PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
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SE ISBN:
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GENERIC EVALUATION CRITERIA
20010-2015
Agricultural Biotechnology
Grade 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 Biotechnology
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
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 Biotechnology
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
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 Biotechnology
Grade 10-12
This course is designed to provide knowledge, skills, and competencies regarding the application of biotechnology to
agriscience. The course establishes a basic understanding of biotechnology, genetics, and agricultural applications and
explores related careers. 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 Biotechnology
Students will:
 demonstrate an understanding of the current scope and history of agricultural biotechnology.
 demonstrate the ability to use the inquiry process to solve problems.
 demonstrate the ability to discuss current issues as they relate to agricultural biotechnology.
Standard 2: Content of Studies in Agricultural Biotechnology
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 biotechnology.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Agricultural Biotechnology
Students will:
 apply the principles of the sciences, economics, mathematics, and language arts to agricultural biotechnology.
 analyze information and situations to select the best means of performing tasks associated with agricultural
biotechnology.
 demonstrate an ability to utilize technology to perform tasks associated with studies in agricultural biotechnology.
 evaluate bioengineered commodities 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 Biotechnology
1. examine areas of biotechnology and their application to
the agriculture industry.
2. research the historical applications and contributions in
biotechnology.
N
3. relate agricultural, social, political, environmental, and
economical impacts of biotechnology.
4. discuss the benefits and dangers of the implementation
and use of biotechnology.
B. Content of Studies in Agricultural Biotechnology
1. define terminology associated with major aspects of
biotechnology (animals, plants, environmental,
microbiology, food, and genetics).
2. analyze physical characteristics and Expected Progeny
Difference (EPD) data and formulate conclusions about
animal trait inheritance and selection.
3. determine the role of animals in biotechnology.
4. examine biotechnology practices in animal agriculture
(antibiotics, growth hormones, animal health, and
disease prevention).
5. relate the concepts of dominant and recessive genes to
common heritable traits in animals.
6. examine the reproductive processes in animals (heat,
ovulation, fertilization, gestation, and parturition).
7. research various technological advancements in animal
biotechnology (Estrus Synchronization, Artificial
Insemination, Cloning, and Embryo Transfer).
8. determine the role of plants in biotechnology.
9. examine biotechnology practices in plant agriculture
(growth hormones, genetic engineering, and tissue
culturing).
10. assess fermentation and its importance to biotechnology.
11. compare and contrast the processes of mitosis and
meiosis.
12. analyze the processes of identifying a gene on a
chromosome.
13. assess and discuss the process of polymerase chain
reaction.
14. discuss and draw conclusions about genetic engineering
and its uses.
15. identify regulatory agencies and regulations associated
with biotechnology.
16. analyze the use of equipment and materials and apply
rules for safety in the laboratory.
C. Application of Knowledge and Skills Acquired Through Studies of Agricultural
Biotechnology
1. apply principles of animal selection to evaluate various
species of livestock.
2. examine the male and female reproductive system of an
agriculture animal species.
3. design, conduct, and evaluate tissue culture experiments
with various species of plants.
4. apply aseptic techniques in tissue culture experiments.
5. conduct and evaluate a laboratory experiment in
bioremediation.
6. perform gram staining of bacteria.
7. illustrate and compare various microorganisms viewed
under a microscope.
8. design, conduct, and evaluate fermentation experiments.
9. conduct and evaluate the process of making cheese.
10. conduct and evaluate experiments in food preservation
and food safety.
11. compare and contrast the cells of plants and animals
viewed under a microscope.
12. predict rate of inheritance by conducting simulated
experiments.
13. extract DNA from a plant source (banana or strawberry)
and discuss structure.
14. conduct gel electrophoresis of DNA experiments.
15. conduct recombinant DNA procedures.