Introduction to Horticulture, Landscaping, and Floral Design, 1e, Texas Edition

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

The Scope and Sequence provides a comprehensive, timeline-based blueprint that outlines the rationale for unit ordering. The document explicitly details how the course intentionally scaffolds academic concepts and technical skills, showing how learning unfolds over time. Each instructional unit contains a standardized framework with aligned TEKS and ELPS, learning objectives, technical skill development, cross-unit connections, formal assessments, and suggested pacing guidelines to ensure a structured progression of agricultural knowledge.

In the Scope and Sequence, the “Course Level Design Resources” for chapter 1 include key concepts, such as the foundations of horticulture. The learning objectives include defining horticulture and “summarizing key historical advancements in horticulture.” The recommended pacing for this chapter is four to five days. The chapter covers different TEKS, including “Describe branches/disciplines of modern horticulture and what each discipline focuses on. TEKS (4)(B).”

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

The sample instructional calendars provide pacing tables for the full course for traditional secondary, Early College High School (ECHS), and Pathways in Technology Early College High School (P-TECH) instructional models. The tables also cover daily, block, and modified block schedules. In addition, the pacing tables include recommended instructional days/blocks and flex/buffer time to support varied instructional calendars and local constraints.

The Scope and Sequence includes a “Pacing Guide” that outlines traditional secondary, Early College High School (ECHS), and Pathways in Technology Early College High School (P-TECH) instructional models. The materials also provide four different scheduling formats: daily (seven period/traditional daily meeting), A/B block, modified block, and semester block.

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

The “Rationale for Chapter Order” section explains the rationale for the parts/chapters sequence, describing how instruction progresses in a coherent, conceptual, and skill-building sequence. The “Professional Standards and CTE Employability Skills Instruction Framework” explains how the materials reinforce employability skills, leadership development, communication, problem-solving, and technical skills. The framework shows how the course progressively develops to support workforce readiness and instructional continuity.

In the Scope and Sequence, the “Course Level Design Resources” explain the unit order. For example, the breakdown explains why “Part 1: Foundations of Horticulture” covers certain material. It states, “This opening section establishes the core knowledge and safety expectations students need before working with plants, tools, and lab-based procedures. Students build a shared vocabulary for horticulture and understand how the industry is organized, which supports career awareness and helps them connect later units (landscaping, floral design, propagation, and plant systems) to real workplace roles.”

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

The materials provide internalization protocols and guidance that support educators and professional learning communities in preparing for instruction before implementation. The protocols include step-by-step guidance for internalizing daily instruction. For example, the protocols direct educators to review the aligned TEKS and ELPS, unpack the concepts and technical skills that the lesson addresses, examine assessments and performance tasks, plan language development supports, determine how to assess student learning and skill mastery, prepare instructional materials and resources, and adjust pacing to accommodate local instructional schedules. In addition, in the Scope and Sequence, the “Internalization Tools Provided” identifies course resources that support this process. The resources include the “Unit Internalization Template,” “Lesson Preview Checklist,” “Lab and Safety Readiness Checklist,” “ELPS Integration Quick Reference,” “SAE and FFA Integration Guide,” and “Teacher Reflection Template.” Together, these protocols and resources provide corresponding guidance for unit and lesson internalization.

The “Protocols for Chapter and Lesson Internalization” provide corresponding guidance for educators to internalize instruction before beginning each chapter and lesson. The materials include educator directions for debriefing prior to instruction and a “Chapter Internalization Protocol” that outlines a five-step process for lesson preparation. The protocol guides educators to unpack the chapter learning objectives and the aligned TEKS, analyze the final chapter assessment to determine the expected level of student performance, map the instructional scope and pacing of individual lessons alongside key vocabulary, anticipate potential student misconceptions while identifying exemplar student responses, and plan remediation and extension strategies before instruction begins. These protocols establish a consistent process for educators to prepare for instruction and implement each chapter and lesson as designed.

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

The “Role of Instructional Leaders” section details a dedicated administrative framework. This guidance outlines how school administrators and coaches play a critical role in supporting educators to implement the lesson plan materials exactly as designed. The text emphasizes that instructional leaders strengthen implementation when they thoroughly understand the curriculum structure, overall instructional intent, and instructional moves across the course. Leaders that are well versed in the broader curriculum design are better positioned to monitor daily instructional quality and support consistent, high-quality instruction across all agricultural classrooms.

In the “Course Level Design Resources,” the “Implementation and Support Resources” section provides guidance for how instructional leaders can support educators in implementing the program. Specifically, the “Leader Implementation Supports” section provides five implementation strategies for administrators, including “Chapter Internalization Meetings, Pacing Calibration, Observation Look-Fors, Professional Learning Communities (PLCs), and Feedback and Coaching Tools.” For each of these strategies, the section includes additional information that is specifically for leaders. For example, the “Feedback and Coaching Tools” bullet instructs administrators to “Provide targeted feedback using the internalization protocol in the Scope and Sequence document as a reference for lesson planning, delivery, and reflection.”

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.

In “Part 2: Plant Growth and Development,” the “Part Overview” provides a comprehensive overview of the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach concepts and skills in part 2.

“Chapter 19: Today’s Horticulture” provides comprehensive unit overviews with background content knowledge. The overview states that the chapter introduces “students to today’s horticulture as a dynamic, technology-driven field shaped by innovation, sustainability, and changing societal needs.” The “Concepts” section lists eight concepts, some of which include academic vocabulary. For example, “Sustainability practices (e.g., planting native plants, water conservation, and irrigation technology) can be applied in gardens and community growing spaces to reduce resource use and improve outcomes (9)(D).” The “Technical Skills” section lists seven bullet points of technical skills. For example, “Identify practical steps for establishing or maintaining a community/family garden and describe how those steps support sustained success. (4)(D).”

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.

These materials provide students and their families with guidance for success, offering concrete suggestions for supporting students’ progress. A literacy support toolbar allows all users, including family members, to translate webpage content into over 90 languages. Students and families can translate all student- and family-facing content into Spanish and English, ensuring families can access guidance and instructional information across units in their preferred language. One example is the podcast at the end of each unit lesson.

In the “Family Vocabulary & Support Guide,” the materials provide a one-page resource for each chapter that includes corresponding technical information “to support their student’s learning at home.” For example, “Chapter 12: Olericulture” incorporates a “Key Vocabulary” chart with technical terminology and contextual definitions in both English and Spanish. This dual-language framework is a critical pre-reading scaffold for multilingual learners that removes translation barriers before students engage with dense agricultural content. In this way, the course uses existing linguistic knowledge to introduce complex botanical concepts with “simple definitions” for all students. Furthermore, exposing all students to industry terms in both languages mirrors the communication demands of the modern agricultural workforce. Ultimately, this intentional design transforms the textbook into an inclusive, equitable learning tool that promotes student autonomy and academic success, strengthening the home-school connection by providing families with accessible tools to support their student’s learning.

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).

The materials include comprehensive, structured, and detailed lesson plans that identify the instructional components needed to deliver each lesson in alignment with the TEKS and ELPS. In “Chapter 1: Introduction to Horticulture,” the lesson plans include “Objectives,” “TEKS,” “ELPS,” “Lesson Cycle,” “Experiential Learning Activities,” and “Applied Problem Solving Activities” sections. The “TEKS” section identifies the knowledge and skills each lesson addresses, such as identifying career and entrepreneurship opportunities in the field of plant science and developing a plan for obtaining the required education, training, and certification. The “ELPS” section identifies language expectations, including using contextual factors and word analysis, such as cognates and Greek and Latin prefixes, to support academic language development. Together, these lesson components provide educators with a structured framework for delivering instruction that addresses both the content and language standards of the lesson.

The materials further support lesson implementation by incorporating instructional tasks, assessments, and the resources educators need to deliver the lesson. The lesson plans include experiential learning and applied problem solving activities where students apply course concepts during instruction. For example, one experiential learning activity directs educators to divide students into small groups and assign each group a historical period, such as the Paleolithic period, for discussion and analysis. The materials also include real-world problem application questions that serve as instructional assessments. For example, one question asks students to propose automated technological solutions, including moisture sensors, to address greenhouse labor shortages and irrigation inefficiencies while emphasizing the role of data collection in quality control. In addition, the lesson plans include dedicated “Student Materials and Resources” and “Instructor Materials and Resources” sections that list the materials needed to effectively implement the lesson.

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

The lesson plans include a lesson overview that identifies the educator and student materials needed to effectively deliver instruction and provides suggested timing for each lesson component. In “Chapter 1: Introduction to Horticulture,” the “Lesson Component Timings” section outlines the recommended instructional time for each phase of the lesson. For example, the lesson allocates time for the “Seed to Sprout” bell ringer activity, direct instruction with an interactive slide deck, a hands-on plant anatomy identification lab, and a formative exit ticket. The lesson overview also includes pacing adjustments for extended 90-minute block schedules, providing educators with guidance for organizing instruction within different instructional timeframes.

The lesson plans and supporting instructional documents identify the resources educators need to implement instruction safely and effectively. The appendix includes a “Lab and Safety Readiness Checklist” that identifies the materials and safety equipment required for laboratory instruction and activities and provides guidance for handling equipment before and after labs. This checklist complements the “Lesson Component Timings” section in the lesson overview, which provides educators with suggested timing for each phase of the lesson. Together, these resources support lesson implementation by identifying the materials and instructional time needed to deliver classroom and laboratory activities.

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).

The materials provide educators with structured recommendations for extending student learning beyond core instruction. “Part 1: Foundations of Horticulture” includes guidance for homework, extension activities, and professional skills practice that reinforce the concepts and technical skills that the educator introduces during instruction. For example, the materials include the “Soil Sample Journaling” homework activity that directs students to collect and document soil properties within their local neighborhoods, allowing them to extend classroom learning through independent observation and documentation.

The materials provide additional guidance for implementing extended practice through activities that reinforce technical knowledge and career readiness. In “Part 1: Foundations of Horticulture,” the “Guidance for Effective Use of Lesson Materials in Extended Practice” includes the “Branching Out: Botanical Garden Scavenger Hunt,” which directs students to visit a botanical garden and identify different plants as an extension of classroom instruction. The guidance also includes the “Hydroponics Innovation Challenge,” in which students develop a blueprint for an alternative urban growing system. In addition, in the “Client Consult Roleplay,” students practice explaining plant care requirements to a hypothetical retail nursery customer. Together, these activities provide educators with guidance for extending learning through enrichment and professional skills practice aligned to the lesson content.

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

“Part Instructional Assessments” list the diagnostic, summative, and formative assessments for the unit. For example, the “Diagnostic Assessment: Foundations of Horticulture Check-in” section states, “At the start of Part 1, have students complete a short diagnostic activity that asks them to define horticulture, identify at least two disciplines (such as floriculture or arboriculture), and explain why plant classification is useful in horticultural work. This initial task helps determine students’ familiarity with the scope of horticulture, basic industry terminology, and their early understanding of how common and scientific names support communication. Use results to identify misconceptions (e.g., confusing horticulture with general agriculture or misunderstanding classification) and plan targeted vocabulary support before instruction begins.”

The instructional materials provide a comprehensive sequence of student learning experiences with clearly defined, step-by-step directions and assessments. For example, unit 2 intentionally scaffolds activities to build students’ conceptual understanding and progress toward increasingly rigorous tasks. Throughout the lesson cycle, students have multiple opportunities to engage in a variety of tasks and questions, including structured discussion, technical analysis, hands-on application, and projects. This design allows students to consistently demonstrate their learning before transitioning to higher-level concepts.

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

The instructional materials provide clear definitions and identify the intended purpose of every diagnostic, formative, and summative assessment type included within the curriculum. As detailed across the “Implementation and Quality Guide,” and in the “Instructional Assessments” section, the program establishes a transparent, tiered testing framework. This structural organization ensures that educators understand the specific pedagogical role, intended cognitive demand, and Depth of Knowledge (DOK) variations of each assessment tool before deploying it in the classroom.

The Introduction to Horticulture, Landscaping, and Floral Design textbook provides administration protocols in the unit 1 lesson plan to guide educators through completing, scoring, reviewing, and analyzing student performance metrics. This administrative framework outlines exactly how to use collected data to inform daily instructional decision-making, monitor language or content comprehension, and isolate specific learning gaps that need immediate intervention.

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

The materials provide guidance that supports educators to consistently and accurately administer instructional assessments. The “Teacher Resources” dashboard provides comprehensive guidance in the “Implementation and Quality Guide” and the unit 1 lesson plan, which outlines assessment procedures for each assessment type. The materials specify how to administer assessments, whether students should work independently or collaboratively, and the educator’s role during the assessment process. For example, students complete knowledge check questions independently and receive immediate feedback; take part in discussion questions in whole-group, small-group, or partner settings; and complete summative unit activities individually or in small groups, using educator-provided rubrics. The materials also identify the resources needed to administer assessments and note that all students are expected to participate in the assessment process.

The lesson plans embed additional guidance to promote implementation fidelity across classrooms. Instructional time blocks provide pacing expectations and clearly indicate when assessments should occur within the lesson sequence. The plans include educator-facing directions, facilitation notes, and assessment administration procedures that reduce ambiguity and help ensure educators consistently deliver assessments. In addition, students access quizzes and exams through the digital platform, which standardizes scoring procedures and automatically records results. Together, these supports provide educators with clear expectations for administering assessments and collecting reliable evidence of student learning.

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

The materials include diagnostic, formative, and summative assessments that align with the TEKS and the objectives of the course, unit, and lesson. “Part Instructional Assessments” identify the three assessment types in the unit and list the corresponding TEKS for each assessment, providing educators with a clear connection between instructional objectives and assessment measures. The curriculum also includes a structured assessment sequence that incorporates diagnostic pre-assessments, formative progress checks, and summative evaluations. Assessment questions and performance tasks align to the applicable TEKS and lesson objectives and allow educators to monitor student learning throughout instruction.

The materials connect written and performance-based assessments to the lesson objectives and the TEKS. For example, the chapter 5 pre-assessment includes questions that measure students’ prior knowledge and align to TEKS §130.23(c)(4)(A). Formative assessments, including the “Ticket-Out-the-Door” activity, measure daily lesson objectives such as differentiating the functions of xylem and phloem. Summative assessments continue this alignment through tasks such as the unit 2 exam, which requires students to diagram the process of photosynthesis and measures mastery of TEKS §130.23(c)(4)(B). In addition to written assessments, the materials include performance-based laboratory activities that assess technical skills aligned to the TEKS. For example, the “Propagating Stem Cuttings” performance assessment includes an educator evaluation checklist aligned to the lesson objective of performing asexual plant propagation techniques using proper sanitation methods, providing educators with an assessment tool that measures both technical skill development and standards-based learning.

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

In the “Implementation and Quality Guide,” the “Instructional Assessments” section identifies multiple TEKS-aligned instructional assessment types that increase in rigor and complexity. Critical thinking questions align with the TEKS and ELPS and promote higher-level thinking, analysis, and reasoning. Unit activities are also TEKS-aligned instructional activities and tasks that progressively increase in rigor and complexity. Together, these items demonstrate that assessments align with the TEKS and intentionally assess at multiple cognitive levels rather than a single level of rigor.

The Teacher’s Edition features a dedicated “TEKS Assessment Matrix” at the beginning of each unit, alongside targeted wraparound sidebar annotations that verify cognitive complexity. When a formative or summative assessment item appears, the teacher notes explicitly state the aligned TEKS strand and provide an item-analysis breakdown. This breakdown categorizes questions into “Retrieval,” “Analysis,” or “Knowledge Utilization” tiers. This demonstrates that the curriculum tests students not just on rote memorization, but also on the rigorous application of the state-mandated technical standards.

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

In the Instructional Assessment Guide, the “Grading Rubric” includes the definition and purpose of the instructional assessments throughout the lesson plan, and details how educators can accurately assess and score the responses to interpret student performance.

The “Teacher Resources” dashboard features a dedicated “Suggested Answers and Rubrics” document for each unit that delivers detailed sample responses for formative check-ins, such as critical thinking or discussion questions. These sample responses establish a clear baseline by identifying the exact depth of conceptual understanding, analytical reasoning, and technical accuracy that the course expects from students, ensuring that educators can execute fair and consistent evaluations of student work across classrooms.

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

In “Part 2: Plant Growth and Development,” the “Instructor Guidance for Instructional Assessments” section provides guidance for using additional tasks and activities to monitor student trends. The section also offers additional instructional assessments for high- and low-performing students.

In the “Teacher Resources” dashboard, the “Implementation and Quality Guide” includes instructional recommendations based on assessment results. The guide identifies targeted intervention activities for students who are struggling with concepts and provides extension opportunities for students who demonstrate mastery. These supports enable educators to adjust instruction and address learning needs based on student performance data. In addition, the unit lesson plans guide educators to respond to student trends in assessment performance through action-oriented instructional strategies. The “Assessment Performance Guidance” section provides recommendations for students who are struggling, such as using vocabulary organizers, visual supports, and scaffolded activities to reinforce understanding.

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.

Students access their personal performance analytics, lesson completion rates, and historical assessment averages across all units through the course dashboard’s “Student Grade Report” and “Pre- and Post-Test” tab. This open feedback loop allows students to actively monitor their own learning trajectory, see their progress toward state standard benchmarks, and cross-reference their scores against the clear scoring criteria, automated keys, and analytical rubrics in the Instructional Assessment Guide. These tools encourage students to engage in independent reflection and manage their own academic development, creating a data-driven learning environment across all instructional components.


The educator-facing “Progress Snapshot” dashboard compiles student scores from the formal final assessments of all TEKS-aligned lessons into a single, high-utility control panel. This reporting tool instantly aggregates and categorizes classroom performance trends, sorting students into three readiness tiers—on track, approaching, or needs attention—based on their core assessment averages. For instance, the dashboard could identify how many students fall into the needs attention tier (averages below 69 percent) versus the on track tier (averages above 80 percent), allowing educators to immediately identify mastery trends and deploy immediate targeted support or advanced enrichment. This real-time analysis pairs with pretest/posttest reports that display student performance metrics side-by-side to contrast baseline entry data with post-instructional achievement. If a class has only completed the diagnostic pretest, the report populates those results independently, allowing instructors to isolate conceptual strengths or developmental weaknesses prior to direct instruction and adjust lesson delivery.

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.

The materials include educator guidance for differentiated instruction for students who have not yet reached proficiency in the course TEKS. In the Differentiation and Special Populations Guide, the “Supporting Students Below Proficiency” section provides educator-facing, TEKS-aligned guidance that includes targeted content review and reteaching, process scaffolds, small-group instruction, differentiated student outputs, and paired lesson sequencing. The guide includes instructional supports such as language frames, graphic organizers, and guided instructional steps. These tools help educators provide additional support while maintaining access to grade-level concepts and technical skills in the course.

The materials provide chapter-specific guidance for supporting students who have not yet demonstrated proficiency in content and technical skills. The “Chapter 3: Plant Classification,” “Customized and Scaffolded Instruction” section, “Support for Less-Advanced Students” subsection directs educators to reinforce objectives from previous lessons—such as identifying basic plant features and distinguishing between simple classification categories—before introducing new content. The chapter also includes a small-group picture sorting activity that provides additional guided practice with concepts that students previously learned. Together, these differentiated instructional supports provide educators with scaffolded activities and lesson guidance that help students build prerequisite knowledge while progressing toward mastery of the course TEKS.

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).

“Part 1: Foundations of Horticulture” embeds structured pre-teaching within the unit to help students understand unfamiliar vocabulary and language features. This format provides a comprehensive preview of academic, professional, and technical vocabulary that align to the lesson content, ensuring students are prepared to engage with the language. The “Figurative Language, Idioms, and References” subsection further deepens comprehension by linking figurative expressions to instructional concepts. The subsection uses the phrase working together in harmony to clarify how elements in floral design complement rather than compete with each other. The “Key Vocabulary” section also includes pre-teaching and embedded supports for unfamiliar vocabulary and references.

“Part 2: Plant Growth and Development” provides support for unfamiliar vocabulary and language structures in each lesson plan in a “Vocabulary and Language Supports” section that previews academic, professional, and technical terminology. Additionally, the “Figurative Language, Idioms, and References” subsection purposefully connects to instructional content. A dedicated “Key Vocabulary” section introduces and defines essential domain-specific terms, including concepts such as asexual propagation, growth media, and photosynthesis, helping students build the academic and technical vocabulary they need to understand the unit content.

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.

“Chapter 3: Plant Classification” includes activities for students that have demonstrated proficiency in content and technical skills in the course. The “Customized and Scaffolded Instruction” section includes a “Support for Advanced Students” subsection that provides an extension activity that tasks the educator “with allowing students to demonstrate learning through comparative charts, classification keys, or short explanations justifying classification decisions.”

“Chapter 3: Plant Classification” includes enrichment opportunities in the “Customized and Scaffolded Instruction” section, “Support for Advanced Students” subsection. To extend learning for students who have demonstrated proficiency, the materials guide educators in implementing activities that require higher-level thinking, such as creating comparison charts, developing classification keys, and composing written explanations that support and justify plant classification decisions.

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

The materials do not include educator guidance for providing SDI for students receiving supports and services through special education.

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

In the lesson plans for “Part 1: Foundations of Horticulture,” materials include the section “Prompts for Modeling and Explaining Concepts.” Educator guidance provides an explanation for the course and offers suggestions for educator modeling. For example, “Think aloud as you model how horticulture professionals observe plant characteristics, organize information, and make informed decisions.” The guidance suggests think-alouds about classification of plants as well as using “concrete, everyday plant examples.” In addition, a list of modeling prompts are provided. These include the following: “As I look at this plant, I’m thinking about what characteristics I notice first and how those traits help me classify it” and “I’m going to think aloud to show how we move from observing a plant to deciding where it fits in the classification system.” Educators are directed to “use these prompts during direct instruction, guided practice, demonstrations, and class discussions to make expectations and thinking processes explicit.”

In chapter 3, the “Scripted Introduction and Instructional Approaches” section provides explicit educator guidance for modeling and explaining concepts. The “Instructional Script” subsection provides educators with detailed, word-for-word instructional dialogue to introduce new content and connect it to previously learned concepts. The script begins by reviewing plant taxonomy from the previous chapter before introducing the focus of chapter 3.

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

Each chapter includes a “Lesson Cycle” section that provides educator guidance and recommendations for effective lesson delivery. In “Chapter 1: Introduction to Horticulture,” the “Lesson Cycle” section provides educators with a structured sequence for delivering instruction and transitioning through lesson components. The chapters embed additional guidance to support a variety of instructional approaches. For example, in “Chapter 3: Plant Classification,” the “Cross-Curricular Connections” section guides educators to integrate mathematics by having students calculate plant growth rates, allowing educators to reinforce horticulture concepts while connecting instruction across content areas. These embedded recommendations support lesson delivery by providing multiple approaches for engaging students with the course content.

The materials provide educator guidance for facilitating instruction through collaborative, inquiry-based, and problem-solving activities. In “Chapter 3: Plant Classification,” the “Experiential Learning Activity: Sorting the Plant Kingdom” directs educators to organize students into small groups to sort plants according to their life cycles, functions, and characteristics, and provide guidance for collaborative exploration of course concepts. The lesson also includes an applied problem solving activity in which students determine the most appropriate plant for a well-shaded, wet environment by applying the knowledge and technical skills they developed during instruction. Together, these instructional approaches provide educators with guidance for facilitating collaborative learning and real-world application of horticulture concepts throughout the lesson.

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.

“Chapter 3: Plant Classification” supports multiple types of practice such as independent practice with calculating growth rates individually. Later in the same lesson, students work in small groups to complete a plant kingdom sorting activity before sharing their findings with the whole class. At the end of the lesson, students work on their exit ticket with a partner.

In “Part 1: Foundations of Horticulture,” the “Instructor Guidance for Instructional Assessments” section provides educator support for implementing multiple types of practice and includes recommendations for instructional structures that promote effective lesson delivery and assessment implementation. The guidance helps educators organize learning experiences and select appropriate groupings and activities to support student success.

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.

“Chapter 5: Plant Reproduction and Propagation” embeds educator guidance for delivering linguistic accommodations for various language proficiency levels, as defined by the ELPS, during academic discussions. The “Academic Language Growth Scaffold” in the lesson margin notes provides educators with differentiated supports to help students explain the differences between a plant’s common name and its scientific name. The scaffold includes guidance for adjusting language expectations based on student proficiency levels, helping students engage with academic and technical vocabulary while developing their ability to communicate content knowledge using increasingly sophisticated language.

In “Part 2: Plant Growth and Development,” “Support for Emergent Bilingual Students (ELL)” includes sentence stems, vocabulary, and paragraph frames. Starting under the underlined text, “Differentiated supports should reflect language proficiency levels,” there are sections for “Pre-Production and Beginning,” “Intermediate,” and “High Intermediate and Advanced” levels. These sections support educators with guidance for linguistic accommodations for various levels of emergent bilingual (EB) students as they increase academic, professional, and technical language.

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

In “Part 2: Plant Growth and Development,” each chapter includes support for educators to effectively use the materials for EB students in bilingual/ESL programs. The chapters provide dual-language resources for EB students such as sentence stems, vocabulary, and comparing similar words in both languages.

The lesson plans include dedicated guidance for EB students, including strategies such as creating dual-language word walls and reinforcing academic and technical vocabulary. These supports help educators implement instructional practices that align with the needs of students participating in bilingual and ESL programs.

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.

In “Part 1: Foundations of Horticulture,” the “Instructor Guidance for Instructional Assessments” section provides educator support for implementing multiple types of practice. The section also includes recommendations for instructional structures that promote effective lesson delivery and assessment implementation. The guidance helps educators organize learning experiences and select appropriate groupings and activities to support student success.

The materials include a cross-linguistic vocabulary bridge that highlights cognates and related scientific terminology across languages, helping students connect new technical vocabulary to existing language knowledge. Additional supports, such as structured discussion prompts and graphic organizers, help build background knowledge, strengthen comprehension, and support students as they transition from oral discussion to formal academic writing using scientific language.

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

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

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

In “Chapter 1: Introduction to Horticulture,” the “Chapter Introduction and Use of Assessments” section provides educators with guidance for delivering direct instruction. The section introduces key concepts, outlines learning objectives, and identifies instructional priorities and assessment opportunities that support student mastery of course content and skills.

In “Chapter 7: Growth Media,” the “Lesson Cycle” section includes guidance for educators to provide direct instruction on industry-specific knowledge and skills. The section provides educators with explicit prompts under three bullet points. “I Do” begins with key concepts and academic and technical vocabulary. “We Do” guides students through the lesson with collaborative activities and questions. “You Do” concludes with “Extended Learning & Activities” and “Applied Problem Solving Activities,” which are all specific to the horticulture industry and growing media and align with the course TEKS.

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

In “Chapter 2: Plant Taxonomy,” applied problem solving activities provide students with opportunities to use industry-specific academic, professional, and technical vocabulary in authentic contexts. Students use horticulture terminology as they analyze scenarios, solve problems, and communicate their understanding of plant taxonomy concepts, reinforcing vocabulary development through meaningful application rather than isolated practice.

In “Chapter 7: Growth Media,” the “Chapter Introduction and Use of Assessments” section instructs the educator to, “Guide students through the chapter’s descriptions of media components, including organic materials, mineral additives, and specialized substrates used in hydroponics. Discuss the role of media in moisture retention, aeration, drainage, and nutrient availability.”

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

In “Chapter 2: Plant Taxonomy,” the “Experiential Learning Activity: Applying Classification to Real Plants” section provides students with opportunities to develop and refine industry-specific knowledge and skills through hands-on learning experiences. Students apply plant classification concepts to real plant specimens, strengthening their ability to identify, analyze, and categorize plants using appropriate horticultural terminology and practices. These activities support a learning progression that builds in rigor and complexity as students advance through the course and apply foundational knowledge in authentic contexts.

In “Chapter 7: Growth Media,” the “Scripted Introduction and Instructional Approaches” section provides opportunities for students to develop and refine their knowledge of plant growing media. The educator uses lesson scripts such as, “In the previous chapter, we focused on safety and proper equipment use in horticulture. Today, as we begin Chapter 7, we are going to turn our attention to something plants depend on every day—what they grow in. This includes soil and other materials that support roots, provide nutrients, and help manage water and air.” The script progressively increases in rigor and complexity as it states, “Before we begin, think about a time you planted something or saw someone plant a seed or plant. What material was used? Was it garden soil, potting mix, sand, or something else? Take a moment to consider why that material might have been chosen. Turn to a partner and share one example of a growth medium you have seen or used. Then discuss what you think that material provides for the plant, such as support, water, air, or nutrients. Now, let’s explore this idea further. In small groups, discuss this question: Why might different plants require different types of growth media?”

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

In “Part 1: Foundations of Horticulture,” “Part Instructional Assessments” include tasks and activities that require students to demonstrate their understanding of industry-specific knowledge and technical skills that align to the course TEKS. These assessments provide opportunities for students to apply horticulture concepts, analyze industry-related scenarios, and demonstrate mastery of the content and skills from the instructional sequence.

In “Chapter 7: Growth Media,” the “Experiential Learning Activity: Comparing Growth Media” tasks students with a “structured investigation of growth media commonly used in horticulture.” In this assignment, students compare various media and their “texture, particle size, weight, aeration, and moisture retention.”

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.

In “Part 1: Foundations of Horticulture,” the “Prior Knowledge and Prerequisite Skills” section establishes clear connections between new learning and previously taught concepts. The materials identify the foundational knowledge and skills students should possess before beginning the unit and intentionally link upcoming content to learning from earlier lessons and units. In addition, the section connects new horticulture concepts to knowledge and skills students developed through prior coursework, helping them build on existing understanding and supporting a coherent progression of learning throughout the course.

In “Chapter 7: Growth Media,” the “Conclusion” section explicitly connects new knowledge and skills related to plant growth media to prior learning across previous lessons and units by “connecting familiar planting experiences to the science of growth media.”

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.

“Chapter 1: Introduction to Horticulture” includes a dedicated “Cross-Curricular Connections” section that highlights how horticulture concepts connect to other academic disciplines. This section provides activities and learning opportunities that integrate technical content with skills in literacy, mathematics, science, and social studies. By engaging students in these interdisciplinary connections, the materials reinforce transferable knowledge and skills while helping students understand the broader applications of horticulture concepts across multiple subject areas.

In the “Chapter 7: Growth Media,” “Cross-Curricular Connections” section, the “Social Studies: Geography and Soil Formation” subsection instructs the educator to say, “Different regions of the world have distinct soil types shaped by climate, landforms, and geological processes.” Students then complete an activity where they “choose two geographic regions (such as the Great Plains and the Amazon Basin) and briefly describe the dominant soil types found there. Explain how these soils influence the region’s agricultural practices.”

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.

In “Chapter 2: Plant Taxonomy,” the “Chapter Introduction and Use of Assessments” section integrates academic, technical, and employability knowledge and skills. The section prepares educators and students for upcoming content by introducing key concepts, technical terminology, instructional priorities, and assessment expectations. These components support students to develop horticulture knowledge while reinforcing skills such as communication, critical thinking, analysis, and application of content in learning contexts and in alignment with the course TEKS.

In the “Chapter 7: Growth Media,” “Applied Problem Solving Activities” section, a “Real-World Problem Application Question” requires students to use academic, technical and employability knowledge and skills. Students imagine being a greenhouse manager who notices some of their seeds have root rot while others dry out quickly. Students have to “explain how differences in media drainage and aeration might be causing these issues, and recommend adjustments.”

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

The materials include “Career and Technical Education Employability Skills,” which allows students the opportunity to connect content learned in the lesson to real-world settings. Students integrate academic, professional, and technical vocabulary as it relates to the horticulture industry such as, imports, exports, tariffs, trade agreements, and sustainability.

In “Chapter 19: Today’s Horticulture,” the “Career Exploration and Labor Market Connections” section provides opportunities for students to investigate career clusters in horticulture and the Plant Science Program of Study. In the “Texas CTE Employability Skills” section, the “(K) Career Development and Entrepreneurship” activity asks students to “identify one horticulture career pathway and one entrepreneurship opportunity. Students should explain the skills required for each and how ongoing professional development supports long-term success in the [Agriculture, Food, and Natural Resources] career cluster.”

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

In “Chapter 19: Today’s Horticulture,” the “Career Exploration and Labor Market Connections” section provides students with opportunities to analyze Labor Market Information (LMI) by examining workforce trends, employment outlooks, and industry demand within the horticulture field. These activities help students use labor market data to explore career pathways and make informed decisions about education, training, and employment opportunities in the horticulture industry.

In “Chapter 19: Today’s Horticulture,” the “Career Exploration and Labor Market Connections” section provides opportunities for students to analyze relevant regional or statewide LMI in horticulture and plant science. For example, educators “Provide students with regional or statewide workforce data related to horticulture occupations and ask them to identify high-demand roles, compare wage data, and evaluate projected growth trends.”

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

In “Chapter 19: Today’s Horticulture,” the “Career Development and Professional Standards” and “Career Exploration and Labor Market Connections” sections provide opportunities for students to participate in career investigation activities and tasks that support career goals.

In “Chapter 19: Today’s Horticulture,” the “Career Exploration and Labor Market Connections” section includes career investigation activities and tasks that support students to develop individual career goals in horticulture and plant science. In the “Texas CTE Employability Skills” section, the “(K) Career Development and Entrepreneurship” activity asks students to “identify one horticulture career pathway and one entrepreneurship opportunity. Students should explain the skills required for each and how ongoing professional development supports long-term success in the [Agriculture, Food, and Natural Resources] career cluster.”

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

The materials include educator guidance for providing direct instruction on professional standards and employability skills aligned with the course TEKS and the Texas Career and Technical Education (CTE) Employability Skills Standards. In “Chapter 19: Today’s Horticulture,” the “Texas CTE Employability Skills” section includes guidance for educators to integrate workplace readiness skills into classroom instruction. The materials include educator-directed activities and discussion prompts that support instruction in professional communication, teamwork, workplace behaviors, and other employability skills relevant to the Plant Science Program of Study. This guidance aligns employability instruction with the course TEKS and the Texas CTE Employability Skills Standards while supporting educators to deliver these skills as part of regular classroom instruction.

The lesson plans and “Course Level Design Resources” provide additional guidance for teaching professional standards and employability skills. In the “Course Level Design Resources,” the “Professional Standards and Employability Skills” section includes instructional support for integrating workplace readiness skills throughout the horticulture course. The materials emphasize professional communication, teamwork, and time management while aligning instruction with the Plant Science Program of Study, the course TEKS, and the Texas CTE Employability Skills Standards. The lesson plans reinforce this guidance through the “Career and Technical Education Employability Skills” section. For example, in chapter 20 students reflect on how employability skills influence success in global horticulture careers. The materials provide educators with structured guidance for incorporating professional standards into instruction throughout the course.

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

The materials provide opportunities for students to engage in career development activities that support workplace readiness and align with the course TEKS and the Texas CTE Employability Skills Standards. In “Chapter 19: Today’s Horticulture,” the “Texas CTE Employability Skills – Student Activities” section includes structured activities that allow students to practice employability skills, explore career expectations, and apply professional behaviors relevant to careers in the horticulture industry. The chapter also includes educator-guided activities that help students connect classroom learning to workplace expectations through career development tasks.

The materials provide additional opportunities for students to participate in career development tasks through the “Course Level Design Resources” and the “SAE and FFA Integration Guide.” In “Chapter 6: Safety and Equipment,” the “Key Concepts and Technical Skills” section engages students in career development activities that emphasize workplace safety, the proper use of personal protective equipment, and the safe operation of tools and equipment in the horticulture industry. The “SAE and FFA Integration Guide” further extends career development through activities such as school-based enterprises and campus beautification projects. The guide also directs students to develop a portfolio documenting the skills and lessons they learned throughout their horticulture experiences and to present the portfolio in class. This activity provides opportunities to practice professional communication while reflecting on their career development.

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

In “Chapter 19: Today’s Horticulture,” the “Texas CTE Employability Skills – Student Activities” section emphasizes using academic, professional, and technical vocabulary in career development opportunities. In these activities, students complete career development tasks that reinforce workplace readiness while discussing career expectations and professional behaviors associated with the horticulture industry. Students apply the academic, professional, and technical language from the course while communicating about employability skills and workplace practices relevant to horticulture careers.

The materials continue to emphasize academic, professional, and technical vocabulary through structured career development tasks in the “SAE and FFA Integration Guide” and extended learning activities. Students use concepts and terminology associated with the horticulture industry as they participate in activities such as school-based enterprises and campus beautification projects. The extended learning activities also guide students to develop a portfolio of the skills and lessons they learned during their horticulture experiences and present the portfolio to the class. This activity provides opportunities to communicate using the academic, professional, and technical vocabulary from the course while strengthening presentation and professional communication skills.

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

The lesson plan provides inquiry-based questions that allow students to apply academic and technical knowledge and skills to real-world industry issues. An example of this is provided through the Extended Learning Activities where students practice key concepts learned. For example, in “Chapter 2: Plant Taxonomy,” students work to collect five different horticultural plants. They then partner up and use reliable sources to identify each plant’s scientific name and common name. “Developing a strong understanding of both common and scientific names is essential for classifying horticultural plants, conducting research, managing plant collections, and communicating accurately within the horticulture industry.”

In “Chapter 5: Plant Reproduction and Propagation,” the lesson plans include experiential learning to develop or reinforce the real-world application of technical and employability skills. For example, in the “Hand’s On Propagation Lab” students explore plant propagation techniques using a cutting. This activity uses work-based learning to support student career development and is a real-life skill students would use in the horticulture industry.

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.

The materials provide students with opportunities to use relevant industry-specific materials during experiential learning activities. By using these industry-specific concepts and materials to propose a practical solution, students engage in authentic work experiences that mirror real workplace environments. For example, one activity in “Chapter 8: Plant Nutrition” presents a real-world problem related to commercial growers regarding uneven growth across a greenhouse bench. To address this challenge, students must apply technical knowledge to analyze factors such as nutritional imbalances, pH variations, or fertilizer inconsistencies. Students must identify the issue and propose a practical solution.

“Chapter 6: Safety and Equipment” provides structured opportunities for students to observe a classroom, lab, or greenhouse and “identify hazards related to tool storage, personal protection equipment (PPE), chemical labeling, electrical safety, and general workspace organization.” Students assess and discuss safety standards to reduce the likelihood of injury. The daily lesson plans instruct educators to guide students through safety procedures and demonstrate ways to prevent accidents. Students write a brief summary of identified hazards and must “use professional language when explaining safety concerns and appropriate preventative measures.”

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

The materials emphasize vocabulary development through experiential learning opportunities. For example, “Chapter 1:Introduction to Horticulture” includes an experiential learning activity, “Horticulture and Human Civilizations.” In this activity, students work in small groups to “connect the origins and evolution of plant cultivation to modern practices.” Assigned historical topics include Paleolithic hunter-gatherers, the Neolithic Revolution, Indigenous companion planting, early American colonists, and the Industrial Revolution. Students work to answer the following questions: “What limitations did people face, and how did plant knowledge help overcome them? What technologies or cultural shifts emerged as a result of horticultural practices?” Students then synthesize their findings and “incorporate the academic, professional, and technical vocabulary learned in the chapter,” including nomadic, Fertile Crescent, terraces, and companion planting. This deliberate linguistic framing ensures that students use the vocabulary to deepen their understanding of the role horticulture has in daily life and society.

“Chapter 2: Plant Taxonomy” includes an experiential learning activity called, “Applying Classification to Real Plants.” Students examine plant leaves, cones, flowers, or whole plants. Students record information about each item, including leaf venation, root structure, seed type, and reproductive structures. Throughout the analysis, students answer the following questions emphasizing vocabulary: “Does the plant show characteristics of a monocot or dicot? Is it likely an angiosperm or gymnosperm? Which division might it belong to based on mode of reproduction?” This activity strengthens observation skills and enables students to better understand real horticultural practices like crop selection and pest management.

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.

The materials provide inquiry-based questions that allow students to apply academic and technical knowledge and skills to real-world industry issues. For example, in “Chapter 18: Floral Design,” students complete an applied problem solving, real-world task. “A florist receives a shipment of cut flowers that appear wilted and dehydrated.” Students must “explain how proper conditioning techniques—including rehydration, cutting stems at an angle, and removing excess foliage—could restore freshness.” Poor handling techniques must be explained as students determine preventive measures that could protect future shipments.

In “Chapter 5: Plant Reproduction and Propagation,” the lesson plans 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. For example, one task states, “A greenhouse manager wants to produce a large number of identical plants that all bloom at the same time. Based on this chapter’s concepts, which propagation method should they choose, and why? Explain how asexual reproduction supports the production of uniform, predictable plants.” This task is appropriate for the level of the course and in alignment with the course TEKS.

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.

The materials include tasks that allow students to engage in analyzing information and applying that information to make an educated decision, such as choosing a sustainable horticulture practice and determining the environmental, economic, and social impact on the future of the horticulture industry. In “Chapter 1: Introduction to Horticulture,” students answer an industry data analysis question where they “examine historical or contemporary data on crop yields, plant varieties, or food availability.” Students must identify a trend and reflect on how technological advancements have influenced plant production over time. Materials encourage reflection about “mechanization during the Industrial Revolution.” Throughout the analysis, students answer the following: “What patterns do you observe, and how might horticultural practices continue to evolve to meet future needs?” Numerical or descriptive data as well as specific examples from the chapter should be included to support student claims.

In “Chapter 5: Plant Reproduction and Propagation,” the lesson plans include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning. For example, one task asks students to “Imagine you have data showing germination rates of different plant varieties under varying conditions. How could anatomical and reproductive differences among species explain these variations? Discuss how horticulturists use such data to refine planting schedules and improve crop success.” This task is appropriate for the level of the course and in alignment with the course TEKS.

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

The materials include opportunities for students to engage in inquiry-based learning. For example, in “Chapter 5:Plant Reproduction and Propagation,” students engage in discovery as related to personally generated questions. The materials prompt students, “If you wanted to investigate how environmental conditions influence successful pollination or germination, what questions would you explore? Identify sources—such as greenhouse experiments, botanical studies, or climate data—that could help deepen your understanding.” .

Another example comes from “Chapter 18: Floral Design,” where students take data from a florist and analyze it, making decisions to support the business. This activity states, “A floral shop compares customer preferences across seasons and notices that compact mass arrangements sell better in winter, while airy line-mass styles are more popular in spring. Analyze how factors such as seasonal colors, flower availability, and cultural preferences may influence these trends. Explain how this data could guide inventory planning and design offerings throughout the year.” Students gather information and demonstrate an understanding of course content to justify decisions connected to industry practices.