PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Floriculture
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concept,
content, illustration, heritage, roles
contributions, experiences and achievements
of males and females in American and other
cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
NOTES
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Floriculture
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets, decision support, design
tools)
 Communication, information processing and research tools (such as word

processing, e-mail, groupware, presentation, Web development, Internet
search tools)
Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met
with I (In-depth) or A (Adequate) in order to be recommended.
20010-2015
Floriculture
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
3. integrate technology into the curriculum.
N
B. Scientifically-Based Research Strategies
1. provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2. promote writing skills and study techniques .
3. present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on Bloom’s Taxonomy.
2. promote student-generated responses.
D. Life Skills
1. address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. provide classroom management suggestions.
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1. address varied learning styles and multiple intelligences of students
by including models.
2. provide extensive and varied opportunities to practice skills.
3. provide intervention, practice, and enrichment materials.
4. continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
5. connect previously taught skills and strategies with new content and
text.
6. cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
G. Assessment
1. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics, and
multimedia simulations.
2. provide on-going progress monitoring.
3. provide rubric-based differentiated assessment.
INSTRUCTIONAL MATERIALS ADOPTION: CONTENT SPECIFIC EVALUATION CRITERIA
20010-2015
Floriculture
Floriculture introduces students to careers in the floral industry and provides basic instruction in the techniques
of floral design and merchandising. Floriculture includes art, science, and technology. Students will gain skills for
entry-level employment or entrance into an advanced training/degree program. Safety instruction is integrated into all
activities. Teachers should provide each student with real world learning opportunities and instruction related to
selection, development, and maintenance of individual Supervised Agricultural Experience (SAE) programs. Students
are encouraged to become active members of FFA, the national youth organization for those enrolled in agricultural
education. FFA is an integral component of the program and provides curricular opportunities that enhance student
achievement. Teachers should utilize relevant FFA activities to support experiential learning.
The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content
Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Standard 1: Nature of Floriculture Industry
Students will:
 demonstrate an understanding of the scope of the horticulture industry.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Floriculture
Students will:
 demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories, and models as delineated
in the objectives.
 relate the principles contained in the sciences, economics, mathematics, and language arts to the horticulture industry.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Floriculture
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to the horticulture industry.
 analyze information and situations to select the best means of performing tasks associated with the horticulture industry.
 demonstrate an ability to utilize technology to perform tasks associated with studies in horticulture.
 evaluate horticulture supplies, products and processes and defend decisions related to such.
 engage in work-based learning through Supervised Agricultural Experience (SAE) programs.
Standard 4: Participation in the student organization
Students will participate in a local student organization.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
A. Nature of the Floriculture Industry
1. explore the history of the floriculture industry.
2. give examples of safety hazards associated with floral
design.
3. identify and classify plants, floral materials, tools, and
supplies used in the floriculture industry.
4. articulate skills used in retail sales.
5. research methods of designing floral material.
6. relate the scientific principles of plant decomposition to
practices taken to extend the life of floral plants.
7. examine the preservation of floral materials.
8. summarize the elements of floral design and the concept
of color in design.
N
9. research career opportunities in floriculture.
B. Content of Studies in Floriculture
1. demonstrate the appropriate use of tools and fasteners
and safe operation of glue guns and temperature-control
adhesives.
2. identify the basic plants, florals, supplies, and mechanics
that will be utilized in the floriculture laboratory.
3. develop a visual merchandising plan.
4.
research floral trade organizations.
5.
demonstrate pricing and order processing skills.
6. Depict the importance of securing materials for special
ceremonies or events.
7. explain the causes of premature flower deterioration.
8.
model the steps in handling a shipment of flowers.
9.
examine the benefits of floral preservation.
10. demonstrate the preservation of flowers using the
hanging, desiccant, microwave, glycerin, and bleaching,
and dying methods.
11. critique the use of design elements such as balance,
scale, harmony, unity, accent, focalization of interest, and
rhythm.
C. Application of Knowledge and Skills Acquired Through Floriculture
1. demonstrate the safe and proper use of the materials
involved in floriculture design.
2. assemble plant materials and prepare them for safe
transport
3. demonstrate proper stem treatment and flower storage
procedures.
4. construct and critique a dried and preserved arrangement.
5. construct and evaluate the following floral products:
corsage, boutonniere, wedding bouquet, sympathy tribute,
wreath, holiday arrangement, and bud vase.