PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN: GENERIC EVALUATION CRITERIA 20010-2015 Aquaculture 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 Aquaculture (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 Aquaculture (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 Aquaculture This course of study is designed to provide experiential knowledge, skills, and entrepreneurial competencies needed to enter various occupations associated with aquaculture. 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 Aquaculture Students will: demonstrate an understanding of the scope of the aquaculture industry. demonstrate the ability to use the inquiry process to solve problems Standard 2: Content of Studies in Aquaculture 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 aquaculture. Standard 3: Application of Knowledge and Skills Acquired Through Studies of Aquaculture Students will apply the principles of the sciences, economics, mathematics, and language arts to the aquaculture industry. analyze information and situations to select the best means of performing tasks associated with the aquaculture industry. demonstrate an ability to utilize technology to perform tasks associated with studies in aquaculture science. evaluate aquaculture 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 Aquaculture 1. explore the role of aquaculture in the past, present and future. 1. relate the importance of aquaculture to state, national, and international economies. 2. examine employment trends and cycles related to aquaculture. B. Content of Studies in Aquaculture 1. identify components of an aquaculture system and calculate water volumes, flow rates, solubility, density, etc. N 2. research appropriate species for closed and flow-through systems. 3. explain basic animal management requirements for warm and cold-water species. 4. investigate and discuss factors that influence site selection. 5. identify and explain the functions of bodysystems in aquatic species. 6. explain the process of spawning. 7. examine common fish health problems in closed systems. 8. investigate the role of breeding and selection in genetic improvement. 9. identify and compare common types of feed. 10. calculate feed rates. 11. calculate feed conversion. 12. calculate feed efficiency. 13. describe the nutritional needs of fish at different stages of growth. 14. explain water quality parameters (pH, oxygen level, ammonia levels, nitrates, etc.). C. Application of Knowledge and Skills Acquired Through Studies of Aquaculture 1. using a bill of materials, design, and/or construct a closed system. 2. define and explain the different supervised experience programs that are available in aquaculture. 3. prepare a business plan for implementation. 4. explore careers associated within the aquaculture industry. 5. create and demonstrate the key aspects of a marketing plan. 6. demonstrate different ways a fish can be processed. 7. demonstrate sampling and testing techniques. 8. design a wastewater management system. 9. maintain a safe working environment in the aquaculture laboratory. 10. demonstrate and apply laboratory safety in aquaculture settings.