PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Forestry II
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
Forestry I Forestry II
(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
Forestry II
(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
Forestry II
Major instructional concepts included in this area of study are: leadership development, chainsaw operation and
safety, timber cruising skills, and integration of wildlife habitat management in forestry. 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 Forest Industries
Students will:
 demonstrate an understanding of the scope of the forest industries.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Forest Industries
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 forest industry.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Forestry
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to forest industries.
 analyze information and situations to select the best means of performing tasks associated with forest industries.
 demonstrate an ability to utilize technology to perform tasks associated with studies in forestry.
 evaluate forest 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 Forest Industries
1. demonstrate an understanding of forest harvesting
methods.
2. review and demonstrate chainsaw safety principles.
3. understand the importance of fire to the forest ecosystem.
B. Content of Studies in Forestry
1. apply advanced identification skills to the following trees:
northern white cedar, elm, yellow birch, sycamore, big
tooth aspen, eastern larch, sassafras, black gum, sweet
gum, and red mulberry.
2. describe proper chainsaw safety techniques and
distinguish hazardous operational conditions.
3. determine preventative maintenance techniques of
chainsaw.
4. describe and discuss the following methods of harvesting:
select cut; clear cut; diameter limit cut.
N
5. compare and contrast the potential advantages and
disadvantages of select cut, clear cut, diameter limit cut.
6. differentiate crop trees from cull trees.
7. monitor water quality in accordance with West Virginia
best management practices.
8. explain and identify WV forest fire seasons, types of forest
fires, and causes of forest fires.
9. explain and discuss the fire triangle.
C. Application of Knowledge and Skills Acquired Through Studies of Forestry
1. identify and wear proper forestry safety equipment.
2. implement chainsaw maintenance practices (chain
replacement; cleaning and storage; carburetor cleaning
and servicing).
3. prepare chainsaw for operation (chain adjustment;
sharpening; fueling, and necessary adjustments).
4. demonstrate chainsaw repair procedures (sprocket
replacement; bar replacement; clutch replacement).
5. use a chainsaw properly and safely for the felling, limbing,
and bucking processes.
6. select trees to be harvested.
7. calculate board foot volume using tree stick, diameter
tape, caliper, and clinometer.
8. calculate board foot volume of standing timber on a
fractional acre plot.
9. use a wedge prism to determine basal area of a forest
stand.
10. record timber volume using tally sheets.
11. calculate pulpwood volumes.
12. conduct a stream assessment.
13. evaluate various habitats for concepts of edge,
succession, fragmentation, structure, and diversity.
14. implement proper fire control method.
15. demonstrate correct methods of forest fire prevention
detection and suppression.