The business of growing flowers, greenery, trees, and vegetables and of planting them in the landscape is commonly called the green industry. The U.S. Department of Agriculture (USDA) focuses on crop yields when it measures the green industry. It looks at horticulture — the growing of garden plants, vegetables, cut flowers, and potted flowering plants and of seedlings, cuttings and other propagative floriculture materials. The USDA also assesses the production of nursery crops, such as conifers, deciduous trees, ornamentals, Christmas trees, and fruit and nut plants.

Workers in the green industry grow all of these plants. Installing and maintaining plants are also part of the green industry. Workers in this segment of the industry may manage the turf on sports fields and golf courses or design and install landscapes in parks, schools, commercial sites, and individual yards. Workplaces for people with green thumbs run the gamut from small landscaping operations to huge garden centers. Sod farms, greenhouses, and nurseries hire people to produce the greenery needed for landscaping work. Landscaping maintenance firms employ people to mow grass, maintain equipment, spray for insects and prune trees. And nearly all institutions, such as hospitals, universities, golf courses — even shopping malls — need people to manage their landscapes and plants.

Horticulture for the Workplace I includes organized subject matter and practical experiences related to the culture of plants used principally for ornamental or aesthetic purposes. Instruction emphasizes knowledge and understanding of the importance of establishing, maintaining, and managing ornamental horticulture enterprises.

Typical instructional activities include hands-on experiences with propagating, growing, establishing, and maintaining nursery plants and greenhouse crops; tissue culture techniques; designing landscapes; preparing designs; sales analysis and management; participating in personal and community leadership development activities; planning and implementing a relevant school-to-work transition experience; and participating in FFA activities.

The Agricultural Science and Technology for the Workplace course is designed to teach essential concepts and understanding related to plant and animal life including biotechnology, the conservation of natural resources, and the impact of agriculture and natural resource utilization on the environment. Emphasis is placed on the role of agriculture in our society and the importance of agriculture to the welfare of the world. Basic personal and community leadership and safety, and agricultural mechanical technology are included as a part of the instructional program. Each student is expected to design and participate in a supervised agricultural experience.

Typical learning activities include hands-on learning experiences including performing basic principles of plant, soil, and animal science; studying and modeling the significance of humankind’s interrelationship with soil, water, and air; participating in FFA activities.

Students will be provided the opportunity and the knowledge to be prepared for the following industry recognized certifications: OSHA 10

Students are encouraged to complete WBL experiences with Forest Lake Greenhouses. These experiences give the students an opportunity to "test drive" a career. This empowers the student with the knowledge that they love the career or that it may not be for them, allowing them to change course to a career that best fit them. Either way the student will save time and money. If they love it the student will already have experience, contacts, references for the industry allowing them to start earning money sooner and likely at a higher than entry level. If they don't love it the student will not waist any more time pursuing a career that is not a good fit for them.

The Career and Technical Education Advisory Committees are made up of volunteers who agree to serve as advisors to one or more career and technical programs. Members include representatives from business, labor, community agencies, faculty, students and other members. The primary purpose of advisory committees is to provide direction and guidance for the specific career and technical area within the school to strengthen and enhance the success of CTE programs. By working closely with the business and labor communities, we continue to provide high quality workforce training and education to our students so they will succeed in today's job market.

The committees support and strengthen the partnership between business, labor, the community, and education. The committees make recommendations that will strengthen and help to expand the curriculum to improve the quality of program(s). Members provide valuable input in areas such as curriculum development, industry relevant certifications, student recruitment and placement, staff development, equipment and software recommendations.