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GENERIC EVALUATION CRITERIA
20010-2015
Agriculture Mechanics I
(Introduction to Agricultural Power, Structural, and Technical Systems)
Grades 9-12
R-E-S-P-O-N-S-E / CRITERIA / NOTESYes / No / N/A
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
Agriculture Mechanics I
(Introduction to Agricultural Power, Structural, and Technical Systems)
Grades 9-12
(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 Skillsq Thinking and Problem-Solving Skills.
q Information and Communication Skills.
q Interpersonal and Self-Direction Skills and use these 21 Century Tools
B. / 21st Century Tools
q Problem-solving tools (such as spreadsheets, decision support, design tools)
q Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)
q 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
Agriculture Mechanics I
(Introduction to Agricultural Power, Structural, and Technical Systems)
Grades 9-12
(Vendor/Publisher)SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT / (IMR Committee) Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. 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.
Agriculture Mechanics I
(Introduction to Agricultural Power, Structural, and Technical Systems)
Grades 9-12
This area of study is designed to provide learners with job entry-level skills in the agricultural mechanics industry. Major instructional concepts include an orientation to careers in agricultural mechanics, safety, engines and equipment, drawing and blueprinting, and hand and power tools. 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 Agricultural MechanicsStudents will:
· demonstrate an understanding of the scope of agricultural mechanics.
· demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Agricultural Mechanics
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 agricultural mechanics.
Standard 3: Application of Knowledge and Skills Acquired Through Studies of Agricultural Mechanics
Students will:
· apply the principles of the sciences, economics, mathematics, and language arts to agricultural mechanics.
· analyze information and situations to select the best means of performing tasks associated with agricultural mechanics.
· demonstrate an ability to utilize technology to perform tasks associated with studies in agricultural mechanics.
· evaluate agricultural products and processes 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 / N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. Nature of Agricultural Mechanics
1. explore various career opportunities in the agricultural mechanics industry.
2. recognize potential safety hazards in agricultural mechanics settings.
3. describe tasks associated with the maintenance and repair of agricultural power systems.
4. describe tasks associated with designing and building agricultural structures.
5. describe tasks associated with the maintenance and repair of agricultural technical systems.
B. Content of Studies in Agricultural Mechanics
1. create and maintain a safe working environment in agricultural mechanics settings.
2. demonstrate accuracy in measuring and marking.
3. identify, classify, and describe proper applications for the use of specific fasteners.
4. identify, categorize, and demonstrate the safe use of hand tools.
5. identify and demonstrate the safe use of power tools used for carpentry projects.
6. operate various metal working tools (including oxyacetylene torches, arc, MIG and TIG welders) according to manufacturer’s recommendations.
7. interpret a blueprint.
8. distinguish between alternating current and direct current and give examples of uses for each.
9. make sense of electrical wiring circuit layouts.
10. explain principles of operation of gasoline and diesel (internal combustion) engines.
11. identify and describe the functions of internal combustion engine components.
B. Application of Knowledge and Skills Acquired Through Studies of Agricultural Mechanics
1. sketch blueprints for an agricultural mechanics project.
2. construct an agricultural mechanics project utilizing only hand tools.
3. utilize power tools to construct a carpentry project.
4. develop basic skills essential to proficient use of metalworking tools (including oxyacetylene torches, arc, MIG and TIG welders).
5. construct an agricultural mechanics project utilizing metalworking tools.
6. demonstrate skills used in electrical wiring of branch circuits.
7. service a small gas engine.