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.