PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Agricultural Mechanics II
(Agricultural Structural Systems) Grades 10-12
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
Agricultural Mechanics II
(Agricultural Structural Systems) Grades 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
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
Agricultural Mechanics II
(Agricultural Structural Systems) Grades 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
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
Agricultural Mechanics II
(Agricultural Structural Systems) Grades 10-12
This course provides students with advanced concepts used to plan and design machinery, equipment, buildings and
facilities. Topics covered include concrete, masonry, advanced welding, plumbing, electricity, and fencing. 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 Agricultural Structural Systems
Students will:
 demonstrate an understanding of the scope of agricultural structural systems.
 demonstrate the ability to use the inquiry process to solve problems..
Standard 2: Content of Studies in Agricultural Structural Systems
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 agricultural structural
systems.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Agricultural Structural Systems
Students will:
 apply the principles of the sciences, economics, mathematics, and language arts to agricultural structural systems.
 analyze information and situations to select the best means of performing tasks associated with agricultural structural
systems.
 demonstrate an ability to utilize technology to perform tasks associated with studies in agricultural structural systems.
 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 Agricultural Structural Systems
1. recognize potential safety hazards in agricultural
mechanics settings.
2. provide examples of livestock handling and containment
facilities.
3. provide examples of other agricultural structures and
explore their function and design.
4. describe the uses of various types of agricultural
equipment.
5. identify and describe fabrication tools, materials, and
techniques used in the construction of agricultural
buildings and equipment.
N
B. Content of Studies in Agricultural Structural Systems
1. create and maintain a safe working environment in
agricultural mechanics settings.
2. relate engineering principles to the design and
construction of agricultural structures.
3. select appropriate materials for construction of agricultural
structures.
4. make calculations needed with concrete and masonry
construction.
5. describe procedures used in concrete and masonry
construction.
6. compare advanced applications of welding skills to
previously acquired basic procedures.
7. identify and explain the application of plumbing supplies
and fixtures.
8. discuss the installation of advanced electrical circuits and
fixtures using correct terminology.
9. evaluate different types of protectants and describe their
use and application procedures.
10. differentiate between the various types and applications of
fencing.
11. describe procedures used in constructing various types of
fencing.
C. Application of Knowledge and Skills Acquired Through Studies of Agricultural
Structural Systems
1. follow all safety recommendations when working in
agricultural mechanics settings.
2. design and fabricate agricultural structures.
3. evaluate materials used for construction of agricultural
structures.
4. calculate quantities of, place orders for, and correctly
finish concrete.
5. build structures from masonry materials.
6. perform advanced welding skills needed in the fabrication
and repair.
7. design plumbing layout for agricultural structure and install
plumbing fixtures.
8. wire advanced electrical circuits and correctly install
electrical devices.
9. properly prepare surfaces, apply surface protectants, and
clean-up following their use.
10. construct various types of fencing.
11. engage in appropriate Supervised Agricultural Experience
(SAE) programs through entrepreneurship, placement,
research, and exploratory enterprises.
12. maintain accurate records on individual Supervised
Agricultural Experience (SAE) programs.
13. summarize and analyze records related to Supervised
Agricultural Experience (SAE) programs.