PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Animal and Veterinary Science – Small Animals
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
Animal and Veterinary Science – Small Animals
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
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
Animal and Veterinary Science – Small Animals
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
20010-2015
Animal and Veterinary Science – Small Animals
Grade 10-12
This agricultural science course is designed to give students a working knowledge of veterinary science through
the study of many animals including dogs, cats, birds, reptiles, and other pets. This course will provide an
understanding of breeds, animal health, nutrition, training, anatomy and physiology, grooming, economic and
marketing principles, and related employment skills. Students will develop a thorough knowledge of animals along
with their management in health care related to technician and veterinarian skills. 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 Animal and Veterinary Science – Small Animals
Students will:
 demonstrate an understanding of the scope of the animal and veterinary science with emphasis on small animals.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Animal and Veterinary Science – Small Animals
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 animal and veterinary
science – small animals.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Animal and Veterinary Science – Small
Animals
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to animal and veterinary science – small
animals.
 analyze information and situations to select the best means of performing tasks associated in animal and veterinary science
– small animals.
 demonstrate an ability to utilize technology to perform tasks associated with studies in animal and veterinary science – small
animals.
 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
N
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
A. Nature of Animal and Veterinary Science – Small Animals
1. explore the field of veterinary science with emphasis on
small animals.
2. explore the various safe handling and restraining methods
for small animals.
3. explore grooming and clipping procedures for small
animals.
4. explore the type of care and housing facilities needed for
small animals.
5. recognize the procedures and care of equipment and
supplies used with small animals.
6. explore basic nutrient requirements for small animals.
7. outline regulations and laws that pertain to small animal
health and management.
B. Content of Studies in Animal and Veterinary Science – Small Animals
1. describe the history of domestic animals.
2. identify breeds of dogs, cats, birds, reptiles, amphibians,
hamsters, gerbils, etc.
3. classify small animals according to purpose.
4. identify external body parts of dogs, cats, birds, reptiles,
amphibians, hamsters, and gerbils.
5. identify and relate the function of various handling and
restraint tools.
6. evaluate animal behaviors to determine the methods
necessary to control small animals.
7. identify safe handling practices when caring for small
animals.
8. identify safe practices for grooming and clipping small
animals.
9. identify relevant tools and equipment for grooming,
brushing, and bathing small animals.
10. identify and examine the functions of the major systems of
dogs, cats, birds, reptiles, amphibians, gerbils, hamsters,
etc.: skeletal, muscular, nervous, endocrine, respiratory,
circulatory, reproductive, excretory, urinary,
integumentary, digestive systems.
11. describe characteristics of healthy animals based on:
body temperature, respiration rate, pulse rate, estrus,
gestation, weight, and body condition.
12. identify the signs and symptoms of diseases, as well as
prevention and treatment in small animals.
13. define basic terminology associated with small animal
nutrition.
14. identify the basic nutrients essential to small animal
development.
15. identify the signs and symptoms of various nutritional
disorders.
16. determine terminology associated with small animal
genetics.
17. identify various breeding systems used in small animals.
18. identify equipment used in the various breeding systems.
19. recognize genetic disorders in small animals.
C. Application of Knowledge and Skills Acquired Through Studies of Animal and Veterinary
Science – Small Animals
1. evaluate animals and provide reasons for decisions based
on body parts, purpose, and breed.
2. demonstrate various handling and restraint techniques for
small animals.
3. devise laboratory procedures to assist in disease
diagnosis of small animals.
4. review a set of symptoms, determine disease, and
recommend appropriate treatment.
5. utilize techniques in administering medicine and
immunizing small animals.
6. analyze feed labels to determine their nutritional value.
7. prepare a nutritional plan for various developmental
stages for small animals.
8. formulate a cost estimate and maintain records for owning
and operating a small animal facility.
9. develop a genetic plan for a variety of small animal
enterprises.
10. predict outcomes from a range of dominant and recessive
crosses including genetic disorders.