Mathematics Content Standards K-12

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GENERIC EVALUATION CRITERIA

20010-2015

Applied Animal Anatomy and Physiology

Grade 12- Adult

R-E-S-P-O-N-S-E

CRITERIA

NOTES

Yes

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

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

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

20010-2015

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

N

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 problem-solving setting (e.g. observing, measuring, communicating, comparing, ordering, hypothesizing, inferring, and applying).

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 half-plating 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).