Mathematics Content Standards K-12
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GENERIC EVALUATION CRITERIA
20010-2015
Animal and Vet Science Practices
Grade 11- Adult
|R-E-S-P-O-N-S-E | | |
| |CRITERIA |NOTES |
|Yes |No |N/A | | |
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| | | |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). | |
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
20010-2015
Animal and Vet Science Practices
Grade 11- Adult
|(Vendor/Publisher) |(IMR Committee) Responses |
|SPECIFIC LOCATION OF | |
|CONTENT WITHIN PRODUCT | |
| |I=In-depth |A=Adequate |
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| | |Thinking and Problem-Solving Skills. |
| | |Information and Communication Skills. |
| | |Interpersonal and Self-Direction Skills and use these 21 Century Tools |
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| | |
| |Multimedia |
| | | |
| |offer appropriate multimedia (e.g., software, audio, visual, internet access) materials. | |
| |provide explicit instructional strategies to present varied teaching models including but not limited to webbing, mapping, Venn diagrams and inverted pyramids. |
| | |
| |emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy. |
| | |
| |address life skills (e.g., health related concepts, goal setting, application to career oriented goals, reference tools, and researching). |
| | |
| |include opportunities for large group, small group, and independent learning. |
| | |
| |address varied learning styles and multiple intelligences of students by including models. |
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|Students will: |
|understand and appreciate the wide variety of equine species in the world today. |
|demonstrate mastery of basic concepts related to horse reproduction and management. |
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|Standard 2: Radiology |
|Students will: |
|understand role of x-ray in veterinary diagnosis. |
|be aware of safety precautions when operating x-ray units. |
|understand principles involved in producing quality x-rays. |
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|Standard 3: Anesthesiology |
|Students will be able to assist a veterinarian with anesthetizing animals |
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|Standard 4: Surgical Nursing |
|Students will be able to assist a veterinarian with surgery. |
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|Standard 5: Parasitology |
|Students will: |
|understand the importance of parasitology. |
|utilize laboratory procedures in diagnosis of parasite problems. |
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|Standard 6: Animal Nutrition |
|Students will understand basic nutrient requirements of animals and be able to analyze and recommend appropriate rations. |
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|Standard 7: Restraint of Animals |
|Students will be able to safely and correctly restrain animals for diagnosis/treatment. |
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|Standard 8: Reproductive Physiology/Breeding Systems |
|Students will apply knowledge of reproductive physiology to problems related to breeding and reproduction in animals. |
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|Standard 9: Participation in the student organization |
|Students will participate in a local student organization. |
|(Vendor/Publisher) |(IMR Committee) Responses |
|SPECIFIC LOCATION OF | |
|CONTENT WITHIN PRODUCT | |
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|For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to |
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| |A. Nature of Equine Science |
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| |compare and contrast theories of evolution and special creation. |
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| |compare and contrast radiation with other forms of diagnostic tools. |
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| |exhibit a knowledge of common terms related to anesthesiology. |
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| |understand the organization and equipment needed in the preparation room. |
| | |
| |be able to define “parasites” and relate their economic |
| |importance to animal science. |
| | |
| |understand the functions of the following six feed components – carbohydrates, water, fats and oils, minerals, proteins, and vitamins. |
| | |
| |demonstrate importance of knowing restraining techniques. |
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1. utilize understanding of physiological function in designing animal breeding systems. | | | | | | | | | |
2. demonstrate detailed understanding of the anatomy of the male and female reproductive systems/note variations among species. | | | | | | | | | |
3. show understanding of the reproductive process in detail (hormones, structures, etc.). | | | | | | | | | |
4. recognize differences in the physiological reproductive function of various animals. | | | | | | | | | |
5. exhibit knowledge of semen collection, storage, and evaluation. | | | | | | | | | |
6. demonstrate ability to palpate large animals. | | | | | | | | | |
7. be able to use ultrasound in pregnancy diagnosis. | | | | | | | | | |
8. use problem-solving techniques to recommend treatments for dystocia, prolapse, disease, etc. | | | | | | | | | |
9. exhibit an ability to manage reproductive breeding systems. | | | | | | | | | |
10. differentiate between and be able to explain concepts such as esturs synchronization, superovulation, biogenetics, cloning. | | | | | | | | | |
11. extract DNA from microorganisms in a laboratory setting. | | | | | | | | |
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12. demonstrate knowledge of how to perform artificial insemination. | | | | | | | | | |
13. exhibit ability to select animals for reproduction (gene pools, characteristics, cost, etc.) | | | | | | | | | |
14. recognize ethical responsibilities in reproducing animals. | | | | | | | | | |
15. demonstrate competencies pertaining to basic animal genetics. | | | | | | | | |
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