Mathematics Content Standards K-12wvde.state.wv.us/materials/documents/0138Animal-Veteri… ·...
21
PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN: GENERIC EVALUATION CRITERIA 20010-2015 Animal and Veterinary Science – Small Animals Grade 10-12 R-E-S-P-O-N-S-E CRITERIA NOTES Yes No N/A 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).
Transcript of Mathematics Content Standards K-12wvde.state.wv.us/materials/documents/0138Animal-Veteri… ·...
PUBLISHER:SUBJECT:SPECIFIC GRADE:COURSE:TITLE:COPYRIGHT DATE:SE ISBN:TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015Animal and Veterinary Science – Small Animals
Grade 10-12
R-E-S-P-O-N-S-ECRITERIA NOTESYes No N/A
I. INTER-ETHNICThe 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 OPPORTUNITYThe 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).
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Animal and Veterinary Science – Small AnimalsGrade 10-12
(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.
20010-2015Animal and Veterinary Science – Small Animals
Grade 10-12
(Vendor/Publisher)SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N
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.
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
20010-2015Animal and Veterinary Science – Small Animals
Grade 10-12
This agricultural science course is designed to give students a working knowledge of veterinary science through the study of many animals including dogs, cats, birds, reptiles, and other pets. This course will provide an understanding of breeds, animal health, nutrition, training, anatomy and physiology, grooming, economic and marketing principles, and related employment skills. Students will develop a thorough knowledge of animals along with their management in health care related to technician and veterinarian skills. 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 Animal and Veterinary Science – Small AnimalsStudents will:
demonstrate an understanding of the scope of the animal and veterinary science with emphasis on small animals. demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Animal and Veterinary Science – Small AnimalsStudents 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 animal and veterinary science – small animals.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Animal and Veterinary Science – Small Animals
Students will apply the principles of the sciences, economics, mathematics, and language arts to animal and veterinary science – small
animals. analyze information and situations to select the best means of performing tasks associated in animal and veterinary science
– small animals. demonstrate an ability to utilize technology to perform tasks associated with studies in animal and veterinary science – small
animals. evaluate agricultural 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 organizationStudents 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 N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. Nature of Animal and Veterinary Science – Small Animals
1. explore the field of veterinary science with emphasis on small animals.
2. explore the various safe handling and restraining methods for small animals.
3. explore grooming and clipping procedures for small animals.
4. explore the type of care and housing facilities needed for small animals.
5. recognize the procedures and care of equipment and supplies used with small animals.
6. explore basic nutrient requirements for small animals.
7. outline regulations and laws that pertain to small animal health and management.
B. Content of Studies in Animal and Veterinary Science – Small Animals
1. describe the history of domestic animals.
2. identify breeds of dogs, cats, birds, reptiles, amphibians, hamsters, gerbils, etc.
3. classify small animals according to purpose.
4. identify external body parts of dogs, cats, birds, reptiles, amphibians, hamsters, and gerbils.
5. identify and relate the function of various handling and restraint tools.
6. evaluate animal behaviors to determine the methods necessary to control small animals.
7. identify safe handling practices when caring for small animals.
8. identify safe practices for grooming and clipping small animals.
9. identify relevant tools and equipment for grooming, brushing, and bathing small animals.
10. identify and examine the functions of the major systems of dogs, cats, birds, reptiles, amphibians, gerbils, hamsters, etc.: skeletal, muscular, nervous, endocrine, respiratory, circulatory, reproductive, excretory, urinary, integumentary, digestive systems.
11.describe characteristics of healthy animals based on: body temperature, respiration rate, pulse rate, estrus, gestation, weight, and body condition.
12. identify the signs and symptoms of diseases, as well as prevention and treatment in small animals.
13.define basic terminology associated with small animal nutrition.
14. identify the basic nutrients essential to small animal development.
15. identify the signs and symptoms of various nutritional disorders.
16.determine terminology associated with small animal genetics.
17. identify various breeding systems used in small animals.
18. identify equipment used in the various breeding systems.
19. recognize genetic disorders in small animals.
C. Application of Knowledge and Skills Acquired Through Studies of Animal and Veterinary Science – Small Animals
1. evaluate animals and provide reasons for decisions based on body parts, purpose, and breed.
2. demonstrate various handling and restraint techniques for small animals.
3. devise laboratory procedures to assist in disease diagnosis of small animals.
4. review a set of symptoms, determine disease, and recommend appropriate treatment.
5. utilize techniques in administering medicine and immunizing small animals.
6. analyze feed labels to determine their nutritional value.
7. prepare a nutritional plan for various developmental stages for small animals.
8. formulate a cost estimate and maintain records for owning and operating a small animal facility.
9. develop a genetic plan for a variety of small animal enterprises.
10.predict outcomes from a range of dominant and recessive crosses including genetic disorders.
