Floral Design 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 clear scope and sequence that comprehensively outlines the alignment of the TEKS, ELPS, and technical skill standards throughout the course. Evidence is consistently embedded within the “Teacher Resources” and “Teacher Guide” in the “Scope and Sequence” table, where the standards are organized to support instructional planning and course progression.

Additionally, the materials also include industry concepts and technical skill sections that outline core concepts and technical knowledge, with competencies that are addressed within each instructional unit. The unit descriptions identify specific skills students develop and provide a structured progression of learning that supports the course outcome. The organizational structure of the materials helps educators understand the learning objectives and sets clear expectations for each 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 “Teacher Resources and Pacing Guide” offers a well-developed scope and sequence with embedded pacing support, addressing multiple instructional delivery models and variations in instructional calendars. The guide also includes sample pacing structures for Pathways in Technology Early College High School (P-TECH), block scheduling, modified block scheduling, and alternative calendar configurations. These materials enable educators to adapt pacing recommendations and support course implementation across diverse settings while ensuring coverage of standards, technical skills, and instructional outcomes.

Additionally, the guide indicates that educators can modify lesson plans to accommodate 16-, 18-, or 36-week instruction schedules. The flexible design allows educators to customize their pacing and delivery method to best support their instructional approach and 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 rationale for the sequencing of units and progression of technical skill development throughout the course. The “Concepts and Technical Skills” subsection describes how content and competencies are structured to support scaffolded learning. The resources explain how technical skills are introduced, reinforced, and revisited across multiple units to promote continuous development of long-term mastery throughout the course.

Additionally, the “Scope and Sequence” table in the “Teacher Resources” presents technical skills and concepts organized by unit. The table outlines the progression of skills and content knowledge, giving educators an understanding of the industry-aligned learning outcomes addressed throughout the course. The scope and sequence provides a road map for instruction, allowing educators to identify the skills students are expected to learn.

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

“Internalization Protocols” in each lesson plan support effective instructional implementation throughout the unit. The protocols offer guidance for reviewing, processing, and revisiting instructional content to promote deeper understanding and sustained mastery of concepts and technical skills throughout the course.

Additionally, unit and lesson slide decks offer structured guidance and resources to support effective delivery of each unit. The materials for each unit include presentation resources that ensure consistent delivery of content and alignment to the intended learning outcomes.

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

“Teacher Resources” in the “Instructional Leader Guide” assist educators with monitoring and supporting delivery of 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 curriculum implementation.

Additionally, the “Supporting Teachers with Planning and Delivery” section provides resources and structured support for instructional leaders, outlining, for example, how leaders can assist educators in delivering content within the scope and sequence. There is also a dedicated section offering professional development opportunities for instructional leaders to further 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 contains unit overviews that identify the professional and technical vocabulary necessary for instruction and mastery of the technical skill concept addressed in each unit. A “Vocabulary and Language Support” subsection includes unit-specific academic and technical terminology to support student understanding and concept acquisition. These structured resources enable educators to reinforce discipline-specific communication and technical language throughout instruction.

For example, the unit 2 “Vocabulary and Language Support” includes an overview identifying vocabulary support that is aligned to skill instruction. The unit also identifies the professional and technical vocabulary necessary to teach the unit, such as hard goods, mechanics, and gauge, defining what these terms specifically mean in the unit context. Collectively, the resources support the development of student language proficiency. These pages also provide the background content knowledge necessary to teach the unit concepts and technical skills.

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, such as a “Connections Letter” in English and Spanish that provides direction for families on how to support the learning process and student progress. Each letter offers strategies for reinforcing unit concepts at home and includes additional links to learning extension activities, key academic and technical vocabulary, and background knowledge to strengthen understanding of course content. In addition, students receive an application-based task that encourages real-world application of course concepts, along with family guiding questions and tips to provide ongoing support and academic engagement beyond the classroom.

Additionally, course resources promote family engagement by providing accessible communication and learning support in the “Connections Letter,” as well as the “How to Use the Course Features” and “How to Study Resources Effectively” sections. Lastly, an embedded literacy support toolbar translates content into more than 90 languages, supports equitable access to information, and further strengthens the home-to-school connection, facilitating family engagement and participation.

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).

Lesson plans, such as the unit 4 lesson plan, include lesson-specific objectives, questions, tasks, instructional content, and resources aligned with the language and standards of the lesson. Each lesson includes a clearly identified TEKS and ELPS standard followed by aligned lesson objectives, ensuring that instruction is standards based and supports content and language development. The “Instructional Activities” section in the unit lesson plans provides detailed educator and student tasks along with embedded questions to support understanding throughout the lesson.

Additionally, the materials include instructional assessments. For example, the unit 7 lesson plan includes a structured “Assessment” subsection that provides knowledge and critical-thinking questions. The assessments support diagnostic, formative, and summative practices, allowing educators to monitor student progress and adjust instruction as needed. The inclusion of instructional responses in the lesson plans supports differentiated learning and helps address any diverse needs. A “Pre-Teaching Guidance & Unit Overview” section further supports the lesson plan, including the materials and resources needed for implementation. Across all units, the integration of the objectives, tasks, questions, and assessments creates a comprehensive framework.

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.

The materials include clear and consistent time allotments. In the “Instructional Activities” section of the unit 4 lesson plan, for example, the instructional time is broken down by individual lesson days and activities, with a total of 120 minutes of instructional time. This structured pacing guide supports effective end-to-end lesson delivery.

Additionally, lesson overviews identify the required educator and student materials, as well as clear timing for lesson delivery and pacing guidance to support implementation. For example, the unit 7 lesson plan “Materials and Resources” subsection contains a list of necessary and optional materials for educators and students. The unit plans also reference the required slides.

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).

Lesson plans offer guidance for educators on how to use homework and enrichment activities to support continued learning outside of instructional time. The “Teacher Resources” section in the unit 7 lesson plan includes extended practice opportunities through homework tasks. For example, class 2 includes a homework section in which students complete a critical-thinking question. Similarly, the “Enrichment and Extension” portion of “Supports for All Learners” encourages higher-level thinking through opportunities for analysis and evaluation. The materials include consistent guidance and structure to support extended learning.

Furthermore, the “Student Components” section of the “Implementation and Quality Guide” connects students to Career and Technical Student Organizations (CTSOs), which promote progressive skill development and real-world application of 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 provide various assessment types and performance levels to evaluate student understanding and mastery. In unit 8, under “Suggested Answers,” embedded critical thinking and discussion questions offer a formative measure of student learning. Additional assessments range from summative assessments to hands-on activities.

Furthermore, unit 7 lesson plans incorporate diagnostic, formative, and summative assessment opportunities through critical-thinking questions, skill demonstrations, knowledge checks, and cumulative projects. For example, students provide an answer to “How does my Bloomfolio affect my growth?” Throughout the units, students regularly update portfolios as part of the ongoing formative assessment process, which allows educators to monitor progress and provide feedback over time.

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

“Implementation and Quality Guide” resources include an instructional table that identifies and describes diagnostic, formative, and summative assessments, explaining how each assessment type is used to gather information about student learning and inform instruction. For example, the table identifies diagnostic assessments as tools for measuring prior knowledge and readiness; formative assessments provide ongoing feedback to support student growth; and summative assessments evaluate student mastery of skills. The assessment framework also provides detailed guidance for implementation. The table identifies “Knowledge Check” questions and early reflection activities as diagnostic measures, explaining that “Knowledge Checks” are low stakes and multiple-choice questions at the end of each unit designed to expose students to the rigor and format of future assessments. The table also communicates a clear purpose, alignment to instructional objectives, and administration procedures for the assessments. This guidance supports educators in selecting and implementing assessments appropriately throughout learning.

Additionally, in the unit 8 lesson plan, students answer a critical-thinking question that requires them to analyze how goal setting contributes to future success by identifying entrepreneurial opportunities and exploring the education and training certifications required to pursue them. Critical-thinking questions 2 and 3 and additional discussion questions engage students in discussing and demonstrating how time management and professionalism contribute to a good work ethic. The lesson also offers clear suggestions for summative assessments including multiple-choice quizzes, unit activities, and exams.

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

The “Implementation and Quality Guide” provides educators with planning and preparation opportunities, allowing adequate lead time to review assessment expectations, administration procedures, and the required materials before instruction. The instructional table identifies each assessment category, including diagnostic, formative, and summative assessments, and provides detailed information regarding the purpose, intended use, and administration of each assessment type. For example, in the “Diagnostic Assessment” category, the guide explains that “Knowledge Check” questions are low-stakes multiple-choice questions, noting that administration can vary based on instructional purpose. The guide states that when administered at the beginning of a unit, “Knowledge Checks” provide educators with insight into students’ prior knowledge and readiness. When administered at the end, the same assessment enables educators and students to monitor growth. Similarly, the “Formative Assessments” section identifies assessment types such as critical-thinking questions, discussion questions, reflection activities, and “Knowledge Checks.” The guide explains that critical-thinking questions are embedded within individual work or homework assignments and require students to analyze, synthesize, and apply newly learned content. The lesson plans reinforce this guidance by embedding assessment opportunities within a structured sequence and recommending specific implementation procedures.

Additionally, unit 6 lesson plan materials provide assessment guidance that supports the fidelity of implementation through clear administration procedures, educator actions, and assessment expectations. The materials provide sufficient detail for educators to consistently administer instructional assessments as designed, while identifying assessment requirements that promote reliability and consistency in the classroom setting.

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 includes a mapping table that clearly illustrates the standard alignments and relationships among assessments, the TEKS, ELPS, and unit-specific objectives. The resource allows educators to identify exactly which standards and expectations each assessment measures, providing a comprehensive and coherent alignment across the course.

Within unit 5, 1b lesson plans, and diagnostic and formative assessments directly connect to the identified TEKS, ELPS, and lesson objectives. Materials provide a lesson-level correlation that outlines the standards addressed through each assessment, ensuring the assessments purposefully align to the knowledge and skills students should be able to demonstrate within the unit.

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

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

The unit 4, 1b lesson plan in the “Teacher Guide” contains assessments and activities that reflect increasing cognitive complexity. The lessons demonstrate how the assessments align to the TEKS and ELPS and provide students with continued opportunities to synthesize learning and demonstrate a deeper understanding.

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

The materials provide explicit educator guidance for interpreting and administering diagnostic, formative, and summative assessments. The “Definition, Purpose, and Administration of Instructional Assessments” in unit 1b clearly explains the role of each assessment type and how the assessment data is used to support instruction. The section defines diagnostic assessments as tools for gathering information about students’ prior knowledge and readiness; formative assessments as opportunities to provide ongoing feedback and inform educators about instructional adjustments; and summative assessments as tools to measure student mastery of concepts and skills. In addition to defining each assessment type, the materials provide administration guidance, including the locations of assessments within the lessons, the intended purpose, and recommendations for implementation.

The lesson plans consistently embed assessments at appropriate points throughout the lesson and clearly identify their purpose. For example, unit 8, lesson 1a includes summative assessments such as class 2, activity 2, in which students demonstrate learning by reflecting on their supervised agricultural experience. Similarly, unit 8, lesson 1b’s “Assessments” section includes a diagnostic “Knowledge Check” for question 1, for which students analyze professionalism and its influence on teamwork and long-term success. The same lesson contains a formative critical-thinking question that requires students to apply learning by describing how goal setting contributes to future success through exploring entrepreneurial opportunities and required education, training, and certification. These embedded assessments are intentionally placed throughout instruction to monitor progress, assess understanding, and evaluate mastery of skills. All units also contain “Suggested Answers” sections that accompany assessment questions, and include anticipated responses and guidance that help educators evaluate students’ understanding. By providing expected answers and performance indicators, the materials support accurate interpretation of assessment results and help educators determine whether students have demonstrated readiness, developing understanding, or mastery 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 the use of included tasks and activities to respond to student assessment performance trends. For example, the “Implementation and Quality Guide” in the “Teacher Resources” tab 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.

Additionally, the unit 8, 1b lesson plan offers action-oriented instructional strategies to respond to student assessment performance trends. Recommendations in the “Assessment Performance Guidance” for students who are struggling include the use of vocabulary organizers, visual supports, and scaffolded activities to reinforce understanding. For students demonstrating mastery, the materials provide opportunities to extend learning through deeper thinking tasks and application of 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 educator support tools for tracking student progress and growth over time, including a digital platform that contains 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 enabling students to access information related to their own learning progress.

In the “Student-Facing Assessments” section of the unit 6 lesson plan, students receive timely feedback and can view their assessment performance through the digital platform in real time. Students can monitor their progress throughout the lesson cycle. The feature also promotes monitoring of learning outcomes and enables educators and students to access 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.

Lesson plans provide consistent and explicit educator guidance for differentiation, intervention, and scaffolded instruction. The units consistently include an “Implementation and Quality Guide” that explains that each lesson includes differentiation and intervention supports. There is also an “Instructional Response to Assessment Performance” section. These resources provide educators with specific strategies and visual supports, sentence stems, guided practice, paired learning opportunities, and reteaching recommendations for students who have not yet reached proficiency in course content and technical skills. The unit 4 “Flowers” lesson plan directs educators to have students color-code a printed flower diagram while the educator names each flower part. After guided practice, students identify petals, sepals, stamens, and pistils using assigned colors. This scaffolded activity provides visual support for learners who need additional assistance with identifying flower structures and vocabulary. The strategy allows students to connect terminology to visual representation before demonstrating understanding. The same lesson includes an “Instructional Response to Assessment Performance” section that provides targeted guidance if students struggle. Educators revisit specific lesson slides, use labeled diagrams and think-aloud modeling, then have students work in small groups to label a second flower diagram and match each structure to the function. The materials further support student learning through sentence stems such as “The petals’ job is ____”, “The stamen ____”, and “The pistil ____”, followed by opportunities for students to revise their responses.

Additionally, the unit 4 lesson plan for class 4 continues offering intervention supports through hands-on and collaborative learning opportunities. Educators direct students to handle real seed pods and compare textures during instruction. If students struggle, the lesson prompts educators to revisit lesson slides, model concepts explicitly, and engage students in paired activities. The educator provides sentence frames to support student explanations. Then in class 5, educators use color-coded arrows to help students visualize the inputs and outputs involved in plant processes. Students distinguish concepts such as sunlight, carbon dioxide, water, oxygen, and related outputs, using visual cues to organize information. This scaffolding supports students who need assistance in understanding and differentiating complex processes by making abstract concepts more concrete. Across each lesson, educators receive specific reteaching guidance, including revising instructional slides, modeling concepts, and providing additional scaffolding and practice when students struggle. The supports demonstrate a comprehensive system of differentiated instruction and intervention aligned to the standard.

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 unit 3 lesson plan includes strong pre-teaching supports for unfamiliar vocabulary and language in the “Vocabulary and Language Supports” section, which helps students preview academic, professional, and technical language before learning new content. In addition, the “Figurative Language, Idioms, and References” subsection connects lessons to meaningful expressions, such as the famous quote from Romeo and Juliet, “That which we call a rose by any other name would smell as sweet.”

Furthermore, the “Vocabulary and Language Supports” section in unit 6 and every subsequent unit introduces important vocabulary. This section also includes the “Figurative Language, Idioms, and References” subsection that explains phrases and expressions tied to the lesson content. Such supports help students connect terms to their meanings and improve overall comprehension of the vocabulary and figurative language.

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 consistent guidance for differentiated instruction, including enrichment and extension activities for students who have already demonstrated proficiency. In the unit 3, lesson 1 “Enrichment and Extension” section, for example, students research floral traditions from lesser-known civilizations such as the Indus Valley Civilization and the Maya, and compare them to those studied in class. This activity helps promote higher-order thinking by asking students to analyze, compare, and expand their understanding beyond the lesson.

The materials provide intentional approaches to extend learning by requiring a deeper level of thinking and the application of technical skill, reinforcing mastery. For example, in unit 6, class 3, an “Enrichment and Extension” activity builds directly on student proficiency, as students analyze a complex floral arrangement and evaluate how the line direction and pattern work together.

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

The materials provide guidance to help students receiving special education services better process information and build understanding step-by-step. For example, in unit 3, the “Support for All Learners, Differentiation and Scaffolding” section provides clear and intentional guidance for SDI, recommending that the educator chunk the lesson into three smaller sections. Students summarize key ideas after each part before moving forward.

The unit 6, class 4 lesson plan also includes a targeted SDI support that uses visual learning strategies to reinforce understanding. The “Intervention SDI Methods” subsection guides educators to provide labeled images of floral arrangements. Students analyze these visuals to identify key characteristics that support comprehension through visual cues. The approach helps students receiving special education services to connect the lecture to content and concrete examples.

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.

In unit 3, the class 2 “Instructional Activities Guide” supports educators in modeling and explaining key concepts, providing direct prompts that guide what the educator should say, show, and discuss. Each slide contains example educator statements followed by more detailed explanations, helping educators clearly model thinking and guide students in analyzing content.

Additionally, the unit 6 “Instructional Activities Guide” helps educators in modeling and explaining concepts during each lesson activity. These prompts support educators in delivering instruction clearly while connecting to differentiated instruction strategies. By embedding clear directions and explanations throughout the lessons, the materials help educators communicate the lesson effectively to ensure that students understand important concepts before applying them to their learning.

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

The unit 3 lesson plans demonstrate consistent guidance for implementing multiple instructional strategies within a routine. Each lesson begins with a “Bell Ringer” to activate prior knowledge, followed by guided instruction, collaborative activities, and reflective check-ins. The materials include discussion-based learning and clear prompts to guide student thinking. The structure helps educators plan and deliver lessons effectively while using a variety of approaches to support learning.

Similarly, the unit 6, class 1 lesson plan includes a clear sequence of activities that incorporate various instructional approaches and provide educator guidance. The “Instructional Activities” section provides a step-by-step breakdown of each lesson component, including prompts that support implementation. For example, educators use “Think-Pair-Share” for discussion, followed by group practice in which students read terms aloud, then transition into independent work. The progression of the lesson allows for student engagement.

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.

The lesson plan for class 2 in unit 7, “Daily Operations of a Floral Shop,” demonstrates consistent guidance to facilitate multiple instructional structures throughout the lesson. The lesson transitions from a “Bell Ringer” to collaborative practice and then to independent work. The clear progression, along with embedded educator guidance, supports effective implementation and ensures that students engage in varied, meaningful practice opportunities.

Additionally, in unit 6, class 3, the lesson plan provides strong and detailed guidance for implementing multiple practice types within a single lesson. The “Instructional Activities” section clearly outlines a sequence comprising collaborative group work, followed by direct instruction, and ending with independent practice. Each part includes specific directions for the educator, ensuring that instructional structures are defined and support student learning.

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 educator guidance for implementing linguistic accommodations across multiple English proficiency levels. For example, unit 6’s “Emergent Bilingual Students” and “Support for All Learners” sections offer differentiated supports for beginning, intermediate, and high intermediate/advanced learners, providing educators clear guidance to scaffold language development while engaging students in professional and technical vocabulary aligned to the course content. In class 2, educators review key academic and technical vocabulary before engaging with instructional texts and activities. The materials also recommend conducting a “text walk” by reviewing titles, headings, subheadings, images, and other text features before reading. The guidance also encourages educators to provide graphic organizers that support students in organizing information, making connections among concepts, and using content-specific vocabulary. The scaffolds promote language development by enabling students to process complex information and communicate their understanding of the terminology.

Additionally, in unit 7, class 3, the “Emergent Bilingual Students” section includes proficiency-level linguistic supports designed to gradually increase student engagement with academic and technical language. The guidance prompts educators to break content into smaller, more manageable sections; provide guiding questions; and encourage students to use the literacy support tools as appropriate. Students highlight unfamiliar words in one color and key concepts in another, promoting vocabulary development and comprehension. The materials encourage intermediate learners to write brief notes explaining the meanings of unfamiliar terms and concepts, supporting language production and content understanding. High-intermediate and advanced learners identify and highlight key concepts while generating clarifying questions, requiring them to engage more independently with increasingly complex academic and technical language. The materials support vocabulary acquisition, reading, comprehension, and content area language development while maintaining student engagement and technical vocabulary relevant to the course.

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

The materials provide embedded implementation guidance to support emergent bilingual (EB) students. For example, the dedicated “Emergent Bilingual Students” section in unit 3, class 1 provides specific instructional recommendations that educators can implement immediately within daily instruction. A structured “Think-Pair-Share” activity includes differentiated sentence stems and word banks based on language proficiency levels. Beginning-level students are supported with simple sentence starters, while intermediate students complete two-part response frames such as “The main idea is ____ because ____.” High-intermediate and advanced students explain ideas using complete sentences and more complex academic language structures. The same lesson provides additional EB implementation guidance by encouraging educators to allow students to create bulleted lists instead of full essays when appropriate, pairing students with strong language models during collaboration, and permitting students to draft ideas in their primary language before composing responses in English.

Additionally, “Support for All Learners” in unit 6, classes 1–5 provides clear guidance for implementing instruction consistent with EB program requirements. The guidance includes four specific examples of differentiated language supports to help educators adapt instruction for students at varying levels of proficiency while maintaining engagement with academic course content.

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 “Emergent Bilingual Students” section of the unit 4 lesson plan includes embedded educator guidance that supports language development and content comprehension. The materials provide targeted strategies to build academic, professional, and technical vocabulary, such as adding a dual-language word wall to support written responses and using an organizer to aid students in explaining concepts orally.

Furthermore, the “Implementation and Quality Guide” demonstrates strong alignment with the ELPS by integrating listening, speaking, reading, and writing domains. The materials also provide differentiated supports that serve as targeted scaffolds, such as lesson stems, anchors, and structured peer interactions, promoting access to grade-level content and developing EB students’ academic language.

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.

The unit 2 lesson plan provides educator guidance on industry-specific knowledge and skills, focusing on essential floral tools and safety practices. In class 1, educators introduce tools such as floral knives, shears, scissors, pruners, stem strippers, and wire cutters through discussion, modeling, and structured notes. The lesson includes clear directions for explaining proper tool use, maintenance, and safety. Educators also receive instruction for modeling appropriate tool selection for various materials, helping students understand how professionals work efficiently while protecting flowers. Throughout the unit, lessons include clear steps, instructional prompts, and hands-on learning opportunities, including project-based activities.

Similarly, in the unit 6 lesson plan, educators receive detailed guidance to introduce the elements of floral design—the key skills used in the floral industry. In class 1, educators explicitly teach students about floral structural categories line, form, mass, and filler, and explain how each one informs balance, shape, and visual interest. The lesson includes clear instructions on what to say, what to model, and how to guide the students through understanding. Students then apply their learning through structured activities, such as creating a comparison chart to show similarities and differences between the structures. In subsequent lessons, students analyze floral arrangements to identify the design elements in real-world examples.

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 lessons provide comprehensive and consistent support for the development and application of industry-specific academic and technical language. Specifically, the “Support” section introduces students to industry-specific terms such as hard goods, mechanics, and gauge, which is explicitly defined in relation to the thickness of floral wire. These vocabulary terms are presented with clear explanations and contextualized within the floral design application, supporting technical language. Additionally, in the “Figurative Language: Idioms and References” section, students explore industrial expressions such as tools of the trade, the right tool for the job, and start with the basics—which is defined as “learning foundational skills before advancing to a more complex technique.” These examples help students connect professional language and commonly used industry phrases to real-world floral design practices. “Instructional Activities” sections also provide consistent vocabulary reinforcement. Students review key terminology in lesson slides while educators receive explicit guidance for introducing and reinforcing vocabulary. Educators can use the “Literacy Toolbar” to help students interact with the text as well.

Additionally, the unit 7 lesson plan includes pre-teaching vocabulary activities in which educators guide students in practicing how to say, read, and write key terms, helping them build confidence and understanding. As the unit progresses, students revisit and use vocabulary regularly through discussions, collaborative review, written assignments, and short presentations. This repeated exposure ensures students are not memorizing terms but actively using them in a meaningful context.

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.

Early units provide structured opportunities for students to build foundational knowledge and apply it in increasingly complex ways. For example, in unit 2, students begin with vocabulary warm-ups to develop an understanding of wearable floral materials. As the unit progresses, students complete more complex tasks such as identifying materials, analyzing taping and wiring strategies, troubleshooting issues, and creating their own corsage or boutonniere.

Additionally, tasks in the unit 3 lesson plan move from basic understanding to deeper analysis and creation. For example, students begin with a historical understanding of floral design across civilizations, then progress to analyzing cultural influences and design evolution. The shift from comprehension to analysis shows increasing cognitive demand. Students also apply prior knowledge in a new context.

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.

The “Implementation and Quality Guide” explains that objectives, guiding questions, activities, materials, and assessments are aligned to the standards and go beyond simple recall. The guide states that students should be able to apply knowledge through meaningful tasks, which ensures that learning is demonstrated rather than memorized. The guide also provides educators with explicit direction on how to present content, ensuring that student activities are directly connected to the standards.

Furthermore, for a unit 3 “Cumulative Activity,” students complete a five-slide presentation comparing floral design concepts related to wedding arrangements. The activity requires students to analyze bouquet styles, evaluate flower characteristics, and design their own arrangement, including a labeled sketch and written justification. Additionally, in activities such as “How Can My Bereavement Floral Designs Honor Life While Remaining Respectful and Appropriate?” students design and construct arrangements, demonstrating technical and professional skills. The activities also require students to explain their reasoning, shifting to a deeper understanding.

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.

Educators receive explicit guidance on how to connect prior and new concepts within each lesson. For example, the unit 1, class 1 lesson plan states that core concepts are revisited and connected throughout the course, providing educators with a clear road map of how learning will build over time. Additionally, the “Prior Knowledge and Prerequisite Skills” section ensures that new instruction builds directly on previously learned concepts and skills. In class 2, “Prior Knowledge and Prerequisite Skills” outlines what students must already know, such as basic plant parts, lab safety, and measurement skills. Subsequent lessons connect back to prior learning, including flower types, design principles, and safe tool handling.


Unit 3 further connects new knowledge to learning from previous units and courses, building on content from Floral Design 1a and Floral Design 1b units 1 and 2, including arrangement and construction techniques. Students first learn about wedding traditions and the role of the florist, then connect the new knowledge to their prior understanding and construction skills. Students also apply earlier skills to plan and create their own wedding floral designs, demonstrating transfer of knowledge. The scaffolded lesson plan structure supports a smooth transition from prior knowledge to new application. The unit also reinforces learning by requiring students to combine technical skills with new industry concepts.

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.

Beginning in unit 1, lesson plans support transferable academic knowledge and skills across literacy, math, social studies, and science. A section in each lesson plan explicitly identifies how the skills are integrated. For example, students read and analyze information related to floral design concepts (literacy); estimate quantities, budgets, and costs, applying real-world calculations (math); explore the cultural symbolism of flowers, connecting designs to traditions and history (social studies); and study plant biology and flower care, reinforcing foundational scientific knowledge (science).

Additionally, unit 5 and 6 lesson plans provide explicit and structured cross-curricular connections that support the transfer of academic knowledge into technical floral design learning. In unit 5, students engage in social studies connections by analyzing how agricultural production varies by region and how technology affects production. In unit 6, students apply literacy skills by using industry-specific vocabulary and summarizing information texts through written and oral responses. Students apply mathematical skills using measurements, ratios, and proportions. In science, students connect learning to plant structures, sensory perception, and biological processes. These structured connections ensure that academic skills are directly tied to industry content. Students apply knowledge across multiple disciplines within the same lesson.

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.

Unit 6 lesson plans integrate academic, technical, and employability skills through standard applied activities. Students engage in technical learning through concepts such as color theory, line flowers, and negative space, which are essential for floral design. Students use academic skills by analyzing design elements, interpreting concepts, and explaining their reasoning. At the same time, students develop employability skills through activities in which they design and make appropriate decisions about materials and techniques.

Furthermore, unit lesson plans including employability standards and academic, professional, and technical vocabulary explicitly support this integration. Students must communicate their ideas clearly and work collaboratively, reinforcing workspace expectations. Students also apply design principles in a realistic scenario that helps connect classroom learning to industry practice.

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.

Unit 1, class 1 focuses on “Floral Career Paths” and “Creating a Career Plan,” during which students examine diverse industry roles including floral designers, business owners, and horticultural professionals. Students move beyond basic awareness of careers by analyzing the responsibilities, educational requirements, and career opportunities associated with various floral industry pathways. The instructional sequence includes collaborative discussions, direct instruction, and career-focused activities that guide students in connecting personal interests to potential careers. Students also investigate emerging industry opportunities such as eco-floral entrepreneurship and global sourcing, providing a deeper understanding of evolving career options. Accessibility supports, including visual dictionaries, text-to-speech translation, downloadable podcasts, and literacy tools ensure that all students can meaningfully engage in career exploration.

Career investigation continues in unit 8, during which students participate in a sequence of lessons focused on career pathways, educational planning, and industry preparation. Students explore education, training, certifications, and workplace skills required for various floral design professions and develop career plans aligned to their interests and goals. In unit 8, activity 1, students choose a role and write a summary explaining how that role connects to the floral industry, identifying career development and entrepreneurship opportunities associated with the position. Students move beyond simple recognition of occupations and evaluate how professional preparation influences workforce opportunities within the floral design industry.

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.

The materials lay a foundation for career explication and data literacy in unit 1 through activities focused on recordkeeping, career planning, and agricultural experience data management. Students document economic information using spreadsheets or the Agricultural Experience Tracker (AET) while developing organizational and analytical skills related to career readiness and workforce preparation. Additionally, students complete the “Floral Career Demand, Salary, and Growth Investigation” activity in unit 1, using regional and statewide labor market information (LMI) resources. Students research employment demand, salary data, and projected job growth for careers such as floral designer, greenhouse worker, and event planner. They analyze workforce trends, compare findings with peers, and use the labor market information to make career decisions.

Furthermore, students explore pathways, educational requirements, certifications, and professional skills associated with careers in the floral industry. They research and evaluate career options and consider the impact of educational pathways on long-term career success. The unit 8 activity, “Where Do I Fit in the Floral Industry?”, students conduct a data-driven investigation using labor market resources such as Texas Career Check and Texas LMI. Students analyze employment, salary data, and job growth projections for a floral design career of interest. Using this information, students evaluate career opportunities and make evidence-based decisions regarding future educational and career pathways.

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).

In unit 1, activity 1, “How Might Floral Design Shape My Future?”, students consider the role of floral design in daily life, explore careers within the floral industry, and identify the education, training, and professional requirements associated with those careers. Students also begin planning an individual Supervised Agricultural Experience (SAE) to develop technical floral design skills while learning how participation in Future Farmers of America (FFA) strengthens leadership, career readiness, and professional skills. Throughout the activity, students reflect on their personal career interests and examine how employability skills such as time management, work ethic, organization, and planning contribute to career goal achievement.

Additionally, unit 8 provides authentic opportunities for students to evaluate and refine their career goals. For example, lesson 1, dedicated to career exploration, introduces students to the floral design industry, including event planning and floral shop management. The materials additionally guide them in developing a structured career plan that identifies the skills, education, training, and experiences needed to achieve their career goals. The unit 8 final cumulative project extends this learning through a multistep activity in which students reflect on a previous career investigation; establish short- and long-term career goals; evaluate postsecondary education, training, and certifications; and analyze entrepreneurship opportunities within the floral industry. Students synthesize their findings into a comprehensive “Bloomfolio,” providing evidence of ongoing career exploration, reflection, and individualized goal setting to support career development.

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 “Careers Investigations and Development” section of the “Implementation and Quality Guide” states that lesson plans provide educators with guidance for delivering direct instruction on professional standards and employability skills relevant to the floral design career cluster and program of study. The guide explains that employability skills are embedded throughout instruction and reinforced as integrated projects and stand-alone topics. It also directs educators to model academic, professional, and technical language while leading career instruction and to intentionally guide students through career exploration, workplace expectations, and professional decision-making.

Additionally, the unit 8 lesson plan provides clear, structured guidance to support educators in teaching professional standards and employability skills through modeled instruction, guided discussions, and real-world application. In class 1, educators provide direct instruction as students explore floral career pathways and develop a career plan. In class 2, educators guide students in examining high school, postsecondary education, training, and career opportunities. In class 3, educators facilitate a “Bell Ringer” focused on developing positive workplace habits and professional skills. In class 4, educators lead structured discussions that distinguish workplace rights from responsibilities and connect those concepts to an authentic floral industry setting. In class 5, educators guide students in a reflection on how their individual talents in floral design can serve others, providing direct instruction on good citizenship and professional responsibility. Across these classes, the materials consistently provide step-by-step educator guidance, modeled instruction, and structured learning experiences that explicitly teach professional standards and employability skills.

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.

The materials provide multiple opportunities for students to engage in authentic career development activities. For example, in unit 3, students participate in “What’s It Like To Work with a Wedding Client?”, a simulation in which they practice professional communication and client interactions in an authentic floral-industry setting. Students then apply these experiences during the cumulative project “How Do I Create a Wedding Design That Matches a Wedding Style?” Students expand their professional Bloomfolios by documenting floral designs, reflecting on their career goals and opportunities, and demonstrating career readiness. As previously noted, students continuously update their Bloomfolios to document their technical growth, and professional development throughout the course.

The materials further support career development through the unit 8 final cumulative project “How Does My Bloomfolio Represent My Growth, Goals, and Professional Identity as a Floral Designer?”, a comprehensive professional portfolio development experience. Students construct a physical or digital Bloomfolio that showcases their floral artwork as they reflect on how their learning connects to a career goal. Throughout the project, students practice and document employability skills including goal setting, time management, work ethic, problem-solving, active listening, critical thinking, professionalism, workplace roles, and citizenship. Students also research floral industry and entrepreneurship opportunities; evaluate postsecondary education, training, certification, and credentials; and connect the experience to long-term career planning. In unit 8 lesson 5, students continue building their portfolios and strengthen their professional communication skills by developing and practicing mock interview activities.

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

Career development opportunities embed discipline-specific language into workplace, career, and planning tasks. For example, in the unit 7 activity ”How Do Teamwork and Planning Influence the Success of My Floral Business?”, students apply academic, professional, and technical vocabulary while completing a collaborative business planning activity. Students additionally reflect on workplace culture to examine how teamwork, communication, and planning contribute to productivity and success in a floral business. Students develop a business plan with multiple sections that requires accurate use of industry terminology and professional language while evaluating successful workplace environments and demonstrating appropriate oral and written communication. The unit 7 lesson plan also incorporates an SAE career-planning activity in which students build a dual-language vocabulary list, use instructional organizers to learn industry-specific terminology, and transition from brainstorming ideas to developing formal presentation scripts that require correct use of vocabulary in context.

The materials reinforce career-related vocabulary through technical skill development and professional communication activities across the course. In activities focused on floral wiring techniques, students identify, practice, and reflect on specialized technical vocabulary, including piercing, cross-piercing, hook, and clutch wiring methods, while selecting appropriate floral-wire gauges such as 20, 22, and 28. These activities connect technical vocabulary directly to industry skills used in floral design. Additionally, unit 8, lesson 5 concludes the career-development sequence with a comprehensive vocabulary review in which students write and present a professional script using academic, technical, and professional vocabulary from the entire unit. Students incorporate content specific terminology, varied sentence structures, and transition words while communicating career goals, self-assessments, research findings, and specific, measurable, achievable, relevant, and time-bound (SMART) goals for career success.

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.

Students engage in learning through the course SAEs. In unit 1, for example, students activate an industry-standard recordkeeping platform such as an AET, enter preliminary project information, and create a plan to track hours, tasks, expenses, decisions, and photographic evidence throughout the project. The SAE mirrors authentic industry practices and requires students to use industry-standard tools, connecting the unit content to work-based learning.

Building on the SAE foundation established in unit 1, students engage in additional learning opportunities that connect prior knowledge and technical skills to industry practice. In unit 3, students move beyond project approval and begin documenting and reflecting on their SAE experiences, reinforcing real-world application of recordkeeping and workplace expectations. In unit 4, students participate in the cumulative project “The Science Behind the Stem,” during which they conduct a hands-on floral dissection lab to investigate plant anatomy and physiology. Students identify and map floral structures such as petals, sepals, stamens, and pistils, while examining how water and nutrients move through the stems. This experience helps students understand how scientific concepts directly influence floral industry practices, including processing, storage, handling, and product longevity assurance. By connecting botanical science with commercial floral design applications, students recognize the importance of scientific knowledge in making effective workplace decisions.

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.

In the unit 2 project “What Should Be in My Florist Tool Kit?” students learn the purpose, classification, safe handling, and proper use of professional floral design tools. This foundational knowledge is reinforced through later hands-on activities in which students use industry-standard floral tools, mechanics, live flowers, and supplies. Students apply their knowledge when using wiring techniques to create a corsage or boutonniere, for example.

Additionally, in unit 2 activities such as “How Can I Make a Design Stand Tall?” and “Design and Create a Corsage or Boutonniere,” students work with live flowers, floral mechanics, floral wire, and professional floral tools to construct floral products. Students practice industry-standard wiring techniques, including piercing, cross-piercing, hook/hairpin, and clutch methods, using multiple wire gauges such as 20-, 22-, and 20-gauge wire. These materials and techniques reflect professional floral design practices and allow students to develop technical competencies through hands-on application rather than observations alone. Students work with the same tools and supplies used in commercial floral settings, allowing students to strengthen their technical skills and workplace readiness.

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

In unit 1’s cumulative project 1, “How Do I Evaluate Floral Designs Like a Professional Judge?”, students analyze and evaluate floral arrangements using industry-recognized design principles and elements. Students apply terms such as line, rhythm, proportion, unity, emphasis, balance, and space as they assess design quality and justify their evaluations. Rather than memorizing vocabulary, students use professional floral design language in a judging task that mirrors the evaluation processes used in industry.

Similarly, in the unit 2 activity “How Do Wiring Techniques Change My Opinions?”, students apply and evaluate professional floral wiring methods, including piercing, cross-piercing, hook, hairpin, and clutch techniques. While working with floral tape, wire in various gauges, and live floral materials, students must identify floral characteristics, analyze stem structures, and determine which wiring technique is most appropriate for a specific flower. The activity emphasizes the use of precise technical language such as calyx, stem type, floral tape, and wire gauge throughout the learning process. Students then communicate their findings and reflections using professional terminology, demonstrating their abilities to think, analyze, and communicate like floral design professionals while engaging in skills practice.

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.

Students apply technical and academic knowledge to floral industry problems in the unit 2 activity “How Can I Make a Design Stand Tall?” They investigate one of the most common challenges faced by floral designers: creating a stable foundation that supports a floral arrangement. Students test various mechanics and structural materials, evaluate how each performs, and determine which options provide the strongest support. Using observations and evidence, students reach the most effective solution for maintaining design stability. This hands-on activity mirrors real workplace decision-making. By evaluating multiple solutions and defending their choices with evidence, students strengthen their problem-solving skills while applying technical knowledge. Similarly, in unit 2, “How Can Taping Techniques Strengthen My Wearable Floral Designs?”, students address the industry challenge of securing and concealing floral mechanics in corsages and boutonnieres. They test various taping methods, assess durability and appearance, troubleshoot common construction failures, and propose solutions for improving the design. The activity also requires students to apply technical knowledge and select a viable solution that meets industry expectations.

As students progress through the course, they address increasingly complex industry-specific problems through scientific investigation and evidence-based decision-making. In the unit 5 project “How Do Processing Steps Affect Vase Life?”, students examine the real-world challenge of extending the freshness and marketability of cut flowers. Students design and conduct experiments using different storage methods, processing techniques, and preservation treatments to determine which conditions best support flower longevity. Students collect data, analyze outcomes, compare results, and recommend effective solutions based on evidence gathered during testing. This investigation reflects industry decision-making processes to maximize product quality while minimizing waste. Throughout the course, students identify authentic floral industry challenges, test solutions, evaluate their effectiveness, and justify their conclusions.

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 the unit 1 activity “How Can I Use Style Rules to Guide My Work?”, students examine floral arrangements, identify design characteristics, evaluate stylistic trends, and justify why specific elements and principles contribute to effective designs. The students analyze the evidence from multiple arrangements and use their observations to identify patterns in design choices and personal artistic preferences. This process mirrors the work of floral designers, who evaluate work trends, customer preferences, and visual effectiveness when developing products for clients. Through qualitative reasoning, students use evidence to support conclusions and make informed design decisions aligned with industry practices.

Students also apply quantitative reasoning to authentic floral industry business situations. In unit 7, students assume the role of a floral shop owner or employee and analyze operational data to make evidence-based business decisions. Students evaluate inventory options, calculate costs, work within customer budgets, and develop pricing strategies that balance profit with customer expectations. Students use numerical data to evaluate available resources, consider financial constraints, and justify their recommendations, enabling them to develop an understanding of how successful businesses use data analysis to guide inventory management, pricing, and operational decisions. Students also explain how their choices would contribute to the overall success of a floral business.

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.

Students engage in inquiry-based learning through research and investigation in the unit 3 activity “How Will My Bridal Bouquet Styles Influence a Wedding’s Look and Feel?” Students investigate different bouquet styles, mechanics, and construction methods using lesson resources and external industry resources. They research factors such as bloom size, flower weight, stem strength, and structural support to determine how these characteristics affect design stability and aesthetics. Students then analyze their findings and apply the information to create and defend an original bouquet design.

Additionally, students build on their research skills as they participate in hands-on inquiry that connects plant science to floral design. In unit 4, they investigate the internal structures and functions of flowers through a dissection lab. Students label and identify floral parts, examine how plant systems support flower growth and longevity, and explore how anatomical characteristics affect floral design decisions. Through observation, questioning, and analysis, students develop explanations for how flower anatomy influences handling, storage, and processing within the industry.