Advanced Animal Science 1a/1b

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The Advanced Animal Science 1a/1b materials include a “Scope and Sequence” document that clearly details alignment with the TEKS, the ELPS, core concepts, and technical skills across all instructional units. Each unit outlines these standards alongside learning objectives, pacing guidance, assessments, and cross-unit connections to support instructional planning and student progression. For example, in the “Scope and Sequence” table, the “Aligned Standards” row identifies five standards aligned to unit 1, and the “ELPS” and “ELPS Integration in Instruction” rows break down which ELPS are included in the unit and how they are designed into activities.

The Advanced Animal Science 1a/1b materials feature clear unit-by-unit alignment with the TEKS and ELPS, incorporating core concepts, technical skills, learning objectives, pacing guidance, assessments, and cross-unit connections to support instructional planning and students’ learning progression. For example, in the “Scope and Sequence” table, the “Key Concepts and Skills,” “Industry Concepts,” and “Technical Skills” rows identify the core concepts such as animal science career pathways, education and training options, and entrepreneurship in agriculture, food systems, and animal care. Additionally, the table includes industry-specific knowledge, and technical competencies for each unit such as certification options, communication problem solving, safety practices, and ethical decision-making in realistic animal science career scenarios.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The materials provide flexible pacing guidance to support effective implementation across various school models, schedules, and calendars. This includes tailored timelines for traditional secondary schools, Early College High Schools (ECHS), and Pathways in Technology Early College High Schools (P-TECH) to ensure alignment with diverse program structures. Additionally, the materials provide flexible implementation guidance that accommodates blended, online, and face-to-face instructional models, allowing educators to adjust pacing based on instructional context and student needs. For example, in the Pacing Guide for Texas Courses, part 1 outlines pacing tables for traditional 45–55 minute daily periods, block scheduling, modified block scheduling, as well as ECHS and P-TECH programs for 18-week timelines with pacing notes for in-person and digital facilitation.

Furthermore, the materials include pacing recommendations for online and face-to-face instruction, giving educators flexibility to adapt instructional delivery according to local scheduling and calendar needs. For example, in the Pacing Guide, part 2 includes a table outlining units over 18 weeks with pacing notes for facilitation with the online platform and a “Teacher Facilitation Tips for Online Learning” subsection. This subsection provides recommendations for active monitoring of student pacing, including weekly updates or reminders and offers channels for support such as email, chat, or virtual office hours.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

A “Scope and Sequence” document and a built-in Pacing Guide establish a cohesive instructional timeline for the course. The materials provide the unit order and bridge concepts across modules, mapping out how foundational prerequisites transition into advanced technical competencies. This structured approach ensures that critical skills are consistently revisited and deepened as students progress. For example, within the “Scope and Sequence” document, the “Connection Across Units” section explains how, in an agriculture course, an earlier unit discusses the importance of agricultural careers, while a later unit lab calls for research into accessing career resources or identifying roles involved in the need for fresh food.

The materials intentionally sequence units to build foundational knowledge before introducing more complex concepts and industry-related skills. As is evident by the “Scope and Sequence” structure, the materials explain how prior learning supports future instruction and how technical competencies are progressively reinforced across units. For example, within the “Scope and Sequence document,” the “Rationale for Unit Order” section explains foundational concepts in units 1–3 that lead to applications in units 4–6 and ultimately end in synthesis in units 7–8.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The materials include protocols with corresponding guidance for unit and lesson internalization to support instructional planning and implementation. The protocols embed structured unit and lesson internalization within the “Scope and Sequence” document, providing educators with clear processes for understanding how lessons connect to overall unit goals. The “Internalization Protocols” and class 1, lesson 1 “Careers and Entrepreneurship Opportunities” sections demonstrate how individual lessons align with broader instructional outcomes. In addition, the lesson plans and slide decks provide educators with organized resources, pacing guidance, lesson activities, and presentation support, thereby strengthening instructional planning and delivery.

The materials feature structured “Internalization Protocols” and instructional support to help educators understand core objectives, routines, pacing, and expected student outcomes before instruction. The “Internalization Protocols” section provides the purpose and implementation of lesson components and instructional strategies that support student engagement and content mastery. For example, in class 1, lesson 1 guides lesson sequencing, instructional preparation, and alignment with course expectations.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The Instructional Leader Guide contains comprehensive resources and explicit guidance to ensure leaders have the structured support needed to coach educators effectively, facilitate high-quality curriculum implementation, and strengthen classroom practice. For example, in the Instructional Leader Guide, the “Coaching Moves to Support Planning and Delivery” section provides specific coaching strategies such as reflective conversations, modeling and rehearsing, and co-planning instruction for instructional leaders to support educator planning, delivery, and reflection.

The Instructional Leader Guide includes observable indicators of effective implementation, guidance for lesson delivery, and resources that support consistency across classrooms. For example, the “Supporting Teachers in Planning and Delivery” section suggests using the Pacing Guide to calibrate expectations, review educator plans, and ensure course coverage to assist educators with lesson preparation and curriculum implementation. This guide provides targeted strategies and tools to help educators implement lessons effectively.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The lesson plans include unit overviews that provide educators with foundational background knowledge, instructional context, and vocabulary support aligned to unit concepts and technical skill development. Each unit lesson plan overview provides a support section that includes instructional guidance, academic and technical terminology, and contextual information necessary for teaching unit concepts and industry-related skills. For example, in the unit 1 plan, the “Pre-Teaching Guidance and Unit Overview” section names specific careers in animal science such as farm management, veterinary care, nutrition, government, and entrepreneurship opportunities.

The unit materials include structured overviews that support educators with foundational instructional content, disciplinary context, and vocabulary needed to deliver instruction aligned to course concepts and technical skill development. For example, the materials include comprehensive units with academic, professional, and technical vocabulary necessary for the unit. The Teacher Resources/Teaching Guides include a resource that provides instructional support to help educators understand the key terminology and content knowledge required for effective instruction. For example, the unit 2 lesson plan includes a “Vocabulary and Language Supports” section with options to preview vocabulary, including a portfolio, work journal, and program of activities.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials include support for families in both Spanish and English for each unit, along with suggestions for supporting their student’s progress. The materials provide bilingual family-facing resources intended to help families understand course expectations throughout each unit. These supports are also designed to promote engagement between school and home by offering guidance on how families can help students monitor progress and stay on track academically. For example, the School Connection Letter provides family support information in both English and Spanish.

The materials provide bilingual resources designed to help families understand course expectations, instructional structure, and strategies for supporting student learning at home. These supports strengthen communication between school and home and promote student success throughout each unit of instruction. For example, the School Connection Letter provides unit-based guidance in both English and Spanish to help families understand how to support students’ ongoing academic progress. Additionally, the “How to Use Course Features,” “How to Study Effectively,” and “How You Will Be Graded” sections offer clear bilingual explanations for course navigation, study strategies, and assessment expectations.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The materials provide clearly organized lesson plans that align instruction with both content and language expectations. For example, Advanced Animal Science 1a, unit 2, class 1, lessons 1 2 outline how the structure of the instructional elements supports standards-based instruction. The “Describe how teamwork and problem-solving contribute to effective leadership” objective and “Critical Thinking” question 3 both address the TEKS (d)(6)(A) and (d)(6)(B), as well as the ELPS (b)(1)(A), (b)(1)(C), (b)(1)(F), (b)(2)(A), (b)(3)(A-H), and (b)(4)(A-B). “Critical Thinking” question 3 instructs students to “analyze the likely effects on timeline, morale, public image, and (if applicable) animal welfare” and then consider “As the leader, how would you adjust roles to ensure everyone stays accountable?”

Additionally, Advanced Animal Science 1b, unit 2, class 1, lesson 1 outlines how the organizational structure of the instructional components supports standards-based instruction. These student and educator materials—including “word processing software, spreadsheet software” for students and “slides, answer keys with rubrics, Pacing Guide, “Scope and Sequence,” audio versions of lessons, anatomical diagrams for multiple animal species, chart paper or whiteboard for mapping nutrients, rations, and grazing systems during group discussion, a timer for structured activities and transitions, and a classroom projector or display screen” for educators—provide comprehensive lesson plans designed to ensure alignment with both the TEKS (d)(10)(A) and the ELPS (b)(1)(A), (b)(1)(C), and (b)(1)(F).

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The lesson plans, within the “Teaching Guides” section of the instructor dashboard, provide educators with a clear overview of the resources needed for instruction. For example, in the unit 3 lesson plan, the “Materials and Resources” section identifies educator supports, including slides, answer keys with rubrics, a Pacing Guide, and a “Scope and Sequence” document, while also listing the materials students need to complete learning activities, such as graphic design software, presentation software, a video recording device, a stuffed animal, and household props. By identifying resources for both educators and students, the lesson plan supports effective instructional planning and implementation.

Additionally, within the Advanced Animal Science 1a, unit 2 lesson plan, the “Leadership and Agricultural Organizations”section, and the “Materials and Resources” and “Instructional Activities” class-day sections provide detailed information on instructional resources and timing to support lesson implementation. In class 2, lesson 3, the “Program of Activities (POA),” breaks downs the instructional activities into suggested timings, such as “Introduction,” 10 minutes; “Instructional Time: Direct Instruction,” 25 minutes; “Instructional Time: Group Work,” 45 minutes; “Instructional Time: Individual Work,” 30 minutes; and “Closure,” 10 minutes. These components demonstrate that the materials include a clear and comprehensive lesson overview that supports effective instructional delivery.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

The materials provide structured support within each unit, helping educators and students extend learning through additional practice and meaningful engagement with course concepts. This ensures that the instructional materials support learning both during and beyond direct instruction, promoting deeper understanding and skill development. For example, the materials include guidance on using lesson materials effectively for extended practice, supporting ongoing reinforcement and application of skills. Additionally, Advanced Animal Science 1a, unit 7, class 1, lesson 1 includes the “Support for All Learners, Enrichment & Extension” section which instructs educators to “invite students to design an imagined domesticated species or new livestock breed by choosing traits, environment, and purpose.” These components demonstrate that the materials provide consistent, intentional guidance on how to use them to support extended practice throughout instruction.

The instructional materials support learning not only during direct instruction but also through continued practice and skill application. For example, the unit 1 lesson plan, “Careers & Professionalism in Animal Science” section for class 3, lesson 3, “Communication and Problem Solving,” supports reinforcement and extension of student learning beyond the core lesson materials. There is additional guidance on the effective use of lesson materials for extended practice which requires students to “create a short workplace professionalism code for a vet clinic or farm.”

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials include diagnostic assessments that vary in types of tasks/questions. In Advanced Animal Science 1a, unit 1, activity 1 “What Do I Want to Learn?” provides students with a diagnostic assessment through reflective questions. For example, activity 1 poses three reflective questions to students to assess previous knowledge and encourage internalization thought, such as “What do I already know about this subject?,” “What would I like to know about this subject?,” and “What resources and activities can help me find answers?”

The materials include a variety of unit-level instructional assessments, including summative assessments that vary in the types of tasks and questions. For example, unit 7 guides students to complete a unit-level cumulative project called “How Do You Share Your Research Results?” This project involves students creating a Texas Agriscience Fair Research poster based on research conducted during the unit. The task requires students to gather information, organize each section, conduct a quality check, reflect, and submit the final project.

The materials also include a variety of instructional assessments at the lesson level, including formative assessments that vary in types of tasks and questions. In unit 3, class 1, lesson 1 includes an example of instructional assessment at the lesson level. For example, in the “Instructional Time: Direct Instruction and Group Work” section of the lesson, the educator prompts students by asking, “What is an SAE?,” “Why are SAEs valuable?,” and “How can an SAE connect to a future career?” These questions allow the student to demonstrate knowledge at the lesson level.

Furthermore, the materials include a variety of unit-level summative assessments that measure student learning through multiple assessment formats. In unit 5, lesson 5, the “Knowledge Check” subsection requires students to demonstrate their understanding of key concepts taught during instruction. For example, “Critical Thinking” question 1 presents the scenario, “Kurt is working on an exhibit for an animal science conference. His exhibit needs to explain how animal science models complex systems. Which exhibits would be ideal for him?” This scenario-based “Knowledge Check” serves as a lesson-level formative assessment by requiring students to apply their understanding of animal science concepts in an authentic context, demonstrating a varied assessment task aligned with the lesson objectives.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The materials provide guidance that explains how instructional assessments monitor student understanding, measure skill development, and evaluate mastery of course objectives. In Advanced Animal Science 1a, in the Teacher Resources/Teaching Guides and Implementation and Quality Guide, the “Instructional Assessments” outline the purpose and use of the assessment types included in the instructional materials and incorporates all target resources associated with assessment implementation. For example, diagnostic assessments are low-stakes, multiple-choice questions that provide students with feedback on their learning. Diagnostic assessments include “Knowledge Check” questions at the beginning of every unit. In the unit 2 lesson plans, the “Knowledge Check” assesses what students already know, posing the question, “In many towns, 4-H and FFA events are as significant to the community as occasions like the county fair. Think about how these organizations create a culture of leadership, service, and agricultural literacy. In what ways do their traditions, competitions, and community activities strengthen the agricultural community?”

The materials provide guidance for educators on using assessments to evaluate student progress, reinforce learning objectives, and support instructional decision-making throughout the instructional process. For example, summative assessments include unit activities that require students to demonstrate industry-specific knowledge and skills. In unit 1, activity 2, “How Can You Plan Your Animal Science Career?” requires students to create a career research report that connects their student interest to certifications and other relevant knowledge and skills. These components demonstrate that the materials clearly define the purpose and administration of instructional assessments while supporting the evaluation of both academic and technical skills throughout the course.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials provide structured supports within the instructional design to help ensure the consistent implementation of assessments across lessons. This guidance supports educators in maintaining alignment with instructional expectations and in delivering assessments as intended to accurately measure student learning. For example, in Advanced Animal Science 1a, the unit 1 lesson plan’s “Instructional Activities” section provides structured components that support consistent implementation of assessment-related tasks throughout the lesson. These tasks include activity 1 “What Do I Want to Learn?” in the “Introduction,” followed by “Knowledge Check” question 1, mid-lesson “Critical Thinking” question 1, and summative activity 2, “How Can You Plan Your Animal Science Career?” Each assessment and instructional activity is supported by the TEKS (d)(1)(A) and (d)(1)(K), as well as the ELPS (b)(1)(A), (b)(1)(C), and (b)(3)(C-E). These sections demonstrate how the organizational structure of the instructional activities guides educators in administering assessments consistently and accurately across instructional settings. These components demonstrate that the materials support consistent and accurate administration of instructional assessments.

The materials provide explicit directions to support educators in administering assessments with fidelity, including clear expectations for timing and placement within lessons to maintain consistency across varied instructional schedules. This guidance helps ensure assessments are delivered consistently, enabling accurate measurement of student performance. For example, each lesson plan includes specific timing and placement directions for each portion of the lesson, allowing educators to administer instructional assessments consistently regardless of the schedule structure. Additionally, in Advanced Animal Science 1b, the unit 1 lesson plan and the “Definition, Purpose, Administration of Instructional Assessments” section provide comprehensive guidance on proper assessment administration, including implementation expectations and alignment with instructional delivery. The “Definition, Purpose, Administration of Instructional Assessments” section gives a clear description of the assessment categories and assessment types such as the definition of “Reflection Activities,” as follows: “Definition: Students complete activities at the beginning, middle, and end of each course where they reflect on what they already know, what they want to learn, and what they have learned so far, and how it is applicable to their lives or intended career paths.”

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The “Scope and Sequence” and materials mapping out the instructional approach and assessment overview provide comprehensive information outlining how assessments intentionally align with instructional goals and the TEKS-based learning expectations throughout the course. These components demonstrate how assessments are used at multiple points in the instruction to monitor student progress, evaluate mastery, and support instructional decision-making. For example, in the “Scope and Sequence” table in unit 1, “Anatomy and Physiology of Animals,” the activity 3 assessment/performance task, “How Do You Explain Body Systems Across Large Species Using Models?” addresses the TEKS (d)(9)(c) “investigate and describe the interrelationship among animal body systems.”

Each lesson plan clearly identifies the TEKS and instructional objectives addressed during instruction and specifies the diagnostic, formative, and summative assessments used to measure student learning. This alignment ensures that assessments directly support instructional goals and provide meaningful data regarding student progress and mastery of content standards. For example, in Advanced Animal Science 1a, the unit 1 lesson plan and the “TEKS,” “ELPS,” “Assessment,” and “Instructional Activities” sections demonstrate how instructional objectives, language supports, classroom activities, and assessments are intentionally connected throughout each lesson. For the TEKS (d)(1)(A), “identify career and entrepreneurship opportunities for a chosen occupation in the field of animal science and develop a plan for obtaining the education, training, and certifications required,” the summative assessment is activity 2, “How Can You Plan Your Animal Science Career?” This assessment ensures that students are meeting the TEKS by researching and investigating an animal science career. These components show that the materials provide aligned assessments that accurately measure student understanding in relation to the TEKS and lesson objectives.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include instructional assessments that incorporate the TEKS-aligned items at varying levels of complexity to support student growth over time. The materials provide clear guidance on how assessment complexity evolves throughout the instructional sequence, ensuring that students engage with increasingly rigorous tasks as their learning progresses. This progression builds understanding from early reflection activities to more advanced mid-course and later-course assessments. For example, in Advanced Animal Science 1a, the Implementation and Quality Guide outlines how instructional assessments become more complex over time, including early reflection and mid-course checkpoints, and specifies the TEKS alignment for each assessment item. Assessments start as “Knowledge Check” questions and progress to “Critical Thinking” questions and finally to the “Multiple Choice” quiz, which demonstrate increasingly rigorous assessments. These components show that the materials provide instructional assessments that are both TEKS-aligned and intentionally designed to increase in complexity over the course of instruction.

The materials include instructional assessments with the TEKS-aligned items at varying levels of complexity to support progressive student learning. Additionally, Advanced Animal Science 1b, unit 6, class 2, lesson 2 contains instructional assessments that include a variety of item types and demonstrate clear alignment to the TEKS while varying in cognitive demand. The lesson starts with the “Knowledge Check” questions, then “Critical Thinking” question 1, followed by summative assessment activity 1, “How Do You Prevent, Control, and Treat Parasites in Small-Animal Systems?” These activities show an increased level of complexity in instructional assessments. The assessment supports the level of complexity for the TEKS (d)(13)(H), “Explain how parasites are transmitted and the effect they have on canine, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs.” These components demonstrate that the materials provide TEKS-aligned instructional assessments that intentionally increase in complexity across lessons and units.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide clear support to help educators evaluate student responses and interpret levels of mastery using scoring information and expected responses. This guidance ensures consistent interpretation of student performance and supports accurate grading aligned to instructional expectations. For example, in Advanced Animal Science 1a, the unit 1 “Suggested Answers” boxes provide guidance for accurate scoring and interpretation of student performance. Additionally, all associated content—particularly the “Suggested Answer” boxes and the grading rubrics for “Critical Thinking” questions, “Discussion Questions,” and “Activities”—provides explicit criteria for evaluating student work and determining levels of understanding. Under “Critical Thinking” question 1, the materials state that “Answers may vary, but should include” the following: “Roles and Responsibilities of managers: Roles serve as a figurehead in the organization, be a leader, monitor others and their responsibilities as needed, and address conflicts.” This content supports Employability Standards (d)(1)(J), “describe the roles and responsibilities of managers.” Key words educators should look for are bolded in the material, including figurehead, leader, monitor, and conflicts. These components demonstrate that the materials include instructional assessments and scoring guidance that support consistent and accurate interpretation of student performance.

The materials provide structured supports that help educators evaluate student understanding and make informed instructional decisions based on assessment results. This guidance ensures that student performance can be consistently interpreted and that educators can identify levels of mastery and areas where students may need additional support. For example, in Advanced Animal Science 1b, the unit 1 “Suggested Answers” boxes provide educators with scoring information to interpret student performance by displaying four key words for the educators to look for in the students’ written answers. “Discussion Questions” question 1 states that “Answers will vary but should include” the following “Ethical considerations: Responsibility to provide environments that support physical and mental wellbeing,” and includes four key words for educators to look for during scoring.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials include structured supports that help educators analyze assessment results and adjust instruction to address student needs. This guidance supports differentiated instruction by providing strategies for both intervention and extension based on student performance data. For example, in the Implementation and Quality Guide, the “Instructional Assessments” section provides detailed assessment types, their intended purposes, and guidance on using the included activities to respond to student performance trends. The purpose of the “Knowledge Check” questions is to provide students with an idea of the question rigor they should expect in their multiple-choice quizzes. When used at the end of the unit, these questions provide another way for educators and students to track their progress and growth. These assessment components demonstrate that the materials provide clear guidance for using instructional tasks and activities to respond effectively to assessment results and student learning needs.

This guidance supports differentiated instruction by providing strategies for intervention for students who need additional support and extension opportunities for students who demonstrate mastery. For example, in the Advanced Animal Science 1a, unit 2 lesson plan, the “Instructional Response to Assessment Performance” section outlines specific strategies for supporting struggling students and for extending learning for advanced students. For example,if students struggle, “Critical Thinking” question 1 states, “Review leadership, services, and agricultural literacy using examples from 4H and FFA traditions, competitions, and community activities. Model one complete response, then have students identify another example before revising their own responses.” The instruction continues advising, if students demonstrate mastery, “Critical Thinking” question 1 requires students to “expand their response by explaining how participating in agricultural organizations prepares students for future leadership roles in the community or workplace.” In addition, the “Instructional Response to Assessment Performance” section guides educators to use the included tasks and activities to respond to trends in student performance on assessments.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The materials provide structured supports that allow both educators and students to monitor learning over time and make informed decisions based on performance data. This dual approach supports ongoing reflection, goal setting, and instructional adjustment by clearly organizing information about student achievement and progress. For example, in the Implementation and Quality Guide, the “Instructional Assessments” and “Grades” sections provide tools for tracking progress and growth. The “Grades” section includes student-facing tools for monitoring individual progress and growth, as well as assignment details. Additionally, the “Instructional Assessments” section provides educators with definitions of assessment types and activity purposes, such as “Knowledge Check” questions, that “provide students and teachers a way to track their progress and growth.” These components demonstrate that the materials include tools that support both educator and student tracking of progress and growth.

The materials provide structured supports that allow both educators and students to monitor achievement over time by using assessment results and performance indicators. This supports ongoing reflection, progress monitoring, and instructional adjustment based on student learning data. For example, the materials provide unit lesson plans that identify key performance indicators and assessments to administer to students, allowing educators to compare student performance against defined achievement levels to track growth and progress. Additionally, in Advanced Animal Science 1a, the unit 1 lesson plan identifies key assessments, such as the “Knowledge Check” question 1 and “Critical Thinking” questions, which generate data used by the course’s progress-tracking tools. In unit 1, the “Exit Ticket” feature has students complete the information on the slide by writing or sharing their answers, providing a quick snapshot of progress through discussion.

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Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

The materials include targeted instructional supports, differentiated activities, and scaffolded learning opportunities that enable educators to address individual student needs while maintaining alignment with course objectives and standards. For example, the Implementation and Quality Guide and the unit 1 lesson plan identify differentiation and scaffolding as integral components of lesson implementation and direct educators to resources that support students who require additional assistance with content knowledge and technical skill development. These resources help educators adjust instruction and provide appropriate supports based on student learning needs and performance. Furthermore, all content in the “Differentiation & Scaffolding Instruction” subsection provides educators with specific guidance on implementing differentiated instruction, activities, and paired (scaffolded) lessons. The section in the unit 1 lesson plan includes instructional supports intended to assist students who have not yet demonstrated proficiency in the course TEKS and technical skills by providing structured opportunities for practice, reinforcement, and skill development. The materials also equip educators with strategies for adapting instruction and delivering targeted support to promote student success and continued academic growth.

These resources enable educators to provide targeted interventions and instructional adjustments that support student progress toward mastery of content and technical competencies. In class 4, lesson 4, the unit 1 lesson plan includes the “Supports for All Learners: Differentiation & Scaffolding Instruction” section that provides educators with specific guidance for implementing differentiated and scaffolded instruction to support students who require additional assistance with lesson content and skill development. The provided guidance helps educators adapt instruction, provide appropriate learning supports, and increase student access to key concepts and technical skills presented throughout the lesson. Furthermore, the unit 2 lesson plan also includes this “Supports for All Learners: Differentiation & Scaffolding Instruction” section, which contains structured opportunities for educators to assist students who have not yet reached proficiency in the TEKS through targeted instructional strategies. For example, it states, “Instead of writing the full conflict reflection for activity 2, students may give a quick verbal explanation of what the disagreement was and how it could be fixed. Students should be able to express a conflict and describe a possible solution clearly in spoken form.” Therefore, these resources help educators respond to student needs while ensuring continued engagement with grade-level expectations and technical skill development.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The materials include pre-teaching and embedded language supports that help students access academic, professional, technical, and contextual language encountered throughout the instruction. These supports are embedded in lesson design to ensure that students build the linguistic and conceptual understanding necessary to engage with course content. For example, in the Implementation and Quality Guide, the materials include specific guidance for supporting vocabulary development and comprehension through introductory instructional components. The “Career Investigations & Development” section is designed to ensure that students are able to engage with new career concepts, with pre-teaching and embedded supports for unfamiliar vocabulary and in-text references. Furthermore, in the Implementation and Quality Guide, “Teaching Guides” section, the “Lesson Plans” introduction also includes embedded supports that reinforce vocabulary acquisition and comprehension, such as the following: “Lesson introductions include reviewing course vocabulary. This serves as a method for pre-teaching and an embedded support for unfamiliar vocabulary and references in text (for figurative language, idioms, academic, professional, and technical language), which promotes language acquisition.” This is how the material includes supports to help educators systematically introduce unfamiliar vocabulary and textual references while maintaining alignment with instructional objectives and course content.

The materials include pre-teaching and embedded vocabulary supports that facilitate students’ access to academic, professional, technical, and figurative language, ensuring that learners can comprehend and apply course-specific terminology within instructional contexts. These supports are integrated throughout the lesson design to promote consistent vocabulary development and comprehension across units. The unit 2 lesson plan includes a dedicated “Vocabulary and Language Supports” section that guides the introduction and reinforcement of key terminology. The sections include targeted supports under the “Academic, Professional, and Technical Vocabulary” and “Figurative Language, Idioms, and References” subsections to help educators address unfamiliar vocabulary before and during instruction. For example, the guidance prompts educators to “steer the group back to collaboration: Use ‘steer’ metaphorically (like guiding animals or a vehicle) to describe guiding a team back toward cooperation and shared goals.” These items illustrate how the material exposes students to the essential language structures and contextual meanings needed to engage effectively with course content.

Furthermore, multiple lessons provide embedded vocabulary supports to reinforce and extend student understanding. In class 1, lessons 1 and 2, the “Instructional Time: Vocab Warm-Up” and “Instructional Time: Unit Vocabulary In Context” subsections provide structured opportunities for pre-teaching and applying key vocabulary. Additionally, within class 5, lesson 6, the “Instructional Time: Group Unit Vocabulary Review Activity” section supports collaborative review and reinforcement of essential terms, showing educators exactly what collaborative review and reinforcement look like in the materials. These components demonstrate that the materials include pre-teaching and embedded supports for unfamiliar vocabulary and references in text, including academic, professional, technical, and figurative language, to support student comprehension and engagement with course content.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The materials include structured supports that enable educators to provide advanced learning experiences, deepen student understanding of content, and promote continued development of technical competencies beyond foundational expectations. These resources help educators address learner variability while ensuring that proficient students remain engaged in rigorous and meaningful instructional activities. For example, in the Implementation and Quality Guide, the “Differentiation & Scaffolding Instruction” section includes a paragraph labeled “Enrichment & Extension” that explains how each lesson plan is intentionally designed to provide educator guidance for differentiated instruction, enrichment activities, and extension opportunities for students who have demonstrated proficiency in content and technical skills aligned to the course TEKS. The guide outlines how educators can use these supports to challenge advanced learners by deepening the application of concepts and skills while maintaining alignment with instructional goals. Furthermore, the “Differentiation & Scaffolding Instruction” section provides educators with specific guidance on implementing the “Enrichment & Extension” activities that build on student mastery.

The materials include advanced learning activities that encourage students to apply content knowledge in new contexts, conduct independent research, and communicate findings using scientific and technical terminology. These opportunities promote higher-order thinking while extending learning beyond the lesson’s foundational expectations. For example, the unit 6 lesson plan provides educators with specific enrichment and extension guidance within class 1, lesson 1, “Internal Parasites,” to effectively challenge students who have demonstrated mastery of the core content. The “Enrichment & Extension” subsection directs educators to assign an independent research project in which advanced learners investigate a parasite not covered in class and present its scientific name, method of transmission, and economic impact. This activity requires students to extend their understanding of parasitology concepts through independent investigation and application of technical knowledge.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials provide structured instructional supports within implementation resources that assist educators in differentiating instruction and scaffolding learning to meet diverse student needs. For example, in the Implementation and Quality Guide, all content in the “Differentiation and Scaffolding Instruction” subsection includes embedded guidance to help educators implement specially designed instruction (SDI) in daily instruction. Specifically, the unit 1 lesson plan outlines differentiation strategies and scaffolding practices that function as SDI for students receiving supports and services through special education. Furthermore, the materials integrate strategies into instructional planning, enabling educators to proactively adjust content delivery, access points, and learning supports.

The instructional materials provide educator protocols for implementing SDI for students receiving special education services. Additionally, the materials embed instructional strategies in lesson plans that help educators differentiate content and provide appropriate supports to ensure students’ access to grade-level learning. For example, in class 1, lesson 1, all content under the “Intervention (SDI Methods)” subsection provides SDI guidance by directing educators to support students by allowing them to complete the “Stop-and-Sketch” activity using a partially completed diagram that only lacks key structures. Furthermore, this scaffolded approach reduces cognitive load while maintaining engagement with essential scientific concepts, allowing students to demonstrate understanding through guided visual completion. These components demonstrate that the materials provide clear, structured educator guidance for implementing SDI that supports students receiving special education services while preserving access to rigorous instructional content.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials provide structured instructional supports to help educators effectively model and explain key concepts during classroom instruction. Additionally, the resources include prompts and instructional guidance that support educators in facilitating student understanding through the questioning, modeling, and explanation of core content. For example, in the unit 3 lesson plan, all content under class 2, lesson 2, includes explicit educator guidance designed to support instructional delivery. Within this section, the materials provide structured prompts that help educators engage students in analyzing and understanding lesson concepts in alignment with instructional objectives.



Furthermore, in the class 2, lesson 2, unit 3 lesson plan, in the “Instructional Time Block,” educator prompts include questions such as “Is this a strong example of planning?” and “How does this impact the success of the SAE?” to guide student thinking and discussion. In addition, the lesson provides modeling support by directing educators to “Read lesson 2 aloud and pause at examples” and to “state that prioritizing tasks and following schedules improves efficiency and outcomes.” These components demonstrate that the materials include clear educator guidance and direct prompts that support effective modeling and explanation of concepts, ensuring consistent instructional delivery and meaningful student engagement with the content.

The materials provide instructional guidance to support educators in effectively modeling and explaining key concepts during instruction. Additionally, the resources are designed to help educators identify where to find explicit prompts and instructional direction within lesson materials, ensuring that educators can consistently access supports aligned with effective instructional delivery. For example, in the Implementation and Quality Guide, content under the “Instructional Activities Sections” subsection ensures educator readiness by clarifying exactly where to locate modeling and explanation supports within the lesson structure. Specifically, the guide directs educators to the “Instructional Time Blocks” of the lesson plan to efficiently find embedded structured questioning, explanations, and direct prompts for modeling concepts. These components demonstrate that the materials provide clear, accessible guidance for supporting educator modeling and concept explanation through explicitly identified prompts embedded in designated sections of the lesson plan.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials provide educators with substantial guidance and recommendations designed to support effective lesson delivery and classroom facilitation through multiple instructional approaches. The Implementation and Quality Guide, from the “Lesson Plans” section throughout the remainder of the document, provides educators with recommendations for organizing and delivering instruction to promote student engagement and learning. For example, the guide’s “Instructional Time Blocks” section outlines several lesson-delivery structures, including whole-group instruction and small-group learning, allowing educators to select and implement instructional formats that best meet their students’ needs. Additionally, the materials explain how instructional resources facilitate learning through varied teaching approaches. For instance, the “Slide Decks” section in the guide demonstrates a variety of student tasks by requiring learners to analyze data charts, study vocabulary flash cards, collaborate in group discussions, and write reflective responses. These resources provide educators with practical strategies for presenting content, promoting student interaction, and encouraging reflection.

The instructional materials provide educators with detailed guidance and recommendations to support effective lesson delivery and facilitation across multiple instructional approaches. Throughout the unit 7 lesson plan, all class 1 lesson plan content incorporates a variety of instructional methods to actively engage students in the learning process by routinely providing opportunities to share and discuss responses with partners, record written reflections to critical-thinking questions in journals, and develop visual dictionaries to reinforce vocabulary acquisition. These varied instructional approaches promote collaboration, reflection, and concept development while supporting diverse learning preferences. Moreover, the educator-facing lesson plans provide educators with extensive support for implementing these instructional strategies effectively. The materials include scripted educator instructions, educator prompts, scaffolding and differentiation recommendations, and scripted “Knowledge Check” questions accompanied by correct responses. These resources assist educators in facilitating instruction, monitoring student understanding, and adjusting support to meet student needs.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The instructional materials provide educators with implementation supports that encourage the use of diverse practice formats and instructional groupings throughout the curriculum. In the Implementation and Quality Guide, all content from the “Lesson Plans” subsection through the end of the document emphasizes opportunities for guided, independent, and collaborative learning, for example, in the unit 1 lesson plan. These resources help educators structure instruction to actively engage students while reinforcing content knowledge through multiple modes of participation and practice. Furthermore, the materials include recommendations for organizing learning experiences using a variety of instructional structures to support effective classroom implementation. Educator guidance facilitates instruction in whole-group, small-group, and individual settings, enabling them to select the most appropriate format based on lesson objectives and student needs. By integrating multiple practice types with clearly defined instructional structures, the materials provide practical support for lesson delivery and student engagement.

The instructional materials incorporate a range of learning experiences that support guided, collaborative, and independent practice while providing structures that promote effective classroom implementation. Throughout the unit 7 lesson plan, students engage with content through varied instructional formats that encourage participation, inquiry, and application of knowledge. Specifically, the class 3, lesson 3, “Biotechnology and Biosecurity” content includes collaborative learning opportunities in which students work in small groups to investigate issues related to biotechnology and develop an animal agriculture technology policy. This activity encourages discussion, problem-solving, and collective decision-making as students apply lesson concepts in a meaningful context. In addition, the lesson incorporates guided instruction and independent practice to reinforce student understanding. For example, students create visual map notes as part of the instructional process, providing a structured learning activity that helps organize and synthesize key information. The lesson also includes an individual task in which students draw a balance scale and identify the benefits and risks of biotechnology, enabling them to analyze and evaluate the topic independently. These varied learning experiences demonstrate the intentional integration of collaborative, guided, and independent practice.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The instructional materials provide dedicated resources to help educators address the diverse language needs of emergent bilingual (EB) students while supporting meaningful access to curriculum content. All content contained within the “Emergent Bilingual Students” subsection offers educators guidance for implementing linguistic accommodations that correspond to varying levels of English language proficiency. These supports align with the ELPS and help educators differentiate instruction so that students can successfully engage with learning tasks while continuing to develop their language skills. Additionally, the guidance promotes instructional practices that encourage students to use increasingly sophisticated academic, professional, and technical language. The accommodations outlined in the “Emergent Bilingual Students” section provide educators with strategies for supporting language development across proficiency levels while maintaining high expectations for content learning. By aligning language supports with the ELPS, the materials help educators create opportunities for students to strengthen comprehension, communication, and discipline-specific vocabulary. These components demonstrate that the materials include comprehensive educator guidance on providing linguistic accommodations for various levels of language proficiency and support students in developing increasingly advanced academic language skills.

The instructional materials furnish educators with targeted guidance for supporting EB students through accommodations tailored to varying levels of English language proficiency. Throughout the unit 1 lesson plan, and particularly within the “Emergent Bilingual Students” subsection, educator guidance includes recommendations for monitoring student comprehension and ensuring that learners respond accurately to oral instructions. The guidance differentiates supports for beginning, intermediate, and high intermediate/advanced students, enabling educators to adjust expectations and instructional practices based on students’ language development needs. For example, beginning-level students may demonstrate understanding through gestures or single-word responses, allowing them to participate meaningfully while developing English proficiency.

Furthermore, the materials incorporate resources and strategies designed to promote the acquisition and use of increasingly academic, professional, and technical language. Guidance directs educators to use tools such as the Literacy Support Toolbar and a dual-language word wall to help students derive meaning from auditory and multimedia sources while strengthening vocabulary and content understanding. These supports provide multiple avenues for language development and reinforce students’ ability to engage with complex concepts and discipline-specific terminology. Collectively, these components demonstrate that the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency and support students in developing increasingly sophisticated language skills aligned with the ELPS.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials assist educators in implementing the curriculum within state-approved bilingual and English as a second language (ESL) program models. For example, within the Implementation and Quality Guide, the “Emergent Bilingual Students” section offers specific implementation guidance intended to help educators effectively use the instructional materials in alignment with bilingual and ESL program requirements. Furthermore, this section emphasizes practical support for classroom application by outlining how educators can appropriately implement instructional strategies for EB learners within designated program structures. The guidance reinforces consistent and purposeful use of the materials to ensure accessibility and alignment with language development goals. Collectively, these components demonstrate that the materials provide clear, targeted support for educators to facilitate effective instruction while meeting the needs of EB students in state-approved instructional settings.

The materials provide instructional guidance and recommendations designed to support educators in delivering and facilitating lessons effectively through a variety of instructional approaches. In addition, they offer structured strategies to help educators meet the needs of EB students by differentiating instruction based on language proficiency levels. For example, in the unit 1 lesson plan, the “Emergent Bilingual Students” section provides clear guidance for monitoring student responses to oral instructions across beginning, intermediate, and high intermediate/advanced levels, with recommendations such as allowing beginning students to respond using gestures or single words.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials incorporate embedded instructional guidance to assist educators in supporting EB students as they develop academic, professional, and technical vocabulary, strengthen comprehension, and build cross-linguistic connections through oral and written discourse. In addition, the resources emphasize strategies that help students activate prior knowledge and engage with disciplinary content through structured language supports and multimodal learning opportunities. For example, in the unit 3 slide deck, all slides include embedded educator guidance aligned with these goals, with specific prompts intended to help students connect prior knowledge to new academic concepts.

Furthermore, the slide deck provides a range of instructional prompts and visual scaffolds to deepen understanding and reinforce content learning through multiple representations. Specifically, slide 9 of the unit 3 slide deck includes the statement, “List one thing you know about SAEs,” which encourages students to write about their existing background knowledge related to the topic. In addition, the presentation incorporates images throughout to support explanations of key concepts and improve listening comprehension. The instructional design extends to visual representation tasks, such as slide 10 of the unit 3 slide deck, which prompts students to draw a symbol after each subsection to represent the main idea. Collectively, these components demonstrate that the materials provide consistent and embedded guidance for educators to support EB students in developing academic language proficiency and conceptual understanding through varied, multimodal instructional strategies.

The materials provide embedded instructional guidance intended to support educators in advancing EB students’ acquisition of academic, professional, and technical vocabulary while also strengthening comprehension and promoting cross-linguistic connections through oral and written discourse. In addition, they emphasize structured instructional strategies that help students build background knowledge and engage meaningfully with content through repeated exposure to academic language. For example, in the unit 1 lesson plan, the “Emergent Bilingual Students” section directs educators to implement a dual-language word wall during vocabulary instruction, allowing students to contribute terms in both English and their native language to support vocabulary development and conceptual understanding.

The materials also include additional scaffolds designed to reinforce vocabulary acquisition, oral language development, and structured academic writing. Specifically, students create a four-column graphic organizer including “Term,” “Definition in English,” “Explanation in Primary Language,” and “Example Sentence,” which strengthens cross-linguistic connections and comprehension. In class 1, lesson 1, during the “Instructional Time: Vocab Warm-Up,” educators read vocabulary words aloud while students listen and repeat. This activity provides opportunities for pronunciation practice and oral language development before discussing word meanings. Additionally, across lessons, guidance prompts educators to use sentence stems to support academic writing, including in class 3, lesson 3, where students respond using the stem “One professional behavior mentioned was . . .” Collectively, these components demonstrate that the materials provide consistent and embedded guidance for educators to support EB students in developing academic language proficiency through structured, multimodal instructional supports.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The instructional materials provide educators with structured resources and guidance to support the delivery of clear, industry-specific content aligned with the course TEKS. Throughout unit 3, educators receive educator-directed explanations, discussion prompts, and guided learning experiences that facilitate the development of technical knowledge and career-related skills. The lesson plans include opportunities for educators to introduce key agricultural concepts, reinforce industry terminology, and connect classroom learning to authentic workforce applications. For example, in the unit 3 lesson plan for class 1 under the “Instructional Time Block,” guidance directs educators to explain that Supervised Agricultural Experiences (SAEs) provide hands-on agricultural experience, connecting classroom learning to real-world applications. The lesson further supports direct instruction by providing guiding questions such as “What is an SAE?,” “Why are SAEs valuable?,” and “How can an SAE connect to a future career?” These questions help educators build student understanding of essential agricultural concepts through purposeful discussion.

The unit 5 lesson plan, (throughout the “Instructional Activities” section), provides educators with direct instructional prompts, questioning strategies, and content explanations that help students develop technical understanding and apply industry concepts in meaningful ways. These resources support educator-led learning experiences that build foundational knowledge while encouraging students to analyze and evaluate real-world applications of animal science concepts. For example, in class 1, materials direct educators to explain that “models are simplified versions of real animal systems used to visualize, test ideas, and learn safely” and additionally ask students as they read to identify one way a model helps scientists and one limitation of a model.

Additionally, the materials provide structured lesson guidance to support the direct instruction of technical vocabulary, scientific reasoning, and industry-specific practices. The unit 7 lesson plan includes educator prompts and questioning techniques that reinforce key concepts and encourage students to connect new learning to prior knowledge. The “Instructional Time Block: Direct Instruction” section provides educators with materials to support students’ fluency with industry terminology and deepen their understanding of animal science concepts through purposeful discussion and reading activities. For example, the materials prompt educators to ask students, “Why were certain animals chosen for domestication instead of others?” and “How do those early choices still influence animal breeds today?” These questions require students to apply lesson content and analyze the long-term impact of domestication on modern animal agriculture. Furthermore, in class 3, materials instruct educators to explain that each student role, including scientist, farmer, engineer, and data analyst, focuses on different design details and potential problems within an animal science investigation, prompting students to evaluate weaknesses and propose improvements from an industry perspective. These components demonstrate that the materials provide educators with guidance for delivering explicit instruction in industry-specific knowledge and skills aligned with the course TEKS.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The instructional materials provide systematic opportunities for students to acquire and apply industry-specific academic, professional, and technical vocabulary throughout the learning process. In the unit 2 lesson plan, across the “Vocabulary and Language Supports” and “Instructional Activities” sections, students engage with terminology directly connected to agricultural and career-focused concepts while participating in reading, writing, speaking, and collaborative tasks. The materials support vocabulary development by introducing key terms, providing opportunities for contextual practice, and encouraging students to use technical language in meaningful learning situations. For example, the “Academic, Professional, and Technical Vocabulary” section introduces industry-specific terms such as portfolio, work journal, and Program of Activities (POA), which help students develop an understanding of language commonly used within agricultural education and career preparation contexts. Additionally, materials direct students to create their own vocabulary lists as they encounter important and unfamiliar terms throughout the unit, thereby reinforcing vocabulary acquisition through active engagement.

Furthermore, the lesson plans intentionally integrate vocabulary instruction across the instructional sequence, ensuring that students revisit and apply industry-specific language in a variety of contexts. Rather than presenting technical terminology as a stand-alone component, the materials embed vocabulary development within daily learning experiences that require students to communicate and demonstrate an understanding of how to use content-specific language. This recurring exposure strengthens comprehension and promotes the authentic use of academic and technical vocabulary over time. The repeated collaborative discussions, review activities, and presentations encourage students to use industry-specific language in meaningful ways while supporting ELPS-aligned language development. By consistently embedding vocabulary instruction and application throughout the lesson materials, the resources provide students with ongoing opportunities to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The instructional materials embed industry-specific academic, professional, and technical vocabulary throughout lessons, enabling students to build and apply content-related language as part of their learning experiences. Within the unit 6, class 1 lesson plan, students engage with terminology associated with animal identification and management while reading informational texts, participating in discussions, and completing instructional activities. The lesson encourages students to move beyond simple vocabulary recognition by using technical language to communicate their understanding of animal science concepts. For example, students encounter and apply terminology related to animal identification and management during classroom discussions and lesson tasks, requiring them to use content-specific language in meaningful contexts. By integrating vocabulary into both instructional activities and student responses, the materials support the ongoing development of language essential to the animal science industry.

Additionally, the lesson materials provide structured opportunities for students to develop, practice, and apply technical terminology throughout the instructional sequence. In the unit 1 lesson plan, the “Vocabulary and Language Supports” and “Instructional Activities” sections intentionally incorporate vocabulary development as an integral part of content learning rather than as a separate instructional component. The materials introduce students to important academic and industry-specific terms and give students opportunities to revisit and apply these terms as their understanding grows. For example, the “Academic, Professional, and Technical Vocabulary” section introduces terms such as scientific model, scale, and properties, providing students with the foundational language needed to engage with animal science concepts. Students further strengthen their vocabulary knowledge by creating their own lists as they encounter key terms, figurative language, and unfamiliar words in unit lessons. Through repeated exposure and application across multiple learning activities, the materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

The “Scope and Sequence” table outlines a progression from foundational workplace and technical skills to more advanced analytical applications in animal science. For example, in unit 1, students “apply workplace readiness skills, including communication, problem-solving, safety practices, and ethical decision-making to realistic animal science career scenarios,” thereby developing essential industry competencies. As students progress, they engage in increasingly complex tasks, such as those in unit 5, where they “interpret animal science data by identifying trends; calculating averages, percentages, rates, and ratios; and recognizing potential sources of error.” Students additionally “design and evaluate experiments and communicate evidence-based conclusions using scientific models, data analysis, and clear written or oral explanations.” This progression demonstrates that students move from developing foundational knowledge and skills in early units to applying, analyzing, and evaluating industry-specific concepts in later units.

As evidenced throughout the “Scope and Sequence” document, the materials provide online learning opportunities that progress in learning experiences from developing foundational understanding to analyzing and evaluating complex animal science concepts aligned with the TEKS. For example, in the “Scope and Sequence” table, a unit 1 objective asks students to “Describe how animal body systems work together to maintain homeostasis,” requiring students to develop a foundational understanding of biological processes. In another example, a unit 5 objective requires students to “Analyze disease-related disruptions to major body systems,” challenging students to apply prior knowledge, interpret the effects of disease, and evaluate interactions among body systems. This progression from description and understanding to analysis and evaluation demonstrates that the materials consistently provide opportunities for students to refine industry-specific knowledge and skills through increasingly rigorous learning experiences across units.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

The instructional materials include individual formative assessments that measure mastery of course content. These assessment opportunities require students to independently apply industry knowledge, demonstrate technical understanding, and receive timely feedback that supports continued skill development. For example, in Advanced Animal Science 1a, unit 8, the end-of-lesson quiz requires students to individually complete 15 multiple-choice and true/false questions within a 15-minute time limit and provides immediate feedback on their performance. This assessment requires students to independently demonstrate their understanding of industry-specific concepts and identify areas for improvement, thereby supporting mastery of industry knowledge and skills aligned with the course TEKS.

Furthermore, the instructional materials incorporate authentic performance-based learning experiences that require students to apply technical knowledge and demonstrate industry practices in realistic contexts. These hands-on activities go beyond knowledge acquisition by engaging students in tasks that mirror procedures used in the animal science industry and provide opportunities to demonstrate technical proficiency. For example, in unit 6, activity 3, requires students to “simulate two parasite diagnostic tests using household materials to demonstrate the process,” allowing students to apply concepts related to parasite identification and diagnostic procedures through a modeled investigation. This performance task provides meaningful evidence of students’ ability to demonstrate industry-specific knowledge and skills while supporting mastery of the course TEKS through authentic application of veterinary science practices.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The instructional materials explicitly connect new knowledge and skills to prior learning by incorporating SAE activities that extend students’ learning across lessons and previous agricultural coursework. Rather than introducing SAE concepts as isolated experiences, the lessons prompt students to build on established projects by applying new knowledge of veterinary science to ongoing career development activities. For example, in the unit 3 lesson plan, the “Prior Knowledge and Pre-Requisite Skills” section asks students “What is the project, and what requires planning and follow-through?” to encourage them to connect prior SAE experiences with new course content as they continue developing an existing project. By consistently revisiting and expanding students’ SAE experiences throughout the course, the materials reinforce prior learning while supporting the progressive development of industry-specific knowledge and skills aligned to the course TEKS.


The instructional materials explicitly connect new knowledge and skills to prior learning by sequencing instruction to reinforce and expand foundational genetics concepts throughout the unit. Lessons build on previously introduced content, enabling students to deepen their understanding by applying earlier learning to increasingly complex biological processes. For example, in the unit 3 lesson plan, students first explain the basic principles of Mendelian genetics before progressing to summarize the relationship between DNA, RNA, and trait expression, requiring students to connect foundational concepts of inheritance to more advanced explanations of genetic function. This intentional progression demonstrates that the materials consistently build new learning on prior knowledge across lessons, supporting a coherent development of industry-specific knowledge and skills aligned to the course TEKS.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The instructional materials align with and provide cross-curricular connections that strengthen transferable academic knowledge and skills through intentional integration of core content into industry-based instruction. Each lesson plan includes a dedicated “Cross-Curricular Connections” section that identifies embedded literacy, mathematics, science, and social studies within veterinary science learning experiences, ensuring students apply academic skills in authentic career contexts. For example, in unit 5, in the “Cross-Curricular Connections” section, students “reference numerical results when defending claims or comparing study outcomes,” requiring them to apply mathematical reasoning and data analysis while evaluating veterinary science concepts. By consistently incorporating these interdisciplinary connections throughout the lesson plans, the materials reinforce transferable academic skills and demonstrate their relevance to industry-specific tasks aligned with the course TEKS.

Additionally, the lesson materials extend learning through enrichment activities that require students to apply core academic skills in authentic animal science contexts. The “Enrichment and Extension” sections embedded throughout the lesson plans reinforce interdisciplinary learning by engaging students in analytical reading, evidence-based reasoning, and written communication connected to industry practices. For example, in Advanced Animal Science 1a, unit 6, class 4 instructs students to “compare two feed labels for a large animal species and determine which is more appropriate for a specific life stage or activity level. Repeat for a small animal species. Students should be able to use label information to support a feeding recommendation.” This activity integrates literacy and critical thinking with animal nutrition concepts, demonstrating how transferable academic skills are applied to industry-specific decision-making aligned with the course TEKS.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The instructional materials integrate academic, technical, and employability knowledge and skills within authentic, career-aligned learning experiences that reflect the expectations of the equine science industry. For example, in the Implementation and Quality Guide, under the “Career Investigations & Development” and “Experiential Learning and Applied Problem Solving” sections, the materials prompt students to “apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions” while also engaging in workplace simulations and project-based learning experiences. In addition, the materials explicitly state that they “intentionally align our courses with the Texas Employability Skills, fully teaching and assessing these standards,” ensuring that students develop professional competencies alongside technical knowledge. This integrated structure supports workplace readiness by allowing students to practice academic reasoning, technical application, and employability skills in coordinated, real-world contexts aligned to the TEKS expectations.

The instructional materials integrate academic, technical, and employability knowledge and skills through structured learning experiences that reflect authentic industry progression and career planning in agricultural education. For example, in the unit 3 lesson plan, students engage with Employability Standard (d)(1)(L) by participating in a guided discussion prompted by the question, “How can a Supervised Agricultural Experience (SAE) connect to a future career?” Then, the students apply their understanding by constructing an SAE progression model that identifies relevant academic degrees, certifications, and long-term career benefits. This activity requires students to connect technical agricultural knowledge with academic planning and career readiness skills in a coherent, applied context. By embedding employability expectations directly into instructional tasks that require analysis, synthesis, and real-world application, the materials ensure students develop transferable competencies essential for postsecondary education and industry success.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to investigate programs of study through structured exploration of careers in animal science and related agricultural fields. In the Advanced Animal Science 1a, unit 1 lesson plan, students examine multiple career pathways by exploring the education, training, certifications, and workplace skills required for various professions. Activities such as “Hire Me–Career Profile” require students to evaluate careers from an employer’s perspective, while the agricultural career comparison activity has students select two agricultural careers; identify the required education, training, and professional skills; and compare the roles. These structured investigations enable students to analyze career requirements and distinguish among pathways within animal science and agriculture.

The materials further reinforce career investigation through structured research and reflection activities that require students to connect careers with education pathways and workplace expectations. In Advanced Animal Science 1a, unit 1, students explore careers such as farm operation/production manager, veterinary technician, livestock nutritionist, food safety inspector, policy analyst, and entrepreneur while learning about the education, credentials, internships, and hands-on experiences associated with each profession. The accompanying unit 1 slide deck and activity 1, “What Do I Want to Learn?” section prompt students to reflect on what they already know, identify what they want to learn, and determine the resources and activities that will help answer their questions. Collectively, these materials support students in exploring and analyzing career pathways through research, reflection, and career planning aligned with the animal science program of study.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

In the Advanced Animal Science course, students engage with embedded instructional supports, including explanations of data sources, interpretations of data visualizations, and guided questions that scaffold understanding of labor market trends. In unit 4, activity 2, students analyze a range of industry and workforce-related websites, including the Frontier Texas Museum, USDA National Agricultural Laboratory, American Society of Animal Science, Zoetis, Ag Careers, and Texas A&M AgriLife Extension. Students then respond to prompts requiring them to describe each organization’s purpose, identify services or educational components, explain how the site provides career information, and give examples of related careers. These activities provide exposure to labor market information (LMI) and career resources; however, the analysis primarily focuses on interpreting organizational content rather than consistently requiring students to evaluate regional or statewide LMI or to apply it directly to structured career decision-making.

Activity 2, “How Can You Use STEM Career Resources?” introduces students to professional organizations, companies, career platforms, and mentors as sources of career information. The materials prompt educators to analyze how these resources provide career opportunities or ideas and to identify at least one career referenced or offered by each website. These tasks provide students with meaningful exposure to workforce and career-related information. The materials emphasize evaluating the credibility of career resources and exploring career pathways. Students build foundational career awareness through these activities, with opportunities to engage with LMI that support informed career planning and future workforce exploration.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials include career investigation activities designed to support the development of individual career goals through structured research and career planning tasks. In unit 3, activity 3, “How Can My SAE Help My Future Career?”, students select an agricultural career and investigate the education and training requirements associated with that field. Students are also prompted to identify relevant credentialing pathways, internships and apprenticeships, and entrepreneurship opportunities connected to their chosen career. Through this structured analysis, students connect their SAE to real-world career development pathways and evaluate how current experiences can support long-term goals. Collectively, these activities enable students to explore potential agricultural careers while actively developing personalized plans to achieve postsecondary and workforce readiness goals.

The materials further develop individual career goals through Advanced Animal Science 1a, unit 1, activity 2, which guides students in systematically exploring career and entrepreneurship opportunities within the field of animal science. In this activity, students identify career and entrepreneurship opportunities for five different occupations and then analyze the associated career development pathways for each. Students further examine the education, training, and certification requirements for their selected careers and use this information to develop a plan to achieve those qualifications. Throughout the activity, instructional guidance and examples support student understanding and application of career planning concepts. Collectively, these activities help students connect career exploration to concrete postsecondary preparation steps, including education requirements, training pathways, and long-term career planning.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials provide explicit guidance for educators to deliver direct instruction on professional standards and employability skills relevant to the Agriculture, Food, & Natural Resources career cluster and Animal Science program of study. In the unit 1 lesson plan, across class 2, “Education and Training,” class 3, “Communication and Problem Solving,” and class 4, “Workplace Safety and Responsibilities,” the materials include structured, step-by-step instructional supports that guide educators in explicitly teaching workplace expectations through modeled instruction and guided discussion. For example, in class 2, educators facilitate a workplace Bell Ringer in which students identify missing employability skills such as time management, communication, and responsibility, followed by a whole-class activity in which students categorize requirements such as education, training, or professional skills, while the educator records responses on the board. In class 3, educators deliver a skill-focused mini lesson on communication, work ethic, time management, and critical thinking, and then guide students through a Cause–Effect–Why It Matters chart that connects professional behavior to workplace outcomes. In class 4, students engage in a “Rights vs. Responsibilities” discussion and a “Safety & Responsibility Quick Sort” activity to apply workplace expectations in practical scenarios. This guidance supports educators in modeling and reinforcing employability skills aligned with the course TEKS and the Texas Career and Technical Education (CTE) Employability Skills standards through intentional, scaffolded instruction embedded in authentic animal science contexts.

The materials further reinforce professional standards through structured instructional guidance that requires learners to apply employability skills within authentic animal science workplace contexts. In unit 1, class 3, lesson 3, the “Instructional Time: Direct Instruction” section directs educators to explicitly emphasize that professionalism skills are essential for success in animal science careers and workplace environments. The guidance additionally prompts educators to explain key professionalism skills, including communication, work ethic, problem-solving, and critical thinking, as foundational competencies for workplace effectiveness. These embedded instructional prompts support educators in modeling how to apply employability skills in real-world settings and explaining why they matter across animal science careers. Collectively, these instructional supports extend direct instruction to applied understanding, reinforcing professional behaviors and workplace expectations that align with the course TEKS and the Texas CTE Employability Skills standards.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials include activities throughout that focus on career development through career exploration. In the unit 1 lesson plan, educators facilitate a group activity in which students select a career from lesson 2 and develop a mini hiring profile that includes required education, training, or experience, and key professional skills. Guidance also directs educators to instruct students to write a justification statement explaining “Why would we hire this person?” and to present their hiring profile from an employer’s perspective. Through this structured approach, educators support students in analyzing the qualifications and behaviors valued in animal science careers and require them to articulate the connection between skills and employability. This guidance supports educators in modeling career readiness aligned with the course TEKS and the Texas CTE Employability Skills standards.

The materials further reinforce professional standards through structured opportunities that require learners to apply employability skills in authentic career development scenarios. In Advanced Animal Science 1a, activity 3, “How Can My SAE Help My Future Career?,” students select a career connected to their SAE and conduct research on the education, credentialing, apprenticeship, and entrepreneurship pathways associated with that field. Students then synthesize their findings by connecting the researched career to their own SAE and future career goals, demonstrating how current experiences align with long-term professional pathways. This connection may be conveyed through a written product, a presentation, or a video, allowing students to practice professional communication in multiple formats. These embedded instructional supports extend employability skills into applied reflection and career-planning tasks, reinforcing professional behaviors and workplace expectations while also preparing students for portfolio development and resume writing aligned with industry standards.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

The Advanced Animal Science materials support this emphasis through structured career-planning tasks that require students to analyze and communicate using discipline-specific terminology. For example, in the unit 1 lesson plan, students engage in an activity focused on preparing for gainful employment in animal science careers by examining the role of education, training, industry certifications, and SAEs. Students respond to guiding questions such as identifying their area of interest within animal science, selecting an appropriate SAE type (Exploratory, Placement, Research, or Entrepreneurship), and determining which skills or certifications would strengthen their career readiness. Students then present a brief explanation of how certifications and SAEs enhance employability in the field, requiring students to use academic and professional vocabulary when articulating their ideas. This activity demonstrates the consistent integration of technical language into career development experiences, reinforcing communication skills aligned with expectations in the animal science industry.

Furthermore, in unit 1, class 3, lesson 3, during the “Instructional Time: Individual Work” section, students are presented with professionalism scenarios and must construct responses to each client in a polite and effective manner appropriate for a professional animal science worksite. In addition, students complete a reflection question asking which professionalism skills are most important in the animal science industry and why, requiring students to articulate their reasoning using academic and professional vocabulary. This activity ensures students consistently practice using technical and workplace-appropriate language while analyzing communication expectations in industry-relevant contexts, reinforcing employability skills aligned with animal science career pathways.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

In Advanced Animal Science 1a, unit 3, activity 1, students participate in authentic work-based experiential learning through an ongoing SAE. In this activity, students select and activate an industry-standard tracking system such as the Agricultural Experience Tracker (AET or an approved digital tracker), enter preliminary project details, and submit proof that their record system is live. Students must plan how they will consistently document hours, tasks, expenses, decisions, and photo evidence of their agricultural work over time. By using a professional SAE platform that real FFA students and agricultural workers rely on, students engage in genuine experiential learning that reinforces both technical skills (recordkeeping, documentation, project management) and employability skills (responsibility, consistency, and professionalism).

Classroom experiences also provide experiential learning. For example, in Advanced Animal Science 1a, unit 7, activity 3, students create a presentation explaining how major livestock species have evolved through gradual domestication and selective breeding over time and then evaluate breeds based on how their structures support their purposes. Students also build their own judging class for one species. For students,this project-based learning approach reinforces the technical skills of evaluating animals for purpose and conformation, and then expands their learning by creating and building their own animal judging class.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

In Advanced Animal Science 1a, unit 6, activity 2, after learning about scientific inquiry and engineering practices in the unit, students demonstrate how animal scientists regularly handle feed, tools, and equipment while following strict safety guidelines. Students conduct a previously designed investigation, gather real measurements from their feed sample, and organize their results using digital tools, just as scientists do in the field and lab.

The materials provide further opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning. For example, in Advanced Animal Science 1a, unit 3, activity 1, students use relevant industry-specific materials and tools as part of their experiential learning. Students set up either the AET (or a different, approved electronic spreadsheet) to document their SAE hours, expenses, income, and project details, and then submit proof that the system is active. The AET is the statewide professional platform used for SAE documentation, FFA degrees, and awards, so students gain experience working with the same technology they would encounter in real agricultural settings.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

In Advanced Animal Science 1a, unit 3, activity 1, students design an authentic animal science project using academic, professional, and technical course vocabulary to help describe and define the project. When describing their projects (SAE), students must correctly apply terms such as animal science, entrepreneurship (when relevant), Occupational Safety and Health Administration (OSHA), and personal protective equipment while explaining safety expectations in precise, discipline-specific language. Students also frame their plans around concepts such as stewardship, communication, problem-solving, work ethic, and professionalism. This shows that students are using course vocabulary as the language of their real experiential work rather than in a separate vocabulary exercise.

The materials also reinforce the use of academic and technical vocabulary during experiential learning opportunities through authentic workplace simulations and applied decision-making tasks. For example, in Advanced Animal Science 1b, unit 7, activity 1, students research an animal product and create an educational resource to highlight the importance of labeling and marketing. This project directs students to provide their “marketing strategy explanation,” which includes the vocabulary presented in this unit. For example, students’ marketing strategies engage the following vocabulary terms: auction, private treaty, contract sales, and internet sales.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

In Advanced Animal Science 1b, unit 7, activity 2, the materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems by investigating current animal welfare issues, such as waste management, livestock transportation stress, slaughter processes, and air quality in livestock housing. Students identify government regulations and policies, research their impact on animal production, and explain the risks or consequences of ignoring them. Finally, students develop a viable solution by designing a protocol to address the issue using the scientific and engineering design process which identifies the problem; considers constraints; proposes possible solutions; and outlines steps to test, refine, and implement the chosen solution. This activity aligns with the TEKS (d)(16)(B), “Identify governmental regulations and policies such as environmental and animal welfare and research the impacts on animal production.”

In Advanced Animal Science 1a, unit 8, discussion 2, students are given a scenario and then must develop a viable solution to the following question: “If an animal has a meiosis-related defect, should it still be kept and bred out of compassion, or should it be removed from the breeding program?” The students must evaluate their solution by discussing which choice they consider most responsible and then justifying their reasoning.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. The Advanced Animal Science 1a, unit 5, activity 2 materials include opportunities for students to conduct industry-related data analysis by evaluating research data from a study examining how pen size during gestation affects ewe body weight, colostrum antibody levels, and colostrum fat percentage. Students evaluate information by calculating the differences in postpartum weight, antibody levels, and colostrum fat percentage between Groups A and B. Students consider trends as they “analyze data by identifying significant statistical features, patterns, sources of error, and limitations, and assess quantitative relationships in data.” Students justify their decisions using quantitative reasoning by performing calculations, comparing data between treatment groups, and supporting their conclusions with numerical evidence. Students also justify their decisions using qualitative reasoning by identifying possible sources of error, explaining study limitations, and interpreting how increased movement may affect immune function, body weight, and overall animal health and production.

The materials further include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning, as appropriate to the course level and aligned with the course TEKS. For example, in Advanced Animal Science 1b, unit 7, class 4, lesson 4, the “Instructional Time: Group Work” section directs students to “analyze industry data about meat recalls and identify and assess the various points where pathogens can enter the meat production system as they discuss HACCP as a preventive food safety system used in meat processing facilities.”

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. The Advanced Animal Science 1a, unit 4, cumulative project 2 materials include opportunities for students to engage in inquiry-based learning by developing an agricultural research project. Students conduct research using the industry-specific source, the Texas Agriscience Fair, by selecting a category for their final research question. Students create specific, scientific, and measurable questions that are relevant to the animal science industry. Students then follow the scientific method as they explain how they will collect and compare data, and identify potential challenges and opportunities related to their research project. This activity is supported by the TEKS (d)(6)(A), “Ask questions and define problems based on observations or information from scientific investigations.”

Materials also include opportunities for students to engage in inquiry-based learning as applicable to the level of the course and in alignment with the course TEKS. In Advanced Animal Science 1b, unit 7, activity 2 provides an example of inquiry-based learning that takes place throughout the course. In this activity, students must “identify and research a current issue in animal agriculture and design a protocol to resolve the issue” and “explain how environmental and animal welfare regulations impact animal production.”