PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
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GENERIC EVALUATION CRITERIA
20010-2015
Applied Animal Anatomy and Physiology
Grade 12- Adult
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
Applied Animal Anatomy and Physiology
Grade 12- Adult
(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
Applied Animal Anatomy and Physiology
Grade 12- Adult
(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
Applied Animal Anatomy and Physiology
Grade 12- Adult
This course is designed for students seeking advanced, applied, or scientific skills in such areas as veterinary
technology, animal science, professional veterinary schools, animal laboratory technicians, or entrepreneurships. This
class places heavy emphasis on applied science including physiology and is appropriate for students interested in
related clusters such as human health. Students will engage in active inquires, computer investigations, laboratory
analysis, and hands-on activities for a minimum of 70% of the instructional time with emphasis on developing a
competency profile and portfolio via cumulative programmatic and school-to-work experiences (supervised
experience). Students will utilize problem-solving techniques and participate in laboratory activities to develop an
understanding of course concepts. 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: Advanced Anatomy and Physiology
Students will:
 exhibit an awareness and understanding of the nature of science.
 understand the relationship between anatomy and physiological functioning of animal bodies.
Standard 2: Urinalysis
Students will demonstrate the ability to utilize urine specimens to assist veterinarians with diagnosis.
Standard 3: Hematology
Students will be able to assist veterinarians with utilizing blood samples as a diagnostic tool.
Standard 4: Veterinary Microbiology
Students will be able to perform basic microbiological techniques needed to assist a veterinarian with diagnosis.
Standard 5: Small Animal Diseases
Students will understand the nature of disease as it affects small animal health.
Standard 6: Function Tests
Students will be able to assist a veterinarian by conducting organ function tests to be utilized in diagnosis.
Standard 7: Immunology and Serology
Students will exhibit an understanding of immunity and immune response.
Standard 8: Necropsy
Students will apply exhibit an understanding of the importance of necropsy in veterinary diagnosis.
Standard 9: 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. Advanced Anatomy and Physiology
1. apply scientific approaches to seek solutions to problems
in everyday life such as animal and human health, natural
resource and environmental quality, and technological
challenges.
2. demonstrate scientific thinking skills within a problemsolving setting (e.g. observing, measuring,
communicating, comparing, ordering, hypothesizing,
inferring, and applying).
N
3. design, conduct, evaluate, and revise extensive
experiments in animal science and be able to defend a
scientific argument.
4. students demonstrate an awareness of the similarities and
differences between animal and human anatomy and
physiology.
5. recognize the structure and relationship among skeletal,
neural, and muscular systems.
6. explain the functioning of the major organ systems
including circulatory, respiratory, digestive, and neural.
7. utilize directional terminology to locate structures in the
animal body.
8. understand how transport mechanisms in cells, tissues,
and organs depend on osmosis.
9. Identify, via necropsy laboratory techniques, potential
system failures in animal bodies due to genetic,
nutritional, disease, or environmental influences.
B. Urinalysis
1. be able to collect an appropriate urine specimen from an
animal (voided, expression, catheterization,
cystocentosis) and preserve it for examination.
2. demonstrate the ability to make a gross examination of
urine.
3. be able to determine the specific gravity of urine using a
refractometer, urinometer, and dip stick analysis.
4. record urine chemical assay results within normal range.
5. demonstrate the ability to make microscopic examination
of urine and record organized sediment.
6. be able to identify parasites found in urinary sediment.
7. be able to recognize the presence of unorganized
sediment in urine.
8. demonstrate the ability to use the Oxford Stone Analysis
set to identify urinary calculi.
9. run an assay for chemical constituents using dip stick
analysis.
C. Hematology
1. apply proper restraint for each animal and select
appropriate equipment.
2. prepare blood to be sent to laboratory including
anticoagulants.
3. perform test for blood coagulability using the lee and white
method.
4. perform complete blood count (microhematocrit test).
5. perform white blood cell count using manual method.
6. conduct red blood cell count using manual method.
7. conduct differential blood cell count.
8. perform a blood smear using both the slide and cover
method.
9. determine packed cell volume and hemoglobin and use
information to calculate erythrocyte indices.
10. observe how complete blood cell count is taken with an
electronic counter.
11. demonstrate an understanding of utilizing blood tests in
determining anemia and dehydration.
12. demonstrate the ability to recognize blood cell types.
13. be able to determine plasma protein and fibrinogen
concentrations.
14. be able to perform a platelet count.
15. read and interpret a hemogram.
D. Veterinary Microbiology
1. exhibit an understanding of dangers of pathogens to
human and animal health.
2. display safe handling and culturing techniques.
3. recognize hazardous pathogens.
4. understand proper disposal of culture plates and
pathologic material.
5. prepare a bacterial smear, fix it, select stain, and examine
for identification.
6. demonstrate staining techniques including simple, gram,
acid-fast, and Giemsa.
7. demonstrate the ability to work in an aseptic environment.
8. prepare sterile petri dishes using the autoclave/sterilizer.
9. prepare various cultural media utilized in differentiating
bacteria types.
10. demonstrate ability to adjust a microbiological incubator
and incubate cultures correctly.
11. streak a culture plate using the quadrant, quarter, or halfplating technique.
12. identify bacteria using the pure culture technique.
13. be able to run necessary tests to identify bacteria to the
generic level (shape, motility, growth, catalase, oxidase).
14. demonstrate ability to collect and preserve bacterial
specimens.
15. demonstrate ability to use a flow chart for the presumptive
identification of enterobacteriaceae.
16. demonstrate ability to identify an unknown as provided by
instructor.
17. be able to conduct an effective antibiotic sensitivity test.
E. Small Animal Diseases
1. demonstrate knowledge of disease terminology in relation
to onset (acute, chronic, etc.).
2. demonstrate an understanding of “pathogens” as it relates
to small animal disease.
3. exhibit an understanding of vaccination schedules and
rules pertaining to show animals.
4. demonstrate an understanding of relationships between
large and small animal diseases.
5. exhibit knowledge of which diseases are zoonotic and
control measure recommended for each.
6. use resource materials, computer software, and
laboratory experiments to acquire an understanding of the
symptoms, treatment, and prevention of major diseases of
small animals.
7. demonstrate an understanding of the connections
between vital signs and disease symptoms.
8. make vaccination recommendations for small animals.
9. understand the role of sanitation in controlling small
animal disease.
F. Function Tests
1. exhibit an understanding of the latent nature of function
tests.
2. understand the various substances and equipment used
to conduct function tests.
3. demonstrate an ability to perform subtests under each of
the four major types of function tests (gastrointestinal,
liver, kidney, and endocrine).
G. Immunology and Serology
1. differentiate between macrophages and the adaptive
immune system.
2. understand role of b-cells in immunity.
3. exhibit an understanding of the development of t-cells.
4. describe the memory capability of the immune system.
5. be able to define “serology”.
6. identify sources for serological tests needed in a
veterinary hospital.
7. exhibit an understanding of how to collect and preserve
samples for serological tests.
H. Necropsy
1. use adequate personal safety practices when performing
necropsy.
2. understand relationship between euthanasia and
preservation.
3. understand basic location and instrumentation for
necropsy.
4. know how to record necropsy findings.
5. demonstrate using models (non-diseased) basic necropsy
technique.
6. exhibit knowledge of tissue handling, fixation, and
shipment for additional testing (ex: rabies suspect).