Advanced Plant and Soil Science 1a/1b

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The instructional materials provide a comprehensive “Scope and Sequence” that outlines alignment to the TEKS, ELPS, industry core concepts, and technical skill competencies within each unit. Under the “Teacher Resources” tab, in the “Scope and Sequence” section, a table demonstrates how the standards and competencies throughout the course support instructional progression and skills development. The material allows educators to integrate academic expectations and identify where each unit introduces and applies industry core concepts. The “Scope and Sequence” section provides support and pacing, and helps educators plan the course.

The materials also include “Industry Concepts” and “Technical Skills” sections that outline the core concepts and technical knowledge with competencies that each instructional unit addresses. The unit descriptions identify the specific skills students are expected to develop and provide a structured progression of learning that supports the course outcomes. This organization assists educators in understanding the learning objectives and sets clear expectations for the unit.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The instructional materials include a well-developed “Scope and Sequence” with embedded pacing support that addresses multiple instructional delivery models and instructional calendars. In the “Teacher Resources” tab, the “Pacing Guide” includes sample pacing structures for Pathways in Technology Early College High School (P-TECH), Early College High School (ECHS), block scheduling, modified block scheduling, and alternative calendar configurations. The materials allow educators to adapt pacing recommendations and support course implementation across diverse settings while ensuring coverage of standards, technical skills, and instructional outcomes.

The course guidance also includes implementation support to help educators modify lesson plans to accommodate 16-, 18-, or 36-week instruction schedules. The pacing recommendations are flexible, allowing educators to customize their pacing and delivery method to best support their instructional approach and their students’ needs.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The materials include a clear explanation for the rationale behind the unit sequence and how technical skill development progresses throughout the course. At the top of each unit, the “Concepts” and “Technical Skills” sections provide an overview of how the course intentionally structures content and competencies to support scaffolded learning. The resources explain how the course introduces, reinforces, and revisits technical skills across multiple units. This structure supports students to continuously develop skills from the beginning to the end of the course, and allows for course continuity and learning reinforcement.

Within the “Teacher Resources,” the “Scope and Sequence” section includes a table that organizes technical skills and concepts by unit. This component outlines the progression of skills and content knowledge, helping educators understand the course’s industry-aligned learning outcomes. The “Scope and Sequence” provides a roadmap for instruction, allowing educators to identify the skills students will learn.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

Each lesson plan includes internalization protocols that correspond to the guidance for each unit and lesson to support effective instruction. The internalization protocols offer guidance for students to review, process, and revisit content in order to develop a deeper understanding and sustained mastery of the concepts and technical skills throughout the course.

The materials include unit and lesson slide decks with structured guidance and resources that help educators effectively and consistently present lesson content and align instruction to the learning outcomes.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

Under “Teacher Resources,” the “Instructional Leader Guide” section provides implementation supports to assist with observing educators and supporting them to deliver the curriculum as designed. This section also includes guidance and actionable resources for administrators, instructional leaders, and educators that clarify roles and responsibilities related to the curriculum implementation.

The “Instructional Leader Guide” section provides resources and structured support, such as “Supporting Teachers with Planning and Delivery.” The guide outlines how leaders can assist educators in delivering the course content. Additionally, the resources include a dedicated section that lists professional development opportunities to help instructional leaders support educators.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The “Teacher Resources” tab includes unit overviews that identify the professional and technical vocabulary necessary to teach the concepts and technical skills in each unit. The “Vocabulary and Language Support” section provides unit-specific academic and technical terminology. Educators can use these resources to reinforce discipline-specific communication and technical language throughout the course.

Each unit lesson plan identifies vocabulary support that aligns to skill instruction, and lists the professional and technical vocabulary necessary to teach the unit. For example, on the first two pages of the unit 7 lesson plan, there is a clear overview that identifies academic, professional, and technical language. These two pages also provide background content knowledge necessary to teach the concepts and technical skills of the unit. “Students should know and understand the basic ideas of plant reproduction and the transfer of traits from parent plants to offspring.” The “Vocabulary and Language Support” section gives educators unit-specific vocabulary lists: punnett square, phenotypic selection, and germplasm. These materials also provide the content necessary to teach the concepts and technical skills in the unit.
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Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials include bilingual family communications. A “Connections Letter” in English and Spanish guides families to support student progress, providing suggested strategies for reinforcing unit concepts at home. Each letter includes additional links to learning extension activities, key academic and technical vocabulary, and background knowledge to strengthen understanding of course content. In addition, the course gives students tasks that encourage them to use what they learn in the real world. The tasks include guiding questions and tips to help families support their student’s academic engagement beyond the classroom.

The course materials provide accessible communication and learning supports that promote family engagement. For example, the “How to Use the Course Features” and “How to Study Resources Effectively” sections include a “Connections Letter.” In addition, the literacy support toolbar translates course content into more than 90 languages, supporting equitable access to information. The translation options further strengthen the home-to-school connection by allowing families to engage with and participate in course content.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

In the “Teacher Resources” tab, the unit 5 lesson plan shows how each lesson aligns to the TEKS and ELPS. In addition, the “Lesson Objectives” section details how content and language goals align. The “Instructional Activities” section provides tasks for educators and students, along with questions to help students process the lesson content. The “Assessment” subsection includes knowledge and critical thinking questions that monitor student understanding. The “Pre-Teaching Guidance & Unit Overview” section includes materials and resources that identify what educators need for implementation.

The unit 6 lesson plans also provide clear evidence at the lesson level. The class 2 lesson plan identifies the applicable TEKS and ELPS and lists lesson objectives, showing strong alignment to content and language standards. The “Instructional Activities” section provides tasks for educators and students, along with guiding questions that support student engagement and understanding during daily instruction. In addition, the class 2 “Assessment” subsection includes a range of diagnostic, formative, and summative assessment options, providing multiple ways to measure student learning.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

In the “Teacher Resources” tab, the unit 5 lesson plan includes a “Materials and Resources” section that lists necessary and optional materials for educators and students. The list also identifies the resources and software that educators and students need across the unit. Additionally, the section references supporting tools such as slides and scope and sequence documents, ensuring that educators have access to key instructional support.

The materials include clear and structured timing guidance. In the unit 3 lesson plan, the “Instructional Activities” section details 120 minutes of instruction time in chronological order from start to finish.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

Under “Teacher Resources,” the unit 3 lesson plan includes guidance for using lesson resources to support extended practice. The materials provide recommendations for extending learning beyond the classroom through lesson enrichment, Career and Technical Student Organization (CTSO) participation, and professional skill development activities that align with each course outcome. Instructional planning resources include CTSO guidance, supporting continued student engagement and real-world application.

The materials provide multiple opportunities for students to extend their learning beyond the lesson.Throughout the unit 5 lesson plans, the “Homework” and “Enrichment & Extensions” sections guide continued practice, deeper content exploration, and differentiated learning experiences. For example, the class 2, “Enrichment & Extensions” section challenges students to apply and expand their understanding through activities that require analysis, evaluation, and creation. Students research or infer where specific plant groups are commonly found in Texas and explain how the plant structures support survival in those environments. Additional extension activities encourage students to construct and evaluate products or responses that demonstrate deeper content understanding. For example, the “Homework” section in each lesson provides critical thinking questions for students to complete on their own. The assignment reinforces key lesson concepts and gives students the opportunity to independently engage with the content.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials include a variety of instructional assessments that measure student learning throughout the course. The unit 7 lesson plan incorporates diagnostic, formative, and summative assessment opportunities such as critical thinking questions, skill demonstrations, knowledge checks, and cumulative projects. Throughout the course, students regularly use formative assessments to update their portfolios, allowing educators to monitor student progress and provide feedback over time.

The materials provide multiple assessment types to evaluate student understanding and mastery. In the unit 5 “Suggested Answers” section, the “Plant Production” activity includes a knowledge check in the instructional narrative that acts as a formative measure of student learning. Additional assessments range from critical thinking questions and hands-on activities to summary assessments.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The “Implementation and Quality Guide” includes an instructional table that identifies and describes diagnostic, formative, and summative assessments. The table explains how educators should use each assessment type to gather information about student learning and inform instruction. This guidance supports educators in appropriately selecting and implementing assessments throughout the course.

The instructional activities provide guidance on when and how to administer each assessment, ensuring educators use assessments at appropriate points to monitor progress, measure understanding, and evaluate students’ mastery of content and skills. For instance, in “Teacher Resources,” the unit 7 lesson plan has a dedicated “Assessment” subsection that identifies diagnostic, formative, and summative assessment opportunities throughout the lesson.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The unit 2 lesson plan provides assessment guidance with clear administration procedures, educator actions, and assessment expectations. The materials provide sufficient detail for educators to consistently administer instructional assessments as designed.

The “Implementation and Quality Guide” includes internalization protocols that provide assessment planning and preparation guidance for educators. The guide gives educators adequate lead time to review assessment expectations, administration procedures, and required materials before instruction. The materials ensure that educators embed assessments within the curriculum and implement them consistently as designed.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The “Scope and Sequence” section includes a mapping table that clearly illustrates how assessments, the TEKS, the ELPS, and objectives align at both the course and unit levels. The table allows educators to easily determine which standards each assessment measures and how students demonstrate mastery throughout the course. Specifically, the “Aligned Standards” column identifies the exact TEKS each unit addresses. For example, unit 1 focuses on the TEKS requiring students to understand the interrelationships among plants, soil, and people in historical and current contexts. The standard includes expectations that students research and document major historical milestones related to plant and soil properties. The table also provides a detailed assessment and performance task column that identifies the diagnostic, formative, and summative assessments that evaluate those specific TEKS in unit 1. The diagnostic assessments include Supervised Agricultural Experiences (SAE) tracker setup and reflection activities, which can provide insight into students’ prior knowledge. The formative assessments include critical thinking questions, class discussions, and activities such as a lab safety demonstration. The summative assessments include performance-based tasks and a quiz that all apply to the TEKS objectives.

Similarly, the unit 7(1b) lesson plans directly connect diagnostic and formative assessments to the TEKS, ELPS, and objectives at the lesson level. The materials ensure the assessments purposefully align to the knowledge and skills students are expected to demonstrate within the unit. For example, unit 7(1b), class 1 addresses the TEKS requiring students to evaluate components of plant science that relate to crop production and advancement, including analyzing genetics and crop evolution, and applying principles of genetics and breeding to plant production. The lesson assesses these TEKS through diagnostic and formative measures. The diagnostic knowledge check question 1 serves as an initial measure of students’ prior knowledge. Critical thinking questions 4 and 5 provide formative assessment opportunities, requiring students to use Mendel’s laws of inheritance to explain how genetics and the evolution of crop varieties help plant breeders predict inherited traits. Question 5 asks students to explain how recessive traits can remain hidden across generations, directly assessing student understanding of genetics concepts identified within the TEKS. These assessment opportunities demonstrate purposeful alignment with the skills students are expected to master.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

In the “Teacher Resources” tab, lesson plans contain assessments and activities that vary in cognitive complexity. Lesson activities require students to reflect on what they learned through SAEs. The task extends beyond recall by engaging students in reflection, communication, and application of the knowledge they gained through their experiences. The lessons demonstrate how the assessments align to the TEKS and ELPS while providing students with continued opportunities to synthesize learning and deepen understanding.

The “Implementation and Quality Guide” provides a progression of the TEKS- and ELPS-aligned assessment opportunities that increase in rigor. The guide includes critical thinking questions, unit activities, and performance-based tasks designed to evaluate student understanding at multiple levels. This progression supports measuring student mastery by moving students from foundational knowledge and skill development to higher-order thinking and analysis.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The “Teacher Resources” provide a rubric structure that supports consistent evaluation of student responses by giving educators clear guidance for interpreting student work and assigning scores. For example, the unit 1 “Suggested Answers” section provides detailed sample responses for discussion questions, critical thinking questions, and other lesson assessments. The suggested answers help educators interpret student responses by identifying the essential concepts, reasoning, and knowledge expected for mastery. By providing suggested answers aligned to lesson objectives, the materials support consistent evaluation of student understanding. In addition to suggested answers, the materials include rubrics for assessments and activities that define performance expectations using full credit, partial credit, and little credit scoring categories.

The unit 3 lesson plans explicitly align instruction, assessments, and standards. The unit identifies the TEKS, ELPS, and unit objectives at the beginning of the unit and lesson sequence and incorporates multiple assessment opportunities, including diagnostic knowledge checks, critical thinking questions, unit activities, and quizzes. The scoring support extends beyond simply providing correct answers. The rubrics establish clear performance criteria that help educators distinguish between students who demonstrate complete understanding, developing understanding, or limited understanding of the content.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials provide guidance for using the included tasks and activities that respond to student trends in assessment performance. For example, the “Implementation and Quality Guide” includes instructional recommendations based on assessment results. The materials identify targeted intervention activities for students who are struggling with concepts and provide extension opportunities for students who demonstrate mastery. These supports enable educators to adjust instruction and address learning needs based on student performance data.

The unit 4a lesson plan provides action-oriented instructional strategies to respond to student trends in assessment performance. The “Assessment Performance Guidance” recommends strategies for students who are struggling, including using vocabulary organizers, visual supports, and scaffolded activities to reinforce understanding. For students who demonstrate mastery, the materials provide opportunities to extend learning through deeper thinking tasks and applying concepts to real-world scenarios. These differentiated supports help educators effectively respond to assessment outcomes and meet the needs of diverse learners.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The “Implementation and Quality Guide” provides embedded tools that support tracking student progress and growth over time. The guide describes a digital platform that includes educator- and student-facing features such as a gradebook and progress monitoring tools. The materials support educators in monitoring performance data, documenting growth, and reviewing student achievement trends while also enabling students to access information related to their own learning progress.

In the unit 6 lesson plan, the “Student-Facing Assessments” section gives students timely feedback and lets them view assessment performance in real time through the digital platform. The materials provide opportunities for students to monitor their progress throughout the lesson cycle. This feature also promotes monitoring learning outcomes and gives both educators and students access to the information.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

In each lesson, the “Supports for all Learners: Differentiation & Scaffolding Instruction” section provides explicit and consistent educator guidance for differentiated instruction. Across unit lesson plans, the materials provide educators with intervention strategies, supports for emergent bilingual (EB) students, and recommendations for modifying activities when students struggle to master content and technical skills. In unit 4, class 1, the “Intervention Methods (SDI)” subsection provides a guided vocabulary organizer with visuals and simplified definitions for students who require additional support. The materials instruct educators to model examples aloud to reinforce understanding, and have students highlight key vocabulary terms. The lesson further recommends chunking reading materials into shorter sections with frequent comprehension checks, which allows educators to monitor understanding and provide clarification before moving forward.

Additionally, in unit 8, class 1, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section includes an “Intervention Methods (SDI)” subsection that directs educators to provide structured visual supports, including labeled diagrams, before introducing new vocabulary. The materials explain that the visual supports help students build a concrete understanding of the concept. The subsection also recommends that educators use a cause-and-effect organizer to help students connect soil properties and their impacts. Subsequent classes continue this pattern of differentiated instruction by providing instructional strategies such as T-charts, visual comparison tables, graphic organizers, and guided discussions. These tools demonstrate a comprehensive approach to supporting students who have not yet reached proficiency in content and technical skills.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The “Implementation and Quality Guide” explains that the lesson plans incorporate a variety of instructional approaches, such as lesson starters, guided practice, and group work. The guide also identifies where educators can find supports for unfamiliar vocabulary and references, including unit-level pre-teaching resources. The guide identifies the structure and the location of the supports and shows that the materials include clear guidance for effective lesson delivery and facilitation. The guide works as a roadmap, while the individual unit lesson plans include step-by-step instructional support.

At the beginning of the unit 8 lesson plan is a section titled “Vocabulary and Language Supports,” which provides a preview of the academic, professional, and technical vocabulary used within the unit’s lesson plans. A second subsection, titled “Figurative Language, Idioms, and References,” also provides additional phrases, expressions, and references to connect specific quoted phrases that match up with materials within the lessons. A specific example is the idiom “drink deep,” meaning to fully take in or absorb something, like plants taking in plenty of water.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The materials provide lesson-level guidance for differentiated instruction and extension. In the unit 5 lesson plan, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section provides educators with structured strategies for delivering content. The section also provides targeted enrichment and extension activities that are designed for students who have demonstrated proficiency in the TEKS-aligned knowledge and technical skills.

The course embeds extension activities that directly connect to mastering the content, supporting all learners and extending their knowledge in meaningful ways. The “Enrichment & Extensions” section provides concrete tasks that challenge students to use content knowledge. For example, in unit 8, class 5, students that are mastering content develop a cause-and-effect organizer that breaks down systems into components, giving students a deeper understanding of irrigation and drainage systems.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

Under “Teacher Resources,” the “Implementation and Quality Guide” establishes that specially designed instruction (SDI) is embedded within lesson planning for students receiving special education services. The guide states that the lesson plans include SDI for students who have not yet reached proficiency. The materials indicate a consistent and intentional approach to addressing diverse student needs.

Each unit lesson plan includes SDI directives. For example, in the unit 8, class 2 lesson plan, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section includes an “Intervention Methods (SDI)” subsection with two specific examples for educators to follow. In one example, educators use visuals, sentence frames, and educator-led examples to help students distinguish saturation, field capacity, and wilting points. This example shows that the materials provide educators with consistent lesson-level direction to support students receiving special education services alongside general classroom instruction.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials include direct guidance and prompts that support educators in modeling and explaining concepts during instruction. For example, in the unit 8, class 5 lesson plan, the “Instructional Activities” section provides direct educator prompts that guide how to introduce, explain, and discuss concepts. For each lesson slide, the materials provide educator language and detailed explanations that support student analysis through open-ended questions, discussion opportunities, and guided conversations.

Unit 3(1a), class 1 provides direct instructional support that also assists educators in explaining and facilitating student understanding. In this unit, each “Instructional Activities” section includes educator-specific prompts that guide discussions, analyze lesson content, and connect students’ thinking to the concepts on each slide. These embedded supports help educators model academic thinking and clarify new learning.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The “Implementation and Quality Guide” includes recommendations for a variety of instructional approaches that support effective lesson planning and delivery. The “Instructional Activities” section provides an overview of the instructional supports embedded within lesson plans. The guide identifies a variety of instructional methods such as bell ringers, guided practice, and group work, and directs educators on how to implement them in the lesson. Though the evidence is still vague, it provides most details at the unit and lesson plan levels.

In the unit 8, class 3 lesson plan, the “Instructional Activities” section provides educator guidance for multiple effective instructional strategies. These strategies help educators effectively facilitate learning by engaging students in the lesson content. Lesson plans also provide detailed prompts for the lesson and activities.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

In unit 7(1b), class 2, lesson 2 provides structured guidance for guided, collaborative, and independent learning. The instructional activities follow a consistent structure that begins with individual student review, transitions into group work, and includes direct instruction where educators regularly ask questions. The lesson instruction also incorporates independent reflection and journaling, followed by a closure activity where the educator polls students to check for understanding. This structure repeats across lessons in unit 7(1b), supporting varied and intentional practice opportunities.

Each lesson embeds supports to ensure that instructional delivery varies. For example, in unit 5(1b), the class 2 lesson plan provides structured support for multiple types of practice and includes clear instructional guidance for educators. The instructional activities are structured the same way, incorporating a blend of guided, independent, and collaborative practice opportunities. The materials provide educators with recommended structures for grouping students, facilitating discussions, and supporting individual reflection.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The materials provide guidance for educators on incorporating activities into lessons to support language acquisition. The unit 4, class 1 lesson plan includes implementation guidance to support educators in effectively using materials in bilingual and ESL programs. The “ELPS” section specifies which ELPS the lesson meets. Additionally, in the “Supports for All Learners: Differentiation & Scaffolding Instruction” section, the “Emergent Bilingual Student” subsection includes support for bilingual and ESL students at various proficiency levels.

The materials also include implementation guides that support bilingual and ESL students in using more academic, professional, and technical language. For example, units 4 and 8 include “ELPS” and “Emergent Bilingual Student” sections. Both units also include structured differentiation by proficiency level, ensuring educators have clear guidance to effectively implement materials and instructional strategies. The educator creates a dual-language word wall using the unit vocabulary as context. The students are able to connect key vocabulary words from English to their primary language, providing a reference tool when working on responses and discussions.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials include educator guidance that supports linguistic accommodations for varying levels of language proficiency. For example, in the unit 7, class 2e lesson plan, the “Emergent Bilingual Student” section provides specific strategies to support language development, including reviewing key vocabulary before reading, conducting text walkthroughs, and using graphic organizers to support comprehension. The materials also outline differentiated language supports across three different proficiency levels—beginner, intermediate, and high—to help educators adjust instruction based on individual student needs.

In the unit 8, class 1 lesson plan, the “Emergent Bilingual Student” section includes detailed accommodations such as creating a bilingual word wall using unit vocabulary translated from English to the students’ primary language(s). The word wall serves as a reference tool for students during discussions and written responses.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials embed guidance to support EB students in developing academic, professional, and technical vocabulary, increasing their comprehension and building background knowledge. In unit 1 lesson plans, the “Supports for all Learners: Differentiation & Scaffolding Instruction” section provides structured supports and activities that help students access and understand difficult content. The supports include guidance for presentations and multiple assessment options that allow students to demonstrate understanding in a variety of ways that promote comprehension and vocabulary acquisition.

The materials embed guidance to support EB students in increasing comprehension and building background knowledge. The unit 3 slide deck includes visuals, charts, and graphics that help clarify difficult concepts before students use the vocabulary. These supports help students develop academic vocabulary and content knowledge, and make the concepts more understandable for EB students.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

In unit 1, class 1, the activities require students to meaningfully demonstrate their understanding. The lesson plan guides educators to provide direct instruction on plant production methods in various urban settings, explaining how cities create challenges and opportunities for agriculture. The lesson plan also demonstrates how students can learn about industry-level models such as community-supported agriculture, farmers’ markets, vertical farming, and agritourism.

The unit 8 lesson plan includes detailed instructional steps. Class 1 breaks direct instruction into clear stages with specific slide guidance. Similarly, in class 2, students participate in a hands-on activity modeling soil texture and structure, which reinforces educator-led instruction. Class 3 guides educators on how to provide direct instruction on concepts such as water quality, contamination, economic impact, and best agricultural practices for protecting water resources. In later activities, students design water-saving systems, showing how direct instruction applies to industry-relevant skills. The materials support educators in modeling these concepts and guiding students through understanding their importance in real-world settings.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The unit 2 lesson plan demonstrates a structured approach to developing vocabulary. Students begin by practicing pronouncing, reading, and writing key terms such as rhizosphere, nitrogen fixation, and biofertilizers, which helps build foundational understanding. Students then revisit and use the terms through collaborative reviews, group discussions, and short presentations, providing repeated opportunities to apply vocabulary in a specific context. Additionally, the lesson plan prompts educators to have students maintain an ongoing vocabulary list throughout the course, which allows students to continuously build and refine their understanding of the language.

Each unit includes activities and critical thinking questions that require students to evaluate and apply key terms. The tasks ensure that students actively use vocabulary to explain ideas and confirm that they understand the content. The “Suggested Answers” section also supports educators in reinforcing the correct vocabulary during instruction and feedback.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

In the unit 3 lesson plan “Instructional Activities” section, students begin with a foundational phase that focuses on reading, comprehension, and understanding key concepts through retelling, paraphrasing, and summarizing. As the lessons continue, students transition into more complex tasks, such as analyzing geological formations and identifying types of weathering, which require them to apply new knowledge. This progression shows a clear shift from basic understanding to higher-level thinking. The lesson has a synthesis phase where students present their findings to the class, using real-world industry communication practices. The lesson structure increases in rigor, ensuring that students continuously develop and refine their industry-specific skills.

Unit 5 includes increasingly complex tasks that let students develop and refine industry-specific knowledge and skills. In the lesson plan “Instructional Activities” section, students begin by identifying key concepts such as plant adaptations, plant hormones, nutrients, and plant management practices, which builds strong foundational knowledge. As the unit continues, students move beyond identification and begin to apply concepts to real-world scenarios, showing an increase in rigor. This progression demonstrates how students refine their understanding by using knowledge in increasingly complex ways. Students revisit key concepts in later lessons and units. The lesson plan activities also require students to connect multiple concepts.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

In the unit 3, “Cumulative Activity,” students complete a five-slide presentation comparing agricultural and urban soil, which aligns with the TEKS. Students must gather images, identify and describe soil characteristics, and analyze biotic and environmental factors. Students then explain similarities and differences, and demonstrate a deep understanding of industry-specific concepts such as soil health and land use. The activity requires students to apply scientific knowledge and communication skills, and use evidence and reasoning to support their ideas, showing higher-level understanding. The final presentation format ensures students clearly demonstrate their learning in a structured and meaningful way.

Unit 5, lesson 1 requires students to demonstrate their understanding of industry-specific knowledge and skills through set activities. For example, students describe the structure and function of plant parts and explain the growth and development of major crops in Texas. The task requires students to show understanding beyond basic recall. Then in lesson 2, students apply professional knowledge by identifying and explaining legal and ethical responsibilities. Later in lesson 5, students collect and organize qualitative and quantitative data using graphs and charts, demonstrating technical skills aligned to industry practices. Throughout these lessons, students move from describing concepts to analyzing and applying them, showing mastery of industry-specific skills.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The unit 5 lesson plan connects plant science concepts to prior learning. Educators guide students to connect new concepts, such as principles of design, to previously learned topics, including plant anatomy, structures and functions, cell processes, growth patterns, tropisms, and data analysis. Students also apply prior knowledge while learning new skills as they collect and analyze plant data. These activities connect earlier lessons and current learning.

Unit 7 also builds on prior knowledge of soil health. In the lesson plan, the “Prior Knowledge and Prerequisite Skills” section clearly outlines what students should know and understand. Under the “Instructional Activities” section, instruction begins with an overview of agronomy, which is directly connected to an earlier unit on soil health. Students then apply this combined knowledge to complete industry-relevant tasks, such as analyzing costs and benefits, evaluating outcomes, and designing sustainable farming systems. This lesson demonstrates how the materials use prior knowledge as a foundation for new, more complex learning. Additionally, the tasks require students to integrate multiple concepts and apply prior learning, increasing rigor and relevance.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The materials explicitly identify and integrate cross-curricular connections in the lesson plans to support transferable academic knowledge. In unit 3, for example, the “Cross-Curricular Connections” section outlines how students apply learning across literacy, math, social studies, and science. Students engage in literacy by reading and interpreting information and technical agricultural texts, diagrams, and data displays related to genetic technology. Students use math skills to interpret graphs, statistics, and projection data. Students engage with social studies when they examine how agricultural production varies by regions based on climate, resources, and economic conditions. Students gain science skills and knowledge by applying plant biology and environmental science concepts to understand how genetics affects plant growth. These tasks require students to apply academic skills within an agricultural context, ensuring that students understand how core subjects support industry learning.

Unit 5 also has a “Cross-Curricular Connections” section that explicitly outlines integrated skills. The lesson plan includes multiple cross-curricular examples, allowing students to use their academic skills to support learning. The structured format of the lesson plans consistently embeds connections, making them easy for the educator to implement. The “Cross-Curricular Connections” section ensures that lessons intentionally reinforce the skills across all units.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The “Implementation and Quality Guide” explains that lessons are not taught in isolation but instead combine plant and soil science content with reading, discussions, writing, and problem-solving activities. Students develop technical knowledge while also practicing academic skills, such as analyzing information and communicating ideas. At the same time, students build employability skills including collaboration, communication, and responsibility through structured classroom activities.

The materials provide a “Scope and Sequence” that intentionally integrates academic, technical, and employability skills throughout the course. The “Course Overview” explains that students gain advanced plant and soil science knowledge while also developing the skills they need for the workforce. For example, students explore complex topics such as soil pollutants, plant adaptations, and pest management while building leadership and employability skills, including participation in Future Farmers of America (FFA) programs and real-world problem solving. The course structure ensures that each unit builds on prior learning, reinforcing both content, knowledge, and skill development.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide multiple opportunities for students to explore careers. In unit 2, students examine a variety of plant and soil science careers, including research, education, extension services, agribusiness, and entrepreneurship. Throughout the first two lessons, students analyze the education requirements, certifications, workplace skills, and training pathways for these professions. The lessons move beyond simple career identification by requiring students to evaluate how professional preparation, credentials, and industry skills influence career opportunities. Students also connect their understanding of career pathways to SAEs, helping them relate classroom learning to future education and occupational goals.

Students engage in more extensive career investigation activities that require them to connect personal interest and SAEs. In unit 2, activity 1, “How Can You Design a Plant-Based SAE to Aid Your Future Career Search?” students research career and entrepreneurship opportunities related to their chosen SAEs. As part of the activity, students investigate at least two potential careers, examining internships, entrepreneurship opportunities, and the education and professional pathways associated with each option. Additionally, students analyze how their SAEs can support future career goals and workforce readiness. Unit 8 also reinforces career exploration when students compare plant and soil science careers by examining job responsibilities, salary requirements, and personal career interests. Students have the opportunity to connect career exploration with their own long-term goals.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

In the unit 2, class 1, “Enrichment & Extensions” section, students work collaboratively to examine relevant labor market information (LMI) and workforce data related to agricultural careers. Students analyze, summarize, and explain workforce trends and employment information to support informed career decisions. Rather than simply learning about careers, students engage with workforce data and use their findings to investigate career pathways that align with their interests.

Students further investigate careers by connecting LMI to their personal goals and SAEs. In unit 8 students research plant and soil science careers using workforce resources such as state and national labor market data. Students compare multiple careers by examining workforce demand, job responsibilities, education requirements, certifications, and career opportunities. Students then evaluate which pathways best align with their interests and career objectives.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials provide a structured career investigation activity that helps students develop individualized career goals within plant and soil science industries. In unit 2, class 2, students engage in a self-reflection activity, “Charting a Career Pathway,” to explore their career interests. Students identify the aspects of plant and soil science that interest them and brainstorm potential career options that align with their strengths and aspirations. Students further evaluate their personal qualities such as work ethic, leadership potential, and entrepreneurial interest to determine how these characteristics align with various agricultural careers. Through direct instruction, reflection tasks, and career exploration activities, students move beyond general awareness of careers and begin connecting their interests, strengths, and future goals to specific education and career pathways within plant and soil science.

Unit 2 includes other career planning activities, such as activity 2, “How Can My SAE Help My Future Career?” Students research multiple plant and soil science career pathways and develop a data chart examining education requirements, industry credentials, internships, and entrepreneurship opportunities. Students then connect their research to their SAEs, demonstrating how their current experiences can support future education, professional, and career goals. Additional unit activities require students to compare career pathways, investigate post-secondary training options, and evaluate which opportunities align with their interests and aspirations.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials provide guidance for educators to deliver direct instruction on professional standards and employability skills. For example, unit 2 gives educators step-by-step instructional support for bell ringers, modeled discussions, guided questioning, and direct instruction that focuses on workplace expectations and career readiness. In class 3, educators begin with a “What Do You Think” bell ringer activity that focuses on workplaces, and then provide explicit instructions on employability skills relevant to plant and soil science careers. Students explore professional behaviors, workplace expectations, communication skills, and habits that contribute to success in agricultural careers.

Additional guidance appears throughout unit 2 as educators introduce students to career pathways, interview expectations, and professional skills needed for employment in the industry. The emphasis on professional standards and employability skills continues throughout the course as educators guide students through workplace habits, entrepreneurship, career pathways, and industry expectations. In class 5, educators facilitate a bell ringer poll followed by direct instruction on workplace habits and professional behaviors necessary for career success.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

In unit 2, activity 4, “Can You Demonstrate Professionalism in the Workplace?” students role play realistic workplace scenarios by practicing prioritizing responsibilities under time constraints. This activity requires students to demonstrate professionalism, strong communication, decision-making skills, work ethic, and problem-solving skills within the plant and soil science context. Students analyze workplace concerns and determine appropriate professional responses, actively applying employability skills.

Additional career development opportunities are embedded throughout unit 2 as students connect career preparation to exploring leadership careers and SAEs. In activity 3 students analyze and participate in the FFA program, developing leadership initiatives and reflecting on employability skills such as teamwork, communication, and conflict resolution. Students also investigate their SAE projects and explore how they support future education and career goals.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

Unit 2 introduces students to industry-specific terminology. Students then actively apply the vocabulary while exploring plant and soil science careers, workplace expectations, and professional responsibilities. In activity 4, “Can You Demonstrate Professionalism in the Workplace?” students practice communication, problem solving, and professionalism while demonstrating their understanding of industry terminology. Additionally, unit 2, lesson 1 encourages students to build a personalized vocabulary list throughout the unit.

The unit continues to emphasize career-related vocabulary in structured speaking, writing, and presentation activities. In class 5 students complete a group unit vocabulary review in which they practice content-specific terminology with peers, then create and present a formal script that incorporates terms such as entrepreneur, meritocracy, work ethic, and agricultural value chain. The class listens for and responds to the terms, further reinforcing vocabulary. Similarly, in unit 4, class 1, students apply technical plant and soil science terminology including texture, structure, density, and color, while evaluating projects to make real-world land use recommendations.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

The materials provide work-based learning experiences through SAEs and classroom learning through industry-focused investigations and problem-solving projects. Students engage in agricultural practice, use industry-standard tools and processes, and apply technical knowledge to real-world environmental and land management challenges. In unit 2, activity 1, ”How Can You Design a Plant-Based SAE to Aid Your Future Career Search?” students explore plant and soil science career pathways and select an SAE topic that aligns to their interest, such as plant propagation, seed testing, plant production, soil management, or greenhouse research. Students then develop a project proposal by outlining project goals, required materials, procedures, timelines, and methods for documenting progress. As they plan, document, and evaluate their SAE topic, students apply technical knowledge from plant and soil science while practicing employability skills such as project management and organization, responsibility, and recordkeeping.

In unit 4, activity 2, “Can You Model Soil Contamination Pathways and Design Remediation Solutions?” students investigate how contaminants move through soil systems and evaluate the potential impact on land use and agricultural productivity. Students research contaminated sites, model contamination pathways, and develop remediation strategies using engineering and scientific practice. Students must analyze and apply technical knowledge as if they were agricultural scientists, soil specialists, or environmental professionals. This activity reinforces critical thinking, problem-solving, and decision-making skills while students apply plant and soil science concepts.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

Students use industry-specific technology, equipment, supplies, and analytical tools, engaging with the same resources that soil scientists, agronomists, and agricultural technicians use. Students use geographic information system mapping, small-scale equipment, classification tools, pH testing materials, and digital documentation platforms. In unit 3, activity 2, “How Can You Compare Soil Types in Texas Using SoilWeb Geographic Information System (GIS),” students access a professional soil mapping and analysis tool used in agriculture and natural resource management. Students use the tool to explore online soil survey data for locations across Texas, and identify, classify, and compare soil types based on their characteristics and potential agricultural usage. Students gain hands-on experience with this industry-standard technology.

Students continue field-based learning to build their understanding of soil classification and analysis by using industry-specific equipment and sampling methods. In unit 4, activity 1, “In the Field—Can You Collect a Soil Sample and Evaluate Soil Using Experiential Methods?” students collect soil samples using appropriate digging and sampling tools and document observations using digital recording methods such as photography. Students then perform a ribbon test to evaluate soil texture, a common technique in agricultural environmental field assessments. By working directly with soil samples and professional sampling procedures, students gain practical experience using industry tools and methods.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

In unit 6, activity 2, “How Can You Compare Propagation Methods?” students conduct a propagation lab and compare different methods of plant reproduction. As they observe, document, and evaluate results, students use specialized terminology related to propagation techniques, plant growth, rooting success, germination, and plant development. Students communicate their findings using appropriate scientific language and compare the advantages and limitations of various propagation methods. By embedding technical vocabulary within the lab investigation, the activity helps students develop the communication skills expected in plant science and agriculture careers.

In unit 7, students also apply industry-specific vocabulary in the community-focused activity 3, “How Do I Plan a Community Stewardship Event?” Students design an agricultural outreach event and develop education materials to inform the public about responsible land management, crop production, and environmental stewardship. Students use course-specific terminology, such as sustainable farming, agronomy, or cropping systems, to plan the event, create information flyers, and communicate the purpose and benefits of the topic. By embedding terminology into experiential learning opportunities, the activity requires students to communicate scientific concepts and agricultural practices in ways that reflect industry and professional expectations.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

In unit 4, activity 2, “Can You Model Soil Contamination Pathways and Design Remediation Solutions?” students investigate a real contaminated site and analyze how pollutants move through soil systems. Students apply plant and soil science concepts to model contamination pathways, evaluate environmental risks, and design remediation strategies that reduce hazards and improve land use outcomes. Through this process, students must identify the problem, analyze contributing factors, and develop practical solutions using engineering and scientific reasoning.

In unit 8, activity 2, “Can You Build a Small-Scale Irrigation or Drainage System That Conserves Water?” students design, construct, and test an irrigation or drainage system that balances water delivery with soil moisture retention. Students evaluate how well the design reduces runoff and water loss while maintaining conditions for plant growth. By investigating different approaches and assessing system performance, students develop and evaluate viable solutions to real-world agricultural problems. Additionally, in activity 3, “Can You Improve Your System to Save Even More Water?” students continue to modify their irrigation or drainage system by testing variables such as water flow rates, land slope, and adding mulch or other conservation practices. Students collect and compare performance data, evaluate the effectiveness of their modifications, and determine which changes produce the greatest improvements in water conservation and efficiency. The materials consistently ask students to solve authentic agricultural and environmental problems, apply technical knowledge, and analyze outcomes.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

In unit 5, activity 2, “Can I Collect Real Plant Data and Organize It Using Graphs and Charts?” students collect qualitative and quantitative data from plants, including height measurements, and observations related to color, health, and overall appearance. Students organize their findings using graphs and charts, compare differences between plant samples, identify trends in growth and development, and analyze how environmental conditions may have influenced outcomes. Students use all of their data to justify conclusions about plant performance and communicate findings in a format similar to those used by agricultural researchers.

Unit 7 also allows students to apply quantitative and qualitative reasoning to evaluate agricultural data and make informed decisions about crop improvement. In unit 7, activity 2, “How Can You Plan a New Crop Variety Using Genetics and Breeding Principles?” students assume the role of plant breeders and analyze traits such as yield potential, maturity rates, and disease resistance. Students evaluate how these characteristics may be inherited across generations, identify trends in projected breeding outcomes, and justify decisions around parent selection and crop improvement strategies. Students analyze quantitative and qualitative data to track trait performance across multiple generations, in order to develop evidence-based recommendations for creating a successful crop variety.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

The materials engage students in inquiry by having them gather information, explore solutions, evaluate evidence, and communicate conclusions. In unit 6, activity 1, “Can You Investigate How Drone and Sensor Technologies Support Plant Health Management?” asks students to explore how to use precision agriculture tools to monitor plant health, detect stress, and improve crop management. Students research various drone and sensor technologies, investigate how they collect and analyze field data, and evaluate their role in supporting agricultural decision-making. Students gather information from industry-specific sources and develop an educational product that communicates the value of the technology to others. Unit 6, activity 2 also has students research pest management strategies and investigate how control methods interact with natural plant defenses. Students organize and synthesize information into a visual presentation that explains cause-and-effect relationships with agricultural ecosystems.

Students continue to build their research skills in unit 8, activity 3, “Can You Improve Your System to Save Even More Water?” Students modify a previously designed irrigation or drainage model to determine whether specific changes can improve water conservation. Students formulate questions, test modifications, observe water movement, compare outcomes, and analyze the effectiveness of their improvements. Through repeated testing and evaluation, students investigate how agricultural systems can reduce runoff and increase water availability for crops. The activities together require students to formulate questions, gather and evaluate information, and apply their findings to agricultural problems.