PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Wildlife Management
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
Wildlife Management
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
Wildlife Management
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
Wildlife Management
Grade 10-12
This course is designed to give students a working knowledge of wildlife management through study of the
history of fish and wildlife, wildlife management concepts, water quality, habitat management, life history, and wildlife
values as a natural resource. 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 Wildlife Management
Students will:
 demonstrate an understanding of the scope of wildlife management.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Wildlife Management
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 wildlife management.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Wildlife Management
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to wildlife management.
 analyze information and situations to select the best means of performing tasks associated in wildlife management.
 demonstrate an ability to utilize technology to perform tasks associated with studies in wildlife management.
 evaluate wildlife management practices 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 Wildlife Management
1. define natural resources conservation.
2. describe the importance of wildlife management and its
impact on conservation.
3. interpret the relationship between wildlife and the
environment.
4. describe interrelationship of wildlife species.
5. identify common relationships between humans and
wildlife.
B. Content of Wildlife Management
1. describe the life cycles and habits of common fish and
wildlife species.
2. determine the recreational values of fish and wildlife.
3. describe social values of fish and wildlife.
N
4. summarize esthetic values of fish and wildlife resources.
5. describe scientific and educational values of fish and
wildlife.
6. define succession stages related to wildlife management.
7. interpret carrying capacity as related to wildlife.
8. explain the concepts and uses of vertical structuring.
9. state ecological principles and their application to wildlife
management.
10. critique forest management practices regarding their
effectiveness on habitat improvement.
11. identify agricultural management practices for
improvement of habitat.
12. define and describe wetlands and their use.
13. differentiate government assistance programs available
for habitat improvement.
14. identify sources of water pollutants.
15. illustrate commercial value of fish and wildlife resources
and economic benefit to people.
16. discuss wildlife legalities and ethics.
C. Application of Knowledge and Skills Acquired Through Studies of Wildlife Management
1. design a wildlife management plan.
2. explain the effects of water pollution on the ecosystem.
3. explain methods of protecting water sources.
4. identify point and non-point source pollution and describe
possible controls.
5. construct and erect wildlife feeders/nest boxes.
6. explore opportunities for work-based learning in natural
resources.