WGU D188 TASK 1 | ACCURATE AND VERIFIED | 2026 UPDATE
Instructional Goal
An instructional goal I have for my high school science class is for students
to understand plant structures and functions, as well as human interaction
with plant systems through the floral industry. Students will analyze how
biological principles apply to real-world careers and industries, such as
floristry, agriculture, and botany. This goal supports student engagement
and critical thinking by connecting classroom content to career exploration
and environmental sustainability.
This unit will take place over multiple class periods, with a special two-day
research-based activity focused on the floral industry. Students will
apply plant biology concepts and analyze the science behind growing,
transporting, and preserving flowers in the floral business.
A1. Instructional Strategies
Strategy 1: Hands-On Investigation of Flower Anatomy
Students will dissect real flowers (e.g., lilies, tulips) and label the parts,
such as the stamen, pistil, petals, and sepals. They will record observations,
draw diagrams, and discuss the role of each structure in reproduction. This
lab-based strategy will help reinforce key plant science content in an
interactive way.
Strategy 2: Industry-Based Research & Application (2-Day Floral
Industry Project)
Students will complete a structured, research-based worksheet on the floral
industry, covering biological processes (like photosynthesis, transport of
water), sustainability issues (pesticides, flower sourcing), and business
considerations (cold storage, shelf life, etc.).
On Day 1, students will focus on plant biology and environmental practices.
On Day 2, they will explore careers, ethical considerations, and innovations
in the floral business.
A2. Vision
My vision is for students to use their knowledge of biology and
environmental science to critically analyze how scientific concepts apply to
, real-world industries, especially the floral industry. I anticipate some
Instructional Goal
An instructional goal I have for my high school science class is for students
to understand plant structures and functions, as well as human interaction
with plant systems through the floral industry. Students will analyze how
biological principles apply to real-world careers and industries, such as
floristry, agriculture, and botany. This goal supports student engagement
and critical thinking by connecting classroom content to career exploration
and environmental sustainability.
This unit will take place over multiple class periods, with a special two-day
research-based activity focused on the floral industry. Students will
apply plant biology concepts and analyze the science behind growing,
transporting, and preserving flowers in the floral business.
A1. Instructional Strategies
Strategy 1: Hands-On Investigation of Flower Anatomy
Students will dissect real flowers (e.g., lilies, tulips) and label the parts,
such as the stamen, pistil, petals, and sepals. They will record observations,
draw diagrams, and discuss the role of each structure in reproduction. This
lab-based strategy will help reinforce key plant science content in an
interactive way.
Strategy 2: Industry-Based Research & Application (2-Day Floral
Industry Project)
Students will complete a structured, research-based worksheet on the floral
industry, covering biological processes (like photosynthesis, transport of
water), sustainability issues (pesticides, flower sourcing), and business
considerations (cold storage, shelf life, etc.).
On Day 1, students will focus on plant biology and environmental practices.
On Day 2, they will explore careers, ethical considerations, and innovations
in the floral business.
A2. Vision
My vision is for students to use their knowledge of biology and
environmental science to critically analyze how scientific concepts apply to
, real-world industries, especially the floral industry. I anticipate some
