PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Agricultural Mechanics III
(Agricultural Power and Technical 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 III
(Agricultural Power and Technical 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 III
(Agricultural Power and Technical 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 III
(Agricultural Power and Technical Systems) Grades 10-12
This course builds on the principles of the previous course and provides more in-depth knowledge and skills as they
relate to energy sources, lubricants, service and maintenance of machinery and equipment, and equipment operation.
Students will apply principles of service and repair by troubleshooting problems and evaluating engine performance, follow
guidelines to service and repair power transmission systems, hydraulic systems, electrical systems, heating and air
conditioning systems, steering, suspension, traction and vehicle performance systems. Tools used with these procedures
will allow students to demonstrate proper skills and safety. Students will use available power sources to plan and apply
control systems including demonstrating knowledge of basic electricity and the ability to design, install and troubleshoot
control systems. Students will also employ appropriate techniques to demonstrate application of GIS/GPS systems
principles, and use computer applications to utilize spatial data. 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: 21 st 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 Power and Technical Systems
Students will:
 demonstrate an understanding of the power requirements and technical system needs in agricultural mechanics.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Agricultural Power and Technical 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 power and
technical systems.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Agricultural Power and Technical
Systems
Students will:
 apply the principles of the sciences, economics, mathematics, and language arts to agricultural power and technical
systems.
 analyze information and situations to select the best means of performing tasks associated with agricultural power and
technical systems.
 demonstrate an ability to utilize technology to perform tasks associated with studies in agricultural power and technical
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 Power and Technical Systems
1. recognize the various uses of agricultural equipment.
2. recognize potential safety hazards associated with
agricultural mechanics.
3. identify and describe energy sources used in the
agriculture industry.
4. provide specific descriptive information about the nature
and use of various fuels and lubricants.
N
5. interpret information found in a service manual.
6. label and describe components of a power transmission
system.
7. label and describe components of a hydraulic system.
8. label and describe components of an electrical system as
found on agricultural equipment.
9. label and describe components of a heating and air
conditioning system as found on agricultural equipment.
10. label and describe components of a steering and
suspension system.
11. explain how the fundamentals of electricity apply to
control systems.
12. explain the principles and identify components used in
GIS/GPS systems.
B. Content of Studies in Agricultural Power and Technical Systems
1. outline the developmental stages of agricultural
equipment.
2. reduce potential safety hazards associated with
agricultural mechanics.
3. compare and contrast energy sources used in the
agriculture industry.
4. consult technical manuals and recommend fuels and
lubricants for specific pieces of agricultural machinery.
5. communicate information found in a service manual.
6. evaluate the effectiveness of various pieces of
agricultural equipment.
7. examine tools, materials, and procedures used in
servicing a power transmission system.
8. examine tools, materials, and procedures used in
servicing a hydraulic system.
9. examine tools, materials, and procedures used in
servicing electrical systems found on agricultural
equipment.
10. examine tools, materials, and procedures used in
servicing a heating and air conditioning system found
on agricultural equipment.
11. examine tools, materials, and procedures used in
servicing a steering and suspension system.
12. examine tools, materials, and procedures used in
servicing control systems on agricultural equipment.
13. illustrate the use of GIS/GPS systems.
C. Application of Knowledge and Skills Acquired Through Studies of Agricultural Power and
Technical Systems
1. recommend improvements in the design of agricultural
equipment.
2. create a safety plan suitable for implementation in an
agricultural mechanics setting.
3. recommend energy sources, including applications for
alternative energy, for the agriculture industry.
4. evaluate the effectiveness of fuels and lubricants for
specific applications in agriculture.
5. assess information found in a service manual.
6. rank various pieces of agricultural equipment with
regard to their performance data.
7. perform routine service procedures, troubleshoot, and
repair a power transmission system.
8. perform routine service procedures, troubleshoot, and
repair a hydraulic system.
9. perform routine service procedures, troubleshoot, and
repair electrical systems found on agricultural
equipment.
10. perform routine service procedures, troubleshoot, and
repair a heating and air conditioning system found on
agricultural equipment.
11. perform routine service procedures, troubleshoot, and
repair a steering and suspension system.
12. perform routine service procedures, troubleshoot, and
repair control systems on agricultural equipment.
13. use GIS/GPS systems in agricultural applications.