PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
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GENERIC EVALUATION CRITERIA
20010-2015
Agriculture and Natural Resources II Grades 9-12
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
Agriculture and Natural Resources II Grades 9-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
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)
N
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
Agriculture and Natural Resources II Grades 9-12
(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. 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.
Agriculture and Natural Resources II
Grades 9-12
This area of study is designed to provide students with core skills and competencies needed for pursuing careers in agriculture
and natural resources. Students will utilize problem-solving techniques and participate in laboratory activities to develop an
understanding of course concepts. 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 the Agricultural Industry
Students will:
 demonstrate an understanding of the current scope and history of the food and fiber industry.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Agriculture and Natural Resources
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 agricultural industry.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Agriculture and Natural Resources
Students will:
 apply the principles of the sciences, economics, mathematics, and language arts to agriculture and natural resources.
 analyze information and situations to select the best means of performing tasks associated with agriculture and natural
resources.
 demonstrate an ability to utilize technology to perform tasks associated with studies in agriculture and natural
resources.
 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 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 Agricultural Industry
1. develop advanced leadership skills necessary for success
in agriculture and natural resources.
2. identify agricultural marketing and economic trends and
cycles.
3. identify agricultural employment trends and cycles.
B. Content of Studies in Agriculture and Natural Resources
1. classify motions used in parliamentary procedure.
2. outline components of a speech.
3. differentiate plant life cycles.
4. calculate fertilizer rates to maintain proper plant nutrition.
N
5. compare and contrast various pest management
measures.
6. describe soil formation factors.
7. evaluate the function and management of soil pH and
nutrient levels.
8. classify soils according to land use factors.
9. appraise agricultural soil conservation best management
practices.
10. identify nutrient requirements of animals.
11. compare and contrast digestive systems of agricultural
animals.
12. examine the habitat necessary for wildlife.
13. interpret the impact of agriculture on ecosystems (wildlife,
aquatics, forestry, soils, air quality).
14. examine wetland preservation and management.
15. discuss the water cycle and how water is managed.
C. Application of Knowledge and Skills Acquired Through Studies of Agriculture and Natural
Resource
1. participate in meetings using parliamentary law.
2. develop a prepared and extemporaneous speech.
3. collect and categorize various agronomic plant species.
4. develop an Integrated Pest Management plan.
5. collect soil samples and conduct tests.
6. interpret soil test results.
7. calculate percent slope of land using instrumentation.
8. evaluate soil and land using a soil survey.
9. evaluate soil and land use using a topographic map.
10. analyze and interpret feed label information.
11. formulate a balanced ration for an agriculture animal
species.
12. examine the digestive system of an agriculture animal
species.
13. develop a bill of materials.
14. calculate common units of measure (distance, area,
volume, angles).
15. demonstrate tool conditioning skills (sharpening).
16. demonstrate complex welding skills (SMAW,
Oxyacetylene).
17. utilize common power (portable) tools for basic carpentry
skills.
18. troubleshoot single cylinder small gasoline engines.
19. identify parts of small gasoline engines.