Veterinary Science 1a/1b

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

The Veterinary Science 1a/1b materials include a structured scope and sequence that includes the aligned TEKS and ELPS, learning objectives, key concepts, technical skills, pacing guidance, assessments, and cross-unit connections that support student learning throughout the course. For example, in the “Scope and Sequence” table, rows titled “Aligned Standards” and “Additional Standards” identify the TEKS and ELPS addressed within each unit. These components demonstrate how the materials connect academic standards with technical skills and industry expectations across the course.

The organization in the “Scope and Sequence” table establishes a logical instructional progression and shows how learning builds from one unit to the next as complexity increases. The scope and sequence supports coherent course design and student learning over time, with students systematically integrating academic standards with technical and industry-relevant skills across all units. For example, in the “Key Concepts and Skills” section, “Industry Concepts” and “Technical Skills” subsections outline the essential content knowledge, industry applications, and skill development embedded throughout the course.

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 pacing guidance includes support for different scheduling structures, such as block and modified block schedules, and in some instances, guidance for varying instructional calendars based on school needs. Additionally, the materials include flexible pacing recommendations that can be applied to blended, face-to-face, and online instructional environments, allowing educators to adjust instructional timing while maintaining consistent learning expectations. For example, in the Pacing Guide for Texas Courses, part 1, “Blended Learning” provides structured pacing guidance for hybrid instructional models.

The curriculum includes pacing guides tailored to traditional secondary schools, Early College High School (ECHS) programs, and Pathways in Technology Early College High Schools (P-TECH) programs, ensuring flexibility for different instructional structures and learning environments. Additionally, the pacing resources include support for blended, face-to-face, and online instructional delivery, with recommendations for adjusting timelines according to instructional days, collaborative activities, and independent learning opportunities. For example, in the Pacing Guide for Texas Courses, part 2, “Online Learning” outlines pacing support and scheduling guidance for self-paced and fully online instruction.

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 outline a clear unit sequence where foundational knowledge and technical skills introduced in early units prepare students for increasingly complex, advanced learning later in the course. For example, the “Rationale for Unit Order” resource explains how concepts and technical skills are introduced, reinforced, and expanded throughout instruction. Additionally, the resource explains how learning in one unit supports and connects to subsequent units, helping students apply previously learned concepts and technical skills in new contexts.

In the scope and sequence, the “Connections Across Units” section describes how materials reinforce and expand the introduction of concepts and technical skills throughout instruction. Additionally, the “Connections Throughout the Course” section demonstrates how each unit builds upon previous learning, enabling students to transfer and apply their foundational concepts and technical skills to more advanced topics.

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

These protocols provide educators with clear expectations and structured guidance for understanding unit objectives, lesson content, instructional strategies, and student learning outcomes. The materials support lesson internalization by including detailed lesson plans, slide decks, and aligned instructional resources that help educators effectively prepare for instruction. For example, the class 1 “eDynamic Course Lesson Correlation,” lesson 1, “Where It All Began,” provides guidance for understanding lesson alignment, instructional sequencing, and course expectations. Additionally, the lesson plans and slide decks support educators with organized instructional guidance, pacing, lesson objectives, and presentation materials that reinforce unit and lesson internalization.

The materials embed unit and lesson internalization processes directly within the scope and sequence , allowing educators to clearly identify instructional priorities, lesson alignment, and expected student outcomes. For example, the “Internalization Protocols” resource outlines procedures and supports for examining lesson objectives, instructional resources, and lesson sequencing prior to instruction. Furthermore, in the Implementation and Quality Guide, the lesson plans provide guidance for implementation and instructional support that help educators effectively internalize and deliver lessons as designed.

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

These resources provide structured protocols, planning tools, and aligned presentation materials to support instructional leaders and educators in maintaining consistency in lesson delivery and course expectations. For example, for class 1, the “Internalization Protocols” section provides guidance for lesson alignment, instructional preparation, and course implementation expectations. Additionally, the lesson plans and slide decks include instructional resources that support educators with pacing, lesson delivery, instructional sequencing, and presentation guidance.

The Instructional Leader Guide contains comprehensive supports to help leaders monitor instruction, facilitate planning, and promote consistent curriculum implementation. For example, the “Supporting Teachers in Planning and Delivery” section provides resources for educators in lesson preparation and delivery. Additionally, the guide includes “Coaching Moves to Support Planning and Delivery” with actionable coaching practices and reflective supports that instructional leaders can use to strengthen educator implementation 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 the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit. For example, the “Pre-Teaching Guidance and Unit Overview” for the unit 1 lesson plan includes the instructional guidance, key academic and technical terminology, and contextual information needed to effectively teach unit concepts and industry-related skills. These materials provide the comprehensive background knowledge and vocabulary support necessary for effective instruction of course content and technical competencies.

The unit overview materials support educators by providing instructional context, prerequisite knowledge, and vocabulary aligned to course concepts and technical skill development. For example, within the unit overview, the “Prior Knowledge and Prerequisite Skills” and “Vocabulary and Language Supports” sections provide educators with foundational content knowledge, academic and technical terminology, and instructional support necessary for effective lesson delivery. These sections explain the skills and concepts students should already understand, identify key vocabulary needed for instruction, and provide language supports that help reinforce student comprehension of professional and technical content.

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.

These resources help families understand course expectations and provide guidance on how to assist students in their learning at home. The materials include bilingual family-facing supports intended to strengthen communication between school and home and promote student success throughout the course. For example, the “School Connections” letter provides family support information in both Spanish and English. These components demonstrate that the materials include family support in both Spanish and English.

The materials provide bilingual resources designed to help families understand course structure, expectations, and strategies for supporting student success at home. These supports strengthen family engagement by offering clear explanations of how students can navigate and succeed in the course. For example, in the student materials, the “How to Use Course Features,” “How to Study Effectively,” and “How You Will Be Graded” resources provide guidance in both Spanish and English on 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 provide clear instructional organization that supports educators in delivering standards-aligned instruction through defined learning objectives, aligned tasks, and embedded assessment opportunities. For example, the lesson plans include the lesson objectives, the TEKS correlations, tasks and questions aligned to the lesson objectives, and instructional assignments designed to measure student understanding and support mastery of content and skills. In the unit 2 lesson, the instructional materials for class 1, lesson 1, “Getting to Know the Patients: Livestock,” demonstrate how instructional components are organized to support coherent lesson delivery and alignment to learning goals. Within the “Enrichment and Extension” section of the lesson plan, tasks directly meet the TEKS 7A requiring students to identify animal breeds according to characteristics. The activity allows the students to identify “origin, use (meat, dairy, eggs, etc.), notable traits, and one fun fact” by trading information with a partner and quizzing each other in short, timed rounds.

The materials provide clear lesson design components that support instructional planning by connecting standards to learning objectives and classroom activities. These lesson plans ensure that instruction intentionally aligns to both content and language expectations through well-defined instructional elements. Additionally, in the unit 2 lesson plan, the instructional materials for class 1, lesson 1, “Helping Vets Find Answers,” outline how the structure of lesson components align with lesson goals and the TEKS expectations. “Knowledge Check” question 6 addresses the TEKS 7C asking the question, “A small dog needs thoracic radiographs. The goal is to reduce risk and improve image quality while working under exposure and time constraints. Which approach best supports safe, high-quality imaging?”

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 provide clear organizational support to help educators prepare for and efficiently deliver lessons by identifying the required instructional resources, student participation materials, and recommended pacing for activities. For example, the educator overview explicitly lists all necessary materials alongside suggested timing for each lesson component. Additionally, in the unit 5 lesson plan, the “Materials and Resources” and “Instructional Activities” sections outline the specific resources and timing needed to implement instruction effectively. Furthermore, activity 1 states, “Have students add a short ‘future focus’ section explaining how understanding body systems and homeostasis could help them in a specific veterinary career path they’re interested in, then share with a partner.” These components demonstrate that the materials provide a clear overview of the lesson that supports efficient, well-prepared instructional delivery.

Lesson plans include lesson objectives; the TEKS correlations; and tasks, questions, and instructional assignments aligned with the lesson objectives. Additionally, in the “Instructional Activities” section, the “Materials and Resources” list outlines the materials needed for instruction and support the organization of lesson components. Furthermore, in the unit 3 lesson plan, an objective states, “Identify common types of lab diagnostics and their purposes,” aligning with the TEKS 12A which requires that students “explain the procedures used in collecting, handling, and preparing fecal, blood, and urine specimens for large and small animal species.”

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

The materials provide structured support that helps educators and students extend learning through the additional practice, enrichment, and application of course concepts in meaningful contexts. This guidance ensures that instructional materials support ongoing skill reinforcement and deeper engagement with content for use beyond class. For example, the materials include guidance on the effective use of lesson materials for extended practice, as well as supporting activities such as reinforcement, enrichment, and the application of learned skills. The lesson plans and student-facing components outline how instructional resources can be used to extend learning beyond the core lesson. The unit 1 lesson plan prompts the educator to instruct students to submit the activity 3 homework, which asks them to review Betsy’s charts and graphs and write one interpretation paragraph focusing on the trends and stress patterns.

Additionally, the materials include guidance on the effective use of lesson materials for extended practice in the unit 6 lesson plan, for lesson 3, “Vet Clinic Basics: Responsibilities, Expectations, and Training.” The class 3, lesson 2, “The Surgical Environment and Equipment,” instructional outline supports continued learning and the application of course skills. Additionally, the “Enrichment and Extension” section outlines instructional components to reinforce and extend student learning beyond the core lesson directing educators to “have students evaluate a simulated surgical instrument workflow from post-procedure cleaning to pack opening” following direct instruction.

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 a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments that vary in task type and instructional purpose. Each lesson plan is divided into multiple classes identified by bolded headings. For example, in the unit 1 lesson plan for class 1, lesson 1, the part 1 “Assessment” section outlines diagnostic, formative, and summative assessments. These assessments provide educators with multiple opportunities to evaluate student understanding, monitor progress, and assess mastery of academic concepts and technical skills throughout instruction. In addition, the materials include all associated activity content and instructional resources aligned to the assessments, ensuring that evaluation tasks directly connect to lesson objectives and instructional activities. The integration of activity content and instructional resources within the assessment structure supports the meaningful application of knowledge and skills during instruction. For example, in the unit 1 lesson plan, activity 1 provides a summative assessment where students establish or verify a record-keeping system to document their Supervised Agricultural Experience (SAE), including leadership, classroom, professional, and community service activities.

Additionally, the materials include a “Critical Thinking” questions section at the end of each chapter which can be used flexibly for diagnostic, formative, or summative assessment purposes depending on instructional needs. These questions prompt students to apply lesson concepts, demonstrate their understanding, and engage in higher-level thinking about course content and technical skills. For example, in the unit 2 lesson plan, “Critical Thinking” question 1 asks students to explain “how breed traits (origin, use, body type) support an animal’s role using a simple T-chart.” Additionally, in the unit 5 materials, the “Knowledge Check” section at the end of the lesson provides students with opportunities to review and demonstrate mastery of key concepts taught during instruction. “Knowledge Check” question 5 models a think-aloud for interpreting post-surgery vital-sign changes, prompting educators to “highlight the clues that require escalation, and then give students a similar scenario to answer with a one-sentence justification of the best nursing action.” This aligns directly with the lesson objective to “recognize the warning signs of common large and small animal emergencies,” reinforcing understanding of both academic and technical content.

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

The materials include definitions and intended purposes for the instructional assessments used throughout the course. The “Teacher Resources” dashboard includes an Implementation and Quality Guide with materials on instructional assessments. The materials provide relevant evaluative guidance explaining how instructional assessments support student learning, monitor progress, and evaluate mastery of academic concepts and technical skills. These multiple assessments have instructions for the educator including knowledge checks, critical-thinking and discussion questions, reflection activities, unit quizzes, and exams. For each assessment, the materials describe what the assessment entails, why it is used, and how it supports student learning or measures mastery of course content.

The materials included under the heading “Definition, Purpose, and Administration of Instructional Assessments” explain the purpose of instructional assessments, the intended use of assessment types, and guidance for administering assessments effectively during instruction. The materials describe how educators use assessments to monitor student understanding, evaluate mastery of lesson objectives, and support the development of academic concepts and technical skills. Additionally, the unit 1 lesson plan provides assessment guidance to help educators select and implement appropriate assessment practices that align with instructional goals and student learning outcomes. For example, “Critical Thinking” question 5 asks students, “A cat’s blood test shows high white blood cells, her urinalysis shows bacteria, and a table of recorded temperatures shows a steady increase over several days. How do these combined data points help the veterinarian decide what to do next?”

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

The materials include educator guidance to ensure consistent and accurate administration of instructional assessments, including structured instructional support to ensure that assessments are implemented consistently and aligned with instructional expectations across lessons. For example, in the Implementation and Quality Guide, the “Instructional Activities” section provides an organized set of instructional components that guide the implementation of assessment-related tasks within each lesson. The digital platform administers quizzes and exams, standardizes scoring procedures, and automatically records results. These components demonstrate how the structure of instructional activities consistently support the administration of assessments across instructional settings.

The materials include educator guidance to ensure consistent and accurate administration of instructional assessments. The materials provide structured instructional support within the lesson design to help ensure consistent implementation of assessments that align with instructional expectations. This guidance supports educators in delivering assessments consistently so that they can accurately measure student learning across instructional settings. For example, the unit 1 lesson plan 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. Educators facilitate discussion questions in various configurations (whole-group, small-group, or partner settings), and students complete summative unit tasks individually or in small groups using educator-provided rubrics. Additionally, the materials identify all necessary assessment resources and emphasize full student participation.

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 with the TEKS and objectives of the course, unit, and lesson. The scope and sequence and the “Instructional Approach and Assessment Overview” resources provide detailed information demonstrating how assessments intentionally connect to instructional objectives and the TEKS-based expectations throughout the course. These resources outline how educators integrate diagnostic, formative, and summative assessments into instruction to monitor progress, guide instructional decisions, and evaluate student mastery of content and skills. For example, the scope and sequence explains how assessments align with specific instructional goals, the TEKS, and learning activities across units and lessons.

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 supports educators in selecting and administering diagnostic, formative, and summative assessments that accurately reflect student mastery of course content. For example, the unit 1 lesson plan shows how the materials, including the “Assessment” and “Instructional Activities” sections, intentionally integrate the TEKS and ELPS standards, language supports, lesson activities, and assessments within each lesson. Activity 2 provides a diagnostic assessment requiring students to find “different examples of historical developments to research to help them begin their investigations.” This aligns with the TEKS 4A, which requires students to “research and discuss historical events, trends, and issues that have impacted veterinary medicine.”

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

The materials intentionally structure assessment tasks to reflect increasing rigor while maintaining alignment with the TEKS across instructional units. This allows students to engage with content at appropriate levels of complexity as they progress through the course. For example, the unit 1 lesson plan in the “Instructional Activities” resource outlines the TEKS-aligned learning tasks and assessment opportunities that vary in difficulty and cognitive demand. “Critical Thinking” question 1 aligns with the TEKS 5B, requiring students to use slides 19–21 to co-create a T-chart outlining each vet team member’s role with “main duties” and “works with” columns. Next, students “highlight one role they missed in their response and revise their journal using the chart for sentence starters.”

The materials include instructional assessments that include the TEKS-aligned items at varying levels of complexity to support student learning and mastery of course standards. The assessments are designed to 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 retaining alignment with the TEKS. For example, unit 7, class 3 includes instructional assessments that vary in item type and complexity level. Aligned with the TEKS 13C, these assessments range from explaining bath procedures to detailing the expression of anal glands.

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

The materials include instructional assessments and scoring information to guide the interpretation of student performance. They additionally 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. For example, the unit 1 “Suggested Answer” boxes and the grading rubrics for critical thinking questions, discussion questions, and activities provide explicit scoring guidance and models for expected responses. Question 1 requires students to think about a future career then prompts them to consider education, training, certification, internships, and entrepreneurial opportunities.

This structured approach ensures a uniform interpretation of student capabilities across diverse diagnostic formats, directly enhancing data-driven instructional decisions. For example, the unit 2 “Suggested Answer” modules provide example responses such as “converting pounds to kilograms for medication dosing.” These dedicated evaluation tools establish concrete benchmarks for assessing student work and tracking mastery milestones across various assessment categories.

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 provide guidance on using the included tasks and activities to respond to students’ performance trends on assessments. The materials include structured supports that help educators interpret assessment results and use instructional activities to address student learning needs. This guidance supports educators in making instructional adjustments based on student performance data and in selecting appropriate activities for intervention, reinforcement, or extension. For example, in the unit 2 lesson plan, the “Instructional Response to Assessment Performance” section outlines the assessment types and their intended purposes, providing guidance for how to use included tasks and activities to respond to trends in student performance on assessments. For example, when students struggle with “Critical Thinking” question 1, the lesson plan prompts the educator to “revisit slides 9–13 and re-model how breed traits (origin, use, body type) support an animal’s role using a simple T‑chart. Have students complete one guided example before revising their written response.”

The materials include structured supports that help educators analyze assessment results and make instructional adjustments 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, in the Implementation and Quality Guide, the “Instructional Response to Assessment Performance” section provides guidance on using the included tasks and activities to address trends in student performance.This section outlines instructional strategies and supports that educators can use to address areas where students are struggling and to extend learning for students who demonstrate mastery through activities and questions.

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 include tools for educators to track student progress and growth, as well as tools for students to track their own progress and growth. The materials provide structured supports that enable both educators and students to monitor learning over time through performance data, grades, and assessment information. This supports ongoing reflection, progress monitoring, and instructional decision-making based on student achievement. 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 let students monitor their progress, growth, and assignment details. Additionally, the “Instructional Assessments” section supports educators by outlining assessment types and the purposes of student activities, which helps educators evaluate and monitor overall student development.

The materials provide structured supports that allow both educators and students to monitor learning outcomes using assessment data and performance indicators. This supports ongoing progress monitoring, reflection, and instructional decision-making based on student achievement over time. 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 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 guidance is designed to support educators in addressing diverse learning needs through targeted instructional strategies, scaffolded activities, and structured lesson supports. For example, the Implementation and Learning Quality Guide explains that lesson plans include differentiation strategies, extended practice opportunities, scaffolds, and multiple instructional structures intended to support students who require additional assistance in mastering course content and technical competencies. Additionally, the guide explicitly states that lesson plans provide “differentiated instruction, activities, paired (scaffolded) lessons, and specially designed instruction (SDI)” to ensure students receive appropriate levels of support based on their individual learning needs. Furthermore, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section within class 2, lesson 2, “Vet Clinic Basics: Jobs and Responsibilities,” provides educators with scaffolded instructional approaches and intervention strategies that can be implemented throughout the lesson. Strategies include sentence stems, guided organizers, chunked instruction, and strategic grouping practices that help students engage with content and develop technical skills. In activity 2, the materials provide students with examples of historical developments to research so they can analyze the causes and effects of each event.

Furthermore, the materials provide educators with specific guidance on adapting instruction, implementing scaffolded activities, and using paired lessons to support students who have not yet demonstrated proficiency in content knowledge and technical skills aligned with the course TEKS. For example, the unit 1 lesson plan includes a dedicated section titled “Supports for All Learners: Differentiation & Scaffolding Instruction,” which provides educators with specific strategies for adapting instruction and supporting students who require additional assistance. The materials additionally support all learners with the unit vocabulary in context, prompting students to create a dual-language word wall by adding key vocabulary in both English and their primary language to support writing and discussion of unit concepts.


Furthermore, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section within class 2, lesson 2, “Vet Clinic Basics: Jobs and Responsibilities,” provides educators with scaffolded instructional approaches and intervention strategies that they can implement throughout the lesson. The materials also include scaffolded language supports for emergent bilingual (EB) students and structured activities that help learners access and demonstrate understanding of key concepts and skills.

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 both pre-teaching and embedded vocabulary supports that help students develop proficiency with figurative language, idioms, academic language, professional terminology, and technical vocabulary essential to mastering course content. These resources are strategically integrated into instruction to support comprehension and improve students’ engagement with complex texts and learning tasks. For example, the Implementation and Quality Guide explains that the curriculum includes course vocabulary reviews, key vocabulary slides, flashcards, literacy support tools, and lesson introductions designed to support vocabulary acquisition and language development. Furthermore, the section labeled “Teacher Facing Components” under the “Instructional Activities” section explains that “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.” These resources provide educators with structured opportunities to introduce and reinforce important terms before students encounter them in instructional materials and learning activities. The guide also emphasizes the use of embedded language supports that help students access unfamiliar vocabulary and references within the instructional context.


The materials embed vocabulary instruction within lessons and provide structured opportunities for students to engage with academic, professional, technical, and figurative language in meaningful contexts. These supports help students build the language knowledge needed to access complex content and engage successfully with course-specific concepts and skills. For example, the unit 2 lesson plan includes a dedicated “Vocabulary and Language Supports” section that guides the introduction and reinforcement of academic, professional, and technical terminology. This section includes instruction and support for specialized vocabulary such as Bos indicus, herd, and prefix, while also addressing figurative language and references through statements such as “This may sound like gibberish . . .” and “A horse is a horse, of course. But is it?” These instructional supports help students connect new vocabulary to lesson content and develop a deeper understanding of the language used throughout the course. Furthermore, the materials incorporate key vocabulary slides, vocabulary warm-ups, Greek and Latin root analysis activities, student-created vocabulary lists. A Literacy Support Toolbar includes read-aloud, translation, and visual dictionary tools to reinforce comprehension and language acquisition.


Furthermore, the “Introductory Elements” and “Introduction” subheadings provide educators with specific guidance for implementing pre-teaching and embedded vocabulary supports throughout the lesson. These sections introduce key terms and concepts before instruction and provide ongoing opportunities for students to engage with academic, professional, and technical language as they progress through the course. Within class 1, lesson 1, “Getting to Know the Patients: Livestock,” the subheadings “Instructional Time: Vocab Warm-Up” and “Instructional Time: Unit Vocabulary In Context” provide opportunities for students to preview, practice, and apply unfamiliar vocabulary within authentic learning experiences. Additionally, in class 5, lesson 5, “Math in the Vet Hospital,” the “Instructional Time: Group Unit Vocabulary Review Activity” section reinforces key terms through collaborative review and application.

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 extend learning beyond core lesson objectives through advanced application activities, cross-curricular connections, and opportunities for deeper exploration of course content. These resources help ensure that proficient students remain engaged as they continue to develop higher-level content knowledge and technical competencies. For example, the Implementation and Quality Guide provides educator guidance for students who have demonstrated proficiency in content and technical skills in the course TEKS in the section titled “Differentiated Instruction” under the paragraph titled “Enrichment and Extension.” This section provides educators with additional activities that “provide information regarding relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies and science.” This guidance constitutes extended practice opportunities, enrichment activities, and instructional supports that allow educators to provide appropriate levels of challenge based on student performance and demonstrated mastery. These resources encourage students to apply their knowledge in new contexts while strengthening their understanding of course concepts and technical skills.



The materials include advanced application activities that encourage students to deepen their understanding of course concepts, engage in higher-order thinking, and apply technical knowledge in authentic, complex scenarios. These opportunities allow educators to challenge proficient learners while promoting deeper exploration of industry-relevant content and practices. Furthermore, the “Differentiation and Scaffolding Instruction” subsection provides educators with specific guidance on implementing enrichment and extension activities for students who have demonstrated proficiency in content and technical skills. The section includes cross-curricular extension opportunities and advanced application-based tasks that promote deeper learning and continued skill development. These resources support educators in expanding learning experiences beyond foundational expectations while maintaining alignment with course objectives and the TEKS requirements. For example, the unit 6 lesson plan includes enrichment and extension activities that require students to apply their learning to realistic veterinary surgical contexts. The materials provide students with opportunities to create surgical scenarios that incorporate procedural decisions, species-specific considerations, and potential complications. Students also engage in activities that analyze contamination and sterilization workflows, complete presurgical and anesthesia simulation cases, and defend patient-safety decisions through evidence-based reasoning and professional communication. These tasks extend learning beyond foundational content and require students to synthesize knowledge, evaluate outcomes, and justify decisions in accordance with technical and professional standards.


Furthermore, the “Enrichment and Extension” subsection of class 1, lesson 1, “Foundations of Surgery,” provides educators with specific guidance on implementing advanced learning opportunities. For instance, students work in small surgical teams to develop a brief surgical scenario that identifies the procedure type, the animal species, and a potential complication. The activity includes educator guidance outlining expected student outcomes and provides a structured framework for applying content knowledge in a collaborative and problem-solving environment.

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

The materials include targeted intervention strategies, scaffolding supports, and instructional accommodations that assist educators in addressing individual learning needs while maintaining access to grade-level content and technical skill development. These resources are embedded in lesson planning materials to ensure that students receiving supports and services have meaningful opportunities to engage with and master course objectives. For example, the Implementation and Quality Guide explains that lesson plan units include guidance for differentiated instruction and specialized supports for students who require additional instructional assistance. The “Differentiation & Scaffolding Instruction” section provides educators with resources and recommendations for implementing specially designed instruction (SDI) that aligns with individual student needs and supports access to the course TEKS. Furthermore, the unit 1 lesson plan includes explicit guidance for providing specially designed instruction within the “Differentiation & Scaffolding Instruction” section. In activity 2, the educators “provide students with different examples of historical developments to research to help them begin their investigations. Students should be able to analyze the cause and effect of each historical event they research.” Specifically, the subsection titled “Intervention (SDI Methods)” provides educators with targeted strategies and instructional supports for students receiving special education services. These resources assist educators in delivering individualized interventions, appropriately scaffolding content, and supporting student success within the general instructional setting.

The materials include educator guidance for providing specially designed instruction (SDI) to support students receiving special education services within the core instructional program. Embedded throughout the lesson plans, the materials provide targeted intervention strategies and accommodations that enable educators to address individual learning needs while maintaining alignment with lesson objectives and course expectations. For example, the unit 1 lesson plan materials include dedicated SDI guidance designed to support student access to content and successful participation in lesson activities. Specifically, within class 2, lesson 2, “Disease Transmission and Immunity,” under the subheading “Intervention (SDI Methods),” the materials provide educators with actionable support strategies for students requiring specialized instruction. The guidance recommends allowing students to reference a mini word bank of key terms when responding to “Critical Thinking” question 1, thereby supporting vocabulary development, comprehension, and academic language acquisition. By embedding these intervention strategies directly within the lesson plans, the materials equip educators with practical methods for differentiating instruction and ensuring that students receiving special education services can meaningfully engage with grade-level content. These components demonstrate that the materials provide educator guidance for implementing specially designed instruction that supports the diverse learning needs of students receiving special education services.

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 include explicit educator prompts and direct instructional guidance to support educators in modeling and explaining key concepts. Additionally, the materials provide structured supports within lesson plans that guide educator talk, questioning strategies, and concept explanations, ensuring consistent instructional delivery. For example, the unit 3 lesson plan materials include explicit modeling guidance through structured slide instructions, explanations of concepts, and guided questioning embedded throughout instruction. Furthermore, within class 2, lesson 2, “Restraining Small Animal Patients,” the materials include explicit educator prompts and modeling guidance designed to support instruction. Specifically, during the instructional time block, the educator prompts students with questions such as “How could skipping gloves or closed-toed shoes create extra risk in a routine exam?” Additionally, the materials guide educators in modeling and explaining how restraint decisions balance animal welfare with staff safety.


The materials provide structured instructional support to help educators effectively model and explain key concepts to students. In addition, the resource structure helps educators locate explicit prompts and instructional guidance within lesson plan components, ensuring clarity and consistency in instructional delivery. For example, within the Implementation and Quality Guide, the “Instructional Activities Sections” subheading identifies where educators can access specific guidance to support instruction. The guide clearly directs educators to the sections of the lesson plan that include modeling support and explanation strategies, ensuring educators can efficiently locate instructional guidance aligned with lesson objectives. Furthermore, the educator implementation guidance specifies that the “Instructional Time Blocks” section of the lesson plan includes explicit prompts and modeling support. This structure provides educators with a clear reference point for finding scripted questions, explanations, and modeling cues to support students’ understanding of new concepts.

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

The materials provide structured guidance to support educators in delivering and facilitating lessons effectively using a variety of instructional approaches. Additionally, the resources include recommendations to help educators implement instruction that promotes engagement, flexibility, and alignment with lesson objectives. For example, in the Implementation and Quality Guide, under the subheading “Lesson Plans,” the materials include guidance and recommendations for effective lesson delivery and facilitation. This section supports educators in selecting and applying instructional strategies that meet the needs of diverse learners while remaining consistent with curriculum expectations. Furthermore, within the “Instructional Time Blocks” section, the materials recommend multiple instructional structures, including whole-group and small-group instruction, to support varied delivery approaches. In addition, the “Slide Decks” section explains how the instructional materials support teaching through a range of modalities, including graphics, charts, vocabulary flashcards, classroom discussion, and reflective questioning.

The materials feature structured instructional frameworks designed to equip educators with the protocols needed to execute and facilitate lessons across diverse pedagogical modalities. Additionally, the resources include embedded recommendations that help educators implement consistent, engaging, and student-centered instructional strategies across lesson activities. For example, in the unit 7 lesson plan, all class lesson plans include educator guidance and recommendations for effective lesson delivery and facilitation using multiple instructional approaches. This includes consistently integrating strategies such as partner discussions, journaling responses to critical thinking questions, and creating visual vocabulary dictionaries to support students’ understanding. Furthermore, the educator-facing lesson plans provide explicit guidance for facilitation through scripted instructional delivery, educator prompts, scaffolding, and differentiation strategies designed to address varied learner needs. In addition, the materials include structured “Knowledge Check” questions with clearly identified correct answers to support instructional monitoring and student understanding.

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

The instructional materials provide educators with resources and implementation guidance to support multiple types of student practice and promote effective instructional delivery. The Implementation and Quality Guide provides educators with recommendations for incorporating guided, independent, and collaborative learning opportunities into instruction. The materials also include guidance on how to use these varied practice structures to reinforce learning objectives and support student engagement throughout the instructional process. Furthermore, the materials provide recommendations for organizing instruction using a variety of instructional groupings to facilitate effective implementation. For example, the guidance includes suggested structures such as whole-group, small-group, and individual learning experiences, allowing educators to select and apply the most appropriate format for specific instructional goals and student needs. By supporting multiple practice types alongside recommended instructional structures, the materials help educators deliver instruction flexibly and purposefully.

The instructional materials incorporate multiple types of student practice and provide educators with guidance for implementing a variety of instructional structures throughout lessons. Within unit 7, lesson activities engage students through guided, collaborative, and independent learning experiences that support mastery of lesson objectives. In particular, the content for class 3, lesson 2, “Pain and Wound Management,” includes opportunities for students to participate in group work by reading lesson 2 aloud together, fostering collaboration and shared understanding of key concepts. Additionally, the lesson plan includes educator-directed instructional activities and independent practice opportunities that support effective implementation. For example, educators provide guided instruction by prompting students to match wound scenarios with the appropriate bandage structures, while students also engage in individual learning by journaling their preliminary responses to “Critical Thinking” question 2. These varied instructional experiences demonstrate the intentional use of collaborative, guided, and independent practice within the lesson. Collectively, these components demonstrate that the materials support multiple types of practice and include educator guidance and recommended instructional structures to facilitate 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 provide dedicated support for educators working with EB students by offering guidance on linguistic accommodations aligned with varying levels of language proficiency. Within the Implementation and Quality Guide, the “Emergent Bilingual Students” subsection focuses on helping educators address students’ language development needs at different stages of English acquisition. The guidance is designed to assist educators in selecting and implementing appropriate instructional supports that enable students to access content while continuing to develop their language skills. Furthermore, the materials emphasize the use of accommodations aligned to the ELPS to promote increasingly sophisticated language use. The guidance supports educators in engaging students with academic, professional, and technical language that becomes progressively more complex as language proficiency develops. By providing recommendations tailored to varying proficiency levels, the materials help educators scaffold instruction and create meaningful opportunities for language growth within content-area learning.

The instructional materials provide educators with targeted supports to address the language development needs of EB students at varying levels of English proficiency. Throughout the lesson plan for unit 1 and particularly within the subsection titled “Emergent Bilingual Students,” the materials provide educators with recommendations for monitoring student comprehension and ensuring accurate responses to oral instructions. The guidance differentiates expectations for students at Beginning, Intermediate, and High-Intermediate/Advanced proficiency levels, enabling educators to provide accommodations that align with students’ language development needs. For example, the guidance encourages educators to allow beginning-level students to demonstrate understanding through gestures or single-word responses, providing an accessible entry point for participation and communication.

Additionally, the materials include resources designed to support students in developing increasingly academic, professional, and technical language. The guidance recommends using a Literacy Support Toolbar and a dual-language word wall to help students derive meaning from auditory and multimedia content while strengthening vocabulary development and concept acquisition. These supports provide opportunities for students to engage with language in multiple formats and progressively build their ability to communicate using content-specific terminology. Collectively, these components demonstrate that the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency and support students in developing increasingly sophisticated language skills aligned to the ELPS.

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

The instructional materials provide dedicated support to help educators effectively implement the curriculum within state-approved bilingual and ESL program settings. Within the Implementation and Quality Guide, the “Emergent Bilingual Students” section provides guidance specifically designed to help educators meet the instructional and language development needs of EB learners. These resources help educators understand how to integrate language supports into content instruction while maintaining alignment with program requirements and instructional goals. Additionally, the materials include implementation recommendations that promote effective instructional practices for EB students. The guidance provided in the “Emergent Bilingual Students” section supports educators in adapting instruction, applying appropriate language accommodations, and creating learning environments that foster both content mastery and language development. By offering targeted implementation support for bilingual and ESL settings, the materials help ensure that educators can use the curriculum effectively with diverse student populations.


The instructional materials provide educators with targeted implementation supports intended to facilitate effective use of the curriculum in bilingual and ESL instructional settings. Throughout the lesson plan for unit 1 and particularly within the subsection titled “Emergent Bilingual Students,” educators receive guidance for supporting students at varying levels of English language proficiency. The materials include recommendations for monitoring students’ understanding and ensuring accurate responses to oral instructions among Beginning, Intermediate, and High-Intermediate/Advanced learners. For example, the guidance advises educators to allow beginning-level students to demonstrate comprehension through gestures or single-word responses, providing an appropriate scaffold for participation while language skills develop. Furthermore, the materials include instructional tools and accommodations that help educators implement effective language-support strategies within EB and ESL programs. Guidance suggests using a Literacy Support Toolbar and a dual-language word wall to help students derive meaning from auditory and multimedia resources, build vocabulary, and reinforce conceptual understanding. These supports enable educators to address both language acquisition and content learning in an integrated manner.

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 provide embedded instructional guidance intended to support educators in fostering EB students’ development of academic, professional, and technical vocabulary through varied instructional formats. Additionally, they emphasize strategies that strengthen comprehension, build background knowledge, and promote cross-linguistic connections through both oral and written discourse. For example, in the unit 3 slide deck, all slides include embedded educator supports aligned to these goals, with specific guidance designed to help students engage with disciplinary language while making meaningful connections across languages and content areas.

Furthermore, the slide deck incorporates structured prompts and visual supports to deepen student understanding and encourage active language use. For instance, slide 8 includes the question “When you think about animal welfare, what do you think of?” which prompts students to activate prior knowledge by writing about their existing understanding of the topic. In addition, the presentation integrates images throughout the slides to provide visual reinforcement of key concepts, thereby supporting listening comprehension and conceptual clarity. Collectively, these components demonstrate that the materials offer consistent and embedded guidance for educators to support EB students in developing language proficiency and content understanding through multiple modes of engagement.

The materials provide embedded instructional guidance designed to support educators in facilitating EB students’ acquisition of academic, professional, and technical vocabulary while strengthening comprehension and cross-linguistic connections. In addition, they emphasize structured approaches that foster background knowledge and support oral and written discourse through intentional instructional scaffolding. For example, in the lesson plan for unit 1, under the “Emergent Bilingual Students” section, the materials guide educators to implement a dual-language word wall during vocabulary instruction, allowing students to contribute terms in both English and their native language to support vocabulary development and retention.

Furthermore, the materials include additional scaffolds that promote deeper engagement with academic language through structured student tools and guided instructional routines. Specifically, the guidance directs students to create a four-column graphic organizer that includes “Term,” “Definition in English,” “Explanation in Primary Language,” and “Example Sentence” headers to support cross-linguistic understanding and reinforce concepts. In class 1, lesson 1, “Where It All Began,” during the vocabulary warm-up, educators read vocabulary words aloud while students listen and repeat them to support pronunciation and oral language development before discussing their meanings. Additionally, in class 5, lesson 5, “Citizenship in the Workplace,” educator prompts provide sentence stems to help students use academic vocabulary in analytical writing tasks. Collectively, these components provide consistent and embedded guidance for educators to support EB 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.

The instructional materials equip educators with structured resources and implementation guidance that support the delivery of explicit instruction in industry-specific knowledge and skills aligned to the course TEKS. Throughout the Implementation and Quality Guide, particularly in the “Lesson Plans” section and thereafter, the materials provide educators with a clear instructional framework for introducing technical content, modeling professional practices, and facilitating student learning experiences related to the veterinary science industry. This guidance ensures that educators have a consistent approach for delivering direct instruction while helping students build the foundational knowledge and skills required by the course standards. For example, the “Lesson Plans” section explains how educators introduce core animal science concepts through clearly sequenced instructional activities and provide direct explanations that establish essential industry knowledge before students engage in application tasks. Furthermore, the Implementation and Quality Guide outlines a progression of instruction that incorporates veterinary careers, professional responsibilities, and technical skills reflective of workplace expectations, enabling educators to explicitly connect classroom learning to real-world industry practices. These resources support effective implementation by providing educators with organized instructional sequences that align content delivery to the TEKS. For example, the guide directs educators to model professional practices and lead students through content and activities that mirror authentic veterinary science experiences, ensuring that students receive explicit instruction in both technical knowledge and career-related expectations. These components provide educators with guidance on delivering direct instruction in industry-specific knowledge and skills aligned with the course TEKS.

The materials provide educators with detailed lesson guidance to support the delivery of explicit instruction in industry-specific knowledge and skills aligned with the course TEKS. Throughout unit 7, structured instructional sequences introduce educators to technical concepts, reinforce foundational knowledge, and connect learning to authentic veterinary science practices. The lesson plans include educator-directed explanations, targeted questioning, and guided discussions that help students develop an understanding of essential industry content before they engage in more complex applications. For example, during class 1, the materials direct educators to explicitly introduce therapeutic care procedures for large and small animals, including patient observation, fluid administration, bandage application and removal, suture removal, wound care, and hydrotherapy. The lesson also incorporates focused questions and explanations to help students build a strong understanding of these veterinary science concepts before they participate in application-based learning experiences.

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

The instructional materials provide students with ongoing opportunities to acquire, practice, and apply industry-specific academic, professional, and technical vocabulary throughout the instructional process. The lesson plan for unit 1 intentionally embeds vocabulary development within lesson activities, discussions, and learning tasks to support both content understanding and effective communication. The materials introduce key terminology, provide structured practice opportunities, and encourage students to use technical language in meaningful contexts related to the agricultural industry. For example, the “Vocabulary and Language Supports” section introduces terms such as veterinary public health, Supervised Agriculture Experience (SAE), and work ethic, helping students develop familiarity with essential industry-specific vocabulary. Additionally, during the “Unit Vocabulary in Context” activity, students create their own vocabulary lists as they encounter key terms, figurative language, and unfamiliar words, reinforcing vocabulary development throughout the unit. Furthermore, the “Unit Vocabulary Review Activity” expects students to “speak using content-area vocabulary during formal and informal classroom interactions” and to “use academic, professional, and technical vocabulary” when communicating their understanding. As the unit progresses, students continue to practice key terms through discussions, collaborative review activities, and presentations, providing multiple opportunities to strengthen vocabulary use and comprehension. By embedding vocabulary instruction and application throughout the unit, the materials demonstrate consistent support for students in developing, using, and applying industry-specific academic, professional, and technical vocabulary.

The instructional materials integrate industry-specific academic, professional, and technical vocabulary throughout instruction, providing students with ongoing opportunities to develop and apply discipline-related language. Within the unit 7, class 1 lesson plan, students encounter veterinary science terminology as part of reading assignments, classroom discussions, and lesson activities that require them to engage with content-specific concepts. Rather than limiting vocabulary instruction to isolated definitions, the materials encourage students to use technical language to communicate understanding and demonstrate knowledge of industry practices. For example, the curriculum expects students to discuss and respond to lesson content using veterinary science terminology encountered in instructional readings and classroom activities, helping them build familiarity with the language commonly used in the field. By embedding vocabulary across multiple aspects of instruction, the materials support students’ ability to use industry-specific language in meaningful, authentic contexts.

Additionally, the materials provide structured vocabulary support that reinforces the acquisition and application of technical terminology throughout the instructional sequence. The lesson plan for unit 5 includes dedicated vocabulary-development activities that introduce key terms, provide opportunities for practice, and encourage students to apply academic and technical language in a variety of settings. For example, the “Vocabulary and Language Supports” section introduces terms such as homeostasis, ruminant, and endocrine system and provides explanations that help students understand their meanings in the context of animal science. The lesson further supports vocabulary development through the “Unit Vocabulary in Context” activity in which students create personalized vocabulary lists as they encounter unfamiliar or important terms while reading. Students then revisit and apply these terms through discussions, written responses, presentations, and “Unit Vocabulary Review” activities. These components consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary throughout instruction.

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 coherent progression of learning experiences that allow students to build and strengthen industry-specific knowledge and skills over time. Throughout the course, the materials intentionally sequence content to guide students from a foundational understanding to more advanced applications, ensuring that new learning connects to previously learned concepts and skills. The scope and sequence explains that “the units build on one another gradually, helping students establish a strong foundation before applying their learning to more advanced, hands-on experiences.” This progression supports sustained skill development by organizing units 1–3 as foundational learning experiences before transitioning students into increasingly complex application and synthesis activities. For example, the scope and sequence identifies units 1–3 as “early foundational units” and then advances to application-focused learning in units 4–6 and synthesis-oriented experiences in units 7–8, providing a clear pathway for developing industry-specific competencies. Unit 1 and unit 2 focus on introductory veterinary science topics such as career exploration, technical terminology, and animal identification. Building on this foundation, later units require students to apply their learning through more advanced activities involving animal handling and safety procedures, nutrition recommendations, and medical record documentation. Furthermore, the learning tasks increase in rigor and complexity across units, allowing students to refine their technical knowledge through progressively more sophisticated applications. As students advance through the course, they draw upon prior knowledge and engage in tasks that require deeper analysis, decision-making, and technical proficiency.

The instructional materials sequence learning experiences to allow students to progressively build and refine industry-specific knowledge and skills throughout the course. Within unit 7, the materials organize lessons to move students from a foundational understanding to increasingly complex applications of veterinary science practices. Each class builds on previously introduced concepts, requiring students to apply new knowledge and demonstrate greater technical proficiency as the unit progresses. For example, in class 1, students develop foundational knowledge by learning how to maintain the skin and coat to support an animal’s overall health and by identifying safe grooming practices. In class 2, students advance to analyzing different coat types and selecting appropriate grooming tools, while class 3 requires students to demonstrate correct bathing and dipping procedures for large and small animals. In classes 4 and 5, students apply and evaluate more advanced veterinary care skills, including nail trimming, ear cleaning, dental care, and recognizing signs of animal abuse or neglect. This progression illustrates how the materials increase in rigor and complexity while supporting the development of industry-relevant competencies. Additionally, the course provides opportunities for students to extend their technical understanding through activities that require research, analysis, and application of industry-specific concepts. The materials provide learning tasks to deepen students’ knowledge by moving beyond basic identification of concepts to explaining functions, evaluating uses, and applying technical information in authentic contexts. For example, in unit 3, activity 2, students learn about the parts and functions of veterinary imaging equipment by researching tools such as an ultrasonograph, an endoscope, an electrocardiograph, and a radiograph. Students not only identify these technologies but also explain their functions and significance within veterinary practice.

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

The instructional materials include activities and tasks that require students to demonstrate understanding of industry-specific skills through authentic applications, performance-based activities, and deliverables aligned to course expectations. The Implementation and Quality Guide explains that lesson objectives, guiding questions, activities, materials, and assessments are intentionally designed to provide opportunities for students to apply academic and technical knowledge in meaningful contexts and demonstrate mastery of industry-related competencies. For example, under “Experiential Learning and Applied Problem Solving,” the materials prompt students to “apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.” Additionally, the guide states that “each unit includes several activities that allow students to demonstrate skills that culminate in some sort of deliverable,” requiring students to show their understanding through completed tasks, products, or assessments. These performance-based opportunities directly support the course TEKS by requiring students to demonstrate industry-specific knowledge and skills in authentic and measurable ways.

Students engage in performance-based activities that require them to apply technical concepts, demonstrate industry practices, and evaluate the effectiveness of industry procedures through authentic tasks and written analyses. For example, in Veterinary Science 1a, unit 3, “Animal Welfare, Behavior, and Handling,” activity 2, “How Can You Model Ear Notching and Branding?,” requires students to describe the ear-notching system by creating a poster and then to “demonstrate the ear notch system” by inserting individual slides into presentations of three separate ear-notch diagrams. After demonstrating the skill, students compare and evaluate identification systems in a written comparison, applying industry knowledge and analyzing the effectiveness of different methods of animal identification. These activities directly support the course TEKS by requiring students to demonstrate industry-specific skills and communicate their understanding through authentic veterinary science tasks and assessments.

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 providing activities that build upon foundational agricultural experiences and apply them within veterinary science contexts. Throughout the course, students revisit previously introduced concepts and extend their understanding through authentic applications that reinforce both technical knowledge and career readiness. For example, in unit 1, activity 4, “How Can I Lead an SAE That Serves the Community?,” directs student to “propose an SAE project that serves the community and helps reflect on good citizenship,” requiring them to draw upon their prior understanding of the SAE framework while designing a veterinary science project that addresses a real community need. By consistently incorporating opportunities to connect previously learned agricultural concepts with new veterinary science content, the materials support a coherent progression of knowledge and skills across lessons and units aligned to the course TEKS.

The instructional materials explicitly connect new knowledge and skills to prior learning across courses in the program of study by requiring students to build on previously acquired scientific concepts, mathematical skills, and animal-handling practices before applying them to more advanced veterinary procedures. Throughout unit 4, lessons intentionally activate prerequisite knowledge and progressively extend students’ understanding through increasingly complex clinical applications. For example, in the unit 4 lesson plan, students draw upon their prior knowledge of “safe animal handling and restraint techniques;” “foundational anatomy and physiology;” “normal versus abnormal vital signs and patient assessment findings;” and “metric conversions, percentages, ratios, and multi-step mathematical problem solving” before progressing to medication classifications, pharmacokinetics, dosage calculations, and appropriate routes of administration. Students then apply this integrated knowledge to safely administer medications while following legal, ethical, and industry safety requirements. This intentional progression demonstrates that the materials consistently connect prior learning from prerequisite coursework and earlier units to increasingly sophisticated veterinary science knowledge and skills aligned to the course TEKS.

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

The instructional materials align with and provide cross-curricular connections that strengthen transferable academic knowledge and skills by embedding literacy practices within authentic veterinary science learning experiences. The lesson plans integrate reading, writing, and communication skills into technical activities, enabling students to apply core academic competencies while engaging with industry-specific content. For example, in the Veterinary Science 1b lesson plan for unit 1, the “Cross-Curricular Connections” section prompts students to interpret procedural texts, use technical vocabulary associated with clinical examinations, document observations in note form, and summarize patient information for medical records. These activities require students to apply literacy skills in a veterinary science context, reinforcing effective written communication and technical documentation while supporting the transfer of core English language arts skills to industry-specific tasks aligned with the course TEKS.


Additionally, in the unit 4 lesson plan, the materials intentionally integrate concepts and skills from multiple core academic disciplines to strengthen students’ understanding of veterinary science while reinforcing transferable knowledge. Throughout the “Cross-Curricular Connections” section, students apply literacy, mathematics, social studies, and science within authentic industry contexts rather than as isolated academic exercises. For example, the materials require students to “read and interpret prescription labels and drug inserts,” “calculate dosages based on mg/kg body weight,” examine “federal and state regulations governing controlled substances” and the “role of the FDA and DEA in veterinary medicine,” and apply “principles of biology and chemistry to pharmacokinetics.” By consistently embedding these interdisciplinary connections into technical instruction, the materials help students transfer core academic skills to real-world veterinary practices while supporting mastery of the course TEKS.

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

The instructional materials integrate academic, technical, and employability knowledge and skills by embedding workplace-readiness expectations into standards-based animal science instruction. In the Implementation and Quality Guide, the “Lesson Plans” section shows how students engage in reading, writing, discussion, collaboration, and problem-solving while simultaneously developing technical content knowledge and professional behaviors expected in the animal science industry. For example, the guide explains that lessons intentionally combine animal science instruction with activities that reinforce workplace skills such as communication, collaboration, and responsibility, allowing students to apply academic reasoning alongside industry-specific practices. This integrated instructional framework prepares students to transfer technical expertise, academic proficiency, and employability skills to authentic workplace settings while supporting mastery of the course TEKS.

The instructional materials intentionally combine academic, technical, and employability knowledge and skills through authentic learning experiences that mirror expectations in the veterinary science industry. For example, in Veterinary Science 1b, the unit 1 instructional activities require students to use literacy skills to interpret information from medicine and feed labels, apply mathematics by “calculating averages and ranges for vital signs,” engage in “scientific observation and data collection,” and demonstrate an understanding of “workplace professionalism” while completing course tasks. By integrating these academic, technical, and employability skills within meaningful veterinary science activities, the materials provide coherent, industry-relevant learning experiences that prepare students to apply course knowledge effectively in workplace settings, in alignment 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 provide opportunities for students to investigate the Agriculture, Food, and Natural Resources career cluster and the Animal Science program of study through structured exploration of veterinary careers. In Veterinary Science 1a, unit 1, lesson 2, “Vet Clinic Basics: Jobs and Responsibilities,” guides students in examining the distinct roles of veterinary professionals by comparing the responsibilities, qualifications, and functions of veterinarians and veterinary technicians. In the “Instructional Time: Direct Instruction” section, students complete a Venn diagram that analyzes similarities and differences between the two occupations, enabling them to distinguish career pathways and understand the education, training, and responsibilities associated with each profession in the veterinary field.

The materials further reinforce career investigation through structured reflection and application activities that connect veterinary careers to workplace expectations and individual interests. In the Veterinary Science 1b, the unit 8 slide deck prompts students to respond to guided reflection questions such as “Think about your future working with animals. What type of veterinary job or work setting interests you most and why?” After examining information about veterinary career pathways, students identify one veterinary career that interests them, one skill needed across veterinary professions, and one veterinary setting where they might like to work.

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 provide opportunities for students to analyze labor market and workforce data to support data-driven career investigations. In Veterinary Science 1b, unit 8, lesson 1, each featured career includes employment, education, and workforce information that students use to evaluate career pathways. For example, the “Veterinary Assistant” profile provides salary and employment outlook data, noting an average annual salary of approximately $37,320 and a projected nine percent job growth from 2024–2034. Furthermore, the “Veterinarian” section highlights that there are only 31 accredited veterinary colleges in the United States and identifies a leading veterinary medicine program.

Similarly, the Veterinary Science 1b, unit 8 entrepreneurship lessons extend career investigation by requiring students to apply labor market information to authentic business-planning scenarios. In slides 31–45, students consider questions such as “What factors do you think someone should consider when choosing a location to open a veterinary clinic?” and develop a staffing plan that includes positions such as a practice manager, veterinarian, veterinary technician, client service staff, and additional support personnel. These activities require students to consider workforce needs and local economic factors such as wages, cost of living, and staffing demands when making business and career decisions.

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 planning tasks. In unit 8, class 1, students examine entrepreneurial opportunities in veterinary science. In the “Individual Work” section, they begin developing a business plan aligned with their interests and apply career concepts to a personalized pathway. In the “Enrichment and Extension” section, students further build on this work by creating a brief career profile that outlines job duties, required education, skills, and work environment.

The materials further support the development of individual career goals through structured reflection and comparative analysis of veterinary career pathways. In Veterinary Science 1b, unit 8, “Critical Thinking” question 1 asks students to compare at least two veterinary career paths and explain how education requirements, certifications, and work environments influence job responsibilities and long-term career growth. This task guides students in evaluating career options and considering how different pathways align with their own interests and future goals.

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

The materials provide explicit guidance for educators to deliver direct instruction on professional standards and employability skills relevant to the Agriculture, Food, and Natural Resources career cluster and the Veterinary Science program of study. The unit 8 lesson plan for class 1, lesson 1, “Professionalism,” guides educators to introduce the concept of professionalism by explaining that it extends beyond job titles and includes how individuals communicate, collaborate, and respond to challenges in veterinary clinic environments. During the “Instructional Time: Direct Instruction” component, educators receive clear explanations and structured discussion prompts to support students’ understanding of workplace expectations. These prompts help students analyze how professionalism is demonstrated through interactions with coworkers and clients, as well as through responsible behavior in clinical settings. Collectively, this instructional guidance supports educators in modeling employability skills and reinforcing professional standards aligned with the course TEKS and the Texas Career and Technical Education (CTE) Employability Skills Standards within authentic veterinary science contexts.

The materials further reinforce professional standards through structured opportunities that require learners to analyze employability skills within authentic veterinary clinic contexts. In the Veterinary Science 1a unit 1 lesson plan for class 2, the “Direct Instruction” section guides educators in facilitating discussions on veterinary clinic roles and operational responsibilities across a range of positions within a veterinary facility. The materials prompt educators to use strategic questioning such as “Which role do you think requires the most education? Which role has the most direct contact with animals?” to help students evaluate the differing responsibilities and skill requirements of clinical, technical, and administrative roles. This approach encourages students to recognize the importance of both animal care and support positions, including clerical and operational staff who contribute to the clinic’s overall functioning.

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

The materials include activities throughout that focus on career exploration rather than career development. In the unit 8 lesson plan, the class 2 materials guide educators through structured instruction to support students in developing a four-year plan and a personalized career portfolio aligned with postsecondary and workforce readiness goals. For example, slide 17 directs educators to explain how a four-year plan spanning grades 9–12 builds skills through coursework, Future Farmers of America (FFA) participation, and SAEs while emphasizing that career pathways remain flexible and students can still achieve goals even if plans begin later. Slides 18–19 further instruct educators to explain the purpose of a professional portfolio as evidence of skills, certifications, leadership, and experience and to define a strong resume as one that includes a career objective, education, relevant experience, key skills, and professional involvement, such as the FFA or an SAE. The materials prompt students to identify items to include in their portfolios and to draft resume statements that highlight veterinary-related skills in professional language. This guidance supports educators in modeling career development activities while reinforcing employability skills aligned with the course TEKS and the Texas CTE Employability Skills Standards.

The materials further reinforce professional standards through structured opportunities that require learners to apply employability skills in authentic scenarios within the veterinary industry. In Veterinary Science 1b, activity 3 prompts students to engage in a career development and entrepreneurship task in which they design and market their own veterinary clinic. Students begin by brainstorming key elements of a clinic, including the business name, floor plan, and employee roles and descriptions, requiring them to consider organizational structure and workplace responsibilities. They then develop a marketing strategy to attract and retain clients, emphasizing the importance of professional communication and customer service in a veterinary setting. Finally, students present their business pitch in written form, demonstrating their ability to clearly and effectively communicate their skills and business plan. These embedded instructional supports extend employability skills into applied, performance-based tasks, reinforcing professional behaviors and workplace expectations aligned with the Texas CTE Employability Skills Standards.

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

The materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities. The Veterinary Science 1a/1b materials support this emphasis by embedding explicit vocabulary instruction within structured lesson activities that require students to actively apply discipline-specific language. For example, in unit 1, class 5, the lesson plan includes a dedicated 40-minute vocabulary component in which students use content-area terminology during both informal and formal communication tasks. The materials prompt students to use academic, professional, and technical vocabulary during partner interactions to demonstrate understanding and mastery of new and high-frequency terms. Additionally, materials require students to write a formal script that incorporates content-area vocabulary while practicing varied sentence structures, grammatical forms, and transition words. These activities ensure that students consistently engage with and apply discipline-specific language in both written and spoken formats, reinforcing communication skills essential for success in veterinary science and related career pathways.

Furthermore, in unit 1, activity 3, “How Do You Act Professionally in a Veterinary Clinic?,” students analyze workplace scenarios and write brief reflections explaining how they would respond in a professional and respectful manner while assisting with tasks such as preparing paperwork for emergency surgery. The materials prompt students to discuss key concepts such as work ethic and legal and ethical responsibilities, including the importance of punctuality, dependability, and reliability in performing assigned duties under pressure. In addition, students demonstrate professional behavior through a 2–3-minute video in which they model appropriate workplace conduct, including appropriate dress, polite speech, and behavior aligned with veterinary clinic expectations. These activities collectively require students to apply academic and professional vocabulary in both written and performance-based formats, strengthening communication skills essential to veterinary science careers.

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 simulations that support the application of technical and employability skills within authentic veterinary care contexts. In Veterinary Science 1a, unit 7, activity 3 places students in the role of a veterinary clinic groomer, responsible for evaluating animal-care concerns observed during routine grooming procedures. The simulation requires students to apply knowledge of animal health, welfare practices, and professional responsibilities to analyze grooming-based observations; determine whether concerns are related to inadequate care, medical neglect, or possible abuse; and recommend appropriate actions. Students must also practice workplace skills by documenting findings, communicating concerns, and determining when to escalate issues to a veterinarian or supervisor. This authentic problem-solving experience reinforces technical knowledge, ethical decision-making, professional communication, and workplace readiness skills aligned with the course TEKS.

The materials also provide experiential learning through industry-specific classroom simulations that reflect responsibilities encountered in veterinary science careers. In Veterinary Science 1a, unit 7, “Grooming and Hygiene,” activity 2, “Can You Demonstrate Safe Grooming and Hygiene Care for Animals?,” students assume the role of a veterinary care professional and demonstrate routine animal care procedures using an animal model. The activity requires students to apply knowledge of grooming, bathing, nail trimming, ear cleaning, and dental care practices while following appropriate safety and hygiene procedures. This workplace simulation develops technical animal care skills, attention to detail, and professional practices while reinforcing the authentic responsibilities of veterinary assistants, groomers, and animal care professionals. Together, these activities provide meaningful experiential learning by allowing students to practice career-related skills and apply veterinary concepts in a classroom-based setting.

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 veterinary science materials provide students with opportunities to use industry-specific materials and equipment during experiential learning activities. For example, in unit 7, “Therapeutic and Dental Care,” the “Materials and Resources” section requires students to use a “small animal model (classroom model, stuffed animal, or toy); large animal model . . . towel or blanket; gauze or paper towel strips; tape (to simulate bandage wrap); bowl or cup (to simulate fluid container); syringe or spoon; video recording device; presentation software; [and] word processing software,” allowing students to practice authentic veterinary procedures using simulated clinical materials. Therefore, the materials provide opportunities for students to use relevant industry-specific materials, equipment, technology, and supplies during experiential learning activities aligned to the veterinary science course.

The materials further provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning. For example, in Veterinary Science 1a, unit 4, activity 1, “Can You Use an SDS Sheet to Demonstrate Workplace Safety?,” students learn about safety, personal protective equipment (PPE), and safety data sheet (SDS) information in the unit then have the opportunity to demonstrate how veterinary professionals follow strict safety guidelines. In this activity, students practice using SDS information, safely handle a mock spill, and identify essential first aid resources in a veterinary workplace.

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

The Veterinary Science 1a/1b materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities. For example, in unit 4, activity 3, students explain the “care, maintenance, and use of equipment and instruments found in veterinary practices” and “describe sanitation methods to prevent the spread of pathogens and maintain asepsis in sterile environments” while using household-safe substitutes to model veterinary tools. Students model proper cleaning of household tools while explaining “how this basic cleaning step relates to sanitation and aseptic expectations in a veterinary clinic.” Finally, students create a visual poster that includes “a brief explanation of the care, maintenance, and use of equipment and instruments found in veterinary practices” and “a short description of sanitation methods to prevent the spread of pathogens and maintain asepsis in sterile environments.”

The materials also reinforce the use of academic, professional, and technical vocabulary during experiential learning opportunities. For example, in Veterinary Science 1a, unit 5, activity 3, “Can You Analyze How Body Systems Work Together in a Large Animal?,” students analyze a realistic large-animal scenario to identify the body systems involved and explain how they work together to maintain homeostasis. This activity includes a rubric that gives value to the use of unit vocabulary by stating “Writes clearly and accurately using appropriate vocabulary” as part of the rubric requirements.

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 include opportunities for students to apply academic and technical knowledge to authentic, industry-specific problems and develop viable solutions through realistic agricultural scenarios and simulations. The unit 7, activity 3 materials include opportunities for students to apply academic and technical knowledge and skills to authentic, industry-specific problems in a veterinary setting. Students review a workplace scenario in which they “have been working as a groomer in a veterinary clinic for the past year” and evaluate grooming-related observations that may indicate health and welfare concerns. Students analyze whether each condition could result from “poor routine care, medical neglect, or possible abuse”; determine “what a veterinary professional should do when noticing this condition”; identify “when documentation is appropriate”; and explain “when concerns should be escalated to a veterinarian or supervisor.” Students develop and evaluate appropriate responses to realistic veterinary situations while applying technical knowledge and professional decision-making skills aligned to veterinary practice and the course TEKS d15D – Identify signs of animal neglect, abuse, illness, and injury and determine appropriate reporting procedures.

The materials also provide 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 Veterinary Science 1b, unit 4, discussion 2, students are given the following scenario: “Imagine a client asks to reuse leftover medication from a previous visit to save money, or requests an online pharmacy version of a drug instead of the clinic-dispensed prescription.” Then, the materials guide the students to discuss how veterinary professionals should balance client concerns with medication safety, legal requirements, and animal welfare. Evaluate why proper handling, storage, labeling, and controlled use of medications matter for both patient outcomes and professional responsibility.

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

The materials provide opportunities for students to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. The unit 1, activity 3 materials include opportunities for students to conduct industry-related data analysis by reviewing a large-animal case. Students evaluate information by determining “which recorded values fall inside the normal range,” “which values fall outside the normal range,” and “which observation time appears most stressful for the patient.” Students identify trends by explaining “one pattern” in the recorded vital signs and analyzing “what trends the bar chart and line graph show” and “how the trends relate to stress or environment.” Students then justify decisions using both quantitative and quantitative reasoning. Quantitatively, they “apply mathematical skills to calculate weight and linear body measurements” using the weight estimation formula, compare vital sign measurements to healthy ranges, and interpret charts and graphs. Qualitatitively, they analyze health trends by explaining “whether the data suggests improvement or concern.”

The materials also 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 Veterinary Science 1b, unit 3, activity 1, “Can You Explain How Specimen Collections and Results Support Diagnosis?,” students conduct industry-related data analysis using sample animal data. Students analyze and compare normal and abnormal results from veterinary laboratory procedures for a cow and a dog and use their knowledge of anatomy, physiology, and pathophysiology to explain what the laboratory test results might suggest about each animal’s health.

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

The materials provide opportunities for students to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. In unit 6, activity 1, “Can You Identify Parts of a Feed Label?,” the materials provide opportunities for students to engage in inquiry-based learning appropriate to the course level and aligned with the TEKS. In this activity, students “identify nutrient sources, classify feeds, and examine the role of feed additives” using real feed labels. Students collect a feed label for pet food and livestock and then classify two nutrients found as roughage, concentrate, supplement, or mixed feed. Students then further their learning by “identifying whether the product contains any additive(s)” and “explaining how additives can impact the food supply (such as shelf life, consistency, safety, efficiency, product uniformity, etc.).” They apply their findings by creating an educational presentation supported by the TEKS 9A – Identify sources of nutrients and classes of feeds for large and small animal species; the TEKS 9B – Identify feed additives for large and small animal species and describe how additives affect the food supply; and the TEKS 9D – Research and compare the nutritional value of feeds for large and small animal species such as prescription, commercial, homemade, fad diets, and raw diets.

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 Veterinary Science 1b, unit 2, activity 2, “AFK: Can You Sketch How Zoonosis and Immune Reactions Work?,” provides an example of the inquiry-based learning that takes place throughout the course. For example, this activity directs the student to “work through two realistic zoonotic disease scenarios and create visual models showing disease spread, prevention, and effects on animal body systems.”