• Connect a single pole light switch to a light to aid in understanding the flow of
electricity.
• Identify wire sizes by reading the plastic wire coatings.
• Identify the U.L. on electrical supplies.
Materials Needed:
For this class each group or student will need the following materials:
• Student Sheet “The Electrical System”
• solenoid and irrigation valve
• doorbell and transformer
(Note)-a doorbell comes complete with everything except the incoming power
source.
• 14 gauge 3 wire power cord and 3 prong plug (3 feet of wire and 1 plug/group)
• (1) single pole switch
• (1) light bulb (60 watt) per group
• (1) lamp holder
• examples of supplies with U.L. labeling
81
• wire samples
• (1) 250 foot rolls of 14/2 W G
Note-14/2 W G means 14 gauge wire with 2 current carriers (colors: black and
white) and a bare (copper) ground wire.
• screwdriver (straight blade)
• wire stripper
• cable ripper
• (1) pair of linemen pliers (for cutting)
• (1) box of yellow wire connectors
• (2) rolls of black tape
• (1) VOA or multi-electric meter
Background Information:
The electricity part of this material is very important to be able to troubleshoot
and install irrigation systems. The idea of the doorbell is to give the students
an understanding of how a transformer works. In the case of the doorbell, the
transformer steps down 110 volt current to 24 volts. This is the reason that the
bell wires are so small. Irrigation controllers also step electricity down to 24
volts with safety being a primary reason.
The doorbell will be a very easy and clear way to demonstrate 24 volt power.
You are going to need a power source for these electrical exercises. The
students will wire to the 14 gauge 3 wire power cord with the 3 prong plug.
This will plug into your GFCI protected extension cord. Do Not allow any
student to test their own work. You will need to look over the exercise and if
you determine that it is safe to plug in, do so. It will be best if you can kill all
the power in the outlets around the room except where you are working.
An inexpensive VOA meter will be very useful with all electrical activities. The
VOA (Volts – Ohms – Amps) meter can be purchased at any hardware center
with instructions included. A meter in $20 range will work great.
Teacher Preparation:
• If you are unfamiliar with electricity, there are many very good books that will
help you gain the necessary knowledge to teach this portion of the material.
Look for books designed for homeowners or beginners. These texts will not
assume any prior knowledge on your part and will be very helpful.
• A GFCI, ground fault circuit interrupter with a cord can be purchased at any
home center, hardware store or electrical supply. This is a must for this
activity.
• This lesson can be a little expensive to teach but it is very necessary. If you
only set up one example and you do all the showing and telling, the students
will not gain the necessary self confidence to solve problems in the field.
82
• Purchase a doorbell and wire the setup on a piece of plywood. Then on a

separate piece of plywood (24 x 24) wire a single pole switch controlling light.
• These are just starter activities, you will find that students enjoy electricity and
you may decide to add other exercises.
• Follow you demonstrations with student practice.
• A WORD OF CAUTION: YOU THE TEACHER MUST CHECK OUT THE
WIRING AND YOU SHOULD BE THE ONE TO PLUG IT INTO THE WALL.
USE A GCFI TO PLUG INTO.
• Be sure you understand what you are doing before introducing this lesson to
the class. Electricity can be dangerous.
Procedure:
1. Review notes from previous lesson and be sure all students understand not to
plug anything into live power.
2. If possible kill all the live power in the outlets around the classroom except
where you (the instructor) will be testing the wiring exercises.
3. Have each workstation set up with tools and supplies when the students come
into class.
4. Demonstrate the correct way to wire a valve solenoid using waterproof
connectors.
5. Make copies of the doorbell instructions and go over them with the students.
6. Have the doorbell all ready wired and refer back to it as you go over the
instructions.
7. Demonstrate special skills example, wire stripping.
8. Have the light and light switch already wired and walk the students through
those instructions.
9. Have the wire identification organized on another table in the classroom.
10. Have a table with electrical devices organized for U.L. label identification.
11. Check and grade all work.
12. Have students clean up their stations when the activity is completed.
Assessment
83
Student Sheet. Name___________________

Date____________________
THE ELECTRICAL SYSTEM
electrical circuit:
120 volts:
electrical transformer:
field wiring:
U.L.:
wire gauge:
solenoid:
solenoid plunger/plunger spring:
waterproof wire connector:
voltage:
amperage:
Ohms:
1. Carefully listen and watch demonstrations.
2. Connect field wires to valve solenoid as pe r manufacturer’s specifications.
3. Wire the doorbell by following the instruction provided from the manufacturer.
84
4. Wire the light switch controlling a light using the materials provided and following
the teacher’s instructions.
5. Let the teacher check your work.
6. Identify the wire samples by reading the printing of the wire jacket.
7. Locate the U.L. label on all of your electrical supplies.
8. After all work is completed let your teacher check the work.
9. Clean up and return tools and supplies.
85
THE ELECTRICAL SYSTEM
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
86
Lesson 12 . Let It Flow, Let It Flow, Let It Flow

The Plumbing System
Terms
There are 4 basic types of pipe materials: galvanized National Science
steel, pvc, pe and copper. Education
Standards,
galvanized steel: steel pipe coated with zinc to prevent Grades 9-12
rusting. It is made from mild carbon steel as either
Unifying Concepts
welded or seamless pipe. and Processes:
pvc: polyvinyl chloride is one of five plastics commonly Systems, order, and
used for plumbing and fittings. This type of pipe is used organization
in all potable water situations. Both PVC and CPVC use Evidence, models and
explanation
solvent welding for jointing pipe .
Science as Inquiry:
cpvc: light or cream colored plastic pipe which has
Understanding about
been specially formulated to withstand higher scientific inquiry
temperatures than other plastics. For this reason if hot
Abilities to do
water is going to be used, use CPVC. scientific inquiry
pe: a flexible plastic tubing, that is used for water Life Science:
supply piping below ground in yard areas. PE tubing is Interdependence of
black and is usually sold in 100 foot coils. PE pipe organisms
fittings are attached with hose clamps. Matter, energy, and
copper: copper tubing, which is manufactured from systems
99.9% pure copper is made by drawing a heated billet of Behavior of
copper through a die while a piercing rod passes organisms
through the middle billet to draw out the copper tubing History and Nature of
to the required diameter and wall thickness. Copper Science:
pipe is jointed together using a solder that is melted Science as human
with a propane torch. endeavor
Performance Objectives knowledge
The student will: Mathematical Skills
• cut pipe (of different types) to a specified length.

• properly join PVC pipe using the demonstrated solvent
welding method.
• properly join PE pipe using PE pipe clamps or hose
clamps.
• properly cut and thread galvanized steel pipe.
• properly cut and solder copper pipe.
87
Materials Needed
For this class each student or group of students will need:
• Student Sheet “The Plumbing System”
• pvc pipe schedule 40
• pe pipe
• galvanized pipe schedule 40
• copper pipe
• (All pipe ½ inch inside diameter)
• pvc primer
• pvc cement
• pvc saw
• necessary fittings
• pipe wrenches
• pipe vise
• pipe die and handle
• thread cutting oil
• screwdrivers
• solder and flux
• propane torch
• hose clamps
• water hose to ½ pipe thread fitting (for testing)
• rags
It is going to be up to the teacher how much plumbing the students need to do.
In irrigation the pipe of choice is going to be PVC or PE. This could be the only
time the students are exposed to plumbing (so make the most of it). There are
free videos available from almost every manufacturer of PVC solvent cement
and primer. These videos show you and the students the safest and best way to
glue pipe together. Go to the store and get the web site, address or phone
number of the manufacturer directly off a can label and make the contact. The
local plumbing supply (the place where the plumbers get their stuff) is also
helpful and a good source for handouts and manufacturers’ phone numbers
and web sites. This lesson, as much as any, needs to fit your situation. But,
regardless of the activity, all students should measure pipe, cut pipe, and put
pipe together. Always test the pipe for leaks (learning by doing), if it leaks they
must do it over.
88
Teacher Preparation
• There are a number of excellent sources of plumbing information. Here are just
a few:
Interstate Publishers
Delmar Publishers
Ortho’s Plumbing (Home Centers)
American Technical Publishers
Agricultural Mechanics (Delmar)
www.LascoFittings.com
The addresses can be found in the reference section.
• After review of these or other materials consider the following:
1. Your expertise (least important)
2. Your budget (plumbing tools are expensive)
3. Your time
• What you know before teaching this is not nearly as important as your
willingness to learn. If you don’t have the tools already, the school’s
maintenance department may be willing to help and often students have some
of these things at home.
• The easiest and cheapest plumbing activity will be done with PVC and PE pipe.
If you set this activity up in conjunction with electrical wiring and controller
programming, you won’t need as much equipment. Set up stations for the
different steps. Don’t let the student’s crowd up in one spot. When you
practice the procedure, take note as to where the “bottle necks” will occur and
plan accordingly.
Procedure
1. Review with students the necessary safety procedures. Fumes from the
solvents, melting solder, flames from the propane torch, hot copper pipes,
and sharp metal chips from the thread cutting activity.
2. Provide a table or area with examples of different types of pipe as well as any
additional fittings, tools or supplies. This will peak student interest and aid
in understanding.
3. Set up the agriculture mechanics laboratory with a station approach, with
the students doing things such as measuring and cutting and then moving
to another station to glue.
4. There should be a drawing with complete instructions that each student
follows or a drawing with complete instructions at each station. A
completed example for them to see will aid in their understanding. Another
89
approach would be to have an example of just what they should complete at

each station. The following steps will help any lab activity go smoother:
• Tell them.
• Show them how.
• Give it to them in writing.
• Show them the finished parts.
• Show them the finished product.
Assessment
90
Student Sheet Name __________________

Date ___________________
THE PLUMBING SYSTEM
galvanized steel:
pvc:
cpvc:
pe:
copper:
1. Read all the instructions before starting this activity.

(Steps 2-3-4 should all be completed before going to Step 5.)
2. Measure the pipe to specified size and cut it using the tools provided.
(PVC) (PE)
(Galvanized steel)
(Copper)
5. Solder copper pipe and fittings as indicated by example.
6. Thread galvanized pipe as indicated by example.
7. Glue PVC pipe as indicated by example.
91
8. Attach fittings to PE pipe as indicated by example.
9. Attach galvanized pipe to fittings as indicated by example.
10. Put all parts together for a water tight fixture as indicated by example.
11. Test fixture.
12. If fixture is water tight, turn in for grading.
92
THE PLUMBING SYSTEM
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
93
Lesson 13 . Take Control!

Programming an Irrigation Controller
Terms
Most of the electrical terms for this lesson were covered
in Lesson 9. This would be a good time to review. National Science
Education
controller: also known as a timer, the part of an Standards,
automatic spr inkler system that determines when a Grades 9-12
valve will turn on and how long it will operate. The Unifying Concepts
timer sends a low voltage signal to the valve, which and Processes:
opens for a predetermined amount of time allowing Systems, order, and
water to flow to the sprinklers. What size timer to organization
purchase is determined by how many valves are used in Evidence, models and
the system. explanation
Science as Inquiry:
cycle: refers to one complete operation of a controller
Understanding about
station. scientific inquiry
pump start circuit: the feature on an irrigation Abilities to do
controller that allows a connection to be made through a scientific inquiry
relay, with the pump starter, so the starter will be Life Science:
energized when a watering cycle begins. Interdependence of
organisms
pump start relay: an electronic device that uses a
signal current from the irrigation controller to actuate a Matter, energy, and
separate electrical circuit to energize the pump starter. systems
wire: in an automatic sprinkler system, low voltage Behavior of

organisms
direct burial wire is used to connect the automatic
control valves to the controller. The most frequently History and Nature of
Science:
used wire for commercial application is single strand,
Science as human
heavy gauge direct burial copper wire. (The larger the endeavor
gauge number, the thinner the wire.) The most
frequently used wire for the home sprinkler system is knowledge
multi-strand. Color-coded multi-strand wire has several
Mathematical Skills
coated wires together in one protective jacket.
zone: a zone is the area to be watered by one sprinkler
valve.
controller charts: charts showing the valves of a
sprinkler system, and the zones they cover.
The student will:
94
• program an irrigation controller to turn specified valves on and off at specified

intervals.
• explain in detail how the field wires are connected to the controller, this
includes the ground and the neutral.
• explain all the features of the controller and how each is programmed to work.
• demonstrate how to install the back up battery for the clock.
• demonstrate how to program the controller for calendar date, time of day and
watering intervals.
• be able to explain their watering interval selection.
Materials Needed
For this class each student or group of students will need:
• Student Sheet “Programming an Irrigation Controller”
• one or more programmable controllers
• controller Instruction Book for each student
• screwdriver (straight and phillips)
At this point in your instruction, the method of delivery could change for a
designed purpose. So far, you have demonstrated and they have practiced, but
for this you may want to let them read the instructions without any or very little
help from you. The reason for this is, when they get out of school they will have
to read directions and do things without the aid of a teacher. This would be no
different than learning how to program a VCR (Can you do that?).
Teacher Preparation
• Select a digital controller, not extremely complicated but challenging. Put the
controller on a plywood backboard and wire it so that there are buzzers or lights
that will come on when the controller sends a signal.
• This activity could be one part of a three-part activity. You could have
workstations set up for electrical wiring, plumbing and controller programming.
Two of the three activities would include teacher demonstration, and the third
the controller programming would not. At the beginning of this three-activity
cycle, each student would be given all of the written instructions for all
activities, which includes a photo copy of the controller installation and
programming guide. They could then prepare at home for some of what they
would do in class.
• You will have students with different ability levels and you can easily adjust for
this by the amount of programming you have each student do. You could also
pair students up for this activity if necessary. Depending on several factors
such as the number of wiring and plumbing activities each student will do, a
maximum of three timers should be enough.
95
Procedure
1. Review notes from previous lesson and explain to the students that during
part of this activity the controllers will be live with electricity.
2. Have the field wiring disconnected from the terminals inside the controller.
3. The first activity for the students would be to wire the appropriate zones to
the corresponding terminals on the controller. This can all be done without
any electrical power turned on.
4. After you have checked the wiring, have the student replace the covers and
give them the programming activity you wish them to complete.
5. Turn on the electricity.
6. Let the student do this activity without your input if possible. It will be
much clearer for the student if your instructions are in writing.
7. After a pre-determined amount of time, the activity should be completed by
the student.
8. Check for correct operation.
Assessment
96

Date ___________________
PROGRAMMING AN IRRIGATION CONTROLLER

controller:
cycle:
pump start circuit:
pump start relay:
wire:
zone:
controller charts:
1. Carefully listen to all instructions.
2. Wire each numbered zone to the corresponding number in the controller.
3. Let the teacher check your work.
4. Replace controller covers.
5. Remove and replace controller battery.
6. Teacher turns on electrical power to the controller.
7. Follow the written instructions for programming and use your programming
guide.
97
8. Let the teacher check your programming efforts.
9. Turn off or unplug controller.
98
PROGRAMMING AN IRRIGATION CONTROLLER
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
99
Lesson 14 . Bring in the Replacements

Replacing the Irrigation Valve
Terms
valve box: the plastic or fiberglass box in the ground
that houses the valves. National Science
Education
valve: a device to control water flow. Standards,
Grades 9-12
automatic control valves: these valves are used in
Unifying Concepts
conjunction with automatic timers and are a convenient and Processes:
and economical way of delivering water to lawns, plants
Systems, order, and
and gardens. In-line automatic control valves are organization
usually installed underground in valve boxes.
pvc pipe: generally white in color, PVC (poly vinyl explanation
chloride) pipe is more ridged than black poly pipe, and Science as Inquiry:
requires the use of PVC solvents (glue). The pipe Understanding about
manufacturers also recommend the use of primer just scientific inquiry
prior to the application of the solvent. PVC pipe can be Abilities to do
used as mainline or as a lateral line. scientific inquiry
Life Science:
Interdependence of
The student will: organisms
Matter, energy, and
• locate the valves, carefully dig up the valve box, remove organization in living
the valve (either by cutting it out if it is glued in place or systems
by disassembly, if it is screwed together with threaded Behavior of
fittings). organisms
• locate and carefully dig up valve boxes around valves Science:
that need to be replaced. Do this without damage to
Science as human
surrounding pipe. endeavor
• remove the valve either by cutting it out if it is glued in Nature of scientific
place or by disassembly if it is screwed together with knowledge
threaded fittings. Mathematical Skills
• select correct valve for replacement.

• reinstall valve using PVC pipe and fittings.
• test valve with full water pressure (must have zero water
leaks).
• replace valve box and smooth all disturbed soil.
• clean and return tools to their proper location.
100
Materials Needed
For this class each group should have no more than three students and these
materials:
• Student Sheet “Replacing an Irrigation Valve”
• a plastic sheet – to place soil on
• long screwdriver – to remove valve box cover
• 2 shovels – to dip up box
• 2 dbr
• 2 dby
• 1 roll, black electric tape
• 1 pvc saw
• 1 strap wrench
• 2 pipe wrenches – large enough for your pipe and fittings
• 1 can pvc cement
• 1 can pvc primer
• repair coupling
• slip coupling
• pipe
• new valve
There are several approaches to take when replacing a valve but we are going to
treat this valve as a first time replacement on an original glued in valve. Very
often the only thing you see when you open the valve box lid is the valve and
the wires that connect the solenoid to the controller.
Teacher Preparation
• Be sure the water and the controller are off when you start this process.
• You don’t want the controller to send a signal to the valve by way of the
solenoid while the students are working on it.
• Depending on the part of the country and the time of the year beware of spiders
(black widows or wolf in the box). Last summer I ran across one of each in
valve boxes.
• Go through the entire process with the students before you allow them to do
this on their own.
• The digging must be done very carefully so that lines are not broken or wires
cut.
• The electric tape is to put on plunger that is in the solenoid.
101
• Unscrew the solenoid from the valve, inside the solenoid is a plunger that may
or may not fall out. Tape up the plunger so that it stays inside the solenoid.
• The entire solenoid may need to be replaced. All new valves come with new
solenoids but don’t throw the old one away until you are sure it is no good. Just
because the valve is shot doesn’t mean the solenoid is.
• The DBY and DBR are waterproof electrical connectors. The Y stands for yellow
the color of the wire nut. The R stands for red the color of the wire nut. The
colors mean size in electricity. The red is a larger nut than the yellow. The
more wires you are connecting together the larger the nut you will need. There
are other colors/sizes but for irrigation these are what you need.
• You use these to connect your wires and slip into the grease capsule. This
combination makes a waterproof electrical connection.
• When most valves are first installed there is seldom a thought about
replacements down the road. What you usually find is the valve glued directly
into the lateral coming off the main line. This is the situation we will focus on
for this lesson.
Procedure
1. Review all steps of this activity with the students. If they are doing several of these
at once, out in the field it becomes very difficult to supervise and control work
quality. So, clear notes and complete checklists are important to insure a job well
done.
2. Review procedure with all class members. Have the tools broken down into sets for
each repair. Have student repair teams of no more than three. You the teacher
must go out ahead of the students review and mark each repair site. Assign a
student team to a particular repair site. It is important for the students to
understand that they are directly responsible for this repair.
3. Have students inventory their tools going out and coming back.
4. Open the lid to the valve box and check for spiders.
5. Locate the wires and pipes. Dig around the box and remove box to allow you more
room for the valve replacement.
6. Note the length of what you plan to cut out and know that your replacement must
fit in the same spot.
7. Remove the solenoid wires by disconnecting from the DBY’s.
8. Using the PVC saw cut the valve out. With a PVC saw you cut on the pull stroke.
Be careful and not cut too much out with your first cuts. You can always cut
more. Oh, yes be sure that the water to this valve is off! It is nice to have a
manual shut off with each electric valve but that is another lesson.
102
9. Double check the pipe size - you want to have straight cuts when the pipe slips
into the valve or anytime you are going to glue pipe together. A simple miter box
(made from three 1x6's) will work nicely to hold the pipe and saw square when you
cut in the field.
10. Use a slip coupling on the incoming supply pipe (the one off the tee). Be sure to
remove all the burrs and any other debris from in, on, or around the glued joint.
11. Now glue the 6" nipples into the valve . They can be longer if you like but not any
shorter.
12. After these steps, place in the hole and see if you need to cut more pipe off the line
going to the heads. If the space is okay, next slide onto the pipe going to the heads
a repair coupling. This coupling will slip over the out going nipple from the valve
after you have the other side glued into place. Do a dry fit to check before glueing.
If everything fits up, glue your last joint.
13. I like to wait as long as possible to allow the glue to dry before charging the system.
Follow the directions on the glue can.
14. Don’t replace the valve box and fill in the hole until you have checked for leaks.
15. Clean up the area around the valve box so it looks like nothing was disturbed.
16. Return to class and re-inventory and clean up your tools.

Assessment
103

Date ___________________
REPLACING AN IRRIGATION VALVE
valve box
valve
automatic control valves
pvc pipe
1. Carefully listen to all instructions
2. Review procedures with your group.
3. Inventory all tools and note their condition.
4. Open the valve box lid (check for spiders).
5. Locate wires and water lines before digging.
6. Dig up valve box to give you room to work. If the box is large enough, you won’t
need to dig it up.
7. Cut out the valve.
8. Glue in slip coupling.
9. Glue pipe in to valve.
10. Check for spacing.
104
11. Slide on repair coupling.
12. Dry fit the entire repair.
13. Glue up the last joint.
14. Slip on and tighten repair coupling.
15. Check for leaks after proper wait time.
16. Replace valve box.
17. Fill in and clean up area.
18. Return to classroom and clean and inventory all tools and supplies.
105
REPLACING AN IRRIGATION VALVE
The purpose of this

lesson was
The main method(s)

or procedure(s) we
learned was (were)
The best example(s)

that I can use to
of this lesson
Subjects or courses
lesson to
The information of
this lesson can be
applied to
In summary, what I
learned
106
Unit VI Sports Turf and Turf Irrigation Glossary
Glossary
120 volts: This is the standard amount of electrical volts needed to operate an
irrigation controller. This voltage will vary from 110 volts to 120 volts.
3-4-5 triangle: is a direct application of the Pythagorean theorem. To layout a square
corner locate a point and measure 30 feet down one side of the field and 40 feet down
the other side from that corner. Now measure the diagonal distance between the end
of the 30 foot line and the end of the 40 foot line, if the diagonal is 50 feet, the corner
is square.
amperage: measure of flow of electricity
application rate: the rate at which water is applied to the turf or ornamental
plantings. Also refers to the amount of water applied to a given area in an hour.
automatic level: was introduced in this country in 1948 by the Zeiss Company of
West Germany. This tool is used most often to determine elevations and to set up
level points over long distances. This instrument adjusts more quickly than
traditional levels and has a high degree of accuracy.
bermudagrass: warm-season turfgrass with strong rhizomes and stolons with
excellent wear tolerance.
bubbler: a water emission device that applies water to the soil surface using an
umbrella-type pattern.
Controller charts: charts showing the valves of a sprinkler system, and the zones
they cover.
controller: also known as a timer, the part of an automatic sprinkler system that
determines when a valve will turn on and how long it will operate. The timer sends a
low voltage signal to the valve, which opens for a predetermined amount of time
allowing water to flow to the sprinklers. What size timer to purchase is determined by
how many valves are used in the system.
Copper: copper tubing, which is manufactured from 99.9% pure copper is

made by drawing a heated billet of copper through a die while a piercing rod
passes through the middle billet to draw out the copper tubing to the required
diameter and wall thickness. Copper pipe is jointed together using a solder
that is melted with a propane torch. Examples of these different types of pipe
as well as any additional fittings, tools or supplies should be put on display in
the classroom to aid in student understanding.
CPVC: light or cream colored plastic pipe which has been specially formulated to
withstand higher temperatures than other plastics. For this reason if hot water is
going to be used, use CPVC.
creeping bentgrass: cool-season turfgrass with strong stolons and excellent low
mowing tolerance.
107
cycle: refers to one complete operation of a controller station.

design capacity: measured in GPM, the “design capacity” is the maximum amount of
water available for use in an irrigation system. The available design capacity
determines how many sprinkler heads may be in operation at the same time.
electric valve: automatic valve usually controlled by 24 to 30 volt (AC) current.
electrical circuit: In electricity, a complete circuit is one where the power flows in
one wire or lead, goes through the electrical component ( a light) and leaves on a
different or neutral wire. If either lead is broken or interrupted, the power stops
flowing.
electrical transformer: All controllers need 120 volts or in that range to operate, but
they have a transformer that steps down the electricity to 24 volts. This stepped down
electricity is sent out through the field wiring to the solenoids that control the
irrigation valves. The stepped down voltage is much safer.
field wiring: wire buried directly in the ground. Because of the extreme environment,
approved wire should be used. All commercial systems require the use of a UF
(underground feeder) U.L. approved wire. This single conductor wire has a heavy PVC
insulating jacket that protects the conductor (copper wire inside). The valve common
wire should be white in color (neutral) so that it can be distinguished in the field
environment from the station wires.
flow: the movement of fluids, through pipes, fittings, and valves, and generally
measured in gallons per minute.
Galvanized steel: steel pipe coated with zinc to prevent rusting. It is made from mild
carbon steel as either welded or seamless pipe.
GPM (Gallons Per Minute): a standard measurement of water flow. The available
GPM (also known as design capacity) must be known before a sprinkler design can be
completed. Sprinkler heads have different GPM requirements. The total GPM of all of
the sprinklers on one zone should not exceed the available GPM.
growth habit: There three types of turfgrasses: stoloniferous, rhizomatous, and
bunch-type.
head-to-head: the phrase describes the correct placement of sprinkler heads. One
sprinkler must be placed so that it will spray another sprinkler (or 50% of the adjusted
diameter). This provides for complete coverage and prevents dry spots.
irrigation system, installed: a network of underground pipes and pop-up sprinklers
controlled by manual or automatic valves, which supplies water to a playing field or
other designated area.
irrigation: the process of supplying water to a stand of turf grass or other plant
culture.
Kentucky bluegrasses: cool-season turfgrass with strong rhizomes with moderate
wear tolerance and slow establishment.
lateral lines: non-pressure pipes that connect valves to sprinkler heads.
108
leveling rods: can be made of wood, fiberglass, plastic, or aluminum. These rods are
designed to be used with the auto level and other leveling instruments. Most leveling
rods have adjustable sections. The number and graduation marks on a rod are large
so that they are easily read. The engineer’s rod is graduated in feet, tenths of a foot,
and hundredths of a foot. This is the rod used by surveyors.
leveling: is used to determine the difference in elevation on a particular
piece of land. It will clearly show any high or low spots on the field.
main supply line: the only line on the field that has continual water pressure and
supplies water to all lateral lines.
mechanic: A technician responsible for equipment for sports field including mowers,
vehicles, and others.
Ohms: measure of electrical resistance

part-time workers: Any personnel working for sports field based on pert-time
schedule including high school students.
PE: a flexible plastic tubing, that is used for water supply piping below ground in yard
areas. PE tubing is black and is usually sold in 100 foot coils. PE pipe fittings are
attached with hose clamps.
Perennial ryegrass: cool-season turfgrass with excellent wear tolerance without
rhizomes and stolons.
pesticide technician: A technician responsible for pest management and application
of pesticides.
plumb bob: is a tool used to test or establish vertical lines. Its principle of operation
is based on the fact that when a weight is suspended from a line, it will cause the line
to fall vertically (90 degrees) to a horizontal. The common plumb bob is ground and
polished to a point on the lower end. The top is provided with a screw on cap through
which a line is passed. The line is used to suspend the plumb bob under the leveling
instrument.
plumb: exact vertical and perpendicular line. It would be at a 90 degree angle to a
level plane (the field).
point of connection (P.O.C.): location where the irrigation system is connected to the
main water system.
pressure: measured with a pressure gauge and expressed in pounds per square inch
(PSI). It is the amount of energy available to move water through pipe, valves,
sprinklers or other components of the irrigation system.
Pump start circuit: the feature on an irrigation controller that allows a connection to
be made through a relay, with the pump starter, so the starter will be energized when
a watering cycle begins.
Pump start relay: an electronic device that uses a signal current from the irrigation
controller to actuate a separate electrical circuit to energize the pump starter.
109
PVC: polyvinyl chloride is one of five plastics commonly used for plumbing and
fittings. This type of pipe is used in all potable water situations. Both PVC and CPVC
use solvent welding for jointing pipe.
radius of throw: the distance from the sprinkler head to the furthest point of water
application.
rotors: gear-driven sprinklers that spray a solid stream of water and rotate slowly in
a circular pattern, applying water to areas as large as 75 feet or more.
slope: refers to the incline or difference in elevation from one part of the property to
the other. To find the slope, measured as a percentage, divide the rise (measure of
height) by the run (measure of length) and multiply by 100. Example: If you
measured from the edge of your house out 40 feet and pulled a level masonry line out
that 40 feet and the level line was 12 inches off the ground, that would indicate a drop
12 inches.
solenoid plunger/plunger spring: The solenoid plunger and plunger spring reside in
a tube surrounded by the solenoid coil. The stainless steel plunger has a rubber seat
on the lower end that keeps the outlet port closed when the solenoid is de-energized.
The plunger has a lightweight spring near the seat or on top of the plunger. The
plunger spring is designed to overcome any residual magnetism and to hold the
plunger seated on the outlet port when the solenoid is de-energized.
solenoid: The valve solenoid is a low voltage electromagnetic coil. The coil is a
cylindrical or square shaped device that house a continuously wound copper wire no
larger in diameter than a human hair. The windings are epoxy encapsulated to
prevent moisture damage or short circuiting. Attached to the coil are two wires
intended for connection to the controller field wiring. The coil operates at a level of 24
volts so that wiring may be directly buried without hazard. Within the solenoid is a
hollow stainless steel tube, which houses the solenoid plunger.
sports field irrigation specialist: Responsible for irrigation design, installation,

maintenance, drainage system of sports fields.
sports field manager: The supervisor in responsible the maintenance of one sports
fields or multiple fields requiring proper training in human resource, turfgrass
management, financial management, and sports.
sports field technician: A technician responsible for maintenance of sports fields

with proper training.
spray heads: sprinklers that emit a fan-type spray of small droplets of water. These
heads generally have a radius of 19 feet and shorter.
sprinklers: During irrigation, water flows from supply pipelines into the system
laterals, and then out through sprinkler heads, which are arranged in a specific
pattern throughout the area to be irrigated. Sprinklers operate by throwing water
through the air, usually in a circular pattern, for a predetermined distance. After the
water land on the soil surface, it infiltrates into the root zone so it can be used by the
plants.
110
station: a circuit on an irrigation controller that can be programmed with a run time
separate from other circuits and provides power to one or more remote control valves.
tall fescue: cool-season turfgrass with excellent wear tolerance adapted to transition
zone.
U.L.: Underwriters’s Laboratories; this institution was established by the insurance
companies and today set safety standards for all electrical supplies and devices used
in the United States.
uniformity: the evenness of precipitation over a given area.

valve: a device to control water flow.
voltage: measure of electrical pressure
waterproof wire connector: All wire connections in the field wiring must be made
with these; it is a plastic tube filled with grease in which the spliced wire is placed.
wire gauge: The wire gauge is the wire size; the larger the number of wire gauge, the
smaller the wire size. A 14 gauge wire is larger than a 22 gauge wire.
Wire: in an automatic sprinkler system, low voltage direct burial wire is used to
connect the automatic control valves to the controller. The most frequently used wire
for commercial application is single strand, heavy gauge direct burial copper wire.
(The larger the gauge number, the thinner the wire.) The most frequently used wire
for the home sprinkler system is multi-strand. Color-coded multi-strand wire has
several coated wires together in one protective jacket.
Zone: a zone is the area to be watered by one sprinkler valve.
111
Unit VI Sports Turf and Turf Irrigation References and Resources
References and Resources
Agricultural Mechanics Books
Interstate Publishers, Inc.

510 North Vermillion Street
P.O. Box 50
Danville, IL 61834
Delmar Publishers, Inc.

Two Computer Drive West
Box 15-015
Albany, NY 12212
Small Gasoline Engine and Technical Books
Briggs and Stratton Repair Manual

Briggs and Stratton, Corp.
Milwaukee, WI 53201
Part No. 270962 – 12/97 or latest
www.briggsandstratton.com
Small Engine Care and Repair

Briggs and Stratton, Corp.
Part No. 274041
1-800-233-3723
Electrical Wiring
American Associate for Vocational Instructional Materials (AAVIM)

220 Smithonia Road
Winterville, GA 30683
706-742-5355
American Technical Publishers, Inc.

1155 West 175th Street
Homewood, IL 60430
1-800-323-3471
www.americantech.org
Surveying
University of Illinois
Department of Marketing and Distribution
1917 South Wright Street
Champa in, IL 61820
1-800-345-6087
option #2
112
Catalogs
Sears – Tool (Any Sears Store)
A.M. Leonard
241 Fox Drive
P.O. Box 816
Piqua, OH 45356
Corona Clipper
1540 East Sixth Street
Corona, CA 91719
909-737-6515
800-847-7863
http://www.coronaclipper.com
Tool Crib
P.O. Box 14930
Grand Forks, ND 58208
800-884-9132
www.toolcrib.amazon.com
Tool on Sale
216 West 7th Street
St. Paul, MN 55102
1-800-328-0457
www.7cornershdwe.com
Reed
1425 West 8th Street
P.O. Box 1321
Erie, PA 16512
800-456-1697
www.reedmfgco.com
Kenyon Tools
A Division of Malco Products, Inc.
Annandale, MN
www.kenyontools.com
Athletic Fields and Irrigation
Companies
Hunter Industries
222 Gregson Drive
Cary, NC 27511
919-467-7100
800-733-2823 (Technical Services)
www.HunterIndustries.com
113
Rain Bird Sales, Inc.

Customer Support Center
6640 S. Bonney Avenue
Tucson, AZ 85706
520-434-6200
800-247-3782 (Technical Services)
www.rainbird.com
The Toro Company

Irrigation Division
P.O. Box 489
Riverside, CA 92502
800-664-4740
www.toro.com
Lasco Fittings, Inc.

414 Morgan Street
P.O. Box 116
Brownsville, TN 38012
901-772-3180
www.LascoFittings.com
Books
Puhalla, J., Krans, J., & Goatley M. (1999). Sports Fields: A Manual for
Design, Construction, and Maintenance. Chelsea, Michigan: Ann Arbor Press.
Choate, R. (1987). Turf Irrigation Manual (rev. ed.). Dallas, Texas: Telsco.
Governing and Sanctioning Bodies
Baseball
Official Baseball Rules are published and distributed by:

Sporting News
P.O. Box 11229
Des Moines, Iowa 50340
(800) 825-8508
College Baseball and Softball:

The National Collegiate Athletic Association
6201 College Boulevard
Overland Park, Kansas 66211
(913) 339-1906
High School Baseball and Softball:

National Federation of State High School Associations
11724 Plaza Circle, Box 20626
Kansas City, Missouri 64195
(916) 464-5400
114
Pony League Baseball:

Pony Baseball, Inc.
P.O. Box 225
Washington, Pennsylvania 15301-0225
(412) 225-1060
Babe Ruth Baseball:

Babe Ruth League, Inc.
1770 Brunswick Pike, P.O. Box 5000
Trenton, New Jersey 08938
(609) 695-1434
Little League Baseball:

P.O. Box 3485
Williamsport, Pennsylvania 17701
(717) 326-1921
Softball:
Amateur Softball Association of America
2801 North East 50th Street
Oklahoma City, Oklahoma 73111
(405) 424-5266
Football
Professional:
The National Football League
280 Park Avenue
New York, NY 10017
(212) 450-2000
College:
(913) 339-1906
High School:
11724 NW Plaza Circle, P.O. Box 20626
(816) 464-5400
Pop Warner Football:

Pop Warner Little Scholars, Inc.
586 Middletown Boulevard, Suite C100
Langhorn, Pennsylvania 19047
(215) 752-2691
115
Soccer
American Youth Soccer Organization

P.O. Box 5045
Hawthorne, California 90251-5045
(213) 643-6455
College:
(913) 339-1906
High School:
11724 NW Plaza Circle, P.O. Box 20626
(816) 464-5400
116

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Unit VI Sports Turf and Turf Irrigation Lesson 4

Lesson 4 . Are You on the Level?

Terms National Science

• level the instrument.

Student Sheet Name_________________________

SETTING UP THE AUTOMATIC LEVEL FOR SURVEYING

A SCORING RUBRIC Name ________________Date _____________

SETTING UP THE AUTOMATIC LEVEL FOR SURVEYING

The purpose of this

The main method(s)

The best example(s)

Lesson 5 . Be There and Be Square

5. Laying out a Square Corner with Tape Measure

(What ever you call it, it works.)

Student Sheet Name___________________

1. Locate one corner of your field.

2. Set up the tripod and center over the corner.

3. Level the tripod head; attach the instrument to the tripod.

* You are Here Corner #3 *

Layout Corners with Tape Measures

1. Locate corner #1 (any corner can be corner #1).

2. Pull a line (the masonry line) from #1 to #3 corner.

3. Pull a line from #1 to #2 corner.

8. Move to #3 corner and repeat steps 1 through 6.

A SCORING RUBRIC Name ________________Date _____________

The purpose of this

The main method(s)

The best example(s)

Lesson 6 . So, You Wanna Play Ball?

Terms National Science

To calculate the slope: Understanding about

at each point. Behavior of

skinned areas: the portion of a baseball diamond Science as human

(high school) maximum 360 x 225 feet

Cross Section of A Drainage Tile of Sports Fields

Student Sheet Name_________________________

DETERMINE THE SIZE AND SHAPE OF YOUR BASEBALL, FOOTBALL, AND

To calculate the slope:

regulation pitcher’s mound:

1. Carefully listen to all instructions.

A SCORING RUBRIC Name ________________Date _____________

DETERMINE THE SIZE AND SHAPE OF YOUR BASEBALL, FOOTBALL, AND

The purpose of this

The main method(s)

The best example(s)

Lesson 7 . Cover It - Like the Dew Covers Dixie

• give 4 reasons why you selected the sprinkler you chose.

X (POC) Point of Connection

Main Irrigation Supply Line

Sprinkler Head to Head Coverage

• the participation of the discussion and the reflection questions.

Student Sheet Name___________________

PLANNING SPRINKLER AND LATERAL LAYOUT

irrigation system, installed:

main supply line:

3. Determine size of field, length, and width.

4. Make a scale drawing (rectangle) that represents the field.

5. Indicate on the drawing the location of the incoming water line.

7. State the reasons for your sprinkler selection.

10. Reasons for class selection.

Student Sheet Name___________________

1. Locate main connection for the water supply on the field.

A SCORING RUBRIC Name ________________Date _____________

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _

A SCORING RUBRIC Name ____Date _