PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Animal Processing I
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 Processing I
(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 Processing I
(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 Processing I
This course is designed to provide students with basic knowledge, skills, and competencies needed to enter
meat processing occupations. Students will be able to exhibit skills in the areas of sanitation, safety, slaughtering,
processing, and retailing. 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 the Animal Processing Industry
Students will:
 demonstrate an understanding of the scope of the animal processing industry.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Animal Processing
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 Processing
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to animal processing.
 analyze information and situations to select the best means of performing tasks associated with the animal processing
industry.
 demonstrate an ability to utilize technology to perform tasks associated with studies in animal processing.
 evaluate animal processing 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
N
A. Nature of the Animal Processing Industry
1. examine data reflecting the history and trends in the
consumption of meat products.
2. recognize the role of inspection services in animal
processing.
3. communicate a basic understanding of HACCP.
4. articulate proper sanitation for workers and facilities.
5. express general behaviors of successful workers in the
modern meat processing industry.
B. Content of Studies in Animal Processing
1. research the USDA and WVDA meat inspection divisions.
2. outline the importance of HACCP plans and their impact
on consumer safety.
3. distinguish between beef, pork, and lamb carcasses.
4. identify, examine, and evaluate various primal and retail
cuts of beef, pork, and lamb.
5. communicate the importance of grinding and tenderizing
meat.
6. demonstrate USDA sanitary practices relating to personal
hygiene, sanitation of equipment, and maintenance of
equipment.
7. interpret the effects of temperature, storage time, and
handling on microorganisms associated with food.
8. express employees’ needs for acceptable work habits,
behaviors, and interpersonal communication skills.
C. Application of Knowledge and Skills Acquired Through Studies of Animal Processing
1. compare meat products prepared at commercial, custom,
and retail outlets.
2. break beef, lamb, and pork carcasses into primal cuts.
3. break beef, lamb, and pork primal cuts into bone-in retail
cuts.
4. break beef, lamb, and pork into boneless retail cuts.
5. create value-added products through grinding,
tenderizing, or curing.
6. compare and contrast packaging methods for proper
storage and labeling of meat products.
7. calculate the value of a primal cut that is processed into
consumer products.
8. compare the value of products and the effect manual
manipulation has on its value.
9. complete preoperational review and inspection of a meat
facility before daily operation.
10. implement knowledge of personal sanitation and hygiene
practices in the workplace.
11. implement safe practices in the operation of power
equipment.