PUBLISHER:
SUBJECT:
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COURSE:
TITLE:
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GENERIC EVALUATION CRITERIA
20010-2015
Agriculture and Natural Resources III
Grade 11-12
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 III
Grade 11-12
(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.
20010-2015
Agriculture and Natural Resources III
Grade 11-12
(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
20010-2015
Agriculture and Natural Resources III
Grade 11-12
This area of agriscience is designed to provide students with knowledge, skills, and competencies needed to
enter various occupations in agriculture and natural resources. Topics covered in agriscience are animal science,
plant science, agricultural mechanics, microcomputer applications, and leadership and Supervised Agricultural
Experience programs. 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 Agriculture and Natural Resources
Students will:
 demonstrate an understanding of the scope 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 III
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to the agricultural industry.
 analyze information and situations to select the best means of performing tasks associated with the
agricultural industry.
 demonstrate an ability to utilize technology to perform tasks associated with studies in agriscience.
 evaluate agricultural 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 Agriculture and Natural Resources
1. display leadership skills in agriscience.
2. determine the relationship of forests to the environment
and ecosystem.
N
3. determine the nature of and approved practices in forage
and pasture management.
4. determine practices needed to best maintain animal
health.
5. determine best management practices for pesticide use.
6. develop and apply skills and concepts related to
agricultural structures, pesticide equipment and fencing,
plumbing, and cold metal procedures.
7. determine growth and development needs of turf grasses.
B. Content of Studies in Agriculture and Natural Resources
1. develop researching skills.
2. identify proper techniques and methods of using a transit
or builders level.
3. determine methods of pesticide application.
4. identify trees of economic importance in West Virginia.
5. relate plant growth to soil fertility.
6. identify major forage and pasture crops.
7. identify pasture and forage management systems.
8. compare and contrast methods of harvest and storage of
forages.
9. identify components of a herd health program.
10. identify, diagnose, and treat unhealthy animals.
11. examine methods of treating and preventing animal health
problems.
12. differentiate between animal rights and animal welfare.
13. investigate animal waste management systems.
14. analyze and discuss types of agriculture buildings.
15. review appropriate considerations for building site
development.
16. identify the structural components of agricultural buildings.
17. identify plumbing practices and procedures.
18. compare and contrast types of plumbing materials and
tools.
19. identify fittings and fixtures used in plumbing.
20. determine uses of taps, dies, grinders, drills, and metal
saws.
21. review turf grass species for various purposes and
locations.
22. compare turf grass species for various locations and
purposes.
23. identify cultural practices of turf grass production and
maintenance.
24. select steps for turf grass establishment.
C. Application of Knowledge and Skills Acquired Through Studies of Agriculture and Natural
Resources III
1. prepare and present a research project on the agriculture
industry.
2. lead a small group discussion.
3. perform basic surveying measurements utilizing a
transit/builders level.
4. calibrate a pesticide sprayer.
5. interpret pesticide labels.
6. calculate land areas (acres).
7. measure tree diameter, height, and volume to calculate
board feet.
8. select and apply farm woodlot management principles.
9. create a pasture management plan.
10. create a comprehensive herd health program.
11. design a blueprint for an agricultural structure.
12. perform basic plumbing exercises (soldering, gluing,
threading).
13. construct metal projects using common cold metal tools.
14. participate in hands-on turf grass management activities.