Equine Science

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

The Equine Science instructional materials provide a downloadable scope and sequence through the Teacher Resource page that integrates the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), concepts, and technical skills into a structured course progression. Each unit includes aligned standards, learning objectives, key concepts, technical skills, pacing guidance, assessments, and cross-unit connections to support instruction and student learning. For example, in the table under the heading Scope and Sequence, the rows titled “Aligned Standards” and “Additional Standards” identify the TEKS and ELPS addressed within each unit. Furthermore, the rows “Key Concepts and Skills,” “Industry Concepts,” and “Technical Skills” outline the core concepts, industry connections, and competencies taught throughout the course.

The scope and sequence supports instructional planning and includes aligned standards, learning objectives, pacing guidance, assessments, and cross-unit connections for each instructional unit. For example, the Scope and Sequence table also explains the rationale for unit order and describes how academic concepts and technical skills are intentionally developed across units to support continuous learning progression. Furthermore, the Implementation Learning Quality Guide identifies the TEKS, ELPS, concepts, and technical skills reflected in the scope and sequence materials and reinforces alignment among these elements.

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 include a Texas Course Pacing Guide adaptable to multiple instructional models, including traditional secondary schools, Early College High Schools (ECHS), and Pathways in Technology Early College High Schools (P-TECH), ensuring alignment across diverse educational settings. The Pacing Guide also supports different scheduling formats, such as block and modified block schedules, as well as variations in instructional calendars with differing numbers of school days. Additionally, the materials include structured pacing supports for blended, online, and self-paced learning environments, offering educators flexibility to adjust instruction while maintaining consistent learning outcomes.

The materials include suggested pacing to support effective implementation for various school models, schedules, and instructional calendars. The materials help educators align instruction with campus scheduling requirements. For example, the Online Learning component of the Pacing Guide includes weekly pacing expectations, suggested unit timelines, and sample student plans that model daily learning routines and progress-monitoring strategies for self-paced instruction. Additionally, in Part 2: Online Learning, the Pacing Guide provides structured support for fully online implementation, and Part 1: Blended Learning provides pacing adjustments and instructional recommendations for hybrid learning environments.

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.

The materials feature a structured scope and sequence that clearly explains the rationale for unit ordering and instructional connections, showing how foundational concepts and prerequisite skills support future learning. For example, the unit 2 lesson plan includes a “Connections Throughout the Course” section that describes how core concepts are intentionally revisited to deepen understanding, while technical skills are developed progressively throughout instruction.

The materials further strengthen instructional coherence by providing tools that help educators understand how individual lessons fit within the broader course progression. For example, the unit 1 lesson plan identifies the prior knowledge and prerequisite skills students need before beginning new learning. Additionally, the Scope and Sequence table maps out the aligned standards, key concepts, and technical competencies for each unit, illustrating how academic and technical skills progress and introducing, reinforcing, and expanding them throughout the course, as detailed in the “Rationale for Unit Order” and “Connections Across Units” sections. Together, these components support instructional continuity by helping educators connect current instruction to previous learning and prepare students for increasingly advanced technical applications.

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

The curriculum features built-in protocols and explicit guidance within the scope and sequence and lesson plan materials, helping educators internalize lesson objectives, instructional strategies, and student learning expectations. Within each lesson plan, the “Internalization Protocols” explain the lesson’s purpose and use and guide implementation of instructional routines and supports throughout the course. For example, in the unit 1 lesson plan for “Class 1: eDynamic Course Lesson Correlation: Lesson 1,” “pt 1,” each lesson follows a consistent structure that includes a bell ringer to activate prior knowledge, interactive learning activities that promote both individual and collaborative engagement, embedded opportunities for practice and application, and a closure activity to reinforce student understanding. Additionally, the lesson includes targeted supports, such as intervention (SDI Methods), enrichment & extension, and accommodations for emergent bilingual students, to help all learners internalize key concepts and technical skills.

The materials include detailed protocols and instructional guidance to support educator internalization of units and lessons throughout the course. In the unit 2 lesson plan, the “Internalization Protocols” section provides educators with explanations of lesson structures, instructional expectations, and strategies for delivering content effectively. Lesson plans use consistent instructional routines that help educators prepare for instruction and support student engagement. Additionally, the lesson materials also provide targeted support, including Intervention (SDI Methods), Enrichment & Extension activities, and accommodations for Emergent Bilingual students to ensure accessibility for all learners. In addition, the Teacher Resources/Teaching Guides, lesson plans, and slide decks sections provide pacing guidance, instructional resources, and presentation materials that strengthen lesson preparation and implementation.

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 tools, implementation supports, and coaching resources that explain the instructional resources available to educators and identify observable indicators instructional leaders can use during classroom walkthroughs, observations, and coaching conversations. For example, the Instructional Leader Guide, Supporting Teachers in Planning and Delivery, provides guidance for assisting educators with lesson preparation, instructional pacing, and classroom implementation of curriculum resources. In addition, this guide outlines strategies instructional leaders can use to coach educators, provide feedback, and strengthen instructional practices.

The materials also support educator preparation through unit-level planning resources. For example, the unit 1 lesson plan, “Pre-Teaching Guidance and Unit Overview,” includes instructional guidance, academic and technical terminology, and contextual information necessary for teaching unit concepts and industry-related skills. Together, these resources support educator preparation, professional growth, and effective use of the curriculum.

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 materials include comprehensive unit overviews that provide background content knowledge and the academic, professional, and technical vocabulary necessary to effectively teach the unit’s concepts and technical skills. Unit overviews support effective instructional planning and delivery throughout the course. For example, the unit 1 lesson plan, “Pre-Teaching Guidance and Unit Overview,” includes instructional guidance, academic and technical terminology, and contextual information necessary for teaching unit concepts and industry-related skills. These supports help educators build student understanding of professional vocabulary and technical concepts while reinforcing the skills required throughout instruction. These components show that the materials provide comprehensive unit overviews and vocabulary support needed to teach academic concepts and technical competencies effectively across the course.

The lesson plans include detailed unit overviews that provide educators with foundational content knowledge, instructional context, and vocabulary support aligned to unit concepts and technical skill development. For example, in the Unit Overview, the “Prior Knowledge and Prerequisite Skills” and “Vocabulary and Language Supports” sections provide instructional guidance, prerequisite knowledge, and academic, professional, and technical vocabulary necessary for effective lesson delivery. These sections help educators understand the concepts students should already know, the technical terminology introduced during instruction, and the language support needed to reinforce comprehension of course content and technical skills.

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 provide bilingual family resources intended to help families understand course content, expectations, and ways to support student learning at home across units. These supports promote consistent communication between school and home and help families monitor student progress throughout the course. For example, the School Connections Letter provides family guidance in both Spanish and English to support student progress.

The materials include Spanish and English support for families in each unit, with suggestions for supporting their student’s progress. The materials strengthen communication between school and home and promote student success across all units. For example, the School Connection Letter provides unit-specific guidance in both English and Spanish to help families support student progress throughout the course. Additionally, the “How to Use Course Features,” “How to be Successful in an eDynamic Learning Course,” “How to Study Effectively,” and “How You Will Be Graded” sections provide clear explanations in both languages regarding course navigation, study strategies, and grading 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 include comprehensive, structured, and detailed lesson plans that specify objectives, questions, tasks, materials, and instructional assessments aligned with the lesson’s content and language standards and the TEKS and ELPS. These lesson plans support effective teaching by connecting lesson components in a coherent instructional structure. For example, in the unit 2 lesson plan, the “Class 1: Understanding Equine Body Systems: Lesson 1” outlines the coverage of TEKS 4A, 4C, and 5A, includes a Knowledge Check Question 1 diagnostic assessment, and formative assessments such as Critical Thinking Question 5 and Discussion Question 1 and 2. Before the structured formative assessment questions are executed, the materials include probing questions throughout direct instruction such as “How can you tell the difference between a horse, donkey, mule, and hinny based on their physical traits and uses? Why might someone choose one type over another for a specific job?”

Additionally, materials provide plans aligned with both content and language standards, ensuring students engage in learning activities that support mastery of the TEKS and develop language skills through ELPS aligned to the objective. For example, in the unit 2 lesson plan, “Equine Anatomy and Physiology,” the “Class 2: Musculoskeletal System: Lesson 2” outlines reading ELPS (b)(3)(E) included in the 30-minute group work pre-reading activity. Students “read lesson 2 as partners” and answer Critical Thinking Question 3 to meet the outlined objective: “Describe the function and importance of the major skeletal and muscular systems of an equine.” The comprehensive lesson plans support instruction aligned to both the TEKS and ELPS standards.

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 materials include a lesson overview listing the educator and student materials needed to deliver the lesson effectively, along with the suggested timing for each lesson component. This organization supports smooth instructional delivery by identifying the materials and pacing required for each part of the lesson. For example, the materials include an educator overview that lists the materials needed to teach the lesson successfully, the student materials required for participation, and suggested timing for each lesson component. Additionally, the unit 5 lesson plan, “Instructional Activities,” and each subheading provide detailed information on required resources and instructional timing, such as the “Bellringer: Long Digestive System” on slide 8. These components show that the materials include a clear, comprehensive lesson overview that supports effective implementation.

The materials provide structured instructional support for the time and materials needed, helping ensure educators are prepared to implement lessons effectively by identifying required resources and organizing instructional time. This structure supports consistent lesson delivery by clearly outlining needed materials and pacing. For example, in the unit 7 lesson plan, “Materials and Resources,” such as graph paper and art supplies, provide guidance on implementing lesson activities for the 15-minute pre-reading activity, and each subheading outlines the resources and instructional components needed to support effective teaching.

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 include guidance on effectively using lesson materials for extended practice, including opportunities for enrichment, reinforcement, and application of skills beyond core instruction. This ensures instructional materials support learning during and beyond direct instruction, promoting deeper understanding and skill development. Additionally, the lesson plans, Implementation and Quality Guide, and “Student-Facing Components” outline how instructional resources can be used to extend student learning beyond the core lesson from the unit 4 lesson plan, the “Health Management Poster” activity, where the guidance is given to educators to revise their posters to improve clarity, organization, and real-world application in small groups.

The materials in “Class 3: Equine Tools and Equipment: Lesson 3” include guidance on effective use through activities and homework, as well as extended practice that reinforces and extends student learning beyond direct instruction. Additionally, the unit 3 lesson plan in “Class 3: Equine Tools and Equipment” provides instructional activities like activity 1: “Ask students to add a second paragraph explaining how their selected tack trunk setup would need to change if the horse were inexperienced, sensitive, or recovering from injury, and justify how adjusting equipment choices supports safety, comfort, and effective training.”

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 Critical Thinking Questions at the end of chapter lessons that can be used for diagnostic, formative, or summative assessment purposes to evaluate student understanding and application of course concepts. These questions encourage students to engage in higher-level thinking and apply academic and technical skills learned throughout instruction. Additionally, the materials include critical-thinking questions at the end of unit lessons to further reinforce content mastery and skill application. Unit 5, “Lesson 2: From Hay to Health,” has the “Knowledge Check” assessment and materials at the end of the lesson to provide students with opportunities to review key concepts, demonstrate understanding, and receive feedback on their learning progress that are in the exit ticket for the day. The alignment of “Knowledge Check” questions to lesson content demonstrates that the materials provide varied and comprehensive instructional assessments throughout the course. The lesson plan prompts educators to encourage students to “further identify and briefly research specific vitamins (A, D, E, K), minerals (calcium, phosphorus, sodium, potassium, iron), and common feed additives (probiotics, electrolytes, biotin, joint supplements), explaining their functions, natural sources, and when supplementation may be appropriate.”

The materials include a variety of instructional assessments at the unit and lesson level, including diagnostic, formative, and summative assessments that vary in task type and instructional purpose. The materials include questions at the end of each chapter in the section titled “Quiz.” These questions may be used for diagnostic, formative, or summative assessment purposes to monitor student understanding and application of concepts and technical skills. Additionally, the materials include critical-thinking questions at the end of unit lessons that provide students with opportunities to analyze, apply, and extend their understanding of lesson content. Furthermore, each unit’s materials include a “Quiz” section at the end of the lesson to reinforce key concepts and give students opportunities to demonstrate mastery of instructional objectives. The combination of Quiz assessments demonstrates that the materials include varied assessment types aligned to lesson and unit content to support ongoing evaluation of student learning throughout the course.

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

The materials include definitions and the intended purposes of the instructional assessment types included to support effective instructional planning and student learning. The Implementation and Quality Guide provides comprehensive materials under the “Instructional Assessments” subheading, which outlines the role of assessments in measuring student understanding and guiding instructional decisions. This section explains how different types of assessments monitor progress, evaluate content mastery, and inform instruction throughout the course. For example, the “Instructional Assessments” section describes how assessments are intentionally designed to align with learning objectives and provide meaningful feedback on student performance. For example, in unit 1, Knowledge Check Question 1 is an exit ticket for a diagnostic assessment on how to approach a horse, with the correct response being “walk toward the shoulder, speaking calmly, and reach in from the side.”

The materials clearly explain how instructional assessments function within the curriculum and why they measure student understanding and guide instructional decisions. This information is fully detailed under the heading “Definition, Purpose, and Administration of Instructional Assessments.” This section outlines how assessments are designed, implemented, and used to monitor student progress. For example, in the unit 1 lesson plan, the “Definition, Purpose, and Administration of Instructional Assessments” section explains how different types of instructional assessments are intended to evaluate student learning, inform instruction, and support mastery of course objectives by including knowledge checks, critical thinking, and discussion questions, reflection activities, unit quizzes, and exams, where the formative assessment is Critical Thinking Question 5, which asks students to answer this question: “Equines have shaped nearly every stage of human progress, from travel and agriculture to war, medicine, and sport. Based on what you’ve learned, analyze how equines have influenced human culture and advancement overall, positively or negatively. How do you believe that humans and human progress have influenced equines and may be influencing their future? Explain.”

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

The materials provide structured instructional supports within the lesson design to help ensure that assessments are implemented consistently and aligned with instructional expectations. For example, the Implementation and Quality Guide in the “Instructional Activities” sections provides an organized set of instructional components that guide the implementation of assessment-related tasks within each lesson, in which quizzes and exams are administered through the digital platform, scoring procedures are standardized, and results are automatically recorded. These sections show how instructional activities are structured to support consistent assessment administration across instructional settings.

The materials include educator guidance to ensure consistent and accurate administration of instructional assessments. The materials provide comprehensive guidance under the heading “Definition, Purpose, Administration of Instructional Assessments,” which outlines expectations and procedures for implementing assessments within the instructional framework. This guidance helps educators administer assessments consistently and accurately while staying aligned with instructional objectives and course expectations. For example, in the unit 8 lesson plan, it details administration procedures for each assessment type, explicitly outlining student grouping (independent or collaborative) and the educator’s role during the process. For instance, students complete knowledge checks individually with immediate feedback, discuss questions in various configurations (whole-group, small-group, or partner settings), and complete summative unit tasks individually or in small groups using educator-provided rubrics.

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

The materials include diagnostic, formative, and summative assessments aligned to the TEKS and the objectives of the course, unit, and lesson. In the Scope and Sequence table, the Instructional Approach and Assessment Overview materials align to TEKS and instructional objectives by consistently tying assessment practices to intended learning outcomes. This structure helps educators see how assessments support instruction and measure student progress and mastery of content standards. In the unit 3, “Equine Handling and Safety” section of the table, the objectives focus on understanding equine behavior and communication; implementing safe handling practices; selecting and using appropriate equipment and tack; and applying proper restraint and safety procedures. These objectives are directly aligned with the TEKS and address horse behavior, health and welfare, workplace safety, equipment use, and animal management practices. The unit’s diagnostic knowledge-check questions assess these same concepts. For example, students answer questions about interpreting horse behavior, identifying safe handling procedures, selecting appropriate grooming and riding equipment, and applying safety measures when working with horses. The diagnostic assessments clearly align with the unit objectives and course expectations.

The materials clearly align instructional objectives with assessment types, ensuring that student learning is consistently measured against the TEKS. Each lesson identifies the specific TEKS and ELPS addressed, and connects them directly to instructional activities and assessments used throughout instruction. This alignment helps educators select and administer diagnostic, formative, and summative assessments that accurately reflect student mastery of course content. For example, in the unit 1 lesson plan, the TEKS, ELPS, Assessment, and “Instructional Activities” show how standards, language supports, lesson activities, and assessments are intentionally integrated within each lesson. The diagnostic assessment is Activity 1, where the students are to “predict one specific skill or concept they expect to learn about equines in this course and explain why it will be important,” aligning with 4(A) over “research and describe the history and evolution of equine.”

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

The materials include instructional assessments that include TEKS-aligned items at varying levels of complexity to support student understanding and mastery of course standards. The materials ensure that assessment tasks are intentionally structured to reflect different levels of rigor, allowing students to engage with increasingly complex content as they progress through instruction. This progression supports both skill development and deeper conceptual understanding aligned to the TEKS. For example, the unit 1 lesson plan “Instructional Activities” outlines TEKS-aligned learning tasks and assessment opportunities that vary in difficulty and cognitive demand. “Critical Thinking Question 1” aligns with TEK 4(C), where the students start on slide 9 with the kinds of equines and model a worked example by evaluating one type (such as a horse) and connecting its conformation and temperament to a specific purpose (like racing or farm work); students then move into small groups to “evaluate a second type (such as a donkey or mule) using the same criteria before revising their responses to include comparisons across at least three equines and their designed breed concept.”

The materials ensure assessments measure student understanding through a range of item types that increase in rigor and cognitive demand as instruction progresses. This structure allows students to demonstrate knowledge at different levels while remaining aligned to the TEKS. For example, unit 1, “Class 1: Lesson 1,” includes instructional assessments with a variety of item types and TEKS-aligned items with 4(C), with varying complexity in evaluating and selecting equine breeds for purpose and conformation.

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

The materials provide clear criteria and support that help educators evaluate student responses and determine levels of understanding based on defined expectations. This ensures consistent interpretation of student performance across lessons and assessment types and supports accurate instructional decision-making. For example, all associated content, particularly the green “Unit 1 Suggested Answers” boxes and the grading rubrics for Critical Thinking Questions, Discussion Questions, and Activities, provides explicit scoring guidance and models for expected responses. The Critical Thinking Grading Rubric even provides full, partial, and little credit, including the depth of understanding, components met, and written in complete sentences.

This guidance supports effective instructional decision-making by helping educators provide intervention for students who need additional support and extension for students who demonstrate mastery. For example, the Implementation and Quality Guide, under the heading “Instructional Assessments,” provides guidance on using the included tasks and activities to address student performance trends on assignments, including the assessment category and type, definition, and intended purpose, alignment, and administration guidance. This outlines strategies educators can use to adjust instruction based on assessment results and student performance data while continuing to assess student knowledge.

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 based on student performance. This guidance supports differentiated instruction by helping educators identify appropriate activities for intervention, reinforcement, and extension based on student learning needs. For example, the Implementation and Quality Guide, in the “Instructional Response to Assessment Performance” section, provides guidance for using included tasks and activities to respond to trends in student performance on assessments. These sections outline instructional strategies and supports educators can use to address areas where students struggle and extend learning for students who demonstrate mastery. These components demonstrate that the materials provide clear guidance for using instructional activities and tasks to respond effectively to assessment results and student performance trends.

In the unit 2 lesson plan, the Instructional Response to Assessment Performance outlines the assessment types and their intended purposes, providing guidance for how included tasks and activities can be used to respond to trends in student performance on assessments. For example, when a student struggles with Critical Thinking Question 5, the lesson plan prompts the educator to “Revisit Slides 10–12 and model a worked example explaining the phrase ‘No hoof, no horse’ by connecting hoof health to soundness and body systems. Have students work in small groups to identify how poor hoof care impacts the skeletal, muscular, and circulatory systems, then revise their responses to include a complete explanation and a recommended hoof care routine.”

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 support that helps educators and students monitor learning outcomes through assessment data, grades, and assignment information. This supports ongoing reflection, progress monitoring, and instructional decision-making based on student achievement over time. 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 features that allow students to monitor their individual progress, growth, and assignment details. Additionally, the “Instructional Assessments” section supports educators by listing the definition and intended purpose of student activities, which helps educators track and evaluate student progress and growth.

The materials include tools for educators to track student progress and growth and tools for students to track their own progress and growth. For example, unit 1 identifies key assessments, such as the Unit 1 Quiz and Critical Thinking Questions, that generate data used by the course’s progress-tracking tools. These components demonstrate that the materials include tools that support both educator and student tracking of progress and growth.

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 structured supports, targeted activities, and instructional recommendations that help educators address diverse student learning needs while maintaining alignment with course objectives. For example, the Implementation and Quality Guide identifies resources for differentiating instruction and for implementing appropriate supports for students who require additional assistance with content knowledge and technical skill development. Furthermore, the “Differentiation & Scaffolding Instruction” section within each lesson plan provides educators with specific guidance for implementing differentiated instruction, scaffolded activities, and paired learning opportunities to support students who have not yet demonstrated proficiency in the course TEKS. The materials also guide the use of the included tasks, activities, and instructional supports to respond to student performance trends identified through assessments with scaffolding intervention tools. These resources enable educators to adjust instruction, provide targeted intervention, and support continued student growth toward mastery of content and technical skills.

The materials include differentiated instructional strategies, scaffolded activities, and targeted intervention recommendations that help educators respond to varying levels of student performance and learning needs. For example, the lesson plan for unit 1 includes an “Instructional Response to Assessment Performance” section followed by a section titled “If Students Struggle” that provides educators with guidance for analyzing student assessment results and implementing appropriate instructional responses for students who require additional support to reach success. This guidance helps educators identify learning gaps and select instructional strategies that promote student growth toward mastery of content and technical skills.



Furthermore, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section in “Class 4: eDynamic Course Lesson Correlation: Lesson 3” provides educators with specific guidance on differentiated instruction to scaffolded learning experiences. The materials include instructional supports and inquiry-based activities designed to help struggling students access lesson content, develop technical competencies, and progress toward proficiency in the course standards. These resources enable educators to adjust instruction to students’ needs while maintaining alignment with lesson objectives and TEKS expectations.

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 incorporate pre-teaching and embedded language supports that help students access unfamiliar vocabulary, academic terminology, professional language, and technical concepts encountered throughout instruction. These supports are strategically embedded within lesson introductions and instructional resources to strengthen comprehension and facilitate student engagement with course content. For example, in the Implementation and Quality Guide, “Career Investigations & Development,” in the paragraph titled “Lesson Plans,” the material explains how each lesson plan is designed to include pre-teaching or embedded supports for unfamiliar vocabulary and references in the text (e.g., figurative language, idioms, academic, professional, and technical language). This is demonstrated in the “Teacher Facing Components” section under “Instructional Activities” in the introduction paragraph. It is explained that the materials include: “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”. Therefore, the guide provides educators with resources and guidance designed to introduce essential concepts and terminology before students engage with new content, thereby supporting comprehension and reducing potential barriers to learning. By connecting new learning to previously acquired knowledge and skills, the materials help students build a foundation for understanding academic, professional, and technical language presented throughout the course.

The materials embed vocabulary development opportunities within lessons and include structured activities that help students acquire the academic, professional, and technical language needed to engage successfully with course content. These supports help students build background knowledge, strengthen comprehension, and apply newly acquired terminology in authentic learning contexts. For example, the unit 2 lesson plan includes dedicated vocabulary supports that identify unfamiliar terms and references for pre-teaching before instruction. The materials provide vocabulary words within lesson plans and incorporate activities that allow students to practice and apply key terminology throughout the learning process. Under the heading “Vocabulary and Language Supports,” including the subheadings “Academic, Professional, and Technical Vocabulary” and “Figurative Language, Idioms, and References,” educators are provided with guidance for introducing and reinforcing language that may be unfamiliar to students, such as “Like a finely tuned machine” means “the horse’s body systems are often compared to a machine because all parts (muscles, bones, organs) must work together precisely for movement, performance, and health.” These supports help students develop a deeper understanding of specialized terminology and language structures encountered in course texts and instructional materials.


Furthermore, embedded vocabulary supports are incorporated throughout the lessons to reinforce language development over time. In “Class 1: Understanding Equine Body Systems: Lesson 1,” the subheadings “Instructional Time: Vocab Warm-Up” and “Instructional Time: Unit Vocabulary In Context” give students opportunities to preview, discuss, and apply new vocabulary in meaningful contexts. Additionally, in “Class 5: Measuring Vital Signs,” lesson 5, the “Instructional Time: Group Unit Vocabulary Review Activity” reinforces key terminology through collaborative review and application. Collectively, these components show that the materials include pre-teaching and embedded supports for unfamiliar vocabulary and in-text references, including academic, professional, technical, and figurative language, supporting student comprehension and access to 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 appropriately challenging learning experiences, deepen student understanding of course content, and promote the continued development of technical competencies. These resources help educators address learner variability while ensuring proficient students remain actively engaged in rigorous, meaningful learning tasks. For example, the Implementation and Quality Guide. Within this guide, the section titled “Differentiation & Scaffolding Instruction” includes a paragraph labeled “Enrichment & Extension” that explains how lesson plans are intentionally designed to incorporate differentiated instruction, enrichment opportunities, and extension activities for students who have demonstrated mastery of content and technical skills. The guide provides educators with a framework for extending learning beyond core instructional expectations and supporting advanced application of knowledge and skills. The “Differentiation & Scaffolding Instruction” section also guides educators in implementing enrichment and extension activities that challenge students to apply their learning in more complex and authentic contexts. These resources help educators tailor instruction to meet advanced learners’ needs while maintaining alignment with the course TEKS and technical skill expectations.

The materials include advanced learning activities that require students to apply content knowledge, evaluate complex scenarios, and justify decisions using evidence and technical reasoning. These opportunities extend learning beyond foundational expectations and give educators structured approaches to challenge advanced learners while staying aligned with course objectives. For example, the unit 6 lesson plan includes enrichment and extension activities within “Class 4: Breeding Management: Lesson 4” that are specifically designed for students who have demonstrated proficiency in content and technical skills. Under the “Enrichment & Extension” subsection, students analyze a breeding program scenario and determine whether live cover or artificial insemination is the most appropriate breeding method. This activity requires students to synthesize information, evaluate alternatives, and apply technical knowledge to a realistic agricultural context. The materials also include educator guidance that describes the intended learning outcomes and the skills students should demonstrate during the activity.

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

The Implementation and Quality Guide includes dedicated resources to help educators effectively meet the needs of students receiving special education services. The materials also provide guidance on instructional practices that help educators differentiate learning experiences and scaffold instruction to ensure access to grade-level content. For example, the Implementation and Quality Guide references specially designed instruction (SDI) within the lesson plan units and highlights supports available to educators to address diverse learning needs. Furthermore, all content under the subheading “Differentiation and Scaffolding Instruction” in the paragraph labeled “Intervention (SDI Methods)” provides educators with specific guidance on adapting instruction, implementing accommodations, and supporting students receiving special education services. The differentiation and scaffolding guidance outlines instructional strategies that help educators provide targeted support while maintaining alignment with lesson objectives and course expectations. For example, the material provides “Lesson Plans support educators in reaching all learners through engagement, representation, and expression for learner variability.” This is how the components demonstrate that the materials provide comprehensive educator guidance for implementing specially designed instruction and supporting students receiving services through special education programs.

The materials include educator guidance for providing SDI to support students receiving special education services. Additionally, the materials embed targeted instructional supports within lesson plans to help educators differentiate instruction and ensure students’ access to grade-level content. For example, in the unit 2 lesson plan, all content under the subheading “Intervention (SDI Methods)” within “Class 1: Understanding Equine Body Systems: Lesson 1” provides explicit SDI guidance for educators to implement during instruction. Specifically, the materials direct educators to give students an educator-created chart with images and arrows as a reference tool throughout the lesson. Furthermore, this visual support is designed to reinforce comprehension and help students organize key concepts during learning activities. These components show that the materials provide clear, practical guidance for implementing specially designed instruction that supports students receiving special education services while maintaining access to course 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 support to help educators effectively model and explain key concepts during instruction. Additionally, the lesson resources include explicit prompts and guided instructional directions that help educators facilitate student understanding through questioning and direct explanation of content. For example, in the unit 3 lesson plan, all content under the heading “Class 2: Workplace Safety: Lesson 2” includes explicit guidance intended to support educator modeling and explanation of key concepts. The instructional design provides educators with structured prompts that guide classroom discussion and concept development aligned to lesson objectives. Furthermore, during the instructional time block, educators are directed to prompt students to “describe how specific care practices can improve both horse well-being and handler safety,” reinforcing student engagement through guided questioning. In addition, the lesson provides explicit modeling support by directing educators to explain how proper care reduces stress and leads to safer, more predictable horse behavior.

The resources are structured to help educators locate explicit prompts and instructional supports embedded within lesson components, ensuring that educators can consistently access guidance aligned with lesson delivery expectations. For example, in the Implementation and Quality Guide, the content under the subheading “Instructional Activities Sections” identifies where educators can find specific instructional guidance to support modeling and explaining concepts. This organization helps educators efficiently navigate lesson materials to find the supports needed for effective instruction. Furthermore, the educator implementation guidance specifies that explicit direct prompts and modeling support are located within the lesson plan’s Instructional Time Blocks. This direction clarifies where educators can find structured questioning, explanations, and modeling cues designed to support student understanding of new content.

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

The Implementation and Quality Guide provides structured educator support intended to enhance lesson delivery and facilitation through a range of instructional approaches. The materials also include explicit recommendations to help educators implement instruction effectively, along with strategies that support student engagement and comprehension across lesson components. For example, the “Lesson Plans” section, which extends through the end of the document, offers ongoing instructional recommendations to support effective delivery. In the “Instructional Time Blocks” section, educators are provided guidance on organizing instruction across multiple formats, including whole-group and small-group learning structures. Additionally, the slide decks section explains how instructional materials support diverse teaching approaches by incorporating graphics, charts, vocabulary flashcards, opportunities for classroom discussion, and reflective questions. Collectively, these features show that the materials provide comprehensive guidance for flexible, effective lesson facilitation across multiple instructional strategies.

The instructional materials provide educators with extensive guidance and recommendations to support effective lesson delivery and facilitation through multiple instructional approaches. The educator-facing lesson plans consistently embed a variety of instructional strategies that engage students in different modes of learning and interaction. For instance, the unit 7 lesson plan includes instructional activities across classes 1–5 that require students to discuss and share responses with partners, journal responses to critical-thinking questions, and develop visual dictionaries to strengthen vocabulary acquisition. These varied approaches encourage collaboration, reflection, and visual learning while supporting student engagement with lesson content. In addition, the lesson plans offer detailed support to help educators implement these instructional methods effectively. The materials include scripted educator instructions, educator prompts, scaffolding and differentiation recommendations, and scripted knowledge-check questions accompanied by correct responses. This guidance helps educators facilitate discussions, monitor student understanding, and adapt instruction to meet diverse learner needs. Collectively, these features demonstrate that the materials provide comprehensive guidance and recommendations for educators on effective lesson delivery and facilitation across a variety of instructional approaches.

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 guide educators in implementing varied practice formats and instructional groupings to support student learning. Throughout the Implementation and Quality Guide, beginning with the subsection titled “Lesson Plans” and continuing through the remainder of the document, educators are provided with recommendations for incorporating guided, independent, and collaborative practice opportunities into classroom instruction. These resources help educators structure learning experiences that encourage active engagement and reinforce lesson objectives through multiple modes of participation. The materials also include recommendations for organizing instruction through a range of grouping structures to support effective implementation. Educators receive guidance on using whole-group, small-group, and individual learning formats as appropriate to instructional goals and student needs. By combining multiple practice types with recommended instructional structures, the materials support flexible lesson delivery and provide educators with practical guidance for implementing the curriculum as intended. These components demonstrate that the materials support guided, independent, and collaborative practice and include educator guidance and recommended structures that promote effective implementation of the curriculum.

The instructional materials are designed to engage students through a range of practice opportunities while guiding educators in effective instruction. Throughout the unit 7 lesson plan, lessons incorporate guided, collaborative, and independent learning experiences that allow students to interact with content in multiple ways. In particular, the content under the heading “Class 2: Identifying Equine Ownership: Lesson 2” includes collaborative practice through the mini-activity, “Identify the Horse,” in which students work together to apply lesson concepts and strengthen their understanding through group participation.

Additionally, the lesson provides structured opportunities for educator-facilitated instruction and individual student reflection. For example, educators are directed to prompt students to explain how accurate identification supports both legal requirements and the integrity of the equine industry, providing a guided learning experience that encourages analysis and discussion. The lesson also includes independent practice through journaling preliminary responses to Critical Thinking Question 2, allowing students to reflect on and apply their learning individually. These components demonstrate that the materials support multiple types of practice and include educator guidance and recommended instructional structures that promote effective implementation of the curriculum as designed.

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 include dedicated supports to help educators meet the linguistic needs of emergent bilingual students at varying levels of English language proficiency. Within the Implementation and Quality Guide, all content under the subheading “Emergent Bilingual Students” guides educators on implementing accommodations aligned with the ELPS. These resources help educators adjust instruction and provide appropriate language supports so students at different proficiency levels can meaningfully engage with course content.

Moreover, the guidance emphasizes instructional practices that promote students’ development of increasingly academic, professional, and technical language. The accommodations outlined in the “Emergent Bilingual Students” section support language acquisition while maintaining access to grade-level content and learning objectives. By providing differentiated linguistic supports aligned with the ELPS-defined proficiency levels, the materials help educators foster both content understanding and language growth. 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 sophisticated academic language skills.

The instructional materials include specialized guidance intended to help educators support emergent bilingual students at varying stages of English language development. Across the lesson plan materials, and particularly within the subsection titled “Emergent Bilingual Students,” educators are provided with recommendations for monitoring student comprehension and ensuring that students respond accurately to oral instructions. The guidance differentiates supports for beginning, intermediate, and high intermediate/advanced proficiency levels, allowing educators to tailor accommodations to students’ language acquisition needs. For example, educators are encouraged to permit beginning-level students to communicate understanding through gestures or single-word responses, providing an accessible means of participation while language proficiency develops.

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

The instructional materials include dedicated supports to help educators successfully implement the curriculum in state-approved bilingual and ESL program settings. Within the Implementation and Quality Guide, all content included under the subheading “Emergent Bilingual Students” provides educators with implementation-focused guidance for addressing the instructional and language development needs of multilingual learners. These resources help educators integrate appropriate language supports into daily instruction while maintaining access to grade-level content and learning expectations. The materials also offer recommendations to help educators apply effective practices for supporting emergent bilingual students throughout the curriculum. The guidance in the “Emergent Bilingual Students” section equips educators with strategies to adapt instruction, facilitate language development, and ensure meaningful engagement with academic content. By providing targeted implementation support for bilingual and ESL instructional environments, the materials help educators use the curriculum effectively while promoting both language acquisition and content mastery.

The materials include instructional guidance and recommendations to help educators deliver and facilitate lessons using a range of instructional strategies. Additionally, they provide structured support to help educators adapt instruction to students’ language proficiency levels and ensure access to content for diverse learners. For example, in the unit 1 lesson plan, the section labeled “Emergent Bilingual Students” offers targeted guidance for monitoring student understanding and ensuring accurate responses to oral directions across beginning, intermediate, and high intermediate/advanced proficiency levels. At the beginning level, educators are advised to allow students to respond using gestures or single words, thereby reducing linguistic barriers while maintaining engagement with instructional content.


Furthermore, the materials incorporate tools and supports intended to strengthen comprehension and language development through multimodal learning opportunities. Specifically, the lesson plan recommends using a Literacy Support Toolbar and a dual-language word wall to help students derive meaning from auditory and multimedia resources. These supports reinforce concept acquisition and language development by providing multiple access points to content. Collectively, these components show that the materials provide comprehensive, differentiated guidance to help educators deliver instruction effectively while supporting English learners in accessing and engaging with the curriculum.

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 intended to support educators in promoting the development of academic, professional, and technical vocabulary among emergent bilingual students, while strengthening comprehension and fostering cross-linguistic connections through oral and written discourse. Additionally, they provide structured opportunities for students to activate prior knowledge and engage meaningfully with content through purposeful language-based tasks. For example, in the Unit 3 Slide Deck, all slides include embedded educator supports aligned to these instructional goals, with specific attention to strategies that guide students in building vocabulary and deepening conceptual understanding across languages. The slide deck also includes instructional prompts and visual supports designed to enhance student engagement and reinforce comprehension of key concepts. Specifically, the Unit 3 Slide Deck on Slide 8 asks, “How do horses communicate without words?” which encourages students to reflect on and write about their prior knowledge related to the topic. In addition, the slide deck integrates images throughout the presentation to reinforce academic content and support listening comprehension. Collectively, these components demonstrate that the materials provide consistent, embedded guidance for educators to support emergent bilingual students in developing language proficiency and conceptual understanding through multimodal instructional approaches.

The Unit 1 lesson plan provides additional embedded guidance for EB students. The “Emergent Bilingual Students” sections guide educators to establish a dual-language word wall during vocabulary instruction, enabling students to contribute terms in both English and their primary language to reinforce vocabulary acquisition and meaning-making. The materials also include scaffolds that support oral language development, vocabulary practice, and structured academic writing. Specifically, educators are directed to have students create a four-column graphic organizer with “Term,” “Definition in English,” “Explanation in Primary Language,” and “Example Sentence,” thereby promoting deeper understanding and cross-linguistic connections. In “Class 1: eDynamic Course Correlation, Lesson 1, pt 1,” during the instructional time vocabulary warm-up, educators are guided to read vocabulary words aloud. At the same time, students listen and repeat, supporting pronunciation practice and oral language development before discussing word meanings. Additionally, across the lesson, educators are prompted to use sentence stems to support academic writing, including guidance in “Class 3: eDynamic Course Correlation, Lesson 2,” where students use the stem “One role horses play is…” to structure their responses. These components show that the materials enable educators to support emergent bilingual students in developing academic language proficiency through structured, multimodal instructional strategies.

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.

Lessons include educator-led explanations, guided discussions, and written reflection opportunities that promote content knowledge before students apply what they learn. For example, the Implementation and Learning Quality Guide instructs educators to have students compare the characteristics of different equine types and communicate their understanding through discussion and writing tasks. This structure allows educators to explicitly teach and reinforce industry terminology and concepts while supporting student mastery of TEKS-aligned content. The materials also provide implementation guidance that outlines the instructional components needed to deliver industry-specific content and skills effectively. The Implementation and Learning Quality Guide explains that lesson plans provide educators with “objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson” and include “explicit, direct instruction guidance on industry-specific knowledge and skills in alignment with the course TEKS.” This guidance ensures educators have the resources to present technical content clearly and systematically while staying aligned with course expectations. For example, the guide specifies that lesson plans include direct instruction on professional standards and employability skills relevant to career clusters and programs of study, helping educators connect industry knowledge and workplace expectations to TEKS-based instruction. Together, these components demonstrate that the materials equip educators to deliver explicit instruction on industry-specific knowledge and skills that align perfectly with the course TEKS.

The instructional materials provide educators with structured lesson guidance to support the direct teaching of industry-specific knowledge and skills aligned with the course TEKS. Throughout unit 4, the materials deliver explicit explanations, discussion prompts, and instructional talking points to facilitate the delivery of foundational equine science concepts. These educator-directed supports ensure students develop an accurate technical understanding before engaging in activities that require them to apply their knowledge. For example, in class 1, the lesson plans direct educators to explain that genetics determines inherited traits in horses, including physical characteristics, performance ability, and susceptibility to certain health conditions and disorders. The plans also instruct educators to emphasize that a horse’s hooves form the foundation for movement and performance, underscoring the importance of proper hoof care for overall equine health. Through these targeted explanations, the materials provide explicit instruction in key industry concepts while staying aligned with the Equine Science TEKS. Additionally, the lesson materials guide educators in introducing industry terminology, professional concepts, and real-world applications through structured, educator-led instruction. Under the heading “Class 1: eDynamic Course Lesson Correlation: Lesson 1,” “pt 1,” the guidelines prompt educators to facilitate guided discussions and structured note-taking activities that build students’ understanding of equine types and related industry concepts. The materials include clear instructional prompts that help educators present content systematically and connect learning to authentic contexts in equine science. For example, educators introduce various equine types through direct instruction and guided discussion before students apply their understanding in lesson activities. The lesson further extends learning by connecting equine science concepts to topics such as the equine industry’s economic impact and animal welfare considerations. By providing explicit instructional guidance and meaningful industry connections, the materials effectively support educators in delivering direct instruction on 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 embed industry-specific academic, professional, and technical vocabulary throughout the learning process, ensuring that students have regular opportunities to build and apply discipline-related language. Within unit 1, the materials intentionally integrate vocabulary instruction into lesson activities and learning tasks that promote both content understanding and effective communication. Direct instruction introduces students to key terminology, and the lessons give students consistent opportunities to engage with and revisit these terms in meaningful contexts. For example, the “Academic, Professional, and Technical Vocabulary” section introduces terms such as domestication, conformation, and animal welfare, with definitions that build a foundation in key animal science concepts. Students further develop their knowledge by creating personalized vocabulary lists and identifying unfamiliar terms throughout the unit, reinforcing ongoing vocabulary acquisition. The materials also provide multiple opportunities for students to practice and apply industry-specific language across a variety of instructional settings. Rather than presenting vocabulary as an isolated component of instruction, the lesson plans encourage students to use academic and technical terminology through speaking, writing, collaboration, and presentation activities. This repeated exposure helps students develop confidence and proficiency with industry-related language while strengthening content mastery. Students engage in collaborative review activities, classroom discussions, and short presentations that require them to use key terms in authentic contexts rather than simply memorize definitions. Early in the unit, students practice reading, saying, and writing vocabulary words to build familiarity with the language, and later lessons revisit these terms through ongoing discussions and application activities. By providing sustained, varied opportunities for vocabulary use, the materials show that students consistently develop, use, and apply industry-specific academic, professional, and technical vocabulary throughout instruction.

The instructional materials incorporate industry-specific academic, professional, and technical vocabulary throughout lessons, providing students with repeated opportunities to develop and apply content-related language. In unit 7, class 2, students engage with equine identification and management terminology through reading, discussions, and tasks that go beyond simple recognition, requiring them to communicate using appropriate industry language across a variety of contexts. For example, in unit 7, “Class 2: Identifying Equine Ownership,” lesson 2, students use equine science terminology to discuss instructional content and complete activities related to horse identification and management practices, helping them become familiar with the technical language commonly used in the equine industry. Through these integrated opportunities, students strengthen both their content knowledge and their ability to use industry-specific vocabulary accurately and effectively.

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 instructional materials establish a deliberate progression of learning experiences that enable students to build and strengthen industry-specific knowledge and skills throughout the course. The Scope and Sequence organizes content to move students from introductory concepts to increasingly sophisticated applications of equine science, ensuring that new learning builds upon previously acquired knowledge. This structure supports the gradual development of technical competencies while reinforcing key concepts and industry practices across units. For example, in unit 1, students develop foundational equine knowledge as they learn to “define what an equine is and explore common breeds,” “explain the importance and impact of equines in history,” and “illustrate the different uses of equines today.” These introductory learning experiences provide the background knowledge necessary for more advanced study later in the course. Additionally, in unit 4, students “identify signs, symptoms, and prevention of equine diseases” and “discuss methods of administering equine medications and calculating dosage.” This sequence moves students from foundational knowledge to applied equine health-management skills.

The instructional materials provide a structured sequence of learning experiences that support the continuous development and refinement of industry-specific knowledge and skills throughout the course. Across unit 8, “Your Future in the Equine Industry,” students engage in activities that gradually increase in complexity as they move from exploring career pathways to analyzing advanced industry trends and leadership concepts. The materials intentionally design lessons to build upon prior learning while requiring students to apply knowledge in increasingly sophisticated contexts. For example, in class 1, students learn that “Equine careers exist at many levels, ranging from entry-level roles like barn hands and grooms to advanced positions such as veterinarians and equine scientists.” As the unit progresses, students expand their understanding of career readiness and professional expectations in the equine industry, preparing them for more advanced applications of industry knowledge. Additionally, the materials promote increasingly rigorous learning by requiring students to apply, evaluate, and synthesize industry-specific concepts across a variety of authentic tasks. Later lessons move beyond foundational knowledge and challenge students to demonstrate workplace competencies, leadership skills, and an understanding of emerging industry practices. For example, in class 3, students apply workplace readiness skills as they learn that “Successful equine interviews require preparation, professionalism, and the ability to demonstrate safe and effective horse-handling skills.” By classes 5 and 6, students analyze leadership and management concepts and evaluate how “Advances in biotechnology enhance horse care, improve outcomes, and increase efficiency in the equine industry.” Similarly, in unit 4, activity 1, students create a barn horse population and evaluate nutritional requirements, hoof care practices, dental health methods, disease prevention strategies, and parasite control measures. These learning experiences require students to integrate multiple areas of knowledge and apply technical reasoning, demonstrating that the 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.

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 give students opportunities to develop and apply industry-specific knowledge and skills through authentic, performance-based learning activities that mirror real-world equine management practices. Students engage in tasks that require them to research industry recommendations, make evidence-based decisions, and communicate their understanding through applied products and explanations. For example, in unit 4, activity 1, “AFK: How Can I Keep My Barn of Horses Healthy?,” students develop a health plan based on industry recommendations for their equine, build a model of their equine barn, and explain the nutrition, health, and parasite prevention practices incorporated into their design. This activity requires students to apply industry knowledge in a realistic context while demonstrating their understanding of essential equine management practices through an authentic performance task aligned to the course TEKS.

Additionally, the instructional materials provide multiple opportunities for students to demonstrate their understanding of industry-specific knowledge and skills through a variety of assessment formats embedded throughout the instructional sequence. Within the unit 1 lesson plan, the “Definition, Purpose, and Administration of Instructional Assessments” section explains that students engage in “Critical Thinking Questions” that require them to “connect, analyze, or synthesize ideas,” “Discussion Questions” that allow them to “demonstrate understanding through discussion,” and “Unit Quizzes” that assess mastery of unit concepts and industry skills. For example, activity 3 requires students to research and evaluate a local equine program, culminating in a deliverable that demonstrates their ability to apply industry knowledge, analyze authentic equine practices, and communicate evidence-based conclusions. These varied assessment opportunities align with the course TEKS by requiring students to demonstrate industry-specific knowledge and skills through authentic performance tasks and multiple measures of understanding.

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 learning experiences that extend students’ ongoing Supervised Agricultural Experiences (SAEs) throughout the course. Rather than treating SAE development as an isolated activity, the lessons encourage students to build upon previously established projects by applying newly acquired veterinary science knowledge in authentic agricultural contexts. For example, in unit 1, activity 4, “What Can I Learn from My Supervised Agricultural Experience,” educators direct students to either begin tracking their SAE experience or continue tracking their existing SAE data, requiring students to integrate current course content into an established project developed in earlier agricultural coursework. By consistently revisiting and expanding students’ SAE experiences across lessons and units, the materials create a coherent progression of learning that reinforces prior knowledge while supporting continued development of industry-specific skills aligned to the course TEKS.

The instructional materials explicitly connect new knowledge and skills to prior learning across lessons and units by identifying prerequisite concepts and intentionally revisiting them as students engage with increasingly advanced content. The “Prior Knowledge and Pre-Requisite Skills” section establishes the foundation on which students bring prior learning into each unit and gives educators opportunities to activate that knowledge before introducing new learning. For example, the unit 6 lesson plan identifies “Basic cell structure and that DNA carries instructions for living things” and “Simple inheritance concepts (traits passed from parents to offspring)” as prerequisite knowledge for learning about genetics and breeding, while class 4 begins by “reviewing prior knowledge about selecting healthy mares and stallions,” prompting students to connect earlier learning about equine selection to more advanced concepts in equine genetics and breeding. By consistently incorporating prerequisite knowledge and structured review throughout the course, the materials support a coherent progression of learning that strengthens connections across lessons and units while reinforcing mastery of 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 intentionally integrate core academic disciplines into veterinary science instruction, enabling students to apply transferable knowledge and skills in authentic, career-focused contexts. In the unit 3 lesson plan, the “Cross-Curricular Connections” section embedded highlights meaningful connections to literacy, mathematics, social studies, and science that reinforce both academic and technical learning. For example, students “read informational text, interpret tables and diagrams, and communicate understanding through written explanations and discussions,” while also applying mathematical skills to “measurement, estimation, and data interpretation when evaluating equipment fit, feeding, routines, and safety procedures.” Students further strengthen cross-disciplinary understanding as they explore “how human-animal relationships, agricultural practices, and workplace safety standards influence communities, careers, and industry practices” and connect “animal behavior, physiology, and environmental factors to concepts in biology, health, and animal welfare.” These integrated learning opportunities promote the transfer of core academic skills to veterinary science applications and support successful mastery of the course TEKS.


Additionally, the lesson materials purposefully embed interdisciplinary learning opportunities that strengthen students’ ability to apply academic concepts within authentic equine science contexts. In the unit 7 lesson plan, the “Cross-Curricular Connections” section includes “integrates literacy, mathematics, social studies, and science into industry-focused instruction. For example, students “read informational texts, interpreting regulations and records, and communicating management decisions clearly,” while applying mathematical skills through “budget, cost analysis, data tracking, and interpreting financial and performance data.” Students also examine “laws, regulations, ethical responsibility, and the role of agriculture within communities” and apply “biology, animal health, environmental science, and data collection to support equine welfare and facility management.” These recurring interdisciplinary connections reinforce transferable academic knowledge and prepare students to apply core subject skills in real-world equine industry settings, 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 purposefully integrate academic, technical, and employability knowledge and skills within the context of Equine Science instruction, ensuring students develop workplace readiness alongside industry-specific content. For example, in the Implementation and Quality Guide, the section describing instructional design explains that courses “intentionally align our courses with the Texas Employability Skills, fully teaching and assessing these standards” while providing students with opportunities to “apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions.” This integrated framework ensures that students simultaneously strengthen academic reasoning, technical proficiency, and professional workplace skills through authentic learning experiences aligned to the Equine Science TEKS.

The instructional materials coherently integrate academic, technical, and employability knowledge and skills through authentic equine science learning experiences that reflect industry expectations. For example, in the unit 5 lesson plan, students explain the normal temperature range for a horse and why even small changes can signal health concerns, requiring them to apply critical thinking, knowledge of equine anatomy, and industry-specific vocabulary. The lesson further reinforces employability skills by requiring students to “speak using content-area vocabulary during informal classroom interactions to demonstrate acquisition of new words and high-frequency words” while working with peers at the end of class 5. By combining technical content, academic communication, and collaborative workplace behaviors in a single instructional sequence, the materials prepare students to apply industry-relevant knowledge and skills in authentic equine science settings aligned with the TEKS.

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 give students opportunities to investigate career clusters and programs of study within the Agriculture, Food, and Natural Resources (AFNR) career cluster and the Animal Science program of study by exploring equine career pathways. In the Equine Science, unit 8 lesson plan, students examine careers by considering questions such as, “Why might starting in an entry-level position be valuable for someone pursuing a long-term equine career?” and “How can hands-on experience help prepare you for more advanced roles?” During “Class 2: Which Path Will You Take?,” students also analyze the skills needed for careers by responding to prompts such as, “What skills are most important for someone working in breeding or facility management?” The Enrichment & Extension activity further extends this exploration by having students map long-term equine career pathways, including the education, training, and certification requirements needed to advance within the industry.

The materials further reinforce career investigation through structured research and reflection activities that require students to connect career interests with education, training, and real-world experiences. In Equine Science, unit 2, “Activity 3: How Will You Build Your Equine Career?,” students investigate career pathways by responding to prompts such as, “What would I love to learn more about or try in a real-world setting?” and identifying opportunities related to internships, research, and entrepreneurship. Collectively, these activities help students explore careers within the Agriculture, Food, and Natural Resources (AFNR) career cluster while connecting their interests to programs of study in Animal Science and Agribusiness through personalized career planning.

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.

The materials give students opportunities to analyze relevant regional and statewide Labor Market Information (LMI) to support data-driven career investigations. In the unit 8 lesson plan, students work in small groups to examine regional and statewide labor market data related to equine careers in Texas. The lesson directs students to analyze job demand, average salaries, and projected employment growth to identify trends in the equine industry. Students use these workforce data to evaluate career opportunities and discuss how labor market trends influence education, training, and career planning decisions. Collectively, these activities engage students in interpreting authentic labor market information and applying data-driven evidence to investigate and evaluate potential careers in the equine science industry.

Similarly, unit 8, “Lesson 6: Where Are Things Going?,” provides students with opportunities to analyze labor market information through instructional content focused on current trends in the equine industry. In the “Issues Facing the Industry” section, students examine contemporary workforce and market data, including findings from the “2025 American Horse Publications Equine Industry Survey,” which reports that the horse industry remains stable. Rather than presenting this information solely as background knowledge, the lesson encourages students to evaluate current industry conditions and consider how workforce trends may influence future employment opportunities within the equine sector. By incorporating recent labor market indicators into career exploration, the materials support data-driven career investigations and help students connect emerging industry trends to potential career pathways.

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 reflection and long-term planning. In Equine Science, unit 2, students design a professional SAE that explores real-world equine industry roles and results in a “professional, ready-to-implement proposal.” The activity guides students to identify personal interests such as soundness, anatomy, vital signs, farrier work, or equine therapy, and connect those interests to potential career applications in professional settings. Through a series of planning steps, students develop a finalized proposal that serves as a roadmap for aligning their interests with actionable career goals and future pathways in the equine industry.

The materials further develop individual career goals through unit 8, “Critical Thinking Question 1,” which presents students with a scenario about Maya, a high school student who aspires to own her own equine business in the future. In this task, students analyze Maya’s current entry-level position and evaluate how it can support long-term career development in equine science. The materials prompt students to explain how Maya can leverage her current role to build relevant experience and identify specific actions she can take now to support her entrepreneurial goals. They also consider whether additional education or training would be necessary to achieve her desired career pathway. Collectively, these activities help students connect early work experiences and educational decisions to long-term career planning and postsecondary goals in equine science.

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 AFNR career cluster and the Equine Science program of study. In the unit 8 lesson plans, in class 3, educators are directed to begin instruction by discussing how the equine industry relies heavily on reputation, trust, and word of mouth, emphasizing the importance of ethical conduct and professional behavior in maintaining industry credibility. This introduction aligns with TEKS expectations related to identifying employers’ legal responsibilities and workplace expectations, including appropriate work habits and ethical conduct. During the Direct Instruction portion of the lesson, materials prompt educators to guide students in creating a resume that communicates their experience, training, and skills to potential employers, with specific emphasis on highlighting hands-on barn experience, certifications, and education relevant to the equine field. This guidance reinforces how professional documentation and communication support employability and readiness for real-world responsibilities.

The materials further reinforce professional standards through structured instructional guidance that requires learners to apply employability skills within authentic equine industry contexts. In unit 8, “Class 4: Part of the Team,” lesson 4, the Introduction section directs educators to explicitly emphasize that communication, attitude, and conflict resolution directly impact horse safety, client trust, and overall workplace success. The materials prompt educators to highlight that teamwork demonstrates leadership, accountability, and responsible workplace behavior in equine settings. These embedded instructional prompts guide educators in connecting interpersonal skills to real-world outcomes in the equine industry, helping students understand how professional conduct influences both safety and service quality.

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 career development activities aligned with the course TEKS and the Texas CTE Employability Skills Standards. In unit 8, “Class 3: On the Job,” students explore the importance of reputation and word of mouth in the industry while also examining expectations related to getting hired, interview preparation, and appropriate workplace conduct. As part of the “Enrichment and Extension” activities, students participate in a mock interview that simulates real hiring processes and reinforces professional communication skills. Through this structured experience, students practice responding to interview questions, demonstrating appropriate demeanor, and understanding employer expectations in a veterinary or animal science context. Collectively, these activities help students apply career-readiness skills in authentic scenarios, reinforcing employability competencies such as communication, professionalism, and workplace behavior.

The materials further reinforce professional standards through structured opportunities that require learners to apply employability skills in authentic equine workplace scenarios. In Equine Science unit 8, “Activity 2: How Do Professional Standards Shape a Successful Equine Workplace?,” students step into the role of a barn owner serving on a Performance Review Board, where they evaluate employees who are not meeting professional expectations. In this role, students consider how each employee represents the facility, its reputation, and its values, reinforcing the importance of workplace conduct in maintaining a successful equine business. Students then create clear and respectful improvement plans that not only identify performance concerns but also explain why the behavior matters and how addressing it will support horse safety, team effectiveness, and overall business success. These embedded instructional supports extend employability skills into applied decision-making tasks, reinforcing professional behaviors and workplace expectations within the equine industry.

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

The materials emphasize academic, professional, and technical vocabulary during career development opportunities. The Equine Science materials reinforce this emphasis by embedding simulation-based activities that require students to communicate using industry-specific terminology in authentic workplace contexts. For example, in unit 8, activity 2, students step into the role of a barn owner serving on a Performance Review Board, where they evaluate employees Alex, Jordan, and Taylor based on workplace performance issues in a simulated equine facility. As part of this task, students must document their evaluations in a word-processed format, using academic, professional, and technical vocabulary to clearly describe behaviors, identify concerns, and justify improvement plans. By requiring students to use discipline-specific language in a structured career development scenario, this activity strengthens their ability to communicate effectively in professional settings within the equine industry while reinforcing expectations for workplace communication and documentation.

Furthermore, in unit 4, activity 2, students create three emergency scenario cards to train barn workers and horse handlers in equine care settings. Students develop scenarios involving a disease, a medication-related issue, and a parasite emergency, and write detailed descriptions using appropriate academic, professional, and technical vocabulary. They then design corresponding emergency response procedures, outlining step-by-step actions that professionals should take in each situation. This activity requires students to accurately use discipline-specific language when analyzing and responding to potential workplace emergencies, strengthening their ability to communicate effectively in veterinary and equine industry contexts.

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.

The materials include experiential learning through workplace-based experiences that develop the real-world application of technical and employability skills within authentic equine industry contexts. In Equine Science, unit 1, “Equines Past and Present,” “Activity 4: What Can I Learn From My Supervised Agricultural Experience?” places students in the role of an agricultural professional responsible for establishing and managing an ongoing SAE project. The experience requires students to use an industry-standard tracking system, such as AET, to document project details, record hours and expenses, track completed tasks, and maintain evidence of their agricultural work. This authentic career-based experience reinforces technical skills in record-keeping, project management, and agricultural documentation while developing employability skills in organization, accountability, and professional responsibility aligned with the course TEKS.

The materials also provide experiential learning through classroom experiences that develop or reinforce the real-world application of technical and employability skills in the context of the course and align to the appropriate level on the work-based learning continuum. For example, in Equine Science, unit 6, “Equine Genetics and Breeding,” “Activity 1: AFK: What Should Be on the Foaling Stall Wall?,” the students must develop a “Foaling Stall Wall Poster” that clearly explains procedures for caring for foals in accordance with industry standards. This project-based learning activity helps students develop and reinforce real-world application by creating a foaling stall wall poster that serves as a guide and “highlights key growth milestones and care needs over the foal’s first year, so anyone in the barn will be able to understand what comes next.”

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.

The materials give students opportunities to use relevant industry-specific tools, equipment, technical resources, and supplies during experiential learning. In Equine Science, unit 6, “Activity 1: What Should Be on the Foaling Stall Wall?,” students apply their understanding of equine breeding to design a practical, real-world resource commonly found on a foaling stall wall. For this assignment, students create a highly visible poster detailing industry-standard care procedures for newborn foals, focusing specifically on the critical first 24 hours after birth. This hands-on task requires students to translate complex medical and management protocols into clear, accessible visual guidelines. This hands-on experience develops technical proficiency while familiarizing students with the procedures used in animal agriculture.

The materials further support experiential learning through industry-specific identification systems and workplace resources. The Equine Science, unit 3, activity 3 materials give students opportunities to use relevant industry-specific materials during an experiential learning activity. Students take on the role of a head trainer at a stable and show a “newbie” safe ways to handle a horse. Students use industry-specific materials, such as a halter and rope, to demonstrate how to safely approach, restrain, and tie a horse. This activity gives students opportunities to use industry-specific equipment in a simulated real-world industry scenario.

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

The materials intentionally teach and reinforce academic, professional, and technical vocabulary before students apply the terminology during learning activities. The unit 8 lesson plan in the “Vocabulary and Language Supports” section of “Academic, Professional, and Technical Vocabulary.” Students learn industry terminology, including “Entry-level position,” “Apprenticeship,” and “Work ethic,” with definitions connected directly to equine careers and workplace expectations. By requiring students to communicate decisions using discipline-specific language, the activity reinforces the professional vocabulary used in equine science.

The materials also reinforce academic, professional, and technical vocabulary during experiential learning opportunities. For example, in Equine Science, unit 2, “Activity 2: How Can You Model the ‘Engine’ of a Horse?,” the student will design a 2D or 3D model that illustrates how a part of the musculoskeletal system functions in motion. The activity instructions specifically state, “Use the correct anatomical vocabulary to describe what’s happening (e.g., extension, contraction, shock absorption, support)” to ensure correct vocabulary.

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.

The materials give students opportunities to apply academic and technical knowledge to authentic, industry-specific problems and develop viable solutions through realistic agricultural scenarios and simulations. In Equine Science, unit 8, activity 1 materials include opportunities for students to apply academic and technical knowledge to authentic, real-world, industry-specific problems and develop and evaluate viable solutions. In this case, students take on the role of a facility manager at an equine center by creating a schedule that addresses horse health, safety risks, and time-sensitive responsibilities. Students justify their decisions to multiple audiences (staff and facility owners) while connecting them to efficient barn operations, safety, and horse well-being. Students also solve workplace problems by completing an incident report, identifying workplace and legal consequences of discrimination and harassment, and determining an appropriate manager response. Finally, students make a merit-based promotion decision by selecting the most qualified employee and explaining how their decision supports equal opportunity, reliability, and the quality of horse care. Each step in this activity allows for students to apply academic and technical knowledge to a real-world scenario from TEKS (d)(11)(A) – Demonstrate effective time-management, organization, and workplace skills.

The materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and to develop and evaluate viable solutions, as appropriate to the course level and aligned with the course TEKS. For example, in Equine Science, unit 3, Critical Thinking Question 5, students are given a scenario and asked to apply their academic and technical knowledge about the components of an effective workplace safety plan, the importance of safety in the workplace, and why it is critical for employees and employers to maintain a safe work environment. Explain how you would improve this section of the plan. The student must also “select two control measures such as evacuation drills, evaluations of structures for fire risk, accessible fire extinguishers, or regular first aid training and describe how they should be added to strengthen the plan.” These critical-thinking questions help students develop and evaluate a viable solution to improve the workplace safety plan.

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 give students opportunities to conduct industry-related data analysis using quantitative and qualitative reasoning. The unit 7, activity 1 materials include opportunities for students to conduct industry-related data analysis by estimating startup costs and developing a financial plan for a 10-acre equine facility. Students evaluate information by selecting reasonable cost estimates for land, construction, and equipment based on the “luxury level” of their facility and calculating the “Total Startup Capital.” Students justify decisions using quantitative reasoning by estimating startup costs, calculating total capital, and identifying at least two revenue streams to support annual operating costs. Students also justify their decisions using qualitative reasoning by explaining how their facility design, complementary features, and revenue streams support horse health, safe operations, and the long-term success of the business supported in TEKS(d)(8)(A): “Identify essential features of equine facilities and explain how facility design supports horse health, safety, and daily operations,” and TEKS(d)(8)(B): “Apply equine facility management principles to promote safe and efficient operations.”

The 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 appropriate to the course level and aligned with the course TEKS. For example, in Equine Science, Teacher Resources/Teaching Guides, in the unit 4 lesson plan, second bullet under the subheading “Enrichment & Extension” within “Class 4: What’s Buggin’? Parasites of Equine: Lesson 4.” Students collect, organize, and analyze data on equine parasites to evaluate equine parasite risks in their area in alignment with the course TEKS, then use this information to justify parasite prevention and management practices.

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 give students opportunities to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. The Equine Science, unit 4, activity 1 materials include opportunities for students to engage in inquiry-based learning by gathering information to develop a Health Management Poster for a barn office. Students research “how bacteria, fungi, viruses, genetics, and nutrition affect equine health,” “signs, symptoms, and prevention of equine diseases,” equine parasites, and methods for maintaining equine health and soundness, such as dental and hoof care. Students apply their research by creating a health management plan for six horses with different ages, workloads, and health needs. They analyze dental and hoof care based on the horses’ needs and disease prevention supported by TEKS(d)(6)(A): “Explain how bacteria, fungi, viruses, genetics, and nutrition affect equine health,” TEKS(d)(6)(B): “Identify signs, symptoms, prevention, and treatment of equine diseases and parasites,” and TEKS(d)(6)(C): “Explain methods of maintaining equine health and soundness.”

The materials further include opportunities for students to engage in inquiry-based learning, as appropriate to the course level and aligned with the course TEKS. In Equine Science, unit 4, “Activity 1: AFK: What Should Rio Eat—and Why?” provides an example of the inquiry-based learning that takes place throughout the course. In this inquiry-based activity, students receive a real-life horse profile and must design a complete, visually creative feeding plan.