teks correlations & suggested pacing guideschools.mabankisd.net/page/open/8541/0/130.10....

TEKS CORRELATIONS & SUGGESTED PACING GUIDE

Advanced Animal Science

iCEV Agricultural Science Site

Meets 100% of TEKS 312 days of teaching material

Scope & Sequence

Lesson Title TEKS Days of Teaching

1 Scientific Procedures & Safety 2.A.i; 2.A.ii; 3.A.i; 3.A.ii; 3.B.i; 3.B.ii; 3.B.ii; 3.C.i; 3.C.ii; 3.C.iii; 3.C.iv; 3.C.v; 3.C.vi; 3.D.i; 3.E.i; 3.E.ii; 3.E.iii; 3.E.iv; 3.E.v; 3.E.vi; 3.E.vii; 3.E.viii; 3.E.ix; 3.E.x; 3.E.xi; 3.E.xii; 3.E.xiii; 3.E.xiv; 3.E.xv. 3.E.xvi; 3.E.xvii; 3.E.xviii; 3.E.xix; 3.E.xx; 3.E.xxi; 3.E.xxii; 3.F.i; 3.F.ii; 3.F.iii; 3.F.iv; 3.G.i; 3.G.ii; 3.G.iii; 3.G.iv; 3.H.i; 4.A.i; 4.A.ii; 4.A.iii; 4.A.iv; 4.A.v. 4.A.vi; 4.A.vii; 4.A.viii; 4.A.ix; 4.A.x; 4.A.xi; 4.A.xii; 4.A.xiii; 4.A.xiv; 4.A.xv; 4.B.i; 4.B.ii; 4.C.i; 4.C.ii; 4.D.i; 4.D.ii; 4.E.i; 4.F.i; 4.F.ii; 4.F.iii; 4.F.iv; 13.D.i; 13.D.ii; 13.D.iii

8

2 The Livestock Industry 1.B.iv; 15.A.i 53 Farm to Plate 6.B.i; 6.B.ii 104 Field Trip: U.S. Meat Animal Research Center 4.D.i; 4.D.ii 45 Livestock Judging Fundamentals 6.A.i; 6.A.ii 56 Beef Grading: Quality 6.A.i; 6.A.ii 47 Advanced Quality Grading: Slaughter Cattle 6.A.i; 6.A.ii; 14.A.i; 14.A.ii; 14.A.iii; 14.A.iv 38 Evaluating Ready-to-Cook Turkeys & Broilers 6.A.i; 6.A.ii 39 Basic Reproduction of Animals 7.A.i; 9.B.vi 11

10 Livestock Reproduction 7.A.ii; 7.B.i; 7.B.ii; 13.A.i 611 Advanced Animal Genetics 7.C.i; 8.A.i; 8.A.ii; 8.B.i; 8.B.ii; 8.B.iii; 8.B.iv; 8.C.i; 8.C.ii; 8.D.i; 8.D.ii; 8.E.i;

8.F.i; 8.F.ii; 12.B.i; 12.B.ii4

12 Animal Behavior 7.D.i; 7.D.ii 813 Beef Cattle Management Practices 7.D.i; 7.D.ii 514 Sheep Management Practices 7.D.i; 7.D.ii 415 Swine Management Practices 7.D.i; 7.D.ii 416 Goat Management Practices 7.D.i; 7.D.ii 517 Livestock Breeding Systems 8.F.ii 718 External Anatomy of Livestock: Terms & Terminology 9.A.i; 9.A.ii 519 Nervous, Skeletal & Muscular Systems 9.B.i; 9.B.ii; 9.B.viii; 9.C.i; 9.D.i; 9.D.ii; 9.D.iii; 9.D.iv; 9.D.v; 9.D.vi; 9.D.vi;

9.D.vii; 9.D.viii; 9.D.ix; 9.D.x; 9.D.xi; 9.D.xii; 12.A.i; 12.A.ii; 12.A.iii; 12.A.iv; 12.A.v; 12.A.vi

4

20 Basic Animal Reproduction 9.B.iii 421 Basic Poultry Reproduction 9.B.iii 422 Digestive System 9.B.iv; 9.C.i 423 Circulatory & Respiratory Systems 9.B.v; 9.B.vii; 9.C.i 424 Endocrine, Immune & Integumentary Systems 9.B.ix; 9.B.x; 9.C.i 425 Advanced Livestock Nutrition 10.A.i; 10.A.ii; 10.A.iii; 10.A.iv; 10.B.i; 10.B.ii; 10.B.iii; 10.B.iv; 10.B.v;

10.B.vi; 10.B.vii; 10.B.viii; 10.C.i; 10.C.ii; 10.C.iii; 10.C.iv; 10.C.v; 10.C.vi; 10.C.vii; 10.C.viii; 10.C.ix; 10.C.x; 10.C.xi; 10.C.xii; 10.C.xiii; 10.C.xiv; 10.C.xv; 10.D.i; 10.E.i; 10.F.i; 10.F.ii; 13.C.i

14

26 Digestive Systems of Livestock: A Basic Look 10.A.i; 10.A.iii 427 Common Animal Diseases 11.A.i; 11.B.i; 11.B.ii; 11.C.i; 11.C.ii; 11.C.iii; 11.D.i; 11.D.ii 728 Parasites of Livestock 11.E.i; 11.E.ii; 11.E.iii; 11.E.iv; 11.F.i; 11.F.ii; 11.F.iii; 11.F.iv; 11.F.v;

11.F.vi; 11.G.i; 11.G.ii; 11.H.i5

29 Prenatal Animal Growth & Development 12.B.i; 12.B.ii; 12.C.i; 12.C.ii; 12.C.iii 6

Scope & Sequence

Lesson Title TEKS Days of Teaching

30 Introduction to Biotechnology 13.A.i 331 Biotechnology: Fetal Programming 13.A.i 132 Animals & Society 13.B.i; 13.B.ii 933 Hot Topics - Animal Welfare 13.B.i; 13.B.ii 234 Environmental Issues: Animal Systems 13.E.i 535 Harvesting of Livestock 14.A.i; 14.A.ii; 14.A.iii; 14.A.iv; 14.B.i; 14.C.i; 14.C.ii; 14.D.i; 14.D.ii; 14.D.iii;

14.D.iv; 14.D.v; 14.D.vi; 15.B.i; 15.B.ii5

36 EXCEL Beef Plant: Slaughter 14.B.i 337 EXCEL Pork Plant: Slaughter 14.B.i 338 Retail Cut ID 14.D.i; 14.D.ii; 14.D.iv; 14.D.v 539 Agricultural Business: Marketing & Pricing 15.A.i; 15.B.i; 15.B.ii 1040 The World of Agriculture 1.B.i; 1.B.ii; 6.C.i; 6.C.ii 1241 Environmental Resources: Renewable & Non-Renewable Resources & Energy 2.B.i; 2.B.ii 642 Environmental Resources: Habitat Destruction 2.B.i; 2.B.ii 643 Environmental Resources: Human Activity 2.B.i; 2.B.ii; 2.B.iii 744 Career Cluster: Agriculture, Food & Natural Resources 1.A.i; 1.A.ii; 1.F.i 745 Animal Systems 1.A.i; 1.B.i; 1.B.ii; 1.B.iii; 1.B.iv 246 Formulas for Career Success: Career Testing & Investigation 1.A.i 847 Internships 101: The Importance of Internships 1.A.i 248 Employability Skills 1.B.iii; 1.B.iv; 1.D.i; 1.D.ii; 1.D.iii 549 Workplace Issues 1.C.i; 1.C.ii; 1.C.iii; 1.C.iv 450 Citizenship Basics 1.E.i 951 Internet Basics 1.F.i 552 Blue & Gold Basics: SAE Programs 5.A.i; 5.A.ii; 5.A.iii; 5.A.iv; 5.A.v; 5.B.i 553 Introduction to Record Keeping 5.B.i 354 Blue & Gold Basics: What is FFA? 5.C.i; 5.D.i; 5.D.ii 655 Blue & Gold Basics: FFA Officers & Meetings 5.C.i 856 Blue & Gold Basics: Career Development Events 5.C.i 257 English Applications 8

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material

TEKS Correlations Proclamation 2017

§130.10. Advanced Animal SciencePage 1 of 176

Printed 5/19/20161:40 PM

SubjectSubchapterCoursePublisherProgram TitleProgram ISBNTEKS Coverage (%)

Knowledge and Skills Statement Student Expectation Breakout Item Type Citation Type Component ISBN Page (s) Specific Location

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of animal systems

(i) identify career development opportunities in the field of animal systems Student/Teacher Narrative 9781614592082

Career Cluster: Agriculture,

Food & Natural Resources

Student/Teacher Activity 9781614592082

Project - Career Comparison;

Project - Career Cube; Project -

Career Interview;

Project - Local Search; Project - The Career for

Me

Career Cluster: Agriculture, Food & Natural Resources

Student/Teacher Narrative 9781614592082 Animal Systems

Student/TeacherActivity

9781614592082 Activity - Career Ranking Animal Systems

(c) Knowledge and Skills.

iCEV Agricultural Science Site9.78161E+12

(a) General Requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Biology, Chemistry, or Integrated Physics and Chemistry (IPC); Algebra I and Geometry; and either Small Animal Management, Equine Science, or Livestock Production. Recommended prerequisite: Veterinary Medical Applications. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.(3) Advanced Animal Science examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. To prepare for careers in the field of animal science, students must attain academic skills and knowledge, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. (4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.(5) Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.(6) Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).(7) A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.(8) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.(9) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

100.00%

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher MaterialChapter 130. Texas Essential Knowledge and Skills for Career & Technical EducationSubchapter A. Agriculture, Food, And Natural Resources§130.10. Advanced Animal Science (One Credit), Adopted 2015.CEV Multimedia, Ltd.




Printed 5/19/20161:40 PM


Student/Teacher

Narrative

9781614592082

Formulas for Career Success: Career Testing & Investigation; Internships 101: The Importance of Internships

Teacher Only Narrative

Teacher OnlyTeacher OnlyTeacher OnlyTeacher Only


(A) identify career development and entrepreneurship opportunities in the field of animal systems

(ii) identify entrepreneurship opportunities in the field of animal systems Student/Teacher Narrative 9781614592082



Student/Teacher Activity 9781614592082Project -

Entrepreneurial Adventures

Career Cluster: Agriculture, Food & Natural Resources

Student/TeacherStudent/TeacherStudent/Teacher




(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in animal systems

(i) apply competencies related to resources in animal systems Student/Teacher Narrative 9781614592082 Animal Systems

Student/Teacher Narrative 9781614592082 The World of Agriculture

Student/Teacher

Activity

9781614592082

Activity - Career Opportunities;

Activity - Career Opportunities

Teacher Instruction

Sheet

The World of Agriculture

Student/TeacherStudent/Teacher




Printed 5/19/20161:40 PM






(ii) apply competencies related to information in animal systems Student/Teacher Narrative 9781614592082 Animal Systems

Student/Teacher Narrative 9781614592082 The World of Agriculture

Student/Teacher

Activity

9781614592082

Activity - Career Opportunities;

Activity - Career Opportunities

Teacher Instruction

Sheet

The World of Agriculture






(iii) apply competencies related to interpersonal skills in animal systems Student/Teacher Narrative 9781614592082 Animal Systems

Student/Teacher Narrative 9781614592082 Employability Skills

Student/Teacher

Activity

9781614592082

Activity - Skills Flashcards;

Project - Personal Skills

Employability Skills



Teacher OnlyTeacher OnlyTeacher Only




Printed 5/19/20161:40 PM


Teacher Only (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:


(iv) apply competencies related to systems of operation in animal systems Student/Teacher Narrative 9781614592082 Animal Systems

Student/Teacher Narrative 9781614592082 Employability Skills

Student/Teacher

Activity

9781614592082

Activity - Skills Flashcards;

Project - Personal Skills


Student/Teacher Narrative 9781614592082 The Livestock Industry

Student/Teacher

Activity

9781614592082Project - Livestock

Industry DisplayThe Livestock Industry




(C) demonstrate knowledge of personal and occupational safety and health practices in the workplace

(i) demonstrate knowledge of personal safety practices in the workplace Student/Teacher Narrative 9781614592082 Workplace

Issues


Activity - Facts & Opinions in

Occupational Safety

Practices; Activity - Federal Laws for Safety;

Project - Creating an Employee Handbook;

Project - Determining

Health Practices in the

Workplace; Project - In Your

Own Words OSHA in the Workplace;

Project - Wellness

Practices in the Workplace

Workplace Issues





Printed 5/19/20161:40 PM






(ii) demonstrate knowledge of personal health practices in the workplace Student/Teacher Narrative 9781614592082 Workplace

Issues



Occupational Safety







Project - Wellness


Workplace Issues







Printed 5/19/20161:40 PM




(iii) demonstrate knowledge of occupational safety practices in the workplace Student/Teacher Narrative 9781614592082 Workplace

Issues



Occupational Safety







Project - Wellness


Workplace Issues







Printed 5/19/20161:40 PM




(iv) demonstrate knowledge of occupational health practices in the workplace Student/Teacher Narrative 9781614592082 Workplace

Issues



Occupational Safety







Project - Wellness


Workplace Issues





(D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities

(i) identify employers' expectations, including appropriate work habits Student/Teacher Narrative 9781614592082 Employability

Skills


Project - Personal Skills; Activity - Skills

Flashcards; Activity - Work

Habits: Good vs Bad; Activity - Work Habits: Good vs Bad Answer Key






Printed 5/19/20161:40 PM






(ii) identify employers' expectations, including appropriate ethical conduct Student/Teacher Narrative 9781614592082 Employability

Skills











(iii) identify employers' expectations, including legal responsibilities Student/Teacher Narrative 9781614592082 Employability

Skills










Printed 5/19/20161:40 PM





(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership

(i) demonstrate characteristics of good citizenship Student/Teacher Narrative 9781614592082 Citizenship

Basics


Activity - Citizenship: What's it to

You?; Project - Serving the Community

Citizenship Basics





(F) research career topics using technology such as the Internet

(i) research career topics using technology Student/Teacher Narrative 9781614592082 Internet Basics

Student/Teacher Narrative 9781614592082



Student/Teacher Activity 9781614592082 Project - The Career for Me Career Cluster: Agriculture, Food & Natural Resources







Printed 5/19/20161:40 PM


(2) The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations

(i) demonstrate safe practices during laboratory investigations Student/Teacher Narrative 9781614592082

Scientific Procedures &

Safety


Activity- Designing an Experiment;

Activity- Designing an Experiment

Answer Key; Activity- Dress for Lab Safety

Success; Activity- Dress for Lab Safety

Success Teacher

Instruction Sheet; Activity- Experimental Design Paper

Airplane; Activity- Experimental Design Paper

Airplane Answer Key

Scientific Procedures & Safety

Student/Teacher

Activity

9781614592082

Activity- Impact of Research; Activity- Lab

Cleaning; Activity- Lab

Cleaning Answer Key;

Activity- Microscope

Diagram; Activity-

Microscope Diagram Answer

Key; Activity- Microscope Lab;

Activity- Microscope Lab

Answer Key; Activity- Safety Poster; Activity- Understanding

Controlled Experiments;

Activity- Understanding

Controlled Experiments Answer Key; Project- Mini Science Fair






Printed 5/19/20161:40 PM





(A) demonstrate safe practices during laboratory and field investigations

(ii) demonstrate safe practices during field investigations Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-













(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recyling of materials

(i) demonstrate an understanding of the use of resources Student/Teacher Narrative 9781614592082

Environmental Resources:

Renewable & Non-Renewable

Resources & Energy


Activity- Resource

Preservation Paper;


Human Activity; Project -

Recycling Plan; Project - Water

Use

Environmental Resources: Renewable & Non-Renewable Resources & Energy




Printed 5/19/20161:40 PM


Student/Teacher

Narrative

9781614592082


Habitat Destruction

Student/Teacher

Activity

9781614592082

Project - Pollution Chart; Project - Global

Resource Removal

Environmental Resources: Habitat Destruction

Student/Teacher





(ii) demonstrate an understanding of the conservation of resources Student/Teacher Narrative 9781614592082


Renewable & Non-Renewable

Resources & Energy


Activity- Resource

Preservation Paper

Environmental Resources: Renewable & Non-Renewable Resources & Energy

Student/TeacherNarrative

9781614592082Environmental

Resources: Human Activity

Student/Teacher

Activity

9781614592082

Project - Recycling Plan; Project - Water

Use

Environmental Resources: Human Activity

Student/Teacher

Narrative

9781614592082


Habitat Destruction;

Project - Pollution Chart; Project - Global

Resource Removal

Environmental Resources: Habitat Destruction; PLEASE NOTE: Due to space limitations, the narrative and

associated activity are listed on one line. Several lessons and corresponding activities satisfy this standard.






Printed 5/19/20161:40 PM




(iii) demonstrate an understanding the proper disposal or recycling of materials Student/Teacher Narrative 9781614592082


Human Activity

Student/Teacher Activity 9781614592082 Project - Recycling Plan Environmental Resources: Human Activity




(3) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section

(i) know the definition of science as specified in subsection (b)(4) [above] Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM



(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section

(ii) understand that [science] has limitations, as specified in subsection (b)(4) [above] Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM





(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

(i) know that hypotheses are tentative statements that must be capable of being supported or not supported by observational evidence

Student/Teacher Narrative 9781614592082Scientific

Procedures & Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(ii) know that hypotheses are testable statements that must be capable of being supported or not supported by observational evidence


Procedures & Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-









Student/Teacher




Printed 5/19/20161:40 PM


Student/Teacher





(iii) know that hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories


Procedures & Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM



(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science are created and new technologies emerge

(i) know that scientific theories are based on natural and physical phenomena Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-












Printed 5/19/20161:40 PM







(ii) know that scientific theories are capable of being tested by multiple independent researchers Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(iii) know that unlike hypotheses, scientific theories are well-established explanations Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-












Printed 5/19/20161:40 PM







(iv) know that unlike hypotheses, scientific theories are highly-reliable explanations Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(v) know that scientific theories may be subject to change as new areas of science are created Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-












Printed 5/19/20161:40 PM







(vi) know that scientific theories may be subject to change as new technologies emerge Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM



(D) distinguish between scientific hypotheses and scientific theories

(i) distinguish between scientific hypotheses and scientific theories Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM





(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology

(i) plan descriptive investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(ii) plan descriptive investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(iii) plan descriptive investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(iv) plan comparative investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM







Printed 5/19/20161:40 PM




(v) plan comparative investigations, including formulating testable hypotheses Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(vi) plan comparative investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(vii) plan comparative investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(viii) plan experimental investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(ix) plan experimental investigations, including formulating testable hypotheses Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(x) plan experimental investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(xi) plan experimental investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM







Printed 5/19/20161:40 PM




(xii) implement descriptive investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(xiii) implement descriptive investigations, including formulating testable hypotheses Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(xiv) implement descriptive investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key







Diagram; Activity-













Printed 5/19/20161:40 PM






(xv) implement descriptive investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(xvi) implement comparative investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(xvii) implement comparative investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(xviii) implement comparative investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(xix) implement experimental investigations, including asking questions Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(xx) implement experimental investigations, including formulating testable hypotheses Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(xxi) implement experimental investigations, including selecting equipment Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(xxii) implement experimental investigations, including selecting technology Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM





(F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures

(i) collect qualitative data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(ii) collect quantitative data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(iii) organize qualitative data Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(iv) organize quantitative data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-














(v) make measurements with accuracy using tools Student/Teacher Narrative 9781614592082


Safety




Printed 5/19/20161:40 PM







Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(vi) make measurements with precision using tools Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM



(G) analyze, evaluate, make inferences, and predict trends from data

(i) analyze data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(ii) evaluate data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM




(iii) make inferences from data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM






(iv) predict trends from data Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key





Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082





Diagram; Activity-















Printed 5/19/20161:40 PM



(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

(i) communicate valid conclusions supported by the data through methods Student/Teacher Narrative 9781614592082


Safety






Success Teacher



Airplane Answer Key


Student/Teacher

Activity

9781614592082





Diagram; Activity-













Printed 5/19/20161:40 PM




(4) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

(i) in all fields of science, analyze scientific explanations by using empirical evidence Student/Teacher Narrative 9781614592082


Safety




Answer Key; Activity-

Experimental Design Paper


Airplane Answer Key; Activity-

Impact of Research; Activity-

Understanding Controlled

Experiments; Activity-


Experiments; Project- Mini Science Fair; Vocabulary

Handout








Printed 5/19/20161:40 PM




(ii) in all fields of science, analyze scientific explanations by using logical reasoning Student/Teacher Narrative 9781614592082


Safety













Handout








Printed 5/19/20161:40 PM




(iii) in all fields of science, analyze scientific explanations by using experimental testing Student/Teacher Narrative 9781614592082


Safety













Handout








Printed 5/19/20161:40 PM




(iv) in all fields of science, analyze scientific explanations by using observational testing Student/Teacher Narrative 9781614592082


Safety













Handout








Printed 5/19/20161:40 PM




(v) in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(vi) in all fields of science, evaluate scientific explanations by using empirical evidence


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(vii) in all fields of science, evaluate scientific explanations by using logical reasoning


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(viii) in all fields of science, evaluate scientific explanations by using experimental testing


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(ix) in all fields of science, evaluate scientific explanations by using observational testing


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(x) in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(xi) in all fields of science, critique scientific explanations by using empirical evidence


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(xii) in all fields of science, critique scientific explanations by using logical reasoning


Procedures & Safety



Activity- Designing an Experiment Answer Key;

Activity- Impact of Research;




Controlled Experiments Answer Key;

Activity- Water Taste Test;

Project- Biographies in

Science; Project- Great

Discoveries in Science








Printed 5/19/20161:40 PM




(xiii) in all fields of science, critique scientific explanations by using experimental testing


Procedures & Safety




















Printed 5/19/20161:40 PM




(xiv) in all fields of science, critique scientific explanations by using observational testing


Procedures & Safety













Handout








Printed 5/19/20161:40 PM




(xv) in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations


Procedures & Safety













Handout








Printed 5/19/20161:40 PM



(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials

(i) communicate scientific information extracted from various sources Student/Teacher Narrative 9781614592082


Safety




















Printed 5/19/20161:40 PM



(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials

(ii) appy scientific information extracted from various sources Student/Teacher Narrative 9781614592082


Safety




















Printed 5/19/20161:40 PM



(C) draw inferences based on data related to promotional materials for products and services

(i) draw inferences based on data related to promotional materials for products Student/Teacher Narrative 9781614592082


Safety













Handout








Printed 5/19/20161:40 PM



(C) draw inferences based on data related to promotional materials for products and services

(ii) draw inferences based on data related to promotional materials for services Student/Teacher Narrative 9781614592082


Safety













Handout






(D) evaluate the impact of scientific research on society and the environment

(i) evaluate the impact of scientific research on society Student/Teacher Narrative 9781614592082


Safety

Student/Teacher Activity 9781614592082 Activity- Impact of Research Scientific Procedures & Safety

Student/Teacher

Narrative

9781614592082

Field Trip: U.S. Meat Animal

Research Center





Printed 5/19/20161:40 PM





(D) evaluate the impact of scientific research on society and the environment

(ii) evaluate the impact of scientific research on the environment Student/Teacher Narrative 9781614592082


Safety

Student/Teacher Activity 9781614592082 Activity- Impact of Research Scientific Procedures & Safety

Student/Teacher

Narrative

9781614592082

Field Trip: U.S. Meat Animal

Research Center







Printed 5/19/20161:40 PM



(E) evaluate models according to their limitations in representing biological objects or events

(i) evaluate models according to their limitations in representing biological objects or events Student/Teacher Narrative 9781614592082


Safety













Handout






(F) research and describe the history of biology and contributions of scientists

(i) research the history of biology Student/Teacher Narrative 9781614592082


Safety


Vocabulary Handout;

Activity- Science History Timeline






Printed 5/19/20161:40 PM






(ii) research the contributions of scientists Student/Teacher Narrative 9781614592082


Safety



Science; Project- Biographies in

Science Teacher

Instruction Sheet; Project-

Great Discoveries in

Science







(iii) describe the history of biology Student/Teacher Narrative 9781614592082


Safety


Vocabulary Handout;

Activity- Science History Timeline






Printed 5/19/20161:40 PM






(iv) describe the contributions of scientists Student/Teacher Narrative 9781614592082


Safety



Science; Project- Biographies in

Science Teacher

Instruction Sheet; Project-

Great Discoveries in

Science





(5) The student develops a supervised agriculture experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity

(i) plan a supervised agriculture experience program as an experiential learning activity Student/Teacher Narrative 9781614592082

Blue & Gold Basics: SAE

Programs




Printed 5/19/20161:40 PM



Activity - Matching

Experiences; Activity - Matching

Experiences Answer Key;

Activity - Selecting the Appropriate

SAE; Activity - Selecting the

Appropriate SAE Answer Key; Project - SAE

Planning; Project - SAE

Planning Contract; Student

Handout - Factors for SAE

Selection

Blue & Gold Basics: SAE Programs






(ii) propose a supervised agriculture experience program as an experiential learning activity Student/Teacher Narrative 9781614592082


Programs




Printed 5/19/20161:40 PM



Activity - Matching









Selection








Printed 5/19/20161:40 PM




(iii) conduct a supervised agriculture experience program as an experiential learning activity Student/Teacher Narrative 9781614592082


Programs


Activity - Matching









Selection








Printed 5/19/20161:40 PM




(iv) document a supervised agriculture experience program as an experiential learning activity Student/Teacher Narrative 9781614592082


Programs


Activity - Matching









Selection








Printed 5/19/20161:40 PM




(v) evaluate a supervised agriculture experience program as an experiential learning activity Student/Teacher Narrative 9781614592082


Programs


Activity - Matching









Selection






(B) apply proper record-keeping skills as they relate to the supervised agriculture experience

(i) apply proper record-keeping skills as they relate to the supervised agriculture experience Student/Teacher Narrative 9781614592082 Introduction to

Record Keeping

Student/Teacher Activity 9781614592082Project -

Introduction to Record Keeping

Introduction to Record Keeping


9781614592082Blue & Gold Basics: SAE

Programs

Student/Teacher

Activity

9781614592082

Project - SAE Planning;

Project - SAE Planning Contract


Student/Teacher




Printed 5/19/20161:40 PM





(C) participate in youth leadership opportunities to create a well-rounded experience program

(i) participate in youth leadership opportunities to create a well-rounded experience program Student/Teacher Narrative 9781614592082

Blue & Gold Basics: What is

FFA?


Student Handout -

Program of Activities; Activity -

Program of Activities;

Project - FFA Group Lesson

Plan

Blue & Gold Basics: What is FFA?

Student/Teacher

Narrative

9781614592082

Blue & Gold Basics: FFA Officers & Meetings

Student/Teacher

Activity

9781614592082

Activity - FFA Officer Duties; Activity - FFA Officer Duties Answer Key

Blue & Gold Basics: FFA Officers & Meetings

Student/Teacher

Narrative

9781614592082

Blue & Gold Basics: Career Development

Events




(D) produce and participate in a local program of activities using a strategic planning process

(i) produce a local program of activities using a strategic planning process Student/Teacher Narrative 9781614592082


FFA?


Student Handout -




Plan





Printed 5/19/20161:40 PM






(D) produce and participate in a local program of activities using a strategic planning process

(ii) participate in a local program of activities using a strategic planning process Student/Teacher Narrative 9781614592082


FFA?


Student Handout -




Plan





(6) The student demonstrates principles related to the human, scientific, and technological dimensions of animal agriculture and the resources necessary for producing domesticated animals. The student is expected to:

(A) evaluate market classes and grades of livestock

(i) evaluate market classes of livestock Student/Teacher Narrative 9781614592082

Livestock Judging

Fundamentals; Advanced

Quality Grading: Slaughter Cattle;

Beef Grading: Quality;

Evaluating Ready-to-Cook

Turkeys & Broilers

PLEASE NOTE: Due to space limitations, more than one narrative correlation lesson is listed on this line. Corresponding activities for each narrative correlation are listed below.

Student/Teacher Activity 9781614592082Project - Selection Criteria

Livestock Judging Fundamentals




Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082

Student Handout - Advanced

Quality Grading Practice Class;

Activity - Advanced

Quality Grading Practice Class

Advanced Quality Grading: Slaughter Cattle

Student/Teacher

Activity

9781614592082

Activity - Beef Maturity

Practice; Activity - Beef Maturity

Practice Answer Key; Project -

Marbling Cards; Student

Handout - Beef Grading Quality; Project - Quality Grades and the

Industry

Beef Grading: Quality

Student/Teacher

Activity

9781614592082

Activity - Broiler Grading; Project

- Turkey Grading & Evaluation

Evaluating Ready-to-Cook Turkeys & Broilers




(A) evaluate market classes and grades of livestock

(ii) evaluate market grades of livestock Student/Teacher Narrative 9781614592082

Livestock Judging

Fundamentals; Advanced

Quality Grading: Slaughter Cattle;

Beef Grading: Quality;

Evaluating Ready-to-Cook

Turkeys & Broilers


Student/Teacher Activity 9781614592082Project - Selection Criteria

Livestock Judging Fundamentals




Printed 5/19/20161:40 PM


Student/Teacher

Activity

9781614592082

Student Handout - Advanced

Quality Grading Practice Class;

Activity - Advanced

Quality Grading Practice Class

Advanced Quality Grading: Slaughter Cattle

Student/Teacher

Activity

9781614592082

Activity - Beef Maturity

Practice; Activity - Beef Maturity

Practice Answer Key; Project -

Marbling Cards; Student

Handout - Beef Grading Quality; Project - Quality Grades and the

Industry

Beef Grading: Quality

Student/Teacher

Activity

9781614592082

Activity - Broiler Grading; Project

- Turkey Grading & Evaluation

Evaluating Ready-to-Cook Turkeys & Broilers




(B) identify animal products such as organic and farm-raised and consumption patterns relative to human diet and health issues

(i) identify animal products relative to human diet Student/Teacher Narrative 9781614592082 Farm to Plate

Student/Teacher Activity 9781614592082 Activity - Trust but Verify Farm to Plate



Teacher OnlyTeacher Only




Printed 5/19/20161:40 PM




(B) identify animal products such as organic and farm-raised and consumption patterns relative to human diet and health issues

(ii) identify animal products relative to human health issues Student/Teacher Narrative 9781614592082 Farm to Plate

Student/Teacher Activity 9781614592082 Activity - Trust but Verify Farm to Plate





(C) describe the growth and development of livestock as a global commodity

(i) describe the growth of livestock as a global commodity Student/Teacher Narrative 9781614592082 The World of

Agriculture

Student/Teacher Activity 9781614592082 Activity - Global Marketing The World of Agriculture





(C) describe the growth and development of livestock as a global commodity

(ii) describe the development of livestock as a global commodity Student/Teacher Narrative 9781614592082 The World of

Agriculture

Student/Teacher Activity 9781614592082 Activity - Global Marketing The World of Agriculture





Printed 5/19/20161:40 PM




(7) The student applies the principles of reproduction and breeding to livestock improvement. The student is expected to:

(A) describe reproductive cycles and relate them to breeding systems

(i) describe reproductive cycles Student/Teacher Narrative 9781614592082

Basic Reproduction of

Animals

Student/Teacher Activity 9781614592082 Activity - Estrous Cycle Basic Reproduction of Animals





(A) describe reproductive cycles and relate them to breeding systems

(ii) relate [reproductive cycles] to breeding systems Student/Teacher Narrative 9781614592082 Livestock

Reproduction


Activity - Breeding

Tables; Activity - Pros and Cons

of Various Breeding Methods

Livestock Reproduction







Printed 5/19/20161:40 PM



(B) explain the embryo transfer process and how it can impact the livestock industries

(i) explain the embryo transfer process Student/Teacher Narrative 9781614592082 Livestock

Reproduction


Project - Teach a Livestock Breeding Method






(B) explain the embryo transfer process and how it can impact the livestock industries

(ii) explain how [the embryo transfer process] can impact the livestock industries Student/Teacher Narrative 9781614592082 Livestock

Reproduction


Activity - Pros and Cons of

Various Breeding Methods






(C) recognize the significance of meiosis to sexual reproduction

(i) recognize the significance of meiosis to sexual reproduction Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics


Activity - Comparison of

Mitosis and Meiosis; Activity - Comparison of

Mitosis and Meiosis Answer

Key

Advanced Animal Genetics





Printed 5/19/20161:40 PM





(D) evaluate animal behavior and its relationship to livestock management

(i) evaluate animal behavior Student/Teacher Narrative 9781614592082 Animal Behavior


Activity - Behavioral Problems;

Activity - Animal Behavior Game

Animal Behavior


9781614592082Beef Cattle

Management Practices


9781614592082Sheep


Student/Teacher

Narrative

9781614592082

Swine Management

Practices; Goat Management

Practices

PLEASE NOTE: Due to space limitations, more than one narrative correlation lesson is listed on this line. Several lessons and corresponding activities satisfy this standard.




(D) evaluate animal behavior and its relationship to livestock management

(ii) evaluate [animal behavior's] relationship to livestock management Student/Teacher Narrative 9781614592082 Animal Behavior


Activity - Behavioral Problems;

Activity - Animal Behavior Game

Animal Behavior


9781614592082Beef Cattle



9781614592082Sheep





Printed 5/19/20161:40 PM


Student/Teacher

Narrative

9781614592082

Swine Management

Practices; Goat Management

Practices

PLEASE NOTE: Due to space limitations, more than one narrative correlation lesson is listed on this line. Several lessons and corresponding activities satisfy this standard.



(8) The student applies the principles of molecular genetics and heredity. The student is expected to:

(A) explain Mendel's laws of inheritance by predicting genotypes and phenotypes of offspring using the Punnett square

(i) explain Mendel's laws of inheritance by predicting genotypes of offspring using the Punnett square Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics


Activity - Genetics Lab;

Activity - Genetics Lab Answer Key






(A) explain Mendel's laws of inheritance by predicting genotypes and phenotypes of offspring using the Punnett square

(ii) explain Mendel's laws of inheritance by predicting phenotypes of offspring using the Punnett square Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics











Printed 5/19/20161:40 PM


Teacher Only


(B) predict genotypes and phenotypes of animal offspring using Mendelian or non-Mendelian patterns of inheritance in various forms of livestock and use Punnett Square and assign alleles to justify all predictions

(i) predict genotypes of animal offspring using Mendelian or non-Mendelian patterns of inheritance in various forms of livestock

Student/Teacher Narrative 9781614592082 Advanced Animal Genetics



Activity - Genetics Lab Answer Key;

Project - Heritable Traits







(ii) predict phenotypes of animal offspring using Mendelian or non-Mendelian patterns of inheritance in various forms of livestock




Activity - Genetics Lab Answer Key;

Project - Heritable Traits








Printed 5/19/20161:40 PM




(iii) use Punnett Square to justify all [genotype and phenotype] predictions Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics










(iv) assign alleles to justify all [genotype and phenotype] predictions Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics









(C) identify the parts of the nucleotide and the difference between the nucleotides found in deoxyribonucleic acid (DNA) versus ribonucleic acid (RNA)

(i) identify the parts of the nucleotide Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics


Project - DNA Model; Project -

DNA Model Answer Key


Student/Teacher




Printed 5/19/20161:40 PM






(C) identify the parts of the nucleotide and the difference between the nucleotides found in deoxyribonucleic acid (DNA) versus ribonucleic acid (RNA)

(ii) identify the difference between the nucleotides found in deoxyribonucleic acid (DNA) versus ribonucleic acid (RNA)


Student/Teacher Activity 9781614592082Activity -

Comparison of DNA and RNA






(D) explain the functions of DNA and RNA

(i) explain the functions of DNA Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics








(D) explain the functions of DNA and RNA

(ii) explain the functions of RNA Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics




Printed 5/19/20161:40 PM









(E) describe how heredity is used in the selection of livestock such as knowing the difference between outbreeding and inbreeding/linebreeding

(i) describe how heredity is used in the selection of livestock Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics

Student/Teacher Activity 9781614592082 Project - Heritable Traits Advanced Animal Genetics





(F) explain how traits are passed from parent to offspring through genetic transfer and the implications of breeding practices

(i) explain how traits are passed from parent to offspring through genetic transfer Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics

Student/Teacher Activity 9781614592082 Project - Heritable Traits Advanced Animal Genetics







Printed 5/19/20161:40 PM



(F) explain how traits are passed from parent to offspring through genetic transfer and the implications of breeding practices

(ii) explain the implications of breeding practices Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics

Student/Teacher Narrative 9781614592082Livestock Breeding Systems


9781614592082Project - Breeding System

Livestock Breeding Systems




(9) The student examines and compares animal anatomy and physiology in livestock species. The student is expected to:

(A) identify and compare the external anatomy of livestock species

(i) identify the external anatomy of livestock species Student/Teacher Narrative 9781614592082

External Anatomy of Livestock: Terms &

Terminology


Student Handout -

Animal Diagrams;

Activity - Cattle Parts Diagram; Activity - Cattle Parts Diagram Answer Key;

Activity - Goat Parts Diagram; Activity - Goat Parts Diagram Answer Key;

Activity - Horse Parts Diagram; Activity - Horse Parts Diagram Answer Key;

Activity - Sheep Parts Diagram; Activity - Sheep Parts Diagram

Answer Key;Activity - Swine Parts

Diagram; Activity - Swine Parts Diagram Answer Key

External Anatomy of Livestock: Terms & Terminology





Printed 5/19/20161:40 PM





(A) identify and compare the external anatomy of livestock species

(ii) compare the external anatomy of livestock species Student/Teacher Narrative 9781614592082

External Anatomy of Livestock: Terms &

Terminology


Student Handout -

Animal Diagrams;

Activity - Cattle Parts Diagram; Activity - Cattle Parts Diagram Answer Key;

Activity - Goat Parts Diagram; Activity - Goat Parts Diagram Answer Key;

Activity - Horse Parts Diagram; Activity - Horse Parts Diagram Answer Key;

Activity - Sheep Parts Diagram; Activity - Sheep Parts Diagram

Answer Key;Activity - Swine Parts

Diagram; Activity - Swine Parts Diagram Answer Key

External Anatomy of Livestock: Terms & Terminology







Printed 5/19/20161:40 PM



(B) compare the anatomy and physiology of the skeletal, muscular, reproductive, digestive, circulatory, genito-urinary, respiratory, nervous, immune and endocrine systems of animals

(i) compare the anatomy and physiology of the skeletal systems of animals Student/Teacher Narrative 9781614592082

Nervous, Skeletal & Muscular Systems


Nervous, Skeletal & Muscular Systems -

Activity - What Do I Know; Nervous, Skeletal & Muscular Systems -

Activity - System Outline; Nervous, Skeletal & Muscular Systems - Project -

Comparing Systems; Nervous, Skeletal & Muscular Systems -

Project - Model System; Nervous, Skeletal & Muscular Systems -

Vocabulary Handout








Printed 5/19/20161:40 PM




(ii) compare the anatomy and physiology of the muscular systems of animals Student/Teacher Narrative 9781614592082








Vocabulary Handout







(iii) compare the anatomy and physiology of the reproductive systems of animals Student/Teacher Narrative 9781614592082 Basic Animal

Reproduction


Activity - System Outline; Project - Model Systems;

Vocabulary Handout

Basic Animal Reproduction




Printed 5/19/20161:40 PM


Student/Teacher Narrative 9781614592082 Basic Poultry Reproduction






(iv) compare the anatomy and physiology of the digestive systems of animals Student/Teacher Narrative 9781614592082 Digestive

System


Digestive System - Activity

- What Do I Know; Digestive System - Activity

- System Outline;

Digestive System - Project

- Comparing Systems; Digestive

System - Project - Model

Systems; Digestive System -

Vocabulary Handout

Digestive System







Printed 5/19/20161:40 PM




(v) compare the anatomy and physiology of the circulatory systems of animals Student/Teacher Narrative 9781614592082

Circulatory & Respiratory

Systems


Circulatory & Respiratory Systems -

Activity - What Do I Know;


Activity - System Outline;

Circulatory & Respiratory Systems - Project -

Comparing Systems;


Project - Model Systems;


Vocabulary Handout

Circulatory & Respiratory Systems






(vi) compare the anatomy and physiology of the genito-urinary systems of animals Student/Teacher Narrative 9781614592082

Basic Reproduction of

Animals



Activity - System Outline; Project - Model Systems;

Vocabulary Handout

Basic Reproduction of Animals





Printed 5/19/20161:40 PM






(vii) compare the anatomy and physiology of the respiratory systems of animals Student/Teacher Narrative 9781614592082

Circulatory & Respiratory

Systems





Activity - System Outline;


Comparing Systems;




Vocabulary Handout








Printed 5/19/20161:40 PM




(viii) compare the anatomy and physiology of the nervous systems of animals Student/Teacher Narrative 9781614592082








Vocabulary Handout








Printed 5/19/20161:40 PM




(ix) compare the anatomy and physiology of the immune systems of animals Student/Teacher Narrative 9781614592082

Endocrine, Immune &

Integumentary Systems


Endocrine, Immune &

Integumentary Systems -

Activity - What Do I Know; Endocrine, Immune &

Integumentary Systems - Activity - Outline;

Endocrine, Immune &

Integumentary Systems - Project -

Comparing Systems;

Endocrine, Immune &



Endocrine, Immune &


Vocabulary Handout

Endocrine, Immune & Integumentary Systems







Printed 5/19/20161:40 PM




(x) compare the anatomy and physiology of the endocrine systems of animals Student/Teacher Narrative 9781614592082

Endocrine, Immune &

Integumentary Systems


Endocrine, Immune &


Activity - What Do I Know; Endocrine, Immune &

Integumentary Systems - Activity - Outline;

Endocrine, Immune &


Comparing Systems;

Endocrine, Immune &



Endocrine, Immune &


Vocabulary Handout








Printed 5/19/20161:40 PM



(C) describe interactions among various body systems such as circulatory, respiratory, and muscular systems

(i) describe interactions among various body systems Student/Teacher Narrative 9781614592082

Circulatory & Respiratory Systems; Nervous, Skeletal & Muscular Systems;

Endocrine, Immune &

Integumentary Systems; Digestive System




Comparing Systems


Student/Teacher

Activity

9781614592082

Nervous, Skeletal & Muscular Systems - Project -

Comparing Systems


Student/Teacher

Activity

9781614592082

Endocrine, Immune &


Comparing Systems


Student/Teacher

Activity

9781614592082

Digestive System - Project

- Comparing Systems

Digestive System




(D) identify and describe the functions of epithelial, nervous, connective, and muscular tissue and relate the functions to animal body systems

(i) identify the functions of epithelial tissue Student/Teacher Narrative 9781614592082


Student/Teacher Activity 9781614592082Student

Handout - Four Types of Tissue






Printed 5/19/20161:40 PM






(ii) identify the functions of nervous tissue Student/Teacher Narrative 9781614592082



Nervous, Skeletal & Muscular Systems Student








(iii) identify the functions of connective tissue Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM





(iv) identify the functions of muscular tissue Student/Teacher Narrative 9781614592082











(v) describe the functions of epithelial tissue Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM




(vi) describe the functions of nervous tissue Student/Teacher Narrative 9781614592082











(vii) describe the functions of connective tissue Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM




(viii) describe the functions of muscular tissue Student/Teacher Narrative 9781614592082











(ix) relate the functions of epithelial tissue to animal body systems Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM




(x) relate the functions of nervous tissue to animal body systems Student/Teacher Narrative 9781614592082











(xi) relate the functions of connective tissue to animal body systems Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM




(xii) relate the functions of muscular tissue to animal body systems Student/Teacher Narrative 9781614592082









(10) The student determines nutritional requirements of ruminant and non-ruminant animals. The student is expected to:

(A) describe the structures and functions of the digestive system of ruminant animals, including cattle, and non-ruminant animals, including poultry

(i) describe the structures of the digestive system of ruminant animals, including cattle Student/Teacher Narrative 9781614592082

Digestive Systems of Livestock: A Basic Look


Project - Parts of the Digestive

System Teacher Instruction

Sheet



9781614592082Advanced Livestock Nutrition

Student/Teacher

Activity

9781614592082

Activity - Digestive Tract;

Activity - Digestive Tract

Answer Key

Advanced Livestock Nutrition

Student/Teacher






Printed 5/19/20161:40 PM




(ii) describe the structures of the digestive system of non-ruminant animals, including poultry Student/Teacher Narrative 9781614592082





Answer Key







(iii) describe the functions of the digestive system of ruminant animals, including cattle Student/Teacher Narrative 9781614592082



Project - Parts of the Digestive

System Teacher Instruction

Sheet



9781614592082Advanced Livestock Nutrition

Student/Teacher

Activity

9781614592082



Answer Key


Student/Teacher






Printed 5/19/20161:40 PM




(iv) describe the functions of the digestive system of non-ruminant animals, including poultry Student/Teacher Narrative 9781614592082





Answer Key






(B) identify and describe sources of nutrients and classes of feeds and relate to the ruminant and non-ruminant animals

(i) identify sources of nutrients Student/Teacher Narrative 9781614592082


Student/Teacher Activity 9781614592082 Activity - Ingredient ID Advanced Livestock Nutrition






(ii) identify classes of feeds Student/Teacher Narrative 9781614592082





Teacher Only




Printed 5/19/20161:40 PM





(iii) describe sources of nutrients Student/Teacher Narrative 9781614592082








(iv) describe classes of feeds Student/Teacher Narrative 9781614592082








(v) relate [sources of nutrients] to the ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -

Ruminant vs. Non-Ruminant






Printed 5/19/20161:40 PM






(vi) relate [classes of feed] to the ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(vii) relate [sources of nutrients] to the non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -









Printed 5/19/20161:40 PM




(viii) relate [classes of feed] to the non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -







(C) identify and describe vitamins, minerals, and feed additives and how they relate to the nutritional requirements of ruminant and non-ruminant animals

(i) identify vitamins Student/Teacher Narrative 9781614592082








(ii) identify minerals Student/Teacher Narrative 9781614592082









Printed 5/19/20161:40 PM





(iii) identify feed additives Student/Teacher Narrative 9781614592082








(iv) describe vitamins Student/Teacher Narrative 9781614592082








(v) describe minerals Student/Teacher Narrative 9781614592082









Printed 5/19/20161:40 PM





(vi) describe feed additives Student/Teacher Narrative 9781614592082








(vii) identify how [vitamins] relate to the nutritional requirements of ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(viii) identify how [minerals] relate to the nutritional requirements of ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -







Printed 5/19/20161:40 PM






(ix) identify how [feed additives] relate to the nutritional requirements of ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(x) identify how [vitamins] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -









Printed 5/19/20161:40 PM




(xi) identify how [minerals] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(xii) identify how [feed additives] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(xiii) describe how [vitamins] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -







Printed 5/19/20161:40 PM






(xiv) describe how [minerals] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -








(xv) describe how [feed additives] relate to the nutritional requirements of non-ruminant animals Student/Teacher Narrative 9781614592082



Student Handout -









Printed 5/19/20161:40 PM



(D) formulate rations based on different nutritional requirements

(i) formulate rations based on different nutritional requirements Student/Teacher Narrative 9781614592082



Activity - Nutrient

Requirement Table; Activity -

Formulate a Feed Ration;

Activity - Formulate a Feed Ration Answer Key






(E) analyze feeding practices in relation to nutritional requirements of animals

(i) analyze feeding practices in relation to nutritional requirements of animals Student/Teacher Narrative 9781614592082



Activity - Nutrient


Feeding Scenario








Printed 5/19/20161:40 PM



(F) analyze feed quality issues and determine their effect on animal health

(i) analyze feed quality issues Student/Teacher Narrative 9781614592082



Assessment - IV - Rations, Quality & Feeding

Practices of Livestock Animals;


Practices of Livestock

Animals Answer Key






(F) analyze feed quality issues and determine their effect on animal health

(ii) determine [feed quality issues'] affect on animal health Student/Teacher Narrative 9781614592082




Practices of Livestock Animals;


Practices of Livestock

Animals Answer Key






Printed 5/19/20161:40 PM




(11) The student evaluates animal diseases and parasites. The student is expected to:

(A) identify factors that influence the health of animals such as geographic location, age, genetic composition, and inherited diseases for a particular species

(i) identify factors that influence the health of animals Student/Teacher Narrative 9781614592082 Common Animal

Diseases

Student/Teacher Activity 9781614592082 Activity - What is Normal? Common Animal Diseases





(B) identify pathogens and describe the effects that diseases have on various body systems

(i) identify pathogens Student/Teacher Narrative 9781614592082 Common Animal

Diseases

Student/Teacher Activity 9781614592082Project - How Does Disease

Spread?Common Animal Diseases





(B) identify pathogens and describe the effects that diseases have on various body systems

(ii) describe the effects that diseases have on various body systems Student/Teacher Narrative 9781614592082 Common Animal

Diseases

Student/Teacher Activity 9781614592082 Activity - Which System? Common Animal Diseases





Printed 5/19/20161:40 PM





(C) explain the methods of prevention, control, and treatment for diseases

(i) explain the methods of prevention for diseases Student/Teacher Narrative 9781614592082 Common Animal

Diseases


Activity- Common

Regional Animal Diseases

Common Animal Diseases






(ii) explain the methods of control for diseases Student/Teacher Narrative 9781614592082 Common Animal

Diseases


Activity- Common

Regional Animal Diseases








Printed 5/19/20161:40 PM




(iii) explain the methods of treatment of diseases Student/Teacher Narrative 9781614592082 Common Animal

Diseases


Activity - Diagnosis & Treatment; Activity -

Diagnosis & Treatment

Answer Key






(D) describe the process of immunity and disease transmission

(i) describe the process of immunity transmission Student/Teacher Narrative 9781614592082 Common Animal

Diseases







(D) describe the process of immunity and disease transmission

(ii) describe the process of disease transmission Student/Teacher Narrative 9781614592082 Common Animal

Diseases








Printed 5/19/20161:40 PM




(E) explain how external and internal parasites are transmitted and the effect they have on the host

(i) explain how external parasites are transmitted Student/Teacher Narrative 9781614592082 Parasites of

Livestock

Student/Teacher Activity 9781614592082Project - Parasite

TransmissionParasites of Livestock






(ii) explain how internal parasites are transmitted Student/Teacher Narrative 9781614592082 Parasites of

Livestock








(iii) explain the effect [external parasites] have on the host Student/Teacher Narrative 9781614592082 Parasites of

Livestock








Printed 5/19/20161:40 PM





(iv) explain the effect [internal parasites] have on the host Student/Teacher Narrative 9781614592082 Parasites of

Livestock







(F) explain the methods of prevention, control, and treatment of internal and external parasites

(i) explain the methods of prevention of internal parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock

Student/Teacher Activity 9781614592082 Activity - Name the Parasite Parasites of Livestock






(ii) explain the methods of control of internal parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock








Printed 5/19/20161:40 PM





(iii) explain the methods of treatment of internal parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock







(iv) explain the methods of prevention of external parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock







(v) explain the methods of control of external parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock








Printed 5/19/20161:40 PM




(vi) explain the methods of treatment of external parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock






(G) describe the life cycles of various parasites and relate them to animal health issues

(i) describe the life cycles of various parasites Student/Teacher Narrative 9781614592082 Parasites of

Livestock

Student/Teacher Activity 9781614592082Activity - Life

Cycle of a Parasite

Parasites of Livestock





(G) describe the life cycles of various parasites and relate them to animal health issues

(ii) relate [the life cycles of various parasites] to animal health issues Student/Teacher Narrative 9781614592082 Parasites of

Livestock

Student/Teacher Activity 9781614592082Activity - Life

Cycle of a Parasite








Printed 5/19/20161:40 PM



(H) conduct parasite diagnostic tests

(i) conduct parasite diagnostic tests Student/Teacher Narrative 9781614592082 Parasites of

Livestock


Student Handout - Diagnostic

Testing





(12) The student defines how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to:

(A) compare cells from different parts of animals, including epithelia, muscles, and bones, to show specialization of structure and function

(i) compare cells from different parts of animals, including epithelia, to show specialization of structure Student/Teacher Narrative 9781614592082











(ii) compare cells from different parts of animals, including muscles, to show specialization of structure Student/Teacher Narrative 9781614592082



Nervous, Skeletal & Muscular

Systems Project - Muscle Make

Up






Printed 5/19/20161:40 PM






(iii) compare cells from different parts of animals, including bones, to show specialization of structure Student/Teacher Narrative 9781614592082




Systems Activity - Bone Function







(iv) compare cells from different parts of animals, including epithelia, to show specialization of function Student/Teacher Narrative 9781614592082












Printed 5/19/20161:40 PM




(v) compare cells from different parts of animals, including muscles, to show specialization of function Student/Teacher Narrative 9781614592082




Systems Project - Muscle Make

Up







(vi) compare cells from different parts of animals, including bones, to show specialization of function Student/Teacher Narrative 9781614592082




Systems Activity - Bone Function








Printed 5/19/20161:40 PM



(B) describe and explain cell differentiation in the development of organisms

(i) describe cell differentiation in the development of organisms Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics


Activity - Animal Cell Diagram;

Activity - Animal Cell Diagram Answer Key;


Mitosis & Meiosis; Activity - Comparison of

Mitosis & Meiosis Answer Key; Project - DNA Model;

Project - DNA Model Answer

Key



9781614592082Prenatal Animal

Growth & Development

Student/Teacher

Activity

9781614592082

Activity - Endoderm,

Mesoderm & Ectoderm; Activity -

Endoderm, Mesoderm &

Ectoderm Answer Key

Prenatal Animal Growth & Development

Student/Teacher






Printed 5/19/20161:40 PM



(B) describe and explain cell differentiation in the development of organisms

(ii) explain cell differentiation in the development of organisms Student/Teacher Narrative 9781614592082 Advanced

Animal Genetics


Activity - Animal Cell Diagram;

Activity - Animal Cell Diagram Answer Key;


Mitosis & Meiosis; Activity - Comparison of

Mitosis & Meiosis Answer Key; Project - DNA Model;

Project - DNA Model Answer

Key



9781614592082Prenatal Animal

Growth & Development

Student/Teacher

Activity

9781614592082




Ectoderm Answer Key


Student/Teacher






Printed 5/19/20161:40 PM



(C) sequence the levels of organization in animals and relate the parts to each other and to the whole

(i) sequence the levels of organization in animals Student/Teacher Narrative 9781614592082

Prenatal Animal Growth &

Development





Ectoderm Answer Key; Vocabulary Handout; Activity - Gestation

Flashcards; Project -

Gestation Timeline







(ii) relate the parts to each other Student/Teacher Narrative 9781614592082


Development







Gestation Timeline






Printed 5/19/20161:40 PM






(iii) relate the parts to the whole Student/Teacher Narrative 9781614592082


Development







Gestation Timeline





(13) The student demonstrates an understanding of policies and issues in animal science. The student is expected to:

(A) discuss the effects of biotechnology such as cloning, artificial insemination, and freezing of semen and embryos on the production of livestock

(i) discuss the effects of biotechnology on the production of livestock Student/Teacher Narrative 9781614592082

Livestock Reproduction; Introduction to Biotechnology; Biotechnology:

Fetal Programming


Student/Teacher Activity 9781614592082 Project - Cloning Debate Livestock Reproduction


9781614592082Activity -

Animals in Biotechnology

Introduction to Biotechnology


9781614592082 Project - Applied Research Biotechnology: Fetal Programming

Student/Teacher




Printed 5/19/20161:40 PM





(B) analyze the issues surrounding animal welfare and the humane treatment of livestock

(i) analyze the issues surrounding animal welfare Student/Teacher Narrative 9781614592082 Animals &

Society


Student Handout - Legal

Aspects of Animal Rights & Welfare; Activity -

Animal Rights vs. Animal Welfare;

Animals & Society

Student/Teacher Narrative 9781614592082 Hot Topics - Animal Welfare





(B) analyze the issues surrounding animal welfare and the humane treatment of livestock

(ii) analyze the issues surrounding the humane treatrment of livestock Student/Teacher Narrative 9781614592082 Animals &

Society


Student Handout - Legal

Aspects of Animal Rights & Welfare; Activity -

Animal Rights vs. Animal Welfare;

Animals & Society

Student/Teacher Narrative 9781614592082 Hot Topics - Animal Welfare






Printed 5/19/20161:40 PM




(C) apply principles of nutrition to maximize feed efficiency for livestock

(i) apply principles of nutrition to maximize feed efficiency for livestock Student/Teacher Narrative 9781614592082



Activity - Nutrient


Formulate a Feed Ration;

Activity - Formulate a Feed Ration Answer Key






(D) design, conduct, and complete research to solve a self-identified problem in scientific animal agriculture

(i) design research to solve a self-identified problem in scientific animal agriculture Student/Teacher Narrative 9781614592082


Safety


Activity - Designing an Experiment;

Activity - Designing an Experiment

Answer Key; Activity -


Experiments; Activity -


Experiments Answer Key






Printed 5/19/20161:40 PM






(ii) conduct research to solve a self-identified problem in scientific animal agriculture Student/Teacher Narrative 9781614592082


Safety
















Printed 5/19/20161:40 PM




(iii) complete research to solve a self-identified problem in scientific animal agriculture Student/Teacher Narrative 9781614592082


Safety














(E) analyze the issues surrounding the impact of livestock production on the environment

(i) analyze the issues surrounding the impact of livestock production on the environment Student/Teacher Narrative 9781614592082

Environmental Issues: Animal

Systems


Activity - Current Issues; Activity - Global Warming; Project - Animal Facility Building

Plans

Environmental Issues: Animal Systems







Printed 5/19/20161:40 PM


(14) The student discusses livestock harvesting operations. The student is expected to:

(A) map the stages of animal growth and development and how they relate to market readiness

(i) map the stages of animal growth Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082 Activity - Market Animal Life Harvesting of Livestock

Student/Teacher

Narrative

9781614592082Advanced

Quality Grading: Slaughter Cattle






(ii) map the stages of animal development Student/Teacher Narrative 9781614592082 Harvesting of

Livestock


Student/Teacher

Narrative

9781614592082Advanced







(iii) map how [the stages of animal growth] relate to market readiness Student/Teacher Narrative 9781614592082 Harvesting of

Livestock


Student/Teacher

Narrative

9781614592082Advanced






Printed 5/19/20161:40 PM






(iv) map how [the stages of animal development] relate to market readiness Student/Teacher Narrative 9781614592082 Harvesting of

Livestock


Student/Teacher

Narrative

9781614592082Advanced






(B) describe the harvesting process

(i) describe the harvesting process Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082 Vocabulary Handout Harvesting of Livestock

Student/Teacher Narrative 9781614592082 EXCEL Beef Plant: Slaughter

Student/Teacher Narrative 9781614592082 EXCEL Pork Plant: Slaughter

Student/Teacher




(C) describe federal and state meat inspection standards such as safety, hygiene, and quality control

(i) describe federal meat inspection standards Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082Activity - Meat

Inspection Standards

Harvesting of Livestock




Printed 5/19/20161:40 PM






(C) describe federal and state meat inspection standards such as safety, hygiene, and quality control

(ii) describe state meat inspection standards Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082Activity - Meat

Inspection Standards

Harvesting of Livestock





(D) identify retail and wholesale cuts of meat and meat by-products and correlate to major muscle groups

(i) identify retail cuts of meat Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Narrative 9781614592082 Retail Cut ID

Student/Teacher Activity 9781614592082 Project - Retail ID Guide Retail Cut ID






(ii) identify wholesale cuts of meat Student/Teacher Narrative 9781614592082 Harvesting of

Livestock



Student/Teacher




Printed 5/19/20161:40 PM


Student/Teacher





(iii) identify meat by-products Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082 Activity - By-Products Harvesting of Livestock






(iv) correlate [retail cuts of meat] to major muscle groups Student/Teacher Narrative 9781614592082 Harvesting of

Livestock








(v) correlate [wholesale cuts of meat] to major muscle groups Student/Teacher Narrative 9781614592082 Harvesting of

Livestock







Printed 5/19/20161:40 PM






(vi) correlate [meat by-products] to major muscle groups Student/Teacher Narrative 9781614592082 Harvesting of

Livestock

Student/Teacher Activity 9781614592082 Activity - By-Products Harvesting of Livestock




(15) The student explores methods of marketing livestock. The student is expected to:

(A) compare various methods of marketing livestock

(i) compare various methods of marketing livestock Student/Teacher Narrative 9781614592082 The Livestock

Industry


Agricultural Business:

Marketing & Pricing


9781614592082Project - From

Field to Consumer

Agricultural Business: Marketing & Pricing





(B) describe methods of marketing meat and meat products

(i) describe methods of marketing meat Student/Teacher Narrative 9781614592082 Harvesting of

Livestock



Marketing & Pricing




Printed 5/19/20161:40 PM




Field to Consumer






(B) describe methods of marketing meat and meat products

(ii) describe methods of marketing meat products Student/Teacher Narrative 9781614592082 Harvesting of

Livestock



Marketing & Pricing



Field to Consumer





Chapter 112. Science §130.10. Advanced Animal Science (One Credit), Adopted 2015. Proclamation 2017

Page 1 of 79 Printed 5/19/2016 1:40 PM ELPS: Student Material

SubjectSubchapterCourse TitlePublisherProgram TitleProgram ISBN

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase

CEV Multimedia, Ltd.iCEV Agricultural Science Site9.78161E+12

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2014 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Student MaterialChapter 112. ScienceSubchapter C. High School§130.10. Advanced Animal Science (One Credit), Adopted 2015.






(2) use prior experiences to understand meanings in English

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Project - Vocabulary Comic;


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

NA NA NA NA






(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA NA NA NA





(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Activity - Class Discussion


(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA


(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

NA NA NA NA





(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA NA NA NA

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA NA NA NA






(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA


(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA





(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

NA NA NA NA



(2) learn new expressions heard during classroom instruction and interactions

NA NA NA NA






(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes



(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes





(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

NA NA NA NA



(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes





(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA






(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes


(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA






(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA


(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA





(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA



(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA





(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA



(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA NA NA NA






(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes



(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

NA NA NA NA






(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12


(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA





(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Vocabulary Comic; Project - Classroom Vocabulary Journal; Project - Class Notes






(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Vocabulary Comic; Project - Classroom Vocabulary Journal; Project - Class Notes


(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA






(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA



(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA NA NA NA






(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12



(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12







(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12



(E) share information in cooperative learning interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion





(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12




(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12






(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA






(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA


(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Project - Class Notes; Project - Annotated Bibliography





(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA NA NA NA



(2) adapt spoken language appropriately for informal purposes

NA NA NA NA





(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA



(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA




(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and first grade, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA





(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA NA NA NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Decoding An Assignment Sheet; Project - Class Notes; Project - Classroom Vocabulary Journal






(2) derive meaning of environmental print

T: K-12S: 6-12







(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12







(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Decoding An Assignment Sheet; Project - Class Notes; Project - Classroom Vocabulary Journal





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Pre-Reading; Project - Class Notes; Project - Classroom Vocabulary Journal





(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

NA NA NA NA





(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Reading; Project - Class Notes; Project - Classroom Vocabulary Journal






(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12







(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12







(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Reading; Activity - Class Discussion; Project - Class Notes; Project - Classroom Vocabulary Journal






(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12







(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12







(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12







(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12







(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12






(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12







(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12







(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12

9.78161E+12 English Applications; Project - Class Notes





(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA NA NA NA






(2) read silently with increasing comprehension for longer periods

NA NA NA NA





(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA






(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

NA NA NA NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

NA NA NA NA




(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and first grade, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA





(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA





(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA





(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

NA NA NA NA





(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA





(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA


Page 1 of 79 Printed 5/19/2016 1:40 PM ELPS: Teacher Material

SubjectSubchapterCourse TitlePublisherProgram TitleProgram ISBN




(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Project - Vocabulary Comic; Teacher Instruction Sheet - Vocabulary Activities

CEV Multimedia, Ltd.iCEV Agricultural Science Site9.78161E+12

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2014 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Teacher MaterialChapter 112. ScienceSubchapter C. High School§130.10. Advanced Animal Science (One Credit), Adopted 2015.






(2) use prior experiences to understand meanings in English

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Project - Vocabulary Comic; Teacher Instruction Sheet - Vocabulary Activities



(1) monitor oral language production and employ self-corrective techniques or other resources

T: K-129.78161E+12 English Applications;

Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Project - Vocabulary Comic; Teacher Instruction Sheet - Vocabulary Activities






(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA NA NA NA





(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Teacher Instruction Sheet - Vocabulary Activities



(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA


(F) use accessible language and learn new and essential language in the process


Activity - Deconstructing Words; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Vocabulary Activities; Teacher Instruction Sheet - Long-Term Projects






(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

NA NA NA NA



(1) distinguish sounds of English with increasing ease

NA NA NA NA






(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA


(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

NA NA NA NA






(1) learn new language structures heard during classroom instruction and interactions


Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Vocabulary Activities; Teacher Instruction Sheet - Long-Term Projects



(2) learn new expressions heard during classroom instruction and interactions


Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Vocabulary Activities; Teacher Instruction Sheet - Long-Term Projects






(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Vocabulary Activities; Teacher Instruction Sheet - Long-Term Projects



(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Vocabulary Catch Phrase; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Vocabulary Activities; Teacher Instruction Sheet - Long-Term Projects






(1) monitor understanding of spoken language during classroom instruction and interactions


Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects



(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects






(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA






(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Deconstructing Words; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects



(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA






(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA



(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA



(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA



(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA NA NA NA






(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12




(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs


Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects






(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12



(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA






(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Vocabulary Comic; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects; Teacher Instruction Sheet - Vocabulary Activities






(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Vocabulary Comic; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects; Teacher Instruction Sheet - Vocabulary Activities



(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA






(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA



(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA NA NA NA






(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Project - Classroom Vocabulary Journal; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects; Teacher Instruction



(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12







(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12



(E) share information in cooperative learning interactions

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Teacher Instruction Sheet - Long-Term Projects






(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12




(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12







(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics


Activity - Class Discussion; Teacher Instruction Sheet - Long-Term Projects



(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics


Activity - Class Discussion; Teacher Instruction Sheet - Long-Term Projects






(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Project - Class Notes; Project - Annotated Bibliography; Teacher Instruction Sheet - Long-Term Projects






(1) adapt spoken language appropriately for formal purposes

NA NA NA NA



(2) adapt spoken language appropriately for informal purposes

NA NA NA NA






(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA



(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA






(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA





(B) recognize directionality of English reading such as left to right and top to bottom

NA NA NA NA






(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Class Discussion; Activity - Decoding An Assignment Sheet; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects






(2) derive meaning of environmental print

T: K-12S: 6-12







(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12







(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Decoding An Assignment Sheet; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Pre-Reading; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects





(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned


Activity - Reading; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects






(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Reading; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects






(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12







(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12







(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9.78161E+12 English Applications; Activity - Reading; Activity - Class Discussion; Project - Class Notes; Project - Classroom Vocabulary Journal; Teacher Instruction Sheet - Long-Term Projects






(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12







(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12







(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12







(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12







(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12







(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12







(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12







(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12

9.78161E+12 English Applications; Project - Class Notes; Teacher Instruction Sheet - Long-Term Projects






(1) read silently with increasing ease for longer periods

NA NA NA NA






(2) read silently with increasing comprehension for longer periods

NA NA NA NA






(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA






(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

NA NA NA NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

NA NA NA NA





(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA






(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA






(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA






(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

NA NA NA NA






(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA

teks correlations & suggested pacing guideschools.mabankisd.net/page/open/8541/0/130.10....

Documents