iCEV Agricultural Science Site – Advanced Animal Science

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

The Course Implementation Guide includes a “Course at a Glance” section with a detailed list of all of the TEKS and ELPS that are covered in each lesson. For example, in the “Blue and Gold Experience: SAE Programs” lesson, the guide aligns the lesson to TEKS 5.A, 5.B, 6.A, 6.C, and multiple ELPS.

The “Professional and Technical Skills Snapshot” section of the Course Implementation Guide includes a chart that indicates which technical skills are covered in each lesson throughout the curriculum. For example, skills such as “Animal Care Practices and Business Management” are mapped across lessons to show coverage and progression.

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 “Sequencing and Pacing Snapshot” section of the Course Implementation Guide includes a pacing guide, scope and sequence, and lesson overview to guide educators in implementation across various schedules, including traditional and block. Each unit is broken down to show how educators can adjust lessons to fit within the days and times allowed by the school calendar.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance and support for implementing the materials across various school types, including P-TECH, traditional, and ECHS. The narrative suggests how time frames can be adjusted to accommodate different instructional calendars. For example, for P-TECH and ECHS schools, the guidance recommends planning foundational instruction to prepare students for dual credit expectations and ensuring that capstone or credentialing components do not conflict with college exam schedules.

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 “Course Design Snapshot” section of the Course Implementation Guide provides a rationale that explains the unit and lesson order. It describes how instruction is strategically scaffolded to support students’ progression from introductory content through application and evaluation.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide describes how the Advanced Animal Science course includes extensive, authentic learning tasks and applied problem-solving expectations that are aligned to real-world scientific research, lab practice, career readiness, and professional skills. The materials note that through inquiry-based investigations, case-based scenarios, and hands-on activities, students can participate in experiential learning opportunities.

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

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides an overview of student expectations and learning objectives for each unit. For example, unit 1 focuses on an introduction to Future Farmers of America (FFA) and encourages active participation while fostering an appreciation for FFA’s impact on personal growth and leadership.

The “Instructional Delivery by Unit” section of the Course Implementation Guide describes how each lesson follows a specific structure and lesson cycle that includes an overview, essential questions, an activity, and an exit ticket. The materials provide a step-by-step guide for educators that supports direct instruction, student exploration, and formative assessment.

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

The Educator Resource Guide is designed to help educators understand the design, purpose, and implementation of the program. This guide provides activity explanations, assessment frameworks, and other supports.

The iCEV Tutorials page provides instructional leaders with assistance on completing tasks within the platform, such as adding educators and managing pretests and posttests.

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.

Each lesson contains a Vocabulary Handout that provides academic, professional, and technical vocabulary for both educators and students. For example, the “Fundamentals of Animal Body Systems: Muscular” lesson in unit 5 includes a Vocabulary Handout that highlights key terms such as aerobic and anaerobic.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides a complete overview of each unit and the classes within it, giving educators the background content knowledge needed to teach the concepts and technical skills. For example, the “Communicate Findings in Animal Science” unit overview informs educators that students will explore methods for communicating findings and practice communicating the results of a brief experiment.

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 Course Implementation Guide includes a “Family/Caregiver Welcome Letter” that provides an overview of the course. The letter also explains what students will learn and how it applies to real-world expectations and career readiness. It encourages family involvement by explaining how caregivers can support students by discussing course content, encouraging consistent participation, and asking about animal science projects, investigations, and experiences.

The “Progress Monitoring Tools in iCEV” section of the Educator Resource Guide describes how program materials allow families to understand the progression of learning and the expectations for student performance. Printable resources, vocabulary handouts, and translated materials further strengthen accessibility for multilingual households.

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).

Each lesson plan documents the TEKS, ELPS, lesson objectives, a class overview including materials that are needed, essential questions, and final assessments in a step-by-step format. For example, the “Fundamentals of Animal Body Systems: Muscular” lesson plan provides the educator with an action plan, a video segment, a vocabulary handout, student handouts, a “Check for Understanding” activity, and a “Muscle Type Matching” activity.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides educators with structured activities that are tied directly to learning objectives. For example, in class 3 of the “Citizenship Basics” unit, the educator has an Action Plan, a Volunteering Project, and a Serving the Community Project that directly support the unit’s learning objective of examining community service opportunities. These materials give educators a clear task to use when assessing the lesson’s identified instructional 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 overview in each lesson provides the educator with materials such as PowerPoint slides and vocabulary handouts, along with suggestions for timing and pacing. For example, the “Global Livestock Production” lesson provides a suggested seat time of three classes and 150 minutes of instruction.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance on suggested timing for each component of a lesson. For example, the snapshot recommends 1–2 minutes for PowerPoint delivery and 40–90 minutes for projects.

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 “Instructional Delivery by Unit” section of the Course Implementation Guide includes extension content that prompts students to go beyond the lesson to deepen their understanding of the material. This content emphasizes Career and Technical Student Organizations (CTSOs) that extend the benefits of Career and Technical Education (CTE) programs. For example, in the “Animal Genetics Explained” unit, students are encouraged to connect course material by participating in the Agriscience Fair within the National FFA Organization.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies when skills are intentionally embedded in specific lessons throughout the curriculum. Educators can use the guide to identify when skills should be emphasized, allowing for increased rigor and mastery-based thinking.

Each lesson plan includes suggested projects and activities for extended learning and lists the Career & Technical Student Organizations (CTSOs) and contests that apply to the lesson. For example, the “Fundamentals of Livestock Nutrition: Feed & Feedstuffs” lesson suggests that students explore the FFA Farm Business Management and FBLA Agribusiness contests. In the “Design Challenge: Livestock Facilities” lesson, students can tour local livestock facilities to identify examples of each design consideration, or review local producer facility descriptions and suggest improvements using the challenge’s considerations.

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 Educator Resource Guide includes a section titled “iCEV Assessment Framework.” This resource describes a comprehensive assessment system that is embedded in the course. This system encourages growth within the course, including diagnostic assessments, formative assessments, skill-based tasks, and summative assessments. For example, formative assessments in the course evaluate students’ understanding of key vocabulary, concepts, and procedures throughout instruction.

The Pretest/Posttest TEKS Blueprint shows the TEKS alignment to questions on the Pretest/Postest and offers insight into the varying levels of complexity in question stems. For example, some questions require students to identify, while other questions ask students to compare.

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

The Educator Resource Guide includes a section titled “iCEV Assessment Framework.” This resource describes a comprehensive assessment system that is embedded in the course. This system encourages growth within the course, including diagnostic assessments, formative assessments, skill-based tasks, and summative assessments. An example of a summative assessment is a hands-on project. Students can complete projects, either individually or in groups, to showcase mastery of technical skills and simulate workplace skills.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in iCEV courses. For example, summative assessments are embedded in the format of final assessments, projects, and a course posttest. These summative assessments require students to apply their knowledge of the content and analyze scenarios.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course. For example, each unit ends with a Final Assessment that includes varied question types such as multiple choice, fill in the blank, and choice matrix.

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

The “Assessment Framework” section of the Course Implementation Guide provides educators with specific guidance on how to administer different types of assessments. For example, skill development and demonstration can be done with Projects and Activities or Guided Instruction. The resource provides the educator with sections about Definition/Purpose, When to Implement, Time Estimates, Who/Grouping, Resources to Facilitate, and support for Improving Student Performance.

The iCEV Tutorial series includes a section about “Managing Pretests & Posttests.” This tutorial provides guidance on how to access pretest and posttest tools. It also includes a step-by-step guide to administering, viewing, and interpreting results. For example, the educator has the autonomy to enable and activate tests, approve students to test, and reset a test.

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

The Pretest/Posttest Blueprint outlines the diagnostic tests in the course, showing the TEKS alignment to questions. For example, this resource provides a Knowledge and Skills Statement, Student Expectation, and iCEV Lesson title to guide the educator to the specific lesson where the TEKS are addressed.

The TEKS Alignment provides correlations of the lessons to the TEKS. Each of the assessments are aligned to the TEKS in the lesson. For example, this resource clearly defines the expectation, breakout of the TEKS, and where to find the specific TEKS (e.g., slide numbers, specific names of activities or projects, and a description of the exact location).

The “Global Livestock Production” unit includes two checks for understanding that can be used as formative assessments. Questions address both the content and the vocabulary from the lessons. For example, one question asks, “Which of the following is the best description of balance of trade?” The materials also include a summative assessment at the end of the unit. The Final Assessment includes true/false, multiple choice, fill-in-the-blank, and matching questions. For example, the 20-question Final Assessment asks, “Which of the following does NOT guide supply of products?”

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

The Pretest/Posttest Blueprint outlines the diagnostic tests in the course, showing the TEKS alignment to questions. Each of the items supports varying levels of rigor for the TEKS for the course. For example, students might examine, understand, apply, analyze, or demonstrate the items outlined in the TEKS.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course. For example, each unit ends with a Final Assessment that includes varied question types such as multiple choice, fill in the blank, or choice matrix.

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

The Educator Resource Guide lets the educator know how to interpret students’ progress. For example, the Progress Snapshot provides a visual view of student performance and growth toward mastery of the TEKS. White means a student is “on track”; yellow indicates a student is “approaching proficiency”; and red indicates a student “needs intervention.” This snapshot allows educators to quickly identify trends, group students strategically, and adjust instruction.

The Course Grades Report provides the educator with a summary that shows how students answered each question on an assessment, so class-wide comparisons can be made. For example, the educator has the ability to run reports for students (all or specific) and lessons (all or specific). Additionally, educators can run a report and look at percentages or points, specific date ranges, and Report Mode, which allows them to examine first, last, average, highest, or all scores.

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 “Feedback Cycle Supports” section of the Educator Resource Guide provides educators with explicit information about Feedback Cycles in an iCEV classroom, including immediate Auto-Grade Feedback, Peer Feedback During Project Work, or Targeted Small-Group Interventions. These feedback supports allow educators and students to identify specific areas of mastery and trends in performance, and identify areas that might need reteaching.

The Pretest/Posttest Report of the online iCEV platform can show which students took both the pretest and posttests. If only the pretest was taken, only those scores will show. Performance on pretests can be used to target instruction based on student mastery. The report provides a breakdown of each standard and the corresponding pretest and posttest scores, along with the growth percentage.

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 online educator dashboard includes a Reports Menu that provides a Progress Snapshot to educators. This report provides a color-coded visual summary that categorizes performance of students in the class as “on track,” “approaching proficiency,” or “needs attention.” The educator can also view an individual student’s Progress Snapshot by clicking on the student’s name; this report includes specific scores in each module and which TEKS are addressed.

The online Course Grades Report captures students’ performance across all lesson and course assignments. Grades from auto-graded interactive activities, including Checks for Understanding and Final Assessments, are recorded automatically within the platform. For example, if a student did not complete an assignment, the corresponding grade cell will remain blank until the assignment is submitted. Students and educators can view this report at any time.

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.

In the “Differentiation & Learner Supports in iCEV” section of the Educator Resource Guide, educators receive guidance to reduce barriers for diverse learners. Supports include course customization, the ability to set assessment attempt thresholds to allow students an opportunity to improve, translation tools, and structured vocabulary supports to provide scaffolding for English Language Learners. For example, the program allows educators to personalize learning by customizing options, lesson visibility controls, and varied pacing.

In the “Instructional Delivery by Unit” section of the Course Implementation Guide, accommodations, modifications, and extensions are provided for each lesson. These resources help educators meet the needs of diverse learners while maintaining alignment to course standards. For example, intentional adjustments in regard to time, complexity, and performance expectations are provided, plus opportunities to increase rigor through critical thinking, expanded application, and/or real-world application of learning.

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).

Each lesson in a course contains a Vocabulary Handout that identifies academic, professional, and technical vocabulary related to the lesson’s content. For example, in the “Fundamentals of Animal Body Systems: Muscular Vocabulary” Handout, students are presented with terms such as aerobic respiration and fast-twitch muscle fibers.

This course is science-heavy and technical, but it does include preteaching and embedded supports for unfamiliar vocabulary and references in text. For example, in the “Fundamentals of Animal Body Systems: Digestive” video component of the lesson, students are presented with details like, the small intestine is “... filled with very, very fine finger-like projections called villi and microvilli.” This statement uses simile/analogy to describe the organ’s shape. Another example in the video uses verbiage including, “The rumen’s main job is a mixing bath to keep those microbes happy.” This statement uses both a metaphor and personification, as a rumen is not literally a bath and microbes do not display feelings of happiness.

The ELPS Guide provides a “Key iCEV Features & Instructional Materials” section for each domain that is embedded into the program. For example, the program enables text-to-speech capabilities throughout to provide students with support with unfamiliar words in lessons and activities.

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.

In the Educator Resource Guide, educators are given guidance to increase rigor through extensions. “Extensions provide opportunities to deepen or broaden learning for students who demonstrate readiness for an additional challenge. Extensions increase rigor through expanded application, critical thinking, or real-world connection while maintaining alignment to course standards.” For example, in this program, materials provide enrichment opportunities through advanced application activities, research assignments, and industry-connected learning experiences that extend students’ understanding beyond foundational animal science concepts. Students can apply technical knowledge to authentic agricultural scenarios and career-focused tasks.

In the “Instructional Delivery by Unit” section of the Course Implementation Guide, extensions are provided for each lesson. These extensions help educators meet the needs of diverse learners while maintaining alignment with course standards. Opportunities to increase rigor through critical thinking, expanded application, or real-world application of learning are embedded in the course. For example, in the “Citizenship Basics” lesson, students are encouraged and challenged to continue to serve their community by participating in another volunteer opportunity after they build lasting connections in their first volunteering experience.

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

The lesson plan found on each lesson page contains suggested accommodations and modifications to support students who receive services through special education, an Individualized Education Program (IEP), or a 504 plan. For example, in the “Fundamentals of Animal Body Systems: Muscular” lesson, students are expected to match muscles from an animal’s body to the correct muscle type. Suggested accommodations for students include allowing them to work with a partner, while a modification is providing students with links to images of the muscles.

In the “Differentiation & Learner Supports in iCEV” section of the Educator Resource Guide, accommodations and modifications are provided for each lesson to assist educators in meeting the needs of diverse learners while maintaining alignment to course standards. Examples of these supports include intentional adjustments in regard to time, complexity, or performance expectations; alternative assignments; and modified grading criteria.

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 lesson plan found on each lesson page contains explicit (direct) support for educators to utilize all materials in sequential order. Educators are provided with a step-by-step guide that includes essential questions, Bell Ringer activities, scripts from embedded videos (if applicable), activities, and all handouts. Each iCEV lesson plan follows the same format and can be found at the top of each lesson page. For example, in class 1 of the “Fundamentals of Animal Body Systems: Muscular” lesson, three essential questions address two of the lesson objectives in regard to describing functions of the muscular system and analyzing types and structures of muscles.

The Course Implementation Guide contains an “Instructional Delivery by Unit” section that organizes lesson materials into a logical and cohesive progression. For example, each unit overview provides educators with clear guidance for implementation, incorporating increasing levels of rigor, key concepts, checks for understanding, and essential questions that support student mastery of the content.

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

The “Experiential & Real World Application” section of the Course Implementation Guide provides explicit educator guidance for effective lesson delivery, including when to implement, resources to facilitate (e.g., notes, vocabulary, videos, and hands-on activities), checks for understanding, and exit tickets. For example, this animal science-based curriculum directly includes applied problem solving, hands-on activities, career-connected leadership activities, and experiential learning opportunities.

The “Instructional Supports in iCEV” section of the Educator Resource Guide provides specific examples for educators regarding direct instruction, guided and independent practice, and feedback cycles. For example, educators receive guidance on utilizing lesson videos or slide presentations to model processes step by step, such as demonstrating a technical skill, solving a problem, or analyzing a scenario.

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 Supports in iCEV” section of the Educator Resource Guide provides specific examples for educators regarding direct instruction, guided and independent practice, and small-group activities. For example, small-group activities, think-pair-share, and peer feedback during project work directly promote collaborative learning.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides educators with support for incorporating whole-group instruction, small-group activities, and independent practice to help students achieve mastery of the content. For example, each unit begins with a whole-group introduction to key concepts and ends with projects, performance-type tasks, and/or assessments that allow students to demonstrate their learning.

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 materials include linguistic accommodations for various levels of language proficiency, as defined by the ELPS, that are differentiated by levels of language proficiency. The “ELPS Guide” section of the Course Implementation Guide includes a Proficiency Level Key that defines three scaffolding bands (Beginning, Intermediate, and Advanced/Advanced High) used throughout the guide.

Each of the 26 lettered student expectations includes a distinct activity and a project for each proficiency band, across all four language domains (Listening, Speaking, Reading, and Writing). The amount of support changes based on a student’s proficiency level. From there, additional content follows the guide’s domain structure, with each section’s scaffolding appearing in the A-F areas of the sections.

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

“The Accessibility & Language Supports” sub-section of the Educator Resource Guide identifies tools and features that are available in iCEV, such as closed captioning, text-to-speech, and translation tools. Specific information is listed for each of those supports, which allows educators to know what those features provide. For example, closed captioning for emergent bilingual (EB) students specifically connects spoken English to written text, improves vocabulary recognition and pronunciation awareness, clarifies sentence structure and academic language patterns, and provides opportunities to review and process academic language independently.

The ELPS Guide emphasizes how Career and Technical Education (CTE) classrooms naturally align with ELPS language acquisition through hands-on learning, collaboration, and real-world applications. For example, in the “Applying the ELPS: Speaking in Action” subsection, the activity for addressing “Speak using the appropriate register” includes asking students to act out workplace scenarios that require switching between formal and informal speech (e.g., coworker and/or customer exchanges). This work prepares students for a project that requires them to deliver a formal presentation, such as a safety briefing or a project proposal, followed by a peer Q&A using both formal and informal registers to reflect a real workplace setting.

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 ELPS Guide provides strategies for meeting the ELPS, which can be implemented into any lesson. For example, the “ELPS Domain: Speaking” section includes an activity to address “Speak using content area vocabulary.” In this activity, students receive Bingo cards with technical vocabulary words. “As terms are used in class discussions or read aloud, students mark their cards, then use the words in example sentences during oral practice rounds.​”

The ELPS Guide emphasizes how CTE environments naturally support language acquisition through hands-on learning, collaboration, real-world simulations, and structured academic discourse.” For example, in the Listening Domain, students use contextual factors or word analysis to comprehend vocabulary. One activity suggestion is for educators to scaffold lessons with vocabulary charts that show Greek/Latin roots and technical cognates used in CTE fields. Then, educators should prompt students to predict meanings, orally or in writing, based on context before confirming with multimedia resources.

Background knowledge is developed through horizontal alignment with other core-content TEKS. For example, the “Impact of Science” lesson includes a Horizontal Alignment chart that identifies how these TEKS are integrated into instruction. Students also complete a “Career Connections Career Interview” activity that connects learning to their existing background knowledge and real-world applications. In the “Lab Safety Procedures” lesson, background knowledge is linked to prior knowledge through Bell Ringer activities, class discussions, and analysis of lab safety scenarios. Students make a drawing of a scientist prepared for lab work, identify hazards in a visual aid, and discuss their school’s safety contract before engaging with new content.

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

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

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

The “Instructional Delivery By Unit” section of the Course Implementation Guide contains detailed lesson plans that identify the TEKS and ELPS that are addressed, lesson goals, descriptions, and objectives. For example, educators are provided class-by-class instructional strategies, pacing guidance, and step-by-step directions for daily teaching.

Each lesson plan in the course provides the educator with guidance to deliver explicit (direct) instruction to students. Each lesson in the units gives industry-specific vocabulary. For example, in the “Lab Safety Procedures: Animal Science” class 1 lesson, students receive direct instruction on how to doff nitrile gloves. After the demonstration, students try to doff their own gloves using shaving cream to mimic a hazardous material. The lesson plan also includes a “Career Connections” section that aligns industry-based expectations with the TEKS from the course. For example, one lesson requires students to conduct an online job search related to the careers that are discussed during the class.

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

Each lesson in the program contains a Vocabulary Handout that identifies academic, professional, industry, and technical vocabulary related to the lesson’s content. For example, in the “Fundamentals of Animal Body Systems: Muscular” lesson, students are provided with a lesson Vocabulary Handout and an interactive vocabulary matching activity to reinforce vocabulary from the lesson.

Each lesson plan in the program provides students with an opportunity to develop, use, and apply industry-specific academic, professional, and technical vocabulary. For example, in the “Animal Genetics Explained” unit, class 2, students apply genetics practices to simulate a genetic breeding scenario for pigs using Punnett squares to predict the phenotype of the offspring.

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 “Course Design Snapshot” section of the Course Implementation Guide describes the instructional design of the course plus how it is intentionally sequenced to align with increasing levels of rigor that are described in the Bloom’s Taxonomy framework. Students progress through these levels during the course. For example, students progress from developing foundational industry knowledge related to career opportunities, professionalism, work readiness, and breed identification to evaluating complex animal production systems and creating comprehensive production plans that incorporate environmental stewardship, biosecurity, animal welfare, meat quality, and consumer trends.

Each lesson plan in the program provides objectives that indicate an increase in rigor as students progress through the course. For example, in the “Tools & Equipment in Animal Science” unit, students progress from identifying and properly using scientific tools and equipment to accurately performing, converting, and reporting measurements using the International System of 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 “Professional & Technical Skills Snapshot” sub-section of the Course Implementation Guide identifies which skills are embedded, developed, and reinforced throughout the course and within each lesson in a chart. Skill sets are broken down into two sections—Professional & Employability Skills and Technical Skills—with five indicators for each. For example, Conducting Research, Occupational Safety, Anatomical Knowledge, Production Practices, and Diagnostic Skills are addressed under Technical Skills.

The “Experiential Learning & Real World Application” section of the Course Implementation Guide explicitly communicates how students in the course participate in experiential learning opportunities. The use of inquiry-based investigations, case-based scenarios, and hands-on activities is aligned with real-world scientific research, lab practice, career readiness, and professional skills. For example, students are provided with experiences so when they complete the course, they should be able to demonstrate mastery in skills such as data analysis, professional communication, and collaboration.

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 “Course Design Snapshot” sub-section of the Course Implementation Guide offers background on course design. For example, in the opening units, student learning emphasizes foundational knowledge and understanding as students explore scientific research and career opportunities, demonstrate professionalism and work readiness skills, and identify breeds of livestock. As students progress into anatomy, physiology, and nutrition units, they move into deeper application and analysis by explaining the functions of body systems, analyzing how systems integrate to maintain homeostasis, examining nutrient roles, and formulating feed rations based on animals’ needs.

Lessons are intentionally designed to connect new learning to students’ prior knowledge and experiences. For example, in the “Scientific Foundation” unit in the “Tools & Equipment in Animal Science” lesson, students are asked to use a ruler to measure and record the width of their chair. They do not receive any information about the units they should measure in. This Bell Ringer activity encourages students to recall and apply knowledge from previous lessons. They should also determine why each student might come up with different numbers while creating a gateway to applying the International System of Units for the animal science industry.

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 Advanced Animal Science course intentionally integrates core academic skills, technical laboratory competencies, and employability skills throughout instruction. Students apply English Language Arts (ELA) and math skills in authentic scientific contexts while developing transferable skills aligned to college readiness, workforce expectations, and agricultural career pathways. For example, in the “Cross-Curricular Snapshot” in the “Fundamentals of Animal Nutrition” lesson, math is specifically addressed when formulating rations and calculating ratios and percentages.

The materials provide meaningful opportunities for students to make cross-curricular connections to core academic content. For example, in the “Fundamentals of Animal Nutrition” lesson, students apply mathematical concepts while using the Pearson Square method to solve feed ration problems. In one activity, students determine the percentage of each ingredient needed to create a ration containing 16% crude protein for newly weaned feeder steers using alfalfa pellets (22% crude protein) and rye (12% crude protein). This activity reinforces mathematical reasoning and problem-solving skills while deepening students’ understanding of animal nutrition concepts.

The lesson plan for “Communicating Findings in Animal Science” includes a project in which students create a presentation outlining how they would share findings from the “Data to Communicate” activity with two different stakeholders. This activity supports transferable knowledge and skills. For example, students use ELA skills when they develop professional writing to identify a specific strategy to communicate with identified stakeholders. They use math skills when they use one non-textual element for each stakeholder throughout this project.

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 “Professional & Technical Skills Snapshot” subsection of the Course Implementation Guide identifies Professional & Employability Skills and Technical Skills that are present in the lessons. This repetition of skills provides students with practice and mastery of those skills. They are outlined in a table for quick reference and lesson planning, so educators can identify when skills should be explicitly emphasized. For example, the “Blue & Gold Experience: SAE Programs” lesson supports oral communication, written communication, collaboration, time management, and professional behaviors.

The Advanced Animal Science course provides extensive, authentic learning tasks and applied problem-solving opportunities that align with real-world scientific research, laboratory practices, career readiness, and professional skills. For example, students engage in inquiry-based investigations, case studies, and hands-on activities. This work requires students to demonstrate professionalism and effective communication, maintain animal health records to support data-driven decision-making, perform technical laboratory and animal care skills, and apply scientific reasoning to diagnose health concerns, develop treatment and prevention plans, and implement appropriate biosecurity measures.

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 “Career Exploration & Pathways” subsection of the “Experiential Learning & Real-World Application” section in the Course Implementation Guide explains how career exploration is intentionally embedded throughout instruction and aligned to the knowledge and skills provided in each lesson. Through these integrated experiences, students build career awareness while connecting classroom learning to real-world professional settings. For example, every lesson includes a “Career Connections” activity that requires students to analyze, compare, research, and/or simulate a career related to the lesson content.

The “Career Exploration & Pathways” section in the Course Implementation Guide explains how the course aligns to agriculture career clusters and programs of study through the TEKS. The course also provides students with knowledge and skills necessary for success in agriculture, science, and industry-related careers. The course supports career pathways in scientific research, laboratory science, biotechnology, animal science, veterinary science, environmental science, food science, and engineering design. Through rigorous, hands-on learning experiences, students develop skills that mirror real-world workforce expectations. For example, students can conduct laboratory investigations, analyze animal health data, and apply scientific principles used in professional settings. These experiences prepare students for high-demand careers such as laboratory technician, research assistant, agricultural product inspector, food safety specialist, veterinary technician, and animal care technician.

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 “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains learning opportunities and how career awareness and exploration are presented in the course, tying in the need for technical concepts and skills that are relevant to a student’s future. For example, each lesson in the program contains a “Career Connections” section that allows students to investigate careers related to the field of agriculture. These investigations utilize emerging market workforce data to support a data-driven investigation of careers.

The “STEM Careers: Animal Science” lesson plan includes a Career Research Project in which students use a variety of resources, such as museums, professional organizations, and online platforms, to investigate animal science careers. Through this project, students complete activities including analyzing projected job growth, researching career pathways, and evaluating opportunities within the industry.

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).

“Career Connections” activities can be found in content-related lessons. These activities tie the content that is presented to a future career or skill set. Almost all lessons contain a “Career Connections” activity. For example, in the “Fundamentals of Animal Body Systems: Muscular” lesson, “Students will conduct an online job search related to a career discussed in class. They will find three real-world job postings and compile the information into a comparative chart. This activity helps students understand the real-world expectations of a profession and explore career options in a structured, analytical way​.”

The “STEM Careers: Animal Science” lesson plan includes a Career Research Project that prompts students to explore STEM careers by researching career pathways; educational and training options (e.g., degrees, certifications, and apprenticeships); workforce opportunities; and the knowledge, skills, and abilities required for success in a chosen profession. For example, students are instructed to use all available resources and explore sources including museums, professional organizations, online platforms, etc. …”

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 “STEM Careers: Animal Science” lesson plan includes instruction for utilizing lesson materials that are focused 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. For example, the educator is provided with a step-by-step guide that includes essential questions, Bell Ringer activities, scripts from embedded videos (if applicable), activities, and all handouts. Each iCEV lesson plan follows the same format.

Lesson plans in the program include instruction for utilizing lesson materials that are focused 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. For example, in the “Professionalism in the Sciences: Animal Science” lesson plan, educators receive media and PowerPoint presentation materials, including activities on listening, professionalism, time management, citizenship, and task prioritization.

Within the “Career Exploration & Pathways “ subsection of the Course Implementation Guide, iCEV explains that lessons incorporate authentic scenarios and industry-based examples that simulate workplace tasks through case studies, technical skill application and industry-relevant decision-making, and problem solving. Additionally, workplace skills such as collaboration, communication, critical thinking, professionalism, presentations, and time management are embedded in project rubrics to align with industry standards.

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

The “Professional & Technical Skills Snapshot” sub-section of the Course Implementation Guide identifies which skills are embedded, developed, and reinforced throughout the course and within each lesson in a chart. Skill sets are broken down into two sections—Professional & Employability Skills and Technical Skills—with five indicators for each. For example, conducting research, occupational safety, anatomical knowledge, production practices, and diagnostic skills are addressed under Technical Skills.

The materials include opportunities for students to engage in career development activities. For example, in the “Professionalism in the Sciences: Animal Science” lesson, students participate in an activity in which they create a skit for given scenarios that highlights respect for differences in the workplace, punctuality, dependability, reliability, and responsibility when reporting for duty and performing tasks as directed. This activity showcases professionalism and interpersonal skills.

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

Each lesson in the course contains an interactive matching “Vocabulary” activity that allows students to practice identifying academic, professional, industry, and technical vocabulary related to the lesson’s content through career development opportunities. For example, in the “Fundamentals of Animal Body Systems: Muscular Vocabulary” Handout, students are introduced to terminology including sarcomeres, myosin, myofibrils, and fascicles. In the “Fundamentals of Animal Body Systems: Reproductive” interactive vocabulary activity, students drag and drop important terms for the lesson, including vas deferens, seminal vesicles, ovaries, oviduct, and cervix.

The materials emphasize the use of academic, professional, and technical vocabulary throughout career development activities. Students apply industry-specific terminology related to animal science careers, workplace communication, employability skills, and professional expectations during career exploration assignments and discussions. Students use technical animal science terminology and professional workplace vocabulary while researching career pathways, completing career planning activities, and communicating information about careers in the animal science industry.

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 “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains learning opportunities and how career awareness and exploration are presented in the course, tying in the need for the technical concepts and skills relevant to a student’s future. For example, students demonstrate professionalism, leadership, and communication and perform technical skills such as laboratory procedures, animal handling, and safe use of tools and equipment. Students develop these skills while applying scientific reasoning to diagnose diseases and parasites, develop treatment and prevention plans, and implement biosecurity protocols.

The program showcases experiential learning through classroom experiences, including labs, workplace simulations, and project-based learning, to reinforce real-world application of skills. For example, in the “Professionalism in the Sciences: Animal Science” lesson plan, students learn about essential work habits; ethics and citizenship in agriculture; workplace health and safety; and respect, merit, and equal opportunity in the workplace. As an application, students participate in a “Professionalism Skit” activity and an “Employee Handbook” project to reinforce employability skills.

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 for the Advanced Animal Science course provide opportunities for students to use industry-specific skills to mirror real-world workplace and industry scenarios and expectations. For example, in the “Tools & Equipment in Animal Science” lesson plan, students complete a “Lab Equipment Station Rotation” activity that requires them to complete a series of activities including measurement and conversions of mass, volume, length, and temperature measurements (e.g., grams, kilograms, milligrams, milliliters, liters, dekaliters, millimeters, centimeters, and meters; Celsius, Fahrenheit, and Kelvin). Additionally, students use a microscope to view specimens at different magnifications while recording different observations. They use a pipette (transfer pipette or micropipette) and identify tools and equipment, including its name, function, and evidence of its function.

The “Assessment Framework” section of the Course Implementation Guide outlines a variety of assessment opportunities, including Skill Development activities and projects, that provide students with authentic experiences using industry-specific materials and resources. Throughout the course, students engage with technical texts, reference materials, digital resources, laboratory equipment, tools, and supplies that reflect those used in the animal science industry. These hands-on learning experiences require students to apply technical knowledge and employability skills in realistic contexts while completing performance-based tasks and projects. By using industry-relevant materials during experiential learning, students gain practical experience, strengthen technical proficiency, and develop the confidence needed to successfully transition to postsecondary education and careers in the animal science field.

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

The “Career Exploration & Pathways” subsection of the Course Implementation Guide emphasizes that the course supports student development of technical, employability, and industry skills. Lessons incorporate authentic scenarios and industry-based examples that simulate workplace tasks through case studies, technical skill application, and industry-relevant decision-making and problem-solving. For example, to ensure workforce readiness, students must demonstrate mastery of skills such as professional communication, laboratory techniques, experimental design, and scientific documentation.

The course consistently provides materials that emphasize the use of academic, technical, and professional vocabulary during experiential learning opportunities. For example, in the “Feed the Need” project within the “Fundamentals of Animal Nutrition” lesson, students participate in an authentic feed analysis project in which they evaluate feed quality, compare commercial feed products, analyze nutritional needs across different life stages, and communicate their findings using academic, professional, and industry-specific animal science terminology.

The “Assessment Framework” section of the Course Implementation Guide outlines a variety of assessment types, including skill development activities and projects, that reinforce the use of academic, professional, and technical vocabulary during experiential learning. Students apply industry-specific terminology while completing hands-on activities, interpreting technical information, participating in discussions, and demonstrating their understanding of animal science concepts. Assessments require students to communicate using appropriate technical language through written responses, presentations, project documentation, and collaborative activities. By consistently integrating discipline-specific vocabulary into authentic learning experiences, the materials strengthen students’ content knowledge, improve communication skills, and prepare them to use professional language confidently in postsecondary education and future careers.

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 “Professional and Technical Skills Snapshot” section of the Course Implementation Guide includes a chart that indicates which Professional & Employability Skills and Technical Skills are covered in each lesson throughout the curriculum. For example, professional skills include oral and written communication, professional behaviors, collaboration, and time management. Technical skills include conducting research, occupational safety, anatomical knowledge, diagnostic skills, and production practices.

The course consistently provides materials that include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and evaluate solutions, as applicable to the level of the course and in alignment with the course TEKS. For example, in the “Design Your Own Investigation Project” section of the “Conducting Lab & Field Investigations: Animal Science” lesson, students choose a scientific question to investigate, then design and conduct an investigation using the scientific method. They develop a hypothesis, collect and analyze data, evaluate their findings, identify sources of error, and make evidence-based recommendations to improve their investigation and further a specific study.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides opportunities for students to apply academic and technical knowledge to authentic, industry-specific situations, aligned with the course TEKS. Through laboratory investigations, workplace simulations, and project-based learning, students use technical concepts and problem-solving skills to address real-world challenges encountered in the animal science industry. These experiences require students to analyze situations, develop practical solutions, evaluate outcomes, and communicate their reasoning using appropriate industry practices and terminology. By connecting classroom instruction to career-focused applications, the materials reinforce the relevance of technical knowledge and prepare students to solve problems they might encounter in postsecondary education and future careers.

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 “Professional and Technical Skills Snapshot” section of the Course Implementation Guide includes a chart that indicates which Professional & Employability Skills and Technical Skills are covered in each lesson throughout the curriculum. For example, professional skills include oral and written communication, professional behaviors, collaboration, and time management. Technical skills include conducting research, occupational safety, anatomical knowledge, diagnostic skills, and production practices.

The course consistently provides materials that include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using qualitative and quantitative reasoning, as applicable to the level of the course and in alignment within the course TEKS. For example, in the “Feed the Need” project within the “Fundamentals of Animal Nutrition” lesson, students analyze and compare feed labels, nutritional values, ingredients, and feeding directions for animals at different life stages and production purposes. Students evaluate both quantitative and qualitative data to compare feed options and justify recommendations based on the nutritional needs of their assigned species.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides students with opportunities to analyze and interpret industry-related information through authentic learning experiences that are aligned with the course TEKS. As students engage in laboratory investigations, workplace simulations, and project-based activities, they collect, evaluate, and apply quantitative and qualitative data to make informed decisions and solve industry-specific problems. These experiences encourage students to identify patterns, evaluate results, and justify their conclusions using evidence and technical knowledge. By integrating data analysis into career-focused learning, the materials help students develop critical thinking and decision-making skills while reinforcing the relevance of technical concepts and industry practices to future education and careers.

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 “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains that the Advanced Animal Science course includes extensive, authentic learning tasks and applied problem-solving expectations that are aligned to real-world scientific research, lab practice, career readiness, and professional skills. The materials note that through inquiry-based investigations, case-based scenarios, and hands-on activities, students can participate in experiential learning opportunities.

The course consistently provides materials that include opportunities for students to engage in inquiry-based learning, as applicable to the level of the course and in alignment with the course TEKS. For example, in the “Regulations in Action: A Research Investigation” project within the “Animal Welfare Basic” lesson, students research specific agricultural policies or regulations and analyze the impacts on agricultural production. Thorough research identifies which government agency oversees the regulation, purpose, history, and effects.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides inquiry-based learning opportunities that encourage students to investigate industry-specific topics that are aligned with the course TEKS. Through laboratory investigations, research activities, workplace scenarios, and project-based learning, students formulate questions, gather information from credible industry resources, and apply technical knowledge to explore authentic animal science concepts. These experiences require students to analyze findings, draw evidence-based conclusions, and communicate their results using appropriate technical terminology. By engaging in inquiry and research within real-world contexts, students strengthen critical thinking, problem-solving, and decision-making skills while gaining a deeper understanding of industry practices and the relevance of technical knowledge to postsecondary education and careers in animal science.