PUBLISHER:SUBJECT:SPECIFIC GRADE:COURSE:TITLE:COPYRIGHT DATE:SE ISBN:TE ISBN:

GENERIC EVALUATION CRITERIA

20010-2015Animal and Vet Science Practices

Grade 11- Adult

R-E-S-P-O-N-S-ECRITERIA NOTESYes No N/A

I. INTER-ETHNICThe 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 OPPORTUNITYThe 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)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

Animal and Vet Science Practices Grade 11- 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

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.

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

20010-2015Animal and Vet Science Practices

Grade 11- Adult

This course is level three of a four-year sequenced, yet independent, course of instruction designed for students seeking skills in careers associated with veterinary technology, professional veterinary schools, animal laboratory technicians, or entrepreneurships. This class places heavy emphasis on applied science and therefore is appropriate for students interested in related courses such as those in human health or enviromental science. Students will engage in active inquires, field trips, investigations, and hands-on activities for a minimum of 50% of instructional time with emphasis on developing a competency profile and portfolio via cumulative programmatic and school to work experiences (supervised experience for secondary and preceptorships for adults). 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: Equine ScienceStudents 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.

Standard 2: RadiologyStudents 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.

Standard 3: Anesthesiology Students will be able to assist a veterinarian with anesthetizing animals

Standard 4: Surgical Nursing Students will be able to assist a veterinarian with surgery.

Standard 5: Parasitology Students will:

understand the importance of parasitology. utilize laboratory procedures in diagnosis of parasite problems.

Standard 6: Animal Nutrition Students will understand basic nutrient requirements of animals and be able to analyze and recommend appropriate rations.

Standard 7: Restraint of Animals Students will be able to safely and correctly restrain animals for diagnosis/treatment.

Standard 8: Reproductive Physiology/Breeding Systems Students will apply knowledge of reproductive physiology to problems related to breeding and reproduction in animals.

Standard 9: Participation in the student organizationStudents 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 N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Nature of Equine Science

1. compare and contrast theories of evolution and special creation.

2. demonstrate ability to use terms describing the sex, age, or condition of horses.

3. identify common breeds and classifications of horses.

4. relate the scope and economic importance of the horse industry to man.

5. demonstrate mastery of the key concepts in horse selection.

6. define and properly use in context veterinary terminology.

7. use problem-solving techniques in understanding the complexity of equine reproduction.

8. using models demonstrate ability to perform a pregnancy examination.

9. identify and apply approved techniques to restrain horses for treatment.

10.define nutritional needs and design rations for horses.

11.utilize problem-solving techniques including laboratory analysis to identify and control the major diseases of horses (perform Coggins test, etc.).

12.demonstrate ability to treat minor wounds of horses, give vaccinations, trim and clean hooves, select tack, practice human safety, groom, etc.

B. Radiology

1. compare and contrast radiation with other forms of diagnostic tools.

2. display radiograph for interpretation.

3. understand the production and properties of x-rays.

4. know need for quality radiographs.

5. demonstrate proper care of gloves, aprons, shields, and x-ray unit to maximize safety.

6. understand focal point.

7. understand basic operating procedures for both portable and stationary units.

8. exhibit ability to follow instructions of radiologist.

9. know safety precautions related to the primary beam.

10.know relationship between films, screen, and exposure time.

11. recognize which organs are most susceptible to x-ray damage.

12.demonstrate ability to restrain animals for x-rays with a minimum of exposure.

13.understand role of monitor badges, hand held screens rotation of personnel in providing protection.

14. relate “heel effect,” “collimation,” “secondary radiation,” and “grids” to producing quality x-rays.

15.distinguish between film types and selection criteria.

16. identify types and use of major x-ray equipment.

17.demonstrate ability to load a cassette.

18.be familiar with major x-ray terminology.

19.use film markers and label film correctly.

20.demonstrate proper positioning of an animal for x-rays.

21.explain factors affecting density and contrast.

22.display an understanding of a technic chart.

23.demonstrate ability to store and handle x-ray film correctly.

24.demonstrate steps in processing exposed film.

25.understand requirements for an x-ray/dark room.

C. Anesthesiology

1. exhibit a knowledge of common terms related to anesthesiology.

2. display an understanding of the reasons for anesthesia.

3. demonstrate knowledge of the different anesthetic preparations and types of anesthesia.

4. understand the role and types of pre-anesthetics.

5. differentiate between common methods of administering anesthetics.

6. use laboratory models in demonstrating intratracheal intubation.

7. understand parts, operation, care, and maintenance of anesthetic machines and equipment.

8. demonstrate an ability to monitor anesthesia.

9. exhibit knowledge of how to adjust the machine after surgery to initiate recovery.

10.utilize knowledge of common anesthetic agents t o select the proper agent given necessary background information.

11.display an ability to monitor cardiac output when administering anesthesia.

12.demonstrate practices essential to safety of personnel administering anesthesia.

13. initiate emergency procedures in the event of respiratory failure.

D. Surgical Nursing

1. understand the organization and equipment needed in the preparation room.

2. design a surgery room according to instructor specifications.

3. demonstrate skills needed in preparing the patient.

4. demonstrate ability to prepare four basic groups of surgical packs.

5. differentiate between methods and demonstrate sterilization of surgical instruments.

6. be able prepare the instrument table.

7. demonstrate preparations of the surgeon and assistant.

8. demonstrate standard draping procedures.

9. demonstrate ability to assist during surgery.

10. identify common surgery instruments.

11.care for an animal in postoperative care.

12.demonstrate standard methods of wound protection.

13.using models, demonstrate common surgical procedures such as scaling teeth, ovariohysterectomy, caesarean, declawing, and castration.

14.store surgical instruments and equipment.

15.wash drapes.

16.prepare anesthetic agents for injection.

17.start intravenous fluids using a model.

18. inventory surgical instruments and materials before and after surgery.

19.administer subcutaneous injections on a model under supervision.

20.administer intramuscular injections on a model under supervision.

E. Parasitology

1. be able to define “parasites” and relate their economic importance to animal science.

2. distinguish between internal and external parasites.

3. identify five major groups of parasites and know their hosts.

4. understand the life cycles of parasites.

5. utilize approved management factors in reducing parasite problems in production animals.

6. understand how to manage the environment to reduce parasite problems in pets.

7. safely use pesticides.

8. select proper anthelmintic to control parasites.

9. express an ability to select the proper form of anthelmintic to use in parasite control.

10.be able to collect a fecal sample using prescribed methods.

11.perform a gross examination of feces.

12.perform a microscopic examination of feces and interpret results.

13.perform the simple and centrifugal fecal flotation examination.

14.perform a fecal sedimentation procedure.

15.perform a quantitative fecal examination.

16.examine feces for protozoa and record results.

17.conduct fecal culture experimentation.

18.examine blood for parasites using the direct smear method.

19.using a heartworm test kit, perform a test for dirofilaria, include buffy coat and Knott’s technique.

20.perform an examination of parasites of the respiratory system.

21.perform tests for parasites in the urinary system.

22.be able to detect parasites of the genital tract.

23.do skin scraping.

24. induce bowel movements.

F. Animal Nutrition

1. understand the functions of the following six feed components – carbohydrates, water, fats and oils, minerals, proteins, and vitamins.

2. compare digestive processes of ruminants versus non-ruminants.

3. classify feeds as roughages and concentrates and compare and contrast feed forms among large animals, small animals, fish, birds, and exotic animals.

4. be able to balance rations.

5. demonstrate an ability to analyze the fat, protein, and carbohydrate content of various foodstuffs.

6. diagnose nutrient deficiency symptoms.

7. utilize charts, books, and computer technology in determining the relative food values of different foodstuffs.

8. identify factors affecting food utilization (digestion and absorption).

9. use animal units to solve problems in animal husbandry.

10.perform laboratory experiments related to animal nutrition (i.e. growth rates, alisha tests, forage testing, etc.)

11.demonstrate an understanding of how feeds are processed for various animal groups.

12.demonstrate knowledge of laws related to animal feeding and nutrition.

13.prepare and present a comprehensive report on the feeding of one animal group (from list provided).

14.exhibit an understanding of the role of feed additives, implants, supplements, and biotechnological practices to the nutrition of animals.

G. Restraint of Animals

1. demonstrate importance of knowing restraining techniques.

2. exhibit knowledge of considerations for restraint including effect on animals, human safety, equipment, circumstances, planning complications.

3. demonstrate use of rope as a tool in restraint as outlined by instructor.

4. demonstrate restraint of cats including cat bag, mandible hold, head, legs, fetal hold, distraction techniques, leather gauntlets, etc.

5. demonstrate restraint of dogs including muzzles, gloves, leashes, capture poles, tongs, Elizabethan collars, hobbles, etc.

6. demonstrate restraint of horses including rope, twitches chain shank, cross typing, stocks, blindfolds, cradles, tail tie, casting, eye press, etc.

7. demonstrate restraint of cattle including chutes, rope, mouth speculum, nose lead, tail, hobbles, etc.

8. demonstrate restraint of horses including rope, twitches, chain shank, cross typing, stocks, blindfolds, cradles, tail tie, casting, eye press, etc.

9. demonstrate restraint of cattle including chutes, rope, mouth speculum, nose lead, tail, hobbles, etc.

10.demonstrate restraint of pigs, including rope, hurdle, cane, bucket, snare, hobbles, etc.

11. restrain sheep using shepherd’s crook, setting stocks, etc.

12.demonstrate proper restraint of rabbits, rodents, and ferrets.

13.demonstrate proper restraint for birds.

14.exhibit an understanding of basic restraining techniques used in exotic animals.

H. Reproductive Physiology/Breeding Systems

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.

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.