Copyright
© Jill Christensen 2015. All rights reserved. Placing this product, or any part
of this product on the internet in any form (even a personal or classroom
webpage) is strictly forbidden. It is a violation of the Digital Millennium
Copyright Act. You may make copies for your students. You may not give copies
of the digital file or any part of the digital file to anyone. This resource may be
downloaded free from www.amystewart.com The cover photograph is used by permission. Except as noted below, all
graphic elements and illustrations are the work of the author.
Where Credit Is Due
Thank You! I am an educator like you, and
I sincerely appreciate the trust you have put in me and
my work through your use of this resource..
I hope my work makes your work a little easier.
Table of Contents
Introduction …………………………………………………………………!
4!
Curriculum Standards . ………………………………………………………!
5-6!
Chapter 1 Worksheet…………………………………………………………!
7!
Flower Diagrams………………………………………………………………!
8!
Project Based Learning Menu ………………………………………………!
9!
Flower Associations Survey (Chpt. 2/3) ……………………………………!
10-11!
Chapter 4 Worksheet.
………………………………………………………!
12!
Chapter 5 Worksheet
………………………………………………………!
13!
Chapter 6 Worksheet
………………………………………………………!
14!
Equatorial Countries Research Project
……………………………………!
15-16!
Chapter 7 Worksheet …………………………………………………………!
17!
Chapter 8 Worksheet …………………………………………………………!
18!
Chapter 9 Worksheet …………………………………………………………!
19!
Using Task Cards Information for the Teacher
20!
……………………………!
Task Cards ……………………………………………………………………!
Flower Confiden<al www.amystewart.com 21-23!
Copyright 2015 Jill Christensen. All Rights Reserved. Introduction
These resources are intended to be used with the book Flower Confidential by Amy
Stewart. You will need to purchase the book in order to make use of these resources.
California CTE Agriculture and Natural Resources Model Curriculum Standards were
referenced when creating these resources. Your state/provincial CTE standards may
differ. No approval by the California State Office of Education, nor claim of formal
alignment with California CTE curriculum standards is intended or implied.
This file may be downloaded only from the book author’s website at www.amystewart.com
Uploading this resource to any website, public or private, even a classroom or school district
website, would be a violation of the Digital Millennium Copyright Act. Please respect the
work of the author by not providing digital copies of this file to any other person. Permission
is granted to make unlimited paper copies of student pages for use by a single teacher.
If you have questions about any of the material in the resource, please feel free to contact
me via my Q/A at https://www.teacherspayteachers.com/Store/Utahroots.
Jill Christensen
Flower Confiden<al www.amystewart.com 1
Copyright 2015 Jill Christensen. All Rights Reserved. California CTE Agriculture and Natural Resources Model Curriculum Standards
Supported By These Resources
Standard
Descriptor
Resource Link
2.5
Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
Project-based learning menu
4.1
Use electronic reference materials to gather information
and produce products and services.
Project-based learning menu
Flower Associations Survey
Equatorial Countries Research
4.3
Use information and communication technologies to
synthesize, summarize, compare, and contrast
information from multiple sources.
Chapter Worksheets
Project-based learning menu
Equatorial Countries Research
5.4
Interpret information and draw conclusions, based on the
best analysis, to make informed decisions.
Flower Associations Survey
Project-based learning menu
Equatorial Countries Research
7.8
Explore issues of global significance and document the
impact on the Agriculture and Natural Resources sector.
Chapter Worksheets
Equatorial Countries Research
9.5
Understand that the modern world is an international
community and requires an expanded global view.
Equatorial Countries Research
10.1
Interpret and explain terminology and practices specific
to the Agriculture and Natural Resources sector.
A7.4
Explore the impact of advertising, promotion, and data
analysis on the marketing of agricultural products and
services.
Project-based learning menu
Flower Associations Survey/Graph
A7.6
Develop a marketing plan for an agricultural product or
service.
Project-based learning menu
A8.3
Examine the physiological and psychological factors that
influence motivation to purchase, including the fundamental
steps in making a purchase.
Chapter Worksheets
Project-based learning menu
A9.5
Evaluate how different cultural values affect agricultural
production and marketing.
Chapter Worksheets
C3.0
Describe how technology affects the logistics of moving an
agricultural commodity from producer to consumer.
Equatorial Countries Research
Chapter Worksheets
C3.2
Understand how technology influences factors such as
labor, efficiency, diversity, availability, mechanization and
communication.
Chapter Worksheets
Equatorial Countries Research
F11.4
Develop a marketing and merchandising strategy to use in
the floral industry.
Project-based learning menu
Flower Confidential www.amystewart.com
Task cards
Chapter Worksheets
© J. Christensen 2015. All Rights Reserved.
California CTE Academic Alignment Standards
Supported By These Resources
Standard #
Descriptor
Resource Link
RLST 9-10.4
&
11-12.4
Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades
9-10 (or 11-12) texts or topics.
Chapter worksheets
Task Cards
RLST 9-10-7
Translate quantitative or technical information expressed
in words in a text into visual form (e.g. a table or chart)
and translate information expressed visually or
mathematically (e.g. in an equation) into words.
Flower Associations Survey/Graph
Equatorial Countries Research
Project-based learning menu
WS
9-10.7
11-12.7
Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject
under investigation.
WS
9-10.8
Sci. &
Engineering
Practices
SEP 4
Sci. &
Engineering
Practices
SEP 7
Sci. &
Engineering
Practices
SEP 8
Project based learning menu
Equatorial Countries Research
Gather relevant information from multiple authoritative
print and digital sources (primary and secondary) using
advanced searches effectively: assess the usefulness of
each source in answering the research questions; integrate
information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard
format for citations.
Equatorial Countries Research
Project-based learning menu
Analyzing and interpreting data.
Flower Associations Survey
Equatorial Countries Research
Engaging in argument from evidence.
Project-based learning menu
Chapter Worksheets
Equatorial Countries Research
Flower Associations graphing
Obtaining, evaluating, and communicating information.
Flower Confidential www.amystewart.com
Flower Associations Survey/Graph
Project-based learning menu
Equatorial Countries Research
© J. Christensen 2015. All Rights Reserved.
Name ______________________ Class _________ Flower Confidential
Chapter 1 – The Birds, The Bees, and the Camel Hair Brush
In Chapter One, the author reveals the existence of a dichotomy – the idealized version we hold of flowers and flower
breeders vs. the reality of commercial floriculture. Here, you are asked to explore that dichotomy.
1.
Compare Leslie Woodriff’s flower breeding methods with what happens in nature.
2.
How would Woodriff’s methods work against success in commercial breeding?
3.
Compare commercial breeders’ methods with what happens in nature. In what ways does commercial breeding work
in opposition to nature?
If you had to choose to be more like Woodriff or more like commercial growers,
which would you be? Explain why.
What advantage, if any, could a small scale flower breeder have over the large commercial breeders?
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Name ______________________ Class _________ Label the diagrams below. Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Pro j e ct- Ba se d Le ar ni ng M e nu
Flo we r C o nf id e ntial
Imagine that the blue rose has been
created. Your job is to market it.
Create an ad (either online or print)
that links the blue rose with a specific
event or emotion. Explain in the ad why
the blue rose is perfect for that event
or emotion.
Use the provided flower associations
survey (or create your own) to ask at
least ten adults which flower they
associate with each event, country, or
season. Then create multiple graphs to
visually represent the data that you get
from the survey, and explain what you
learned from the data.
Japan has no national flower.
Chrysanthemums and cherry blossoms
are both associated with Japan, but
neither have been selected as an official
symbol. Choose one of them and write
a persuasive argument to present to
the Japanese parliament to influence a
vote on which flower should be the
national flower of Japan.
Research the use of the Flanders Poppy
to commemorate Remembrance Day in
the UK. Create an original fashion or
jewelry design incorporating the
Flanders Poppy in a symbolic way.
You are a wedding planner. Your
customer is getting married in
November. Do research to suggest at
least three white flowers the customer
can get in November for under $100 for
75 stems.
You have decided to become a flower
grower. Use the information from this
website
http://www.thedailybeast.com/galleries/
2011/05/03/top-selling-flowers.html
to determine which flower would be
most profitable for you to grow. Explain
how you did your calculation.
Canada’s national symbol is the maple
leaf. Each province of Canada has its
own flower symbol. Choose a flower
that symbolizes Canada, but that is not
the official flower of any of the
provinces. Assume that the flower you
choose has been selected as the national
floral symbol of Canada. Explain how
its characteristics are symbolic of
Canada.
Visit a local farmer’s market. Ask the
local growers these questions:
1.  What is the biggest challenge local
growers face in successful business
operations?
2.  Aside from financial success, what
motivates you to be a local grower?
3.  What advice would you give to
someone interested in becoming a
small scale grower?
Write about what you learned, following
the format and requirements given by
your instructor.
Create an infographic or other visual
display that explains why one flower
(your choice) is an important symbol in
at least two different cultures.
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Flower Associations Survey
1.
Which of the following flowers do you associate with spring or Easter?
a)  Lilies
b) Daisies
c) Roses
2.
Which of the following flowers do you associate with winter or Christmas?
a)  Roses
b) Chrysanthemums
c) Poinsettias
3.
Which of the following flowers do you associate with autumn or Thanksgiving?
a)  Roses
b) Chrysanthemums
c) Daisies
4.  Which of the following flowers would you be most likely to send to someone’s funeral?
a)  Roses
b) Daisies
c) Chrysanthemums
5.  Which of the following flowers would you be most likely to send to someone for Valentine’s day?
a) Roses
b) Daisies
c) Poinsettias
6. Which of the following flowers would you be most likely to send to someone who had a newborn baby?
a) Daisies
b) Chrysanthemums
c) Roses
7.
Which of the following flowers do you associate with weddings?
a)  White Roses
b) Yellow Roses
c) Red Roses
8.
Which of these flowers do you associate with The Netherlands (Holland) ?
a)  Tulips
b) Chrysanthemums
c) Peonies
9.
Which of these flowers do you associate with China?
a) Tulips
b) Chrysanthemums
c) Peonies
10.  Which of these flowers do you associate with Japan?
a) Tulips
b) Chrysanthemums
Flower Confidential www.amystewart.com
c) Peonies
© J. Christensen 2015. All Rights Reserved.
Name ____________________________
Flower Associations Survey
Class ____________ Create multiple graphs in the space above from the survey data. On a separate piece of paper, write an explanation of
the data and explain how the data you collected could be used in the florist industry.
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Name ______________________ Class _____________________ Chapter 4 – Acres Under Glass
.
1.
Read the paragraph that begins with “It is something of a misnomer”. Think about the language used in that paragraph
to describe the room and the flowers. What other room might be described with that same language? Explain how the
language used helped to create an image of that other room.
2.
What can you infer about Lane from his refusal to allow the photographs? Think about his reason for refusing and what
it tells about him.
3.
Sometimes people (especially celebrities) are described as being “like a greenhouse flower.” What
adjectives would describe a greenhouse flower?
4.  How does Lane’s relationship with his employees affect the business? Give examples from the reading.
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Name ___________________________________
Class ___________
Chapter 5 – How The Dutch Conquered The World
1.
Draw and label a ray floret, disc floret, and trans floret below:
2.
Give examples of the environmentally friendly technologies and practices used by Terra Nigra, and describe the benefit to
the company of each technology or practice.
3.
Use the Venn diagram to compare employment and labor practices in The Netherlands (Holland) and the U.S.
The Netherlands
Flower Confidential www.amystewart.com
Both
U.S.
© J. Christensen 2015. All Rights Reserved.
Name ___________________________________
Class ___________
Chapter 6 – Flowers On the Equator
1.
In 1991 a treaty was signed that was intended to give Latin American countries an incentive for farmers to grow less
coca for cocaine and more crops like flowers. The treaty has not successfully reduced the production of coca. What
inferences can you make about the reasons why growing flowers was not seen by Ecuadorians as a good alternative to
growing coca?
2.
Use the diagram to compare the benefits and problems the flower industry has brought to Ecuadorian people.
Problems
3.
Benefits
If you managed an Ecuadorian rose growing operation, would you attempt to mechanize the operation more? What
factors influence your decision?
4. Identify a place during the process from growing to shipping where a problem exists or improvements could be made and
suggest at least one possible solution to the problem.
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
There are 13 countries around the world that lay on the equator and might have potential for flower growing. Ecuador and
Columbia are two of them. On the reverse side of this page is an analysis chart. Use information from these websites to
complete the chart
https://www.cia.gov/library/publications/resources/the-world-factbook/
https://en.wikipedia.org/wiki/List_of_international_airports_by_country
http://mecometer.com/topic/average-yearly-precipitation/
Assume that you are a manager for a global flower growing company. Using information from the analysis chart as well as
other research you do online, propose another country for your company to enter for flower growing operations.
Explain how the country’s climate, geography, people, and infrastructure are suited for the flower growing business. Be sure
to explain both the risks and benefits associated with the country you have chosen.
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__________________________________________________________________________________________________ ________________________________________________________________________________________________ Flower Confiden<al www.amystewart.com Copyright 2015 Jill Christensen. All Rights Reserved. Name
Class ___________
___________________________________
Chapter 6 – Flowers On the Equator
Complete the analysis matrix from reputable internet sources.
Country
% Urban Pop.
%
Agricultural
Land
World Rank
for Annual
Precipitation
Literacy
Rate
# of
International
Airports
World Rank
for Cell
Phone
Access
World Rank
for Roads
Risk
Factors
Ecuador
63.7%
29.7
26
94%
7
65
83
Few
airports
Colombia
76.4%
37.5%
10
94.7%
12
28
34
Drug
related
violence
San Tome &
Principe
Brazil
Gabon
Dem. Rep. of
Congo
Rep. of
Congo
Uganda
Kenya
Somalia
Maldives
Indonesia
Kiribati
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Name
Class ___________
___________________________________
Chapter 7 – Forbidden Flowers
1.
What pressures make it difficult for growers to have an organic operation?
2.
There are costs and benefits organic growers face in order to become certified organic growers. Complete the chart
below with either information directly from the text, or inferences you can make from the reading of this chapter in the
book. An example has been included.
3.
Costs and Problems
Potential Benefits
Higher labor costs
Less turnover of workers.
What do the sources of Serenade and Arabesque organic pesticide/fungicides have in common with each other? How is
that commonality related to the destruction of rainforests?
4. Not all growers are equally interested in becoming certified as organic. What are the reasons they give for their lack of
interest?
Flower Confidential www.amystewart.com
© J. Christensen 2015. All Rights Reserved.
Name
Class ___________
___________________________________
Chapter 8 The Dutch Auction
1.
In the U.S., flower inspection for disease and pests is conducted by government inspectors. In the Netherlands, the
inspections are conducted by the auctioneers.. Compare the two systems using the graphic organizer below.
Benefits of the Dutch system.
Benefits of both systems.
a Benefits of the U.S. system
a 2.
How does the testing center at the auction facility in Amsterdam improve the flower industry as a whole, outside of the
Netherlands?
3.
Why isn’t there a similar testing facility in the U.S.?
4.  Business owners like Peter must see the potential for their products, but they must also be able to identify the conditions
or events that might cause their business to fail. What conditions in society or in the floral industry might cause a painted
flower business to fail?
Name
___________________________________
Class ___________
Chapter 9 Florists, Supermarkets, and The Next Big Thing
1.
Draw two circle graphs below to visually represent the information given in the chapter about the dollars spent on
purchases of arrangements vs. bunches and bouquets. One graph should represent dollar amounts. The other graph
should represent arrangements vs. other types of floral purchases.
2.
What can you infer from the information in the chapter about the importance of photographs in marketing of flowers?
3.
If you owned an independent florist shop, would you place it on a busy traffic street or on a busy pedestrian street?
Why?
4.  If you owned an independent florist shop on a busy pedestrian street, where in your store would you place a display of
bunches and bouquets of flowers? Why would you choose that location?
5.  Invent a slogan that would convince people to give flowers instead of chocolate for a Valentine’s Day gift.
Using Task Cards – Information For the Teacher
Prep:
Make copies of the task cards on heavy card stock. For Option 1 you will need a set of task cards for each group of
students. For Option 2 or Option 3, you will need one set of the task cards for the class. If making multiple sets, put
a sticker or some other identifying number or mark on the back side of each card in a set to make it easier to sort
the sets and replace missing cards. Then cut the cards along the dotted guide line and laminate them for durability.
Print a copy of the student answer sheet for each student.
Option 1 – Untimed Task - 2-8 students working together – Students seated in groups
•  Distribute a set of cards to each group.
•  Distribute copies of the student answer sheets.
•  Students work together to answer the task card questions, or they each take a card and return it to a pile in the
center of the table when finished with it. Each student records their answer on their own answer sheet.
Option 2 - Timed Task – 1-3 students working together – Students rotate through stations
•  Distribute copies of the student answer sheets.
•  Post the task cards on the walls of the classroom or at desks around the room. Assign students (alone or in groups
of 2-3) a card number to start with. They will rotate on your signal from card to card until they have answered
all of the task card questions. The cards are independent of each other and don’t require beginning at any
certain point.
•  Decide whether students will be allowed to take their book or notes with them.
•  On your signal, students read the card and answer the question. They stay at that task card until you signal for
them to move to the next card. (This is a great option for classes where students either tend to rush through
things or tend to get off task easily. ) Keep the time short enough to exert some pressure but keep in mind the
feelings of your struggling readers. Provide time at the end of the rotations for students to return to any card
they could not finish during the rotations. Make sure they know that you’ll provide that time. It will ease the
anxiety of your struggling readers during this task.
Option 3 Timed Task – individuals or pairs – Students remain seated at their own desk.
•  When ready, distribute one task card to each student or pair of students (a good option when you have fewer
task cards than students).
•  Students begin work on your signal, passing each task card to the student on their right on your signal.
•  Remember that it doesn’t matter which task card they start with, as long as they have all the task cards
rotated to them eventually. They just need to be careful about recording answers next to the correct number on
the answer sheet.. This option is liked a timed quiz. Students do the work independently without collaboration
(unless working in pairs).
Flower Confiden<al www.amystewart.com Copyright 2015 Jill Christensen. All Rights Reserved. The male reproductive organ of a
flower consisting of an anther and a
filament.
The female reproductive organ of a
flower, consisting of a stigma, style,
and ovary.
a.  stigma
b.  stamen
c.  style
a.  stamen
b.  style
c.  pistil (or carpel)
1
2
© J. Christensen 2015 A thin stem-like stalk that supports a
flower.
The typically green leaf-like structures
enclosing the petals of a flower.
a.  pedicle
b.  pistil
c.  style
a.  sepals
b.  stamens
c.  pistils
3
4
© J. Christensen 2015 An arrangement of flowers on a stem in
which the flowers are on short equallength stalks arranged along the stem.
a. umbel
b. raceme
c. panicle
5
An arrangement of flowers on a stem
in which the flowers are on short
equal-length stalks rising from a
central point at the top of the stem.
a. umbel
b. raceme
c. panicle
6
© J. Christensen 2015 The sticky tip of the female
reproductive organ of a flower, onto
which pollen lands.
a. style
b. anther
c. stigma
7
Flower Confiden<al www.amystewart.com .The slender structure which connects
the stigma and ovary of a flower.
a. style
b. filament
c. stigma
8
© J. Christensen 2015 The enclosed lower part of the female
reproductive organ of a flower, in which
ovules (seeds) develop.
a. receptacle
b. calyx
c. ovary
The pollen-producing part of the male
reproductive organ in a flower.
a. filament
b. stamen
c. anther
10
9
© J. Christensen 2015 All the sepals together.
a. corolla
b. calyx
c. stigma
The slender stalk that supports an
anther.
a. filament
b. stamen
c. style
11
12
© J. Christensen 2015 All the petals together
a. corolla
b. calyx
c. stigma
The calyx and corolla together
a. pedicle
b. pistil (or carpel)
c. perianth
13
14
© J. Christensen 2015 Petal color is controlled by groups of
flavonoids called
a. anthocyanins
b. delphinidins
c. pelargonidins
15
Flower Confiden<al www.amystewart.com The production of plants from plant
parts other than seeds is called
a. sexual reproduction
b. vegetative propagation
c. cloning
16
© J. Christensen 2015 The smaller bulbs that form from a
parent bulb are called
a. scales
b. daughter bulbs
c. auxiliary buds
17
The diagram shows a
a. disc floret
b. ray floret
c. trans floret
18
© J. Christensen 2015 The diagram shows a
a. disc floret
b. ray floret
c. trans floret
19
The diagram shows a
a. disc floret
b. ray floret
c. trans floret
20
© J. Christensen 2015 The inner “petals” of a rose
a. are fused petals
b. are fused pistils
c. are fused stamens
The “crack” stage of a rose is when
a. the flower is dropping petals.
b. the petals are unfurling
c. the petals are changing color
21
22
© J. Christensen 2015 The tendency of some tulips to form
white patches or stripes is called
a. breaking
b. streaking
c. striping
23
Flower Confiden<al www.amystewart.com A rose’s stems are properly called
a. branches
b. canes
c. spurs
24
© J. Christensen 2015 Flower Confidential – Task Cards
Student Answer Sheet
Name ______________________________
1  ______
13  ______
2  ______
14  ______
3  ______
15  ______
4  ______
16  ______
5  ______
17  ______
6  ______
18  ______
7  ______
19  ______
8  ______
20  ______
9  ______
21  ______
10  ______
22  ______
11  ______
23  ______
12  ______
24  ______
Flower Confidential www.amystewart.com
Class ________
© J. Christensen 2015. All Rights Reserved.