Program Information
- ISBN
- 9798888647813
iCEV Agricultural Science Site – Advanced Plant & Soil Science
Grade 12
IMRA 2026
Publisher: CEV Multimedia, LLC
Copyright: 2026
Rubric: CTE 6–12 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 12 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (26 out of 26 points)
Evaluation for 1.1a
The “Course Purpose & Rationale” section in the Course Implementation Guide provides an overview of the course and introduces the concepts and technical skills that students will learn. This section explains how plant and soil science principles, laboratory practices, and industry standards are intentionally connected throughout the course to prepare students for career and technical pathways in agriculture, food, and natural resources.
The “Course At-a-Glance” section in the Course Implementation Guide outlines the TEKS, ELPS, concepts, and technical skills that each lesson addresses, using lesson objectives and abbreviated TEKS and ELPS notations. This section also details cross-curricular alignment, supporting the intentional integration of standards into instruction. This alignment helps educators see how plant and soil science content connects to broader academic skills throughout the course.
Evaluation for 1.1b
The “Sequencing & Pacing Snapshot” section in the Course Implementation Guide provides course-level pacing guidance to support effective implementation throughout the program. The pacing chart outlines instructional timelines for traditional, modified block, and traditional block schedules and identifies the number of instructional days for each schedule. These details help educators plan instruction across varying time frames while maintaining the coherent progression of concepts and skills.
The “Sequencing & Pacing Snapshot” section in the Course Implementation Guide provides suggestions for pacing across varying school schedules and models. This section breaks down each unit by lesson and identifies the instructional days that are associated with each lesson. This information helps educators adjust the pace of instruction to fit their campus calendar while maintaining consistent coverage of course content and skills.
Evaluation for 1.1c
The “Course Design Snapshot” section in the Course Implementation Guide provides a rationale for the course’s structure and explains how the program intentionally scaffolds instruction to support students’ progression. This section describes how earlier units build foundational plant and soil science knowledge before students advance to technical application and professional-level skill demonstration in later units.
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course in a table. The intentional overlap of skills across lessons provides repeated opportunities for students to practice and build toward mastery, ensuring that key skills are reinforced throughout the course rather than introduced only once.
Evaluation for 1.1d
Each lesson plan provides goals, a lesson description, objectives, “Bell Ringer” activities, an activity overview, assessments, projects, and exit tickets that offer structured guidance to help educators prepare for instruction. For example, the “Scientific Classification & Nomenclature of Plants” lesson plan includes each of these components and walks the educator through the full arc of the lesson, from opening “Bell Ringer” activities through a final exit ticket, supporting consistent and prepared delivery.
The Course Implementation Guide provides technical components, instructional cadences, and recommendations to help educators across campuses deliver the course with fidelity and consistency. The guide establishes instructional norms that support a shared approach to implementation, ensuring that students receive a coherent and consistent learning experience regardless of campus or educator.
Evaluation for 1.1e
The “Standards Snapshot” section in the Course Implementation Guide outlines the order of units and lessons alongside objectives and the TEKS. This snapshot is organized to help educators verify that all standards are addressed across the course. It also helps educators identify where the specific TEKS are introduced and reinforced throughout the instructional sequence, supporting intentional and comprehensive standards coverage.
The “About Your iCEV Administrator Dashboard” section of the iCEV Administrator Getting Started Guide and the “Lead with iCEV: Administrators” part of the iCEV Professional Development course provide guidance for instructional leaders, who use the same materials as teachers. Those materials give clear, guided support so leaders can help teachers implement the materials without needing content or pedagogy expertise.
Evaluation for 1.2a
The “Lesson Level Resources” section in the Course Implementation Guide describes resources that educators can use to support background knowledge, such as the “Vocabulary Handout” that is provided in each lesson. This section explains how each resource serves a distinct purpose in supporting educator and student preparation. For example, the “Vocabulary Handout” provides academic, professional, and technical terms that students will encounter throughout the lesson to build the language foundation necessary for content comprehension.
The “Instructional Delivery by Unit” section in the Course Implementation Guide provides a detailed description of each unit with an overview of each lesson. For example, each lesson overview includes a lesson description, objectives, essential questions, and a class-by-class breakdown of instructional activities. These details give educators a clear picture of what students will learn and how instruction progresses within the unit.
Evaluation for 1.2b
The “Progress Monitoring Tools in iCEV” section in the Course Implementation Guide describes how reporting tools help monitor students’ progress and inform decisions about providing feedback to students and families. This section outlines specific tools for educators and explains how to use each tool to identify trends in student performance, communicate progress to families, and make data-informed adjustments to instruction throughout the course.
The iCEV platform includes a language drop-down menu that gives educators and students the option to translate any document into Spanish. This built-in translation feature ensures that students and families who speak Spanish can access course materials in their preferred language without requiring separate resources or additional preparation by the educator.
Evaluation for 1.3a
The “Instructional Delivery by Unit” section in the Course Implementation Guide provides a detailed description of each unit and an overview of each lesson. This section breaks down each lesson by class period and identifies the instructional strategies, resources, and activities that are associated with each lesson. These details give educators a clear structure for delivering content and supporting students’ learning throughout the unit.
Each lesson in the course contains a lesson plan that identifies the TEKS and ELPS that are covered; the goal, description, and objectives of the lesson; a detailed class-by-class overview of instructional strategies and pacing; overviews of activities, projects, and career connections; and any required materials. For example, the “Fundamental Plant Processes” lesson plan includes each of these components and walks the educator through the full arc of the lesson, from standards alignment and learning goals to class-by-class delivery and culminating activities. This lesson plan organization supports consistent and prepared implementation across all lessons in the course.
Evaluation for 1.3b
Each class day contains a “Class Overview” section that identifies which lesson materials the learning assignments in that class require, along with suggested timing and pacing. For example, the “Fundamental Plant Processes” lesson plan includes a “Class Overview” section for each class day that specifies the required materials, the suggested time for each instructional component, and the sequence of activities. This information gives educators a detailed roadmap for delivering the lesson with consistency and fidelity.
The “Instructional Delivery by Unit” section in the Course Implementation Guide provides a detailed description of each unit and an overview of each lesson. This section identifies the activities, projects, and resources that are associated with each lesson. This information helps educators understand what materials they need and how each lesson component supports the overall unit objectives and progression of plant and soil science concepts and skills.
Evaluation for 1.3c
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course in a table. The intentional overlap of skills across lessons provides repeated opportunities for students to practice and build toward mastery, ensuring that key skills are reinforced throughout the course rather than introduced only once.
The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course. Daily lesson plans provide extension opportunities for students to practice and build toward mastery. For example, in the “Germination Test” project, students test seeds’ germination percentages. As an extension, “students choose nutrient deficiencies to research.” Career and Technical Student Organizations include Future Farmers of America (FFA), as related to environmental and natural resources.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
3 out of 3 points
The “Course At-a-Glance” section in the Course Implementation Guide outlines the TEKS, ELPS, concepts, and technical skills that each lesson addresses, using lesson objectives and abbreviated TEKS and ELPS notations. This section also details cross-curricular alignment, supporting the intentional integration of standards into instruction. This alignment helps educators see how plant and soil science content connects to broader academic skills throughout the course.
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).
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).
4 out of 4 points
Evaluation for 1.1b
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).
4 out of 4 points
The “Sequencing & Pacing Snapshot” section in the Course Implementation Guide provides suggestions for pacing across varying school schedules and models. This section breaks down each unit by lesson and identifies the instructional days that are associated with each lesson. This information helps educators adjust the pace of instruction to fit their campus calendar while maintaining consistent coverage of course content and skills.
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.
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.
3 out of 3 points
Evaluation for 1.1c
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.
3 out of 3 points
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course in a table. The intentional overlap of skills across lessons provides repeated opportunities for students to practice and build toward mastery, ensuring that key skills are reinforced throughout the course rather than introduced only once.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The Course Implementation Guide provides technical components, instructional cadences, and recommendations to help educators across campuses deliver the course with fidelity and consistency. The guide establishes instructional norms that support a shared approach to implementation, ensuring that students receive a coherent and consistent learning experience regardless of campus or educator.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The “About Your iCEV Administrator Dashboard” section of the iCEV Administrator Getting Started Guide and the “Lead with iCEV: Administrators” part of the iCEV Professional Development course provide guidance for instructional leaders, who use the same materials as teachers. Those materials give clear, guided support so leaders can help teachers implement the materials without needing content or pedagogy expertise.
1.2 Unit-Level Design
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.
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.
2 out of 2 points
Evaluation for 1.2a
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.
2 out of 2 points
The “Instructional Delivery by Unit” section in the Course Implementation Guide provides a detailed description of each unit with an overview of each lesson. For example, each lesson overview includes a lesson description, objectives, essential questions, and a class-by-class breakdown of instructional activities. These details give educators a clear picture of what students will learn and how instruction progresses within the unit.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
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.
2 out of 2 points
The iCEV platform includes a language drop-down menu that gives educators and students the option to translate any document into Spanish. This built-in translation feature ensures that students and families who speak Spanish can access course materials in their preferred language without requiring separate resources or additional preparation by the educator.
1.3 Lesson-Level Design
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).
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).
4 out of 4 points
Evaluation for 1.3a
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).
4 out of 4 points
Each lesson in the course contains a lesson plan that identifies the TEKS and ELPS that are covered; the goal, description, and objectives of the lesson; a detailed class-by-class overview of instructional strategies and pacing; overviews of activities, projects, and career connections; and any required materials. For example, the “Fundamental Plant Processes” lesson plan includes each of these components and walks the educator through the full arc of the lesson, from standards alignment and learning goals to class-by-class delivery and culminating activities. This lesson plan organization supports consistent and prepared implementation across all lessons in the course.
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.
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.
3 out of 3 points
Evaluation for 1.3b
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.
3 out of 3 points
The “Instructional Delivery by Unit” section in the Course Implementation Guide provides a detailed description of each unit and an overview of each lesson. This section identifies the activities, projects, and resources that are associated with each lesson. This information helps educators understand what materials they need and how each lesson component supports the overall unit objectives and progression of plant and soil science concepts and skills.
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).
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).
1 out of 1 points
Evaluation for 1.3c
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).
1 out of 1 points
The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course. Daily lesson plans provide extension opportunities for students to practice and build toward mastery. For example, in the “Germination Test” project, students test seeds’ germination percentages. As an extension, “students choose nutrient deficiencies to research.” Career and Technical Student Organizations include Future Farmers of America (FFA), as related to environmental and natural resources.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (15 out of 15 points)
Evaluation for 2.1a
The “Assessment Framework” section in the Educator Resource Guide explains the types of assessments that are used in the course and how each assessment supports student learning and educator planning. This framework identifies diagnostic, formative, skill-based, and summative assessments. It also explains the purpose of each assessment plus when educators should use them throughout the course to monitor student understanding and measure progress toward mastery.
The “Assessment Framework” section in the Course Implementation Guide outlines the assessment structure for educator planning, including formative and summative tools throughout the course. This section describes how each assessment type serves a distinct purpose within the instructional cycle, helping educators understand when and how to use each tool to support students’ learning and measure progress toward mastery.
Evaluation for 2.1b
The “Assessment Framework” section in the Course Implementation Guide explains the types of assessments that are used in the course and outlines the assessments’ structure to support educator planning throughout the instructional cycle. This section provides guidance on how to sequence assessments within and across lessons so educators can monitor student understanding and adjust instruction based on performance data.
The Educator Resource Guide provides detailed explanations of each assessment type, including when educators should use it, its purpose, and how it supports TEKS mastery. This guide helps educators understand the full range of assessment options that are available in the course plus how each one connects to the standards that students are expected to meet, supporting intentional and consistent assessment practices across all units.
Evaluation for 2.1c
The materials embed “Checks for Understanding” throughout each unit to provide natural opportunities for assessment, intervention, and support. For example, the “Fundamental Plant Processes” lesson plan includes “Checks for Understanding” alongside activities and a final assessment. This structure moves students from initial comprehension checks through applied activities before culminating in a summative assessment. All of the course lesson plans follow this same structured assessment arc.
The Educator Resource Guide provides multiple examples of educator guidance to support consistent and accurate administration of assessments, such as “Checks for Understanding” and exit tickets. This guide includes scoring guidance and estimated completion times for each assessment type, giving educators a clear framework for managing assessments with fidelity and efficiency across all lessons in the course.
Evaluation for 2.1d
The “Standards Overview” section details the TEKS alignment and identifies which lessons address specific standards. For example, the assessments align to the TEKS by requiring students to identify, demonstrate, and evaluate content knowledge and skills. These requirements ensure that every assessment opportunity is directly tied to the standards that students are expected to master in the course.
The “Pretest/Posttest TEKS Blueprint” section outlines the diagnostic tests in the course and shows the TEKS alignment to individual questions. This blueprint allows educators to identify which standards are assessed at the beginning and end of the course, supporting data-driven instructional decisions and targeted intervention for students who have not yet met specific TEKS expectations.
Evaluation for 2.1e
The “Standards Overview” section shows how lessons address the TEKS and how course assessments reflect them. This overview allows educators to trace the connection between what each lesson teaches and what each assessment measures, ensuring that instruction and assessment align throughout the course and all standards receive adequate coverage.
The “Assessment Framework” section in the Course Implementation Guide explains the types of assessments in the course and how they connect to the TEKS that each lesson addresses. This framework allows educators to trace the alignment between what is taught and what is assessed, ensuring that every assessment opportunity is purposefully tied to the standards that students are expected to master throughout the course.
The “Assessment Framework” section of the Course Implementation Guide states that students are exposed to recall-type questions in formative assessments. It also states that cognitive demand increases with application and analysis-type questions in summative assessments. The guide states that questions within a final assessment require application, analysis, and justification, and the inclusion of multiple question formats increases cognitive demand. The guide identifies the capstone lesson as representing the highest level of rigor within the course; it combines knowledge, skill, critical thinking, and workplace competencies. The guide states that the course posttest evaluates application of skills and knowledge using higher-order thinking.
Evaluation for 2.2a
The iCEV platform provides a “View Summary” report that displays how students answered each question, allowing educators to make class-wide comparisons and identify areas where students need additional support. This report gives educators a detailed view of student responses across all questions, making it possible to spot patterns in misunderstanding and make targeted instructional adjustments before moving forward in the course.
The iCEV platform provides real-time summaries of students’ work completion and mastery to support targeted educator intervention and student ownership of their own learning data. The platform generates a summary report that displays students’ responses and grades across assignments, allowing educators to quickly identify where students need additional support and make timely instructional decisions based on current performance data.
Evaluation for 2.2b
The “Instructional Delivery by Unit” section in the Course Implementation Guide clearly outlines what educators should teach and when they should teach it. This detail gives educators a structure to adjust instruction and revisit specific concepts, based on students’ performance trends. This section breaks down content by unit and by lesson, allowing educators to pinpoint exactly where in the instructional sequence a concept was introduced and return to it when assessment data indicates that students need additional support.
The “Progress Monitoring Tools in iCEV” section in the Course Implementation Guide describes how reporting tools help monitor students’ progress and inform decisions about providing feedback to them. This section outlines specific tools that are available to educators. It also explains how educators can use each tool to identify trends in student performance, communicate progress to students and their families, and make data-informed adjustments to instruction throughout the course.
Evaluation for 2.2c
The iCEV platform provides TEKS alignment validation through pretest/posttest reports, which confirm that assessments align to the knowledge, skills, and components the state identified as critical for success in the course. These reports display students’ performance on the TEKS that are tested in the pretest/posttest, allowing educators to identify specific standards that students are struggling with and adjust instruction to address those gaps before moving forward in the course.
The iCEV platform includes a “Progress Snapshot” tool that displays students’ progress toward mastery using a color-coded system. White indicates that a student is on track, yellow indicates that a student is approaching proficiency, and red indicates that a student needs attention. This at-a-glance view allows educators to quickly prioritize support and group together students for targeted intervention, guided practice, and/or extension activities, based on their current performance level.
2.1 Instructional Assessments
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.
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.
3 out of 3 points
Evaluation for 2.1a
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.
3 out of 3 points
The “Assessment Framework” section in the Course Implementation Guide outlines the assessment structure for educator planning, including formative and summative tools throughout the course. This section describes how each assessment type serves a distinct purpose within the instructional cycle, helping educators understand when and how to use each tool to support students’ learning and measure progress toward mastery.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The Educator Resource Guide provides detailed explanations of each assessment type, including when educators should use it, its purpose, and how it supports TEKS mastery. This guide helps educators understand the full range of assessment options that are available in the course plus how each one connects to the standards that students are expected to meet, supporting intentional and consistent assessment practices across all units.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Educator Resource Guide provides multiple examples of educator guidance to support consistent and accurate administration of assessments, such as “Checks for Understanding” and exit tickets. This guide includes scoring guidance and estimated completion times for each assessment type, giving educators a clear framework for managing assessments with fidelity and efficiency across all lessons in the course.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
The “Pretest/Posttest TEKS Blueprint” section outlines the diagnostic tests in the course and shows the TEKS alignment to individual questions. This blueprint allows educators to identify which standards are assessed at the beginning and end of the course, supporting data-driven instructional decisions and targeted intervention for students who have not yet met specific TEKS expectations.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The “Assessment Framework” section in the Course Implementation Guide explains the types of assessments in the course and how they connect to the TEKS that each lesson addresses. This framework allows educators to trace the alignment between what is taught and what is assessed, ensuring that every assessment opportunity is purposefully tied to the standards that students are expected to master throughout the course.
The “Assessment Framework” section of the Course Implementation Guide states that students are exposed to recall-type questions in formative assessments. It also states that cognitive demand increases with application and analysis-type questions in summative assessments. The guide states that questions within a final assessment require application, analysis, and justification, and the inclusion of multiple question formats increases cognitive demand. The guide identifies the capstone lesson as representing the highest level of rigor within the course; it combines knowledge, skill, critical thinking, and workplace competencies. The guide states that the course posttest evaluates application of skills and knowledge using higher-order thinking.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The iCEV platform provides real-time summaries of students’ work completion and mastery to support targeted educator intervention and student ownership of their own learning data. The platform generates a summary report that displays students’ responses and grades across assignments, allowing educators to quickly identify where students need additional support and make timely instructional decisions based on current performance data.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The “Progress Monitoring Tools in iCEV” section in the Course Implementation Guide describes how reporting tools help monitor students’ progress and inform decisions about providing feedback to them. This section outlines specific tools that are available to educators. It also explains how educators can use each tool to identify trends in student performance, communicate progress to students and their families, and make data-informed adjustments to instruction throughout the course.
2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
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.
2 out of 2 points
The iCEV platform includes a “Progress Snapshot” tool that displays students’ progress toward mastery using a color-coded system. White indicates that a student is on track, yellow indicates that a student is approaching proficiency, and red indicates that a student needs attention. This at-a-glance view allows educators to quickly prioritize support and group together students for targeted intervention, guided practice, and/or extension activities, based on their current performance level.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (21 out of 21 points)
Evaluation for 3.1a
The “Instructional Delivery” section instructs educators to accommodate students by providing a list of all items they need to create a lesson’s project, rather than asking students to simply brainstorm. Accommodations like this ensure that students are not distracted by an unrelated skill and instead can focus on the project’s intended core concept.
The Educator Resource Guide explains differentiated supports that are provided in the curriculum and software for a range of student needs.
Evaluation for 3.1b
The “Plant Genetics” lesson includes a “Vocabulary Handout” that shows vocabulary terms that students need to know to master the lesson’s content. This handout provides a comprehensive list of all terms that are relevant to the lesson and includes detailed definitions that are easy for students to understand. All lessons in the curriculum include this type of information.
Some lessons include PowerPoint presentations that introduce key vocabulary terms and definitions in the first few slides. These presentations help students learn unfamiliar academic and technical vocabulary terms before they engage with the lesson’s content.
Evaluation for 3.1c
The “Scientific Classification & Nomenclature of Plants” lesson plan provides guidance for properly adjusting the lesson’s capstone project, based on students’ abilities and goals. In the “Effects of Evasive Plants” activity, students choose an invasive plant species and create a slide-show presentation to illustrate their findings. The materials suggest accommodations that educators can provide, such as a “presentation template.” Additional modification guidance suggests that educators should “allow students more time as needed.” Extension ideas include asking students to “write a one-page paper to accompany their presentation.”
The Course Implementation Guide provides a breakout for each lesson that includes modification, accommodation, and extension materials.
Evaluation for 3.1d
The Educator Resource Guide describes tools that educators can use to support students who receive services through special education. These tools include course customization options, text-to-speech (for students with auditory processing needs), screen reader compatibility (for students with visual impairments), translation options, lesson visibility controls, and adjustable settings.
The Course Implementation Guide explains how educators can provide specially designed instruction (SDI) for students who receive supports and services through special education.
Evaluation for 3.2a
Each lesson plan includes a “Lesson Overview” that explains the lesson’s goal, description, and objectives. This overview maps out how educators should teach the lesson day-by-day and describes how they should use the provided worksheets, activities, and lesson materials to model and explain the lesson’s concepts. For example, in the “Citizenship Basics” lesson plan, the class 1 section prompts the educator to use a “Bell Ringer” activity in which students write three characteristics that help them become a productive citizen.
The Course Implementation Guide provides explicit prompts and guidance for every lesson and unit to support the educator in modeling the concepts that students will learn. This guide references everything the educator needs to support and justify the learning that happens throughout the course. The guide references resources; handouts; pacing; definitions of extension, accommodation, and modification for student success; needed supplies and resources; and connections to all standards and necessary technical information.
Evaluation for 3.2b
The “Instructional Supports in iCEV” section in the Educator Resource Guide provides guidance on how educators should use several instructional methods to conduct the lessons in the curriculum. This section outlines direct instruction, guided practice, independent practice, and feedback cycles. Additionally, the section provides a brief description of what using each particular method looks like in the curriculum.
The “Instructional Delivery by Unit” section in the Course Implementation Guide includes lesson plans. These lesson plans provide guidance and recommendations for a variety of methods such as “Bell Ringer,” “Think-Pair-Share,” and “Scavenger Hunt” activities; projects; graphic organizers; class discussions; and exit tickets.
Evaluation for 3.2c
The “Instructional Supports in iCEV” section in the Educator Resource Guide provides guidance on a variety of methods for skill and concept understanding practice. This section gives several examples based on the method of instruction that the educator uses. For example, during direct instruction, the guide recommends using guided discussions to “promote deeper thinking, clarify misunderstandings, and connect new learning to prior knowledge.”
The “Instructional Delivery by Unit” section in the Course Implementation Guide includes lesson plans with a variety of activities, including direct instruction, guided practice, group activities, projects, discussions, and independent work. For example, in the “Plant Pests: Weeds” lesson plan, the class 4 “Bell Ringer” activity instructs the educator to break students into groups to study a specific weed mentioned in previous lessons and provide ways to control that specific weed.
Evaluation for 3.3a
The materials include linguistic accommodations that are differentiated by the levels of language proficiency defined in the ELPS. The ELPS Guide includes a “Proficiency Level Key” that defines three scaffolding bands—Beginning, Intermediate, and Advanced/Advanced High.
The materials include a list of 26 student expectations, lettered from A–Z. Each expectation includes a distinct activity and project for each proficiency band across all four language domains (e.g., listening, speaking, reading, and writing). The amount of support changes based on a student’s proficiency level. From there, the content follows the guide’s domain structure, with each section’s scaffolding appearing in the A–F areas.
Evaluation for 3.3b
The ELPS Guide describes how to implement the ELPS in Career and Technical Education (CTE) coursework. This guide provides a thorough description of the ELPS domains (e.g., listening, speaking, reading, and writing) plus methods for applying and supporting each domain, using the curriculum.
The “Scientific Classification & Nomenclature of Plants” lesson plan describes specific sections of the ELPS that the lesson covers. The lesson plan also references implementation guidance in the ELPS Guide that supports educators as they effectively use the materials in state-approved bilingual/English as a Second Language (ESL) programs.
Evaluation for 3.3c
The ELPS Guide includes a thorough description of the ELPS domains (e.g., listening, speaking, reading, and writing) plus methods for applying and supporting each domain using the curriculum. For example, in the “ELPS Domain: Listening” section, the “Applying the ELPS: Listening in Action” subsection suggests several methods for using activities and projects to promote English comprehension in emergent bilingual (EB) students.
The “Differentiation & Learner Support” section in the Educator Resource Guide describes translation tools, vocabulary supports, and English and Spanish closed captioning that help EB students understand content and build academic and technical vocabulary.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
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.
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.
1 out of 1 points
Evaluation for 3.1a
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.
1 out of 1 points
The Educator Resource Guide explains differentiated supports that are provided in the curriculum and software for a range of student needs.
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).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).
2 out of 2 points
Evaluation for 3.1b
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).
2 out of 2 points
Some lessons include PowerPoint presentations that introduce key vocabulary terms and definitions in the first few slides. These presentations help students learn unfamiliar academic and technical vocabulary terms before they engage with the lesson’s content.
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.
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.
1 out of 1 points
Evaluation for 3.1c
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.
1 out of 1 points
The Course Implementation Guide provides a breakout for each lesson that includes modification, accommodation, and extension materials.
3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
Evaluation for 3.1d
Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
The Course Implementation Guide explains how educators can provide specially designed instruction (SDI) for students who receive supports and services through special education.
3.2 Instructional Methods
3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
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.
2 out of 2 points
The Course Implementation Guide provides explicit prompts and guidance for every lesson and unit to support the educator in modeling the concepts that students will learn. This guide references everything the educator needs to support and justify the learning that happens throughout the course. The guide references resources; handouts; pacing; definitions of extension, accommodation, and modification for student success; needed supplies and resources; and connections to all standards and necessary technical information.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The “Instructional Delivery by Unit” section in the Course Implementation Guide includes lesson plans. These lesson plans provide guidance and recommendations for a variety of methods such as “Bell Ringer,” “Think-Pair-Share,” and “Scavenger Hunt” activities; projects; graphic organizers; class discussions; and exit tickets.
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.
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.
2 out of 2 points
Evaluation for 3.2c
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.
2 out of 2 points
The “Instructional Delivery by Unit” section in the Course Implementation Guide includes lesson plans with a variety of activities, including direct instruction, guided practice, group activities, projects, discussions, and independent work. For example, in the “Plant Pests: Weeds” lesson plan, the class 4 “Bell Ringer” activity instructs the educator to break students into groups to study a specific weed mentioned in previous lessons and provide ways to control that specific weed.
3.3 Support for Emergent Bilingual Students
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.
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.
2 out of 2 points
Evaluation for 3.3a
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.
2 out of 2 points
The materials include a list of 26 student expectations, lettered from A–Z. Each expectation includes a distinct activity and project for each proficiency band across all four language domains (e.g., listening, speaking, reading, and writing). The amount of support changes based on a student’s proficiency level. From there, the content follows the guide’s domain structure, with each section’s scaffolding appearing in the A–F areas.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The “Scientific Classification & Nomenclature of Plants” lesson plan describes specific sections of the ELPS that the lesson covers. The lesson plan also references implementation guidance in the ELPS Guide that supports educators as they effectively use the materials in state-approved bilingual/English as a Second Language (ESL) programs.
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.
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.
8 out of 8 points
Evaluation for 3.3c
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.
8 out of 8 points
The “Differentiation & Learner Support” section in the Educator Resource Guide describes translation tools, vocabulary supports, and English and Spanish closed captioning that help EB students understand content and build academic and technical vocabulary.
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.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
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.
Not applicable.
Rubric Section 4
Depth and Coherence of Knowledge and Skills
Materials are designed to meet the rigor of the standards while connecting industry-specific knowledge and skills within and across courses.
Total
100% (11 out of 11 points)
Evaluation for 4.1a
The “Analyzing Data: Plant & Soil Science” lesson aligns to TEKS 3.B and TEKS 3.C and provides step-by-step guidance for explicit (direct) instruction. For example, the lesson plan directs educators to model how to calculate variance and standard deviation, perform a T-test, perform a chi-squared test, and perform regression analysis. These directions provide educators with explicit instruction in industry-specific knowledge and skills that are identified in the course TEKS.
Each lesson provides structured plans that outline goals, descriptions, and objectives along with the corresponding TEKS and ELPS. These lesson plans support educators with step-by-step guidance for daily instruction plus activity, project, and career details that align with the plant and soil science industry.
Evaluation for 4.1b
Lessons across units include dedicated “Vocabulary Handouts” that highlight and isolate specialized, industry-specific terminology to build academic language. These handouts also connect technical terms directly to student-friendly definitions and serve as a constant reference material to support reading comprehension, pre-teach key terms, and reduce cognitive overload for all learners, including EB students.
The “Analyzing Data: Plant & Soil Science” lesson aligns to TEKS 3.B and TEKS 3.C and provides opportunities for students to develop and apply industry-specific academic and technical vocabulary. Throughout the lesson, students use terms such as mean, median, mode, range, variance, standard deviation, standard error, T-test, chi-squared test, and regression analysis while completing data analysis activities. The lesson plan prompts educators to model these statistical concepts, which helps students connect technical vocabulary to plant and soil science data analysis.
Evaluation for 4.1c
The “Course Design Snapshot” section in the Course Implementation Guide explains that the course follows the progression of Bloom’s Taxonomy. Early units focus on remembering and understanding foundational concepts such as professionalism, scientific foundations, safety procedures, and basic laboratory and field skills. As the course progresses, students apply and analyze plant processes, genetics, plant structures, soil properties, soil fertility, and environmental factors that affect plant growth. In the final units, students evaluate and create by designing experiments, analyzing data, using agricultural technologies, and communicating scientific findings. This structure demonstrates increasing rigor and complexity throughout the course.
The curriculum’s “Assessment Framework” section mirrors an upward climb through Bloom’s Taxonomy. Early units rely heavily on formative “Checks for Understanding” that are restricted to recalling and identification. Later units shift entirely to summative performance evaluations that require diagnostic troubleshooting and design critiques.
Evaluation for 4.1d
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide explains that students must develop professional and technical skills across multiple lessons and projects. This snapshot identifies where students demonstrate industry-specific knowledge and skills through increasingly complex activities, aligned to the course TEKS.
The materials state that “Lesson 1, ‘Citizenship Basics,’ covers the five basic themes of citizenship ([e.g.,] honesty, compassion, respect, responsibility, [and] courage), along with stewardship, advocacy, community outreach, student and professional organizations, and workplace application.” This lesson aligns with the employability TEKS and outlines expectations for these components in the course.
Evaluation for 4.2a
The materials include the scientific method and variable control (a constant across general-education science settings and pathway components) throughout the modules. For example, in unit 4, “Soil Erosion Testing,” students design and conduct controlled comparative experiments that analyze how varying ground cover, such as turf grass or bare soil, impacts runoff water quality and sediment volume.
The “Course Design Snapshot” section in the Course Implementation Guide explains that students should begin with foundational plant and soil science concepts before applying technical skills, analyzing plant and soil systems, evaluating agricultural practices, and conducting research investigations. This progression connects new learning to prior knowledge and skills across lessons and units throughout the course.
Evaluation for 4.2b
The “Cross-Curricular Snapshot” section in the Course Implementation Guide includes English and Language Arts (ELA), mathematics, and science connections throughout the course. Students use literacy skills through scientific writing, research, lab reports, and presentations; use math skills through measurement, calculations, graphing, statistics, and data analysis; and use science skills through lab investigations, plant and soil analysis, and environmental problem-solving. These cross-curricular connections support transferable academic knowledge and skills across the course.
The “TEKS Alignment” section in the Course Implementation Guide correlates each lesson to the course’s TEKS and ELPS. The guide includes the TEKS expectation, breakouts, knowledge and skills statements, page numbers, and URL for a Texas Education Agency (TEA) website for each standard. The guide also identifies the ELPS that support literacy development within the lesson. This alignment helps connect academic literacy skills with industry-specific instruction across the course.
Evaluation for 4.2c
Every lesson in units 2–8 includes a “Career Connection” activity that allows students to explore the careers and industry related to the lesson. These activities help students connect what they learn in class to career pathways and postsecondary opportunities, while supporting the knowledge and skills identified in the course TEKS.
The “Career Exploration & Pathways” section in the Course Implementation Guide explains that career awareness is embedded throughout the course. Most lessons include a “Career Connection” activity that allows students to explore a career related to the lesson content through research, comparison, analysis, or simulated professional experiences. The course also uses instructional videos with subject matter experts (SMEs) that expose students to a variety of careers and provide authentic insight into real-world professions, industry expectations, and career pathways. These opportunities help students connect classroom learning to future education and careers aligned with the course TEKS.
4.1 Depth of Knowledge and Skills
4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.
2 out of 2 points
Evaluation for 4.1a
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.
2 out of 2 points
Each lesson provides structured plans that outline goals, descriptions, and objectives along with the corresponding TEKS and ELPS. These lesson plans support educators with step-by-step guidance for daily instruction plus activity, project, and career details that align with the plant and soil science industry.
4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
2 out of 2 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
2 out of 2 points
The “Analyzing Data: Plant & Soil Science” lesson aligns to TEKS 3.B and TEKS 3.C and provides opportunities for students to develop and apply industry-specific academic and technical vocabulary. Throughout the lesson, students use terms such as mean, median, mode, range, variance, standard deviation, standard error, T-test, chi-squared test, and regression analysis while completing data analysis activities. The lesson plan prompts educators to model these statistical concepts, which helps students connect technical vocabulary to plant and soil science data analysis.
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.
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.
2 out of 2 points
Evaluation for 4.1c
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.
2 out of 2 points
The curriculum’s “Assessment Framework” section mirrors an upward climb through Bloom’s Taxonomy. Early units rely heavily on formative “Checks for Understanding” that are restricted to recalling and identification. Later units shift entirely to summative performance evaluations that require diagnostic troubleshooting and design critiques.
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.
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.1d
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.
1 out of 1 points
The materials state that “Lesson 1, ‘Citizenship Basics,’ covers the five basic themes of citizenship ([e.g.,] honesty, compassion, respect, responsibility, [and] courage), along with stewardship, advocacy, community outreach, student and professional organizations, and workplace application.” This lesson aligns with the employability TEKS and outlines expectations for these components in the course.
4.2 Coherence of Knowledge and Skills
4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Evaluation for 4.2a
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.
2 out of 2 points
The “Course Design Snapshot” section in the Course Implementation Guide explains that students should begin with foundational plant and soil science concepts before applying technical skills, analyzing plant and soil systems, evaluating agricultural practices, and conducting research investigations. This progression connects new learning to prior knowledge and skills across lessons and units throughout the course.
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.
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.
1 out of 1 points
Evaluation for 4.2b
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.
1 out of 1 points
The “TEKS Alignment” section in the Course Implementation Guide correlates each lesson to the course’s TEKS and ELPS. The guide includes the TEKS expectation, breakouts, knowledge and skills statements, page numbers, and URL for a Texas Education Agency (TEA) website for each standard. The guide also identifies the ELPS that support literacy development within the lesson. This alignment helps connect academic literacy skills with industry-specific instruction across the course.
4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.
1 out of 1 points
Evaluation for 4.2c
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.
1 out of 1 points
The “Career Exploration & Pathways” section in the Course Implementation Guide explains that career awareness is embedded throughout the course. Most lessons include a “Career Connection” activity that allows students to explore a career related to the lesson content through research, comparison, analysis, or simulated professional experiences. The course also uses instructional videos with subject matter experts (SMEs) that expose students to a variety of careers and provide authentic insight into real-world professions, industry expectations, and career pathways. These opportunities help students connect classroom learning to future education and careers aligned with the course TEKS.
Rubric Section 5
Career Investigations and Development
Materials provide opportunities for students to explore and prepare for careers.
Total
100% (6 out of 6 points)
Evaluation for 5.1a
The “Career Exploration & Pathways” section in the Course Implementation Guide explains that career awareness is embedded throughout the course. Most lessons include a “Career Connection” activity that allows students to explore a career related to the lesson content through research, comparison, analysis, or simulated professional experiences. The course also uses instructional videos with SMEs that expose students to a variety of careers and provide authentic insight into real-world professions, industry expectations, and career pathways. These opportunities help students connect classroom learning to future education and careers aligned with the course TEKS.
The “Professionalism in the Sciences: Plant & Soil Science” lesson provides students with a verified interview of an industry professional so they can learn real-life expectations of someone who works in the plant and soil science industry through the lens of an extension educator.
Evaluation for 5.1b
In the “STEM Careers: Plant & Soil Science” lesson, the “Cross-Curricular Snapshot” section provides students with opportunities to investigate careers using career-related data. Students interpret data, examine salary information, and analyze trends while researching STEM career pathways and agricultural science applications. These activities help students make informed connections between classroom learning and careers that are aligned with the course TEKS.
The “Professionalism in the Sciences: Plant & Soil Science” lesson provides students with a verified interview of an industry professional so they can learn real-life expectations of someone who works in the plant and soil science industry through the lens of an extension educator. Students receive insight on how a professional job might look different based on the location and demand of a specific community, which means the career itself is a real-life reflection of Labor Market Information (LMI) needs and purposes. Extension education is based on community needs and market changes, and this interview gives insight into how a real person needs to interpret data in real time to serve their community.
Evaluation for 5.1c
In the “Plant and Soil Science” lesson plan, the “Career Connections: Career Interview” activity engages students in career investigation related to the lesson content. Students can view interviews with industry professionals and answer questions that encourage them to analyze career responsibilities, workplace expectations, and the knowledge and skills that are required for careers in the plant and soil science industry. Featured professionals such as restoration ecologists, certified professional horticulturists, crop advisors, and landscape architects provide students with authentic insights into career pathways and industry opportunities. This activity helps students develop informed postsecondary and career goals by connecting classroom learning to real-world professions.
In the “Experimental Design: Plant and Soil Science” lesson, the “Career Connections: Comparison” activity engages students in career investigation and the development of individual career goals. Students compare themselves to an industry professional using a Venn diagram to identify similarities and differences in knowledge, skills, and characteristics. Then, students complete reflection questions that require them to identify areas for personal growth and explain how they could prepare for a similar career in the future. These activities encourage students to investigate career pathways, evaluate skills and qualifications that are needed for success, and connect their personal interests and abilities to future educational and career plans.
Evaluation for 5.2a
The “Vocabulary Handout” included in the “Plant and Soil Science: Professionalism” lesson provides a comprehensive list of employment skills, standard vernacular, and jargon, which helps ensure that students and educators use proper definitions in communication, assignments, and interactions. This handout clears up incorrect perceptions and/or false understandings of these words and develops a common vernacular that extends preparation for the workplace.
The “STEM Careers: Plant & Soil Science” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and employability skills, aligned with the course TEKS and Texas CTE Employability Skills Standards. This lesson includes a structured class-by-class sequence that guides educators in delivering instruction on educational pathways; job search strategies; professionalism; career planning; and developing specific, measurable, achievable, relevant, and time-bound (SMART) goals. Students research careers; analyze job postings; explore degrees, certifications, and apprenticeships; and complete career research activities that promote workplace readiness and professional development. These lesson components provide direct instruction on employability skills that are relevant to careers in the plant and soil science industry.
Evaluation for 5.2b
The Course Implementation Guide provides a structured sequence of unit and lesson-level instruction that embeds career development activities and employability tasks throughout the course. Students engage in authentic experiences such as career research, career interviews, online job searches, career comparison activities, and career planning projects that promote career exploration, professional communication, and workforce readiness. These opportunities support students in developing career readiness skills in alignment with the course TEKS and Texas CTE Employability Skills Standards.
In the “Professionalism in the Sciences: Plant & Soil Science” lesson, students specifically prepare for and create a mock interview situation in which they critique each other and use feedback for positive growth opportunities.
Evaluation for 5.2c
The “Anatomy of Plants” lesson includes an interactive “Vocabulary Matching” activity that reinforces academic, professional, industry, and technical vocabulary terms related to plant and soil science. Students actively practice identifying and applying specialized scientific terminology associated with the lesson content, which strengthens their understanding and use of career-specific language. Each lesson in the course includes an interactive “Vocabulary” activity that provides opportunities for students to practice using academic and technical vocabulary that is essential for success in plant and soil science careers and aligned with the course TEKS and Texas CTE Employability Skills Standards.
The Course Implementation Guide lists all of the lesson components and structures. This guide explicitly outlines vocabulary and successful language implementation components that are embedded in the coursework. Suggestions for student emphasis are natural components of lessons and activities.
5.1 Career Investigations
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.
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.
1 out of 1 points
Evaluation for 5.1a
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.
1 out of 1 points
The “Professionalism in the Sciences: Plant & Soil Science” lesson provides students with a verified interview of an industry professional so they can learn real-life expectations of someone who works in the plant and soil science industry through the lens of an extension educator.
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.
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.
1 out of 1 points
Evaluation for 5.1b
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.
1 out of 1 points
The “Professionalism in the Sciences: Plant & Soil Science” lesson provides students with a verified interview of an industry professional so they can learn real-life expectations of someone who works in the plant and soil science industry through the lens of an extension educator. Students receive insight on how a professional job might look different based on the location and demand of a specific community, which means the career itself is a real-life reflection of Labor Market Information (LMI) needs and purposes. Extension education is based on community needs and market changes, and this interview gives insight into how a real person needs to interpret data in real time to serve their community.
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).
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).
1 out of 1 points
Evaluation for 5.1c
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).
1 out of 1 points
In the “Experimental Design: Plant and Soil Science” lesson, the “Career Connections: Comparison” activity engages students in career investigation and the development of individual career goals. Students compare themselves to an industry professional using a Venn diagram to identify similarities and differences in knowledge, skills, and characteristics. Then, students complete reflection questions that require them to identify areas for personal growth and explain how they could prepare for a similar career in the future. These activities encourage students to investigate career pathways, evaluate skills and qualifications that are needed for success, and connect their personal interests and abilities to future educational and career plans.
5.2 Career Development
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.
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.
1 out of 1 points
Evaluation for 5.2a
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.
1 out of 1 points
The “STEM Careers: Plant & Soil Science” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and employability skills, aligned with the course TEKS and Texas CTE Employability Skills Standards. This lesson includes a structured class-by-class sequence that guides educators in delivering instruction on educational pathways; job search strategies; professionalism; career planning; and developing specific, measurable, achievable, relevant, and time-bound (SMART) goals. Students research careers; analyze job postings; explore degrees, certifications, and apprenticeships; and complete career research activities that promote workplace readiness and professional development. These lesson components provide direct instruction on employability skills that are relevant to careers in the plant and soil science industry.
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.
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.
1 out of 1 points
Evaluation for 5.2b
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.
1 out of 1 points
In the “Professionalism in the Sciences: Plant & Soil Science” lesson, students specifically prepare for and create a mock interview situation in which they critique each other and use feedback for positive growth opportunities.
5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
1 out of 1 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
1 out of 1 points
The Course Implementation Guide lists all of the lesson components and structures. This guide explicitly outlines vocabulary and successful language implementation components that are embedded in the coursework. Suggestions for student emphasis are natural components of lessons and activities.
Rubric Section 6
Experiential Learning and Applied Problem Solving
Materials provide students with opportunities to develop, reinforce, and apply their knowledge and skills through hands-on experiences and real-world problem-solving.
Total
100% (6 out of 6 points)
Evaluation for 6.1a
In the “Fertilizer and Soil Amendments” lesson, the “Soil pH” project allows students to work through the process of taking a soil sample and testing its pH. Measuring soil pH provides a baseline diagnostic technique for potential mineral deficiencies, growth conditions, and soil viability for agronomic uses. Because this is a capstone class, this activity builds upon tasks and items from previous coursework and aligns with the rigor of the course and the utilization of previous knowledge.
The “STEM Careers: Plant & Soil Science” lesson plan includes a “Job Search” activity in which students compare job postings by analyzing education requirements, responsibilities, pay, and required skills. Students also complete a “Career Interview” activity by exploring interviews with industry professionals and analyzing career pathways. These activities connect classroom learning to real careers while helping students develop employability skills and an understanding of workplace expectations.
Evaluation for 6.1b
The Course Implementation Guide describes how students can participate in experiential learning through laboratory investigations, field experiences, and inquiry-based research. Students design and conduct experiments, collect and analyze data, document research findings, and evaluate plant and soil systems. These activities reinforce the real-world application of technical and employability skills that are used in agricultural and environmental careers.
The “Tools & Equipment in Plant & Soil Science” lesson plan provides students with opportunities to use industry-specific tools and equipment during hands-on learning. Students must identify and properly use essential scientific tools and equipment while accurately performing and reporting measurements using the International System of Units. These activities give students experience using equipment and materials that are commonly used in plant and soil science and agricultural careers.
Evaluation for 6.1c
The “Assessment Framework” section in the Educator Resource Guide explains that students must demonstrate mastery through skill development activities and projects. Lesson plans include performance-based assessments, feedback, and reflections that provide opportunities for students to apply academic, professional, and technical vocabulary while completing laboratory investigations, field activities, and other hands-on agricultural experiences.
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explicitly outlines the course expectation that students should use academic, professional, and technical vocabulary throughout authentic learning experiences. This section describes how students must demonstrate compliance with laboratory and field safety procedures, using appropriate safety terminology; develop and maintain accurate research documentation related to plant growth, soil analysis, and environmental conditions; design and conduct experiments focused on plant systems, soil properties, water management, and crop production; and collect, analyze, and report data to evaluate plant health, soil quality, and agricultural outcomes. Each of these experiential opportunities requires students to apply discipline-specific vocabulary in authentic contexts, reinforcing technical communication skills that are aligned to the course TEKS and plant and soil science career expectations.
Evaluation for 6.2a
In the “Hydroponics Systems” project, students research hydroponic setups and components, then use that knowledge to create a functional hydroponic system with component descriptions and validations based on their findings. For example, students research a hydroponic system of their choice, then illustrate and label its components. Next, they complete the “Hydroponic Notecards” project by researching plants that are suitable for hydroponic production and explaining why each plant would thrive in that system. Students apply technical knowledge to develop and evaluate viable solutions that are aligned to TEKS 18.C and TEKS 19.E.
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explains that students should apply academic and technical knowledge through laboratory investigations, field experiences, and inquiry-based research. Students design experiments, analyze data, evaluate plant and soil systems, and communicate their findings while solving authentic agricultural problems and applying skills that are aligned to the course TEKS.
Evaluation for 6.2b
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide explains that students should develop skills in experimental design, data collection and analysis, soil and plant analysis, agricultural technology, and communicating scientific findings. Students analyze data, identify patterns, and use evidence to support decisions that are aligned to the course TEKS. For example, in the “Fertilizers & Soil Amendments” lesson, students locate bags of fertilizer, analyze the ingredients, and record their findings in a one- to two-page essay. They interpret quantitative data from fertilizer labels and use both quantitative and qualitative reasoning to justify their conclusions.
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explains that students must design experiments; collect and analyze data; evaluate plant health, soil quality, and agricultural outcomes; and report their findings. These activities require students to use quantitative and qualitative reasoning to identify trends and justify their decisions in authentic agricultural settings. For example, in the “Plant Nutrition” lesson, students complete the “Soil Types” activity by observing and researching three soil samples, including sandy, loamy, and clay soils. Then, students answer questions that require them to compare soil properties and justify conclusions about how each soil type affects plant growth and agricultural productivity.
Evaluation for 6.2c
For the Hydroponics System project, students investigate various hydroponic configurations and engineering components. Then, they research “plants suitable for hydroponic production” and “create notecards with the name of the plant and reasons why they would thrive in a hydroponic system.” Next, students apply their research findings to design and construct a functional hydroponic system, providing comprehensive component descriptions and data-driven justifications to validate their design choices.
The “Plant Nutrition” lesson includes a “Career Connections: Career Interview” activity in which students watch interviews with industry professionals and answer industry-specific questions. The interviews feature a Regents Professor of soil science, an extension agronomist from Texas AgriLife Extension Service, and a plant research scientist. This activity gives students access to authentic industry sources as they investigate real-world career pathways and workforce expectations that are aligned to the course TEKS.
6.1 Experiential Learning
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.
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.
1 out of 1 points
Evaluation for 6.1a
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.
1 out of 1 points
The “STEM Careers: Plant & Soil Science” lesson plan includes a “Job Search” activity in which students compare job postings by analyzing education requirements, responsibilities, pay, and required skills. Students also complete a “Career Interview” activity by exploring interviews with industry professionals and analyzing career pathways. These activities connect classroom learning to real careers while helping students develop employability skills and an understanding of workplace expectations.
6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.
1 out of 1 points
Evaluation for 6.1b
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.
1 out of 1 points
The “Tools & Equipment in Plant & Soil Science” lesson plan provides students with opportunities to use industry-specific tools and equipment during hands-on learning. Students must identify and properly use essential scientific tools and equipment while accurately performing and reporting measurements using the International System of Units. These activities give students experience using equipment and materials that are commonly used in plant and soil science and agricultural careers.
6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
1 out of 1 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
1 out of 1 points
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explicitly outlines the course expectation that students should use academic, professional, and technical vocabulary throughout authentic learning experiences. This section describes how students must demonstrate compliance with laboratory and field safety procedures, using appropriate safety terminology; develop and maintain accurate research documentation related to plant growth, soil analysis, and environmental conditions; design and conduct experiments focused on plant systems, soil properties, water management, and crop production; and collect, analyze, and report data to evaluate plant health, soil quality, and agricultural outcomes. Each of these experiential opportunities requires students to apply discipline-specific vocabulary in authentic contexts, reinforcing technical communication skills that are aligned to the course TEKS and plant and soil science career expectations.
6.2 Applied Problem Solving
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.
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.
1 out of 1 points
Evaluation for 6.2a
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.
1 out of 1 points
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explains that students should apply academic and technical knowledge through laboratory investigations, field experiences, and inquiry-based research. Students design experiments, analyze data, evaluate plant and soil systems, and communicate their findings while solving authentic agricultural problems and applying skills that are aligned to the course TEKS.
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.
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.
1 out of 1 points
Evaluation for 6.2b
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.
1 out of 1 points
The “Experiential Learning & Real-World Application” section in the Course Implementation Guide explains that students must design experiments; collect and analyze data; evaluate plant health, soil quality, and agricultural outcomes; and report their findings. These activities require students to use quantitative and qualitative reasoning to identify trends and justify their decisions in authentic agricultural settings. For example, in the “Plant Nutrition” lesson, students complete the “Soil Types” activity by observing and researching three soil samples, including sandy, loamy, and clay soils. Then, students answer questions that require them to compare soil properties and justify conclusions about how each soil type affects plant growth and agricultural productivity.
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.
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.
1 out of 1 points
Evaluation for 6.2c
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.
1 out of 1 points
The “Plant Nutrition” lesson includes a “Career Connections: Career Interview” activity in which students watch interviews with industry professionals and answer industry-specific questions. The interviews feature a Regents Professor of soil science, an extension agronomist from Texas AgriLife Extension Service, and a plant research scientist. This activity gives students access to authentic industry sources as they investigate real-world career pathways and workforce expectations that are aligned to the course TEKS.