Prentice Hall Biology © 2006, (Miller/Levine) Correlated ... Secondary Science Core Curriculum, ......

Prentice Hall Biology © 2006, (Miller/Levine) Correlated to:

Utah Secondary Science Core Curriculum, Biology (Grades 9-12)

UTAH SECONDARY SCIENCE

CORE CURRICULUM PAGE(S) WHERE TAUGHT

(If submission is not book, cite appropriate location(s)) Biology [2003] Core Code: 08-02-00-00-010 Core Standards of the Course Benchmark: Ecosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem. STANDARD I: Students will understand that living organisms interact with one another and their environment. Objective 1: Summarize how energy flows through an ecosystem. a. Arrange components of a food chain according to

energy flow.

SE/TE: 67-73 TE: Build Science Skills, 67; Build Science Skills,

71 SE: Quick Lab, How is a food chain organized,

70; 3-2 Section Assessment, 73; Chapter 3 Assessment

TR: Unit Resources: Unit 2: Section Review 3-2; Reading and Study Workbook Section 3-2, Adapted Reading and Study Workbook Section 3-2; Lesson Plans Section 3-2; Chapter Vocabulary Review; Graphic Organizer; Chapter Test 3 Levels A and B

TECH: www.phschool.com; Interactive Textbook Section 3-2; Transparencies: 3-2 Interest Grabber, Section Outline, Figure 3-8, Ecological Pyramids; Interactive Textbook Chapter 3 Assessment; Computer Test Bank Chapter 3 Test

b. Compare the quantity of energy in the steps of an

energy pyramid.

SE/TE: 72-73 SE: Section 3-2 Assessment TE: Build Science Skills, 72; Bio Insights, 72;

Writing in Science, 73

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 1


Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)

UTAH SECONDARY SCIENCE CORE CURRICULUM

PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))

c. Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).

SE/TE: 72-73; 119-123; 124-127; 128; 133; 134-137; 188; 814; 832; 878

SE: Section 3-2 Assessment; Inquiry Activity, How do populations grow?, 188; Analyzing Data, Population Trends, 123; Quick Lab, How does competition affect growth?, 125; Issues in Biology, Does the Gray Wolf Population Need Protection, 128; Exploration, Investigating the Growth of a Population of Bacteria, 133; 5-1 Section Assessment, 123; 5-2 Section Assessment, 127; Chapter 5 Assessment, 134-137

TE: Build Science Skills, 72, 122, 126; Bio Insights, 72; Writing in Science, 73

TR: Unit Resources: Unit 2: Section Review 5-1, 5-2; Reading and Study Workbook Section 5-1, 5-2; Adapted Reading and Study Workbook Section 5-1, 5-2; Lesson Plans Section 5-1, 5-2; Issues and Decision Making 48; Chapter 5 Vocabulary Review; Graphic Organizer; Chapter 5 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 5-1, 5-2; Transparencies: 5-1 Interest Grabber, Section Outline, Concept Map, Figure 5-4, 5-2 Interest Grabber, Section Outline, A Density-Dependent Limiting Factor, Figure 5-7; Interactive Textbook Chapter 5 Assessment; Computer Chapter 5 Test Bank

d. Compare the relative energy output expended by

an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migration of birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food).

SE/TE: 72-73 SE: Section 3-2 Assessment TE: Build Science Skills, 72; Bio Insights, 72;

Writing in Science, 73; Bio Insights, 72






e. Research food production in various parts of the world (e.g., industrialized societies’ greater use of fossil fuel in food production, human health related to food product).

SE/TE: 622-626; 628-631; 330; 332-333 TE: Demonstrations, 622, 623; Build Science

Skills, 623, 624 SE: Biology and History, The Evolution of

Agriculture, 624-625; 24-3 Section Assessment, 626; Chapter 24 Assessment, 628-631

TR: Unit Resources: Unit 7: Section Review 24-3; Reading and Study Workbook Section 24-3; Lesson Plans Section 24-3; Chapter 24 Vocabulary Review; Graphic Organizer; Chapter 24 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 24-3; Transparencies: 24-3 Interest Grabber, Section Outline, Compare/Contrast Table; Interactive Textbook Chapter 24 Assessment; Computer Chapter 24 Test Bank

Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter

through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.

SE/TE: 74-80; 81; 82-85 TE: Make Connections, 76; Build Science Skills,

78 SE: Analyzing Data, 79; Real-World Lab, 81; Lab

Manual A Chapter 3; Lab Manual B Chapter 3; Section Assessment 3-3, 80; Chapter 3 Assessment, 82-85

TR: Unit Resources: Unit 2: Section Review 3-3; Enrichment; Chapter 3 Exploration; Reading and Study Workbook Section 3-3; Adapted Reading and Study Workbook Section 3-3; Biotechnology Manual Issue 4; Lesson Plans Section 3-3; Chapter Vocabulary Review; Graphic Organizer; Chapter Test 3 Level A and B

TECH: www.phschool.com; Interactive Textbook Section 3-3; Transparencies: 3-3 Interest Grabber, Section Outline, The Water Cycle, Figure 3-13, Figure 3-14; BioDetectives Videotapes, Pfiesteria: A Killer in the Water; Interactive Textbook Chapter 3 Assessment; Computer Test Bank Chapter 3 Test






b. Explain how water is a limiting factor in various ecosystems.

SE/TE: 80-81; 106-112; 114-117; 124-128 TE: Connecting Concepts, 127; Build Science

Skills, 80; Demonstration, 107; Build Science Skills, 110

SE: Real-World Lab, Identifying a Limiting Nutrient, 81; Analyzing Data, Ecosystem Productivity, 111; 4-4 Section Assessment, 112; Chapter 4 Assessment, 114-117

TR: Unit Resources: Unit 2: Section Review 4-4; Reading and Study Workbook Section 4-4; Adapted Reading and Study Workbook Section 4-4; Lesson Plans Section 4-4; Chapter 4 Vocabulary Review; Graphic Organizer; Chapter 4 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 4-4; Transparencies: 4-4 Interest Grabber, Section Outline, Freshwater Pond Ecosystem, Figure 4-17; Interactive Textbook Chapter 4 Assessment; Computer Chapter 4 Test Bank

c. Distinguish between inference and evidence in a

newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.

SE/TE: 66; 126; 128 TE: Teacher to Teacher, 126 SE: Technology and Society, 66; Issues in

Biology, 128

d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).

SE/TE: 87-89; 114-117; 138; 139-143; 144-149; 150-156; 157-160; 161; 162-165

TE: Build Science Skills, 88, 148, 151, 155; Demonstration, 148

SE: Inquiry Activity, What relationships exist in an ecosystem?, 86; 4-1 Section Assessment, 89; Chapter 4 Assessment, 114-117; Inquiry Activity, What happens to household trash?, 138; Quick Lab, How does biological magnification occur?, 150; Biology and History, Success in Conservation, 154-155; Analyzing Data, Banning CFCs, 158; Design an Experiment, Observing the Effects of Acid Rain, 161; 6-1 Section Assessment, 143; 6-2 Section Assessment, 149; 6-3 Section Assessment, 156; 6-4 Section Assessment, 160; Chapter 6 Assessment, 162-165; Laboratory Manual A Chapter 6 Lab






(Continued) d. Evaluate the impact of personal choices in relation

to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).

(Continued) TR: Unit Resources: Unit 2: Section Review 4-1,

6-1, 6-2, 6-3, 6-4; Reading and Study Workbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Biotechnology Manual Concept 8; Issues and Decisions 1, 3, 21, 22, 23, 25, 26, 27, 29, 30, 31, 32, 34, 36, 50; Lesson Plans Section 4-1, 6-1, 6-2, 6-3, 6-4; Chapter 4, 6 Vocabulary Review; Graphic Organizer; Chapter 4, 6 Test Level A and B; Laboratory Assessment 2

TECH: www.phschool.com; Interactive Textbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Transparencies: 4-1 Interest Grabber, Section Outline, Greenhouse Effect, Figure 4-1, Figure 4-2, 6-1 Interest Grabber, Section Outline, Concept Map, 6-2 Interest Grabber, Section Outline, Growth of a Fish Catch, Figure 6-12, 6-3 Interest Grabber, Section Outline, Species Diversity, Figure 6-16, 6-4 Interest Grabber, Section Outline, Sustainable Agriculture, Figure 6-22; Interactive Textbook Chapter 4, 6 Assessment; Computer Chapter 4,6 Test Bank

Objective 3: Describe how interactions among organisms and their environment help shape ecosystems. a. Categorize relationships among living things

according to predator-prey, competition, and symbiosis.

SE/TE: 86; 87-89; 90-97; 113; 114-117; 126; 540-542; 667; 708; 738

TE: Build Science Skills, 88; Demonstrations, 92 SE: Inquiry Activity, What relationships exist in

an ecosystem?, 86; Quick Lab, How do abiotic factors affect different plant species?, 91; Careers in Biology, Forestry Technician, 95; Build Science Skills, 96; Exploration, Observing Succession, 113; 4-1 Section Assessment, 89; 4-2 Section Assessment, 97; Chapter 4 Assessment, 114-117; Laboratory Manual A Chapter 4 Lab; Laboratory Manual B Chapter 4 Lab

TR: Unit Resources: Unit 2: Section Review 4-1, 4-2; Reading and Study Workbook Section 4-1, 4-2; Adapted Reading and Study Workbook Section 4-1, 4-2; Biotechnology Manual Concept 8; Lesson Plans Section 4-1, 4-2; Chapter 4 Vocabulary Review; Graphic Organizer; Chapter 4 Test Level A and B






(Continued) a. Categorize relationships among living things

according to predator-prey, competition, and symbiosis.

(Continued) TECH: www.phschool.com; Interactive Textbook

Section 4-1, 4-2; Transparencies: 4-1 Interest Grabber, Section Outline, Greenhouse Effect, Figure 4-1, Figure 4-2, 4-2 Interest Grabber, Section Outline, Abiotic and Biotic Factors, Figure 4-5; Virtual Lab, The Effect of Temperature on Dissolved Oxygen; Interactive Textbook Chapter 4 Assessment; Computer Chapter 4 Test Bank

b. Formulate and test a hypothesis specific to the

effect of changing one variable upon another in a small ecosystem.

SE/TE: 113; 153; 883 SE: Laboratory Manual A Chapter 4 Lab;

Exploration, Observing Succession 113; Quick Lab, 153; Design an Experiment, Observing Behavior in Fish, 883

TR: Unit Resources: Unit 2: Probeware Lab Manual, Observing the Effects of Acid Rain

c. Use data to interpret interactions among biotic and

abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.

SE/TE: 90-97; 98-105; 113; 114-117 SE: Quick Lab, How do abiotic factors affect

different plant species?, 91; Careers in Biology, Forestry Technician, 95; Build Science Skills, 96; Exploration, Observing Succession, 113; Laboratory Manual A Chapter 4 Lab, Laboratory Manual B Chapter 4 Lab; Section Assessment 4-2, 97; Section Assessment 4-3, 105; Chapter 4 Assessment, 114-117

TE: Demonstrations, 92, 94; Build Science Skills, 103

TR: Unit Resources: Unit 2: Section Review 4-2, 4-3; Enrichment; Chapter 4 Exploration; BioDetectives: Investigations in Forensics Investigation 2; Issues and Decisions 46; Reading and Study Workbook Section 4-2, 4-3; Adapted Reading and Study Workbook Section 4-2, 4-3; Lesson Plans Section 4-2, 4-3; Chapter 4 Vocabulary Review, Graphic Organizer; Chapter 4 Tests Level A and B

TECH: www.phschool.com; Interactive Textbook Section 4-2, 4-3; Transparencies: 4-2 Interest Grabber, Section Outline, Abiotic and Biotic Factors, Figure 4-5, 4-3 Interest Grabber, Section Outline, Compare/ Contrast Table, Figure 4-11; Computer Test Bank Chapter 4 Test; Interactive Textbook Chapter 4 Assessment






d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.

SE/TE: 4-5; 111; 153; 1079-1080 TE: Field Trip, How Do Living Things Interact?,

1079-1080 SE: Analyzing Data, Ecosystem Productivity, 111;

Quick Lab, How does biological magnification occur?, 153

e. Research and evaluate local and global practices

that affect ecosystems.

SE/TE: 146-148; 152-155; 675; 853 TE: Bio Insights, 146, 147, 148, 152, 153, 154,

155 SE: Issues in Biology: Should Marine Mammals

Be Kept in Captivity?, 853

Benchmark: Cells are the basic unit of life. All living things are composed of one or more cells that come from preexisting cells. Cells perform a variety of functions necessary to maintain homeostasis and life. The structure and function of a cell determines the cell's role in an organism. Living cells are composed of chemical elements and molecules that form large, complex molecules. These molecules form the basis for the structure and function of cells. STANDARD II: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. Objective 1: Describe the fundamental chemistry of living cells. a. List the major chemical elements in cells (i.e.,

carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements).

SE/TE: 35-39; 37; 56-59 SE: Inquiry Activity, 34; Careers in Biology, 37;

Section Assessment, 39; Chapter 2 Assessment, 56-59

TE: Build Science Skills, 35; Build Science Skills, 36

TR: Unit Resources: Unit 1: Section Review 2-1; Reading and Study Wkbk. 2-1; Adapted Reading and Study Wkbk 2-1; Chapter Vocabulary Review 2; Graphic Organizer; Chapter Tests Levels A and B Chapter 2 Test; Computer Test Bank Chapter 2 Test; Laboratory Assessment 1 with Scoring Guide

TECH: www.phschool.com; Interactive Textbook, Section 2-1; Transparencies: 2-1 Interest Grabber, Section Outline, An Element in the Periodic Table, Figure 2-2, Figure 2-3; BioDetectives Video, “History’s Mystery: An Introduction to Forensic Science”; ABC Videotape Library, 1 Atomic Structure, 2 Energy Levels and Ionic Bonding, 3 Covalent Bonding; Interactive Textbook Chapter 2 Assessment






b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).

SE/TE: 44-48; 52-53; 56-59; 291; 300-306; 972-973 SE: 2-3 Section Assessment, 48; Chapter 2

Assessment, 56-59; Lab Manual A and B Chapter 2

TE: Build Science Skills, 45 TR: Unit Resources: Unit 1: Section Review 2-3;

Reading and Study Workbook, Section 2-3; Adapted Reading and Study Workbook, Section 2-3; Lesson Plans Section 2-3; Chapter Vocabulary Review, Graphic Organizer, Chapter Tests Level A and B; Laboratory Assessment 1

TECH: www.phschool.com; Interactive Textbook Section 2-3; Transparencies: 2-3 Interest Grabber, Section Outline, Concept Map, Figure 2-11, Figure 2-13, Figures 2-16, Figures 2-17; Lab Simulations CD-Rom, Properties of Biomolecules; Interactive Textbook Chapter 2 Assessment; Computer Test Bank Chapter 2 Test

c. Explain how the properties of water (e.g.,

cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.

SE/TE: 40-43; 56-59; 599-602 SE: Quick Lab, Are foods acidic or basic?, 42; 2-2

Section Assessment, 43; Chapter 2 Assessment, 56-59; Quick Lab, What is the role of leaves in transpiration?, 601; Section 23-5 Assessment, 602; Chapter 23 Assessment, 604-607

TE: Demonstration, 41, 599; Build Science Skills, 600

TR: Unit Resources: Unit 1: Section Review 2-2, 23-5; Enrichment; Reading and Study Workbook, Section 2-2, 23-5; Adapted Reading and Study Workbook, Section 2-2, 23-5; Lesson Plans, Section 2-2, 23-5; Probeware Lab Manual, Are foods acidic or basic?; Section Review 2-2, 23-5; Chapter 2,23 Vocabulary Review; Graphic Organizer; Chapter 2, 23 Tests Levels A and B; Laboratory Assessment 1

TECH: www.phschool.com; Interactive Textbook Section 2-2, 23-5; Transparencies: 2-2 Interest Grabber, Section Outline, pH scale, Figure 2-9, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24; ABC Videotape Library 32 Water Transport in Plants, 33 Sugar Movement in Plants; Computer Test Bank Chapter 2, 23 Test; Interactive Textbook Chapter 2, 23 Assessment






d. Explain the role of enzymes in cell chemistry.

SE/TE: 49-53; 54-55; 56-59 TE: Demonstration, 49; Build Science Skills, 52;

Build Science Skills, 53 SE: Analyzing Data, How does pH affect an

enzyme?, 51; Design an Experiment, Investigating the Effect of Temperature on Enzyme Activity, 54-55; 2-4 Section Assessment, 48; Chapter 2 Assessment, 56-59

TR: Unit Resources: Unit 1: Section Review 2-4; Chapter 2 Design an Experiment; Reading and Study Workbook Section 2-4; Adapted Reading and Study Workbook Section 2-4, Lesson Plans Section 2-4; Probeware Lab Manual, Investigating the Effect of Temperature on Enzyme Activity; Chapter Vocabulary Review; Graphic Organizer; Chapter Tests Levels A and B Chapter 2; Laboratory Assessment 1

TECH: www.phschool.com; Interactive Textbook Section 2-4; Transparencies: 2-4 Interest Grabber, Section Outline, Effect of Enzymes, Figure 2-19, Figure 2-21; ABC Videotape Library 4 Enzymatic Reactions; Virtual Labs Lab 1; Computer Test Bank Chapter 2 Test; Interactive Textbook Chapter 2 Assessment; Computer Test Bank Chapter 2 Test

Objective 2: Describe the flow of energy and matter in cellular function. a. Distinguish between autotrophic and heterotrophic

cells.

SE/TE: 67-69; 200; 201-203; 216-219; 473-474 SE: Inquiry Activity, How do organisms capture

and use energy?, 200; 8-1 Section Assessment, 203; Chapter 8 Assessment, 216-219

TR: Unit Resources: Unit 3: Section Review 8-1; Reading and Study Workbook Section 8-1; Adapted Reading and Study Workbook Section 8-1; Lesson Plans Section 8-1; Chapter 8 Vocabulary Review; Graphic Organizer; Chapter 8 Test A and B

TECH: www.phschool.com; Interactive Textbook Section 8-1; Transparencies: 8-1 Interest Grabber, Section Outline, ATP, Figure 8-3; ABC Videotape Library 8 ATP Formation; Interactive Textbook Chapter 8 Assessment; Computer Test Bank Chapter 8 Test






b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).

SE/TE: 68; 77; 204-207; 208-214; 215-220; 221-225; 226; 231; 232; 233; 234-235; 236-239; 505-506; 515; 595; 596-597

SE: Biology and History, Understanding Photosynthesis, 204-205; Quick Lab, What waste material is produced during photosynthesis? 206; 8-2 Section Assessment, 207; Chapter 8 Assessment, 216-219; Analyzing Data, 213; Design an Experiment, Investigating Photosynthesis, 215; 8-3 Section Assessment, 214; Inquiry Activity, How do living things release energy?, 220; Problem Solving, A Family Recipe, 224; Real-World Lab, Investigating Fermentation by Making Kimchi, 234-235; Quick Lab, How does exercise affect disposal of wastes from cellular respiration?, 231; Issues in Biology, Should Creatine Supplements Be Banned?, 233; 9-1 Section Assessment; 9-2 Section Assessment; Chapter 9 Assessment, 236-239

TE: Demonstration, 210; Build Science Skills, 224; Demonstration, 226

TR: Unit Resources: Unit 3: Laboratory Manual A Chapter 8 Lab, Chapter 9 Lab; Laboratory Manual B Chapter 8 Lab, Chapter 9 Lab; Section Review 8-2; Enrichment; Reading and Study Workbook Section 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook Section 8-2, 8-3, 9-1, 9-2; Lesson Plans Section 8-2, 8-3, 9-1, 9-2; Chapter 8,9 Vocabulary Review; Graphic Organizer; Chapter 8,9 Test Level A and B; Section Review 8-2, 8-3, 9-1, 9-2; Chapter 8 Design an Experiment; Biotechnology Manual Lab 17; Biotechnology Manual Issue 4; Section Review 9-1, 9-2; Enrichment; Chapter 9 Real-World Lab

TECH: www.phschool.com; Interactive Textbook Section 8-2, 8-3, 9-1, 9-2; Transparencies: 8-2, 8-3 Interest Grabber, Section Outline, Photosynthesis: Reactants and Products, Figure 8-5, Concept Map, Figure 8-7, Figure 8-10, Figure 8-11, 9-1 Interest Grabber, Section Outline, Chemical Pathways, Figure 9-2, Figure 9-3, Figure 9-4, 9-2 Interest Grabber, Section Outline, Flowchart, Figure 9-6, Figure 9-4; ABC Videotape Library 9 Photosynthesis, 10 Light-Dependent






(Continued) b. Illustrate the cycling of matter and the flow of

energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).

(Continued) TECH: Reactions, 11 Calvin Cycle, 12 Aerobic

Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations CD-ROM Photosynthesis, Cell Respiration; Virtual Labs 6, 7, 8; Interactive Textbook Chapter 8,9 Assessment; Computer Test Bank Chapter 8, 9 Test

c. Measure the production of one or more of the

products of either photosynthesis or respiration.

SE/TE: 215 SE: Design an Experiment, Investigating

Photosynthesis, 215; Laboratory Manual A Chapter 8, Measuring the Effect of Light Intensity on Photosynthesis

Objective 3: Investigate the structure and function of cells and cell parts. a. Explain how cells divide from existing cells. SE/TE: 240; 241-243; 243-249; 254-255; 256-259;

278 TE: Build Science Skills, 241, 245, 246, 247;

Demonstration, 244 SE: Inquiry Activity, How do organisms grow?,

240; Quick Lab, What limits the sizes of cells?, 242; Analyzing Data, Life Spans of Human Cells, 249; Exploration, Modeling the Phases of the Cell Cycle, 254-255; 10-1, 10-2 Section Assessment; Chapter 10 Assessment, 256-259; Laboratory Manual A Chapter 10 Lab; Laboratory Manual B Chapter 10 Lab

TR: Unit Resources: Unit 3: Section Review 10-1, 10-2; Reading and Study Workbook Section 10-1, 10-2; Adapted Reading and Study Workbook Section 10-1, 10-2; Lesson Plans Section 10-1, 10-2; Enrichment; Chapter 10 Exploration; Biotechnology Manual Lab 3; Chapter 10 Vocabulary Review; Graphic Organizer; Chapter 10 Test Level A and B; Laboratory Assessment 3

TECH: www.phschool.com; Interactive Textbook Section 10-1, 10-2; Transparencies: 10-1, 10-2 Interest Grabber, Section Outline, Ratio of Surface Area to Volume in Cells, Concept Map, Figure 10-4, Figure 10-5; ABC Videotape Library, 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations CD-ROM, Mitosis; Virtual Labs 9 and 10; Interactive Textbook Chapter 10 Assessment; Computer Test Bank Chapter 10 Test






b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).

SE/TE: 168; 169-173; 196-198 SE: Inquiry Activity, What is a cell?, 168; Biology

and History, A History of the Cell, 170-171; 7-1 Section Assessment, 172; Chapter 7 Assessment, 196-198

TE: Build Science Skills, 169; Build Science Skills, 172

TR: Unit Resources: Unit 3: Section Review 7-1; Reading and Study Workbook Section 7-1; Adapted Reading and Study Workbook Section 7-1; Lesson Plans Section 7-1; Chapter 7 Vocabulary Review, Graphic Organizer; Chapter 7 Tests Levels A and B

TECH: www.phschool.com; Interactive Textbook Section 7-1; Transparencies: 7-1 Interest Grabber, Section Outline, Prokaryotic and Eukaryotic Cells; Computer Test Bank Chapter 7 Test; Interactive Textbook Chapter 7 Assessment

c. Describe how the transport of materials in and out

of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).

SE/TE: 19; 182-189; 501; 597; 600; 1001 TE: Build Science Skills, 184; Demonstration,

185, 186 SE: Quick Lab, How can you model permeability

in cells?, 187; Analyzing Data, Crossing the Cell; Membrane, 188; Exploration, Investigating Cell Structures and Processes, 194-195; Laboratory Manual A Chapter 7 Lab; 7-3 Section Assessment, 189; Chapter 7 Assessment, 196-198

TR: Unit Resources: Unit 3: Section Review 7-3; Chapter 7 Real-World Lab; Reading and Study Workbook Section 7-3; Adapted Reading and Study Workbook Section 7-4; Lesson Plans Section 7-4; Chapter Vocabulary Review; Graphic Organizer; Chapter 7 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 7-3; Transparencies: 7-3 Interest Grabber, Section Outline, Facilitated Diffusion, Figure 7-12, Figure 7-15, Figure 7-19; ABC Videotape Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations CD-ROM, Biomembranes I, Membrane Structure and Transport; Virtual Labs Lab 3, Lab 4, Lab 5; Interactive Textbook Chapter 7 Assessment; Computer Test Bank Chapter 7 Test






d. Describe the relationship between the organelles in a cell and the functions of that cell.

SE/TE: 174-181 TE: Build Science Skills, 175, 178, 181 SE: Quick Lab, How can you make a model of a

cell?, 180; 7-2 Section Assessment, 183; Chapter 7 Assessment, 196-198

TR: Unit Resources: Unit 3: Section Review 7-2, Reading and Study Workbook Section 7-2; Adapted Reading and Study Workbook Section 7-2; Lesson Plans Section 7-2; Chapter 7 Vocabulary Review; Graphic Organizer; Chapter 7 Tests Levels A and B

TECH: www.phschool.com; Interactive Textbook Section 7-2; Transparencies: 7-2 Interest Grabber, Section Outline, Venn Diagrams, Figure 7-6, Figure 7-11; Interactive Textbook Chapter 7 Assessment; Computer Test Bank Chapter 7 Test

e. Experiment with microorganisms and/or plants to

investigate growth and reproduction.

SE/TE: 81, 133; 224; 234, 491 SE: Laboratory Manual A Chapter 4 Lab;

Laboratory Manual B Chapter 4 Lab; Real-World Lab, Identifying a Limiting Nutrient, 81; Exploration, Investigating the Growth of a Population of Bacteria, 133; Problem Solving, 224; Real-World Lab, Investigating Fermentation by Making Kimchi, 234; Exploration, Identifying Limits to the Growth of Bacteria, 491

Benchmark: Structure relates to function. Organs and organ systems function together to provide homeostasis in organisms. The functioning of organs depends upon multiple organ systems. STANDARD III: Students will understand the relationship between structure and function of organs and organ systems. Objective 1: Describe the structure and function of organs. a. Diagram and label the structure of the primary

components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairs; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).

SE/TE: 557; 565; 579-583; 612-613; 616; 621; 665; 670; 685; 697; 703; 717; 721, 722; 735; 751-758; 767-770; 771; 773; 774; 784-785; 801; 809-810; 811; 821-827; 858; 891-896; 901; 907; 908; 922; 923; 927; 934; 944; 957; 979; 983; 986; 998; 1005, 1010, 1012






(Continued) a. Diagram and label the structure of the primary


(Continued) TE: Build Science Skills, 579, 581, 582, 612, 670,

685; 697, 703, 717, 721, 722, 751, 752, 768, 770, 771, 784, 810, 822, 823, 824, 826, 907, 908, 922, 927, 934, 944, 979, 986, 998, 1005; Make Connections, 557, 616, 754, 756, 773, 785, 908, 923, 1005, 1012; Demonstration, 621, 670, 735, 756, 773, 784, 858, 890, 894, 908, 923, 944, 979, 983, 998, 1010, 1012

SE: Quick Lab, How do seeds differ from spores?, 565; Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Chapter 23 Assessment, 604-607; Quick Lab, What is the structure of a flower?, 613; Design an Experiment, Investigating Pollen Tube Growth, 627; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Inquiry Activity, Is a lancelet a fish?, 766; 30-1 Section Assessment, 770; Chapter 30 Assessment, 792-795; Quick Lab, How do birds breathe, 811; Inquiry Activity, How are teeth adapted to processing different foods?, 820; Real-World Lab, Using Fibers as Forensic Evidence, 842-843; 32-1 Section Assessment, 827; Chapter 32 Assessment, 844-847; Inquiry Activity, What are the organ systems?, 890; 35-1 Section Assessment, 896; Chapter 35 Assessment, 916-919

TR: Unit Resources: Unit 7, 8, 9, 10: Section Review 23-1, 29-2, 30-1, 32-1, 35-1; Reading and Study Workbook Section 23-1, 29-2, 30-1, 32-1, 35-1; Adapted Reading and Study Workbook Section 23-1, 29-2, 30-1, 32-1, 35-1; Lesson Plans Section 23-1, 29-2, 30-1, 32-1, 35-1; Chapter 23, 29, 30, 32, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 29, 30, 32, 35 Test Level A and B; Issues and Decisions 4

TECH: www.phschool.com; Interactive Textbook Section 23-1, 29-2, 30-1, 32-1, 35-1; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, Figure 26-8, Figure 26-12, Figure 27-3, Figure 27-16, Figure 27-23, Figure 28-4, Figure 28-8, Figure 28-9, Figure 28-23; 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8,






(Continued) a. Diagram and label the structure of the primary


(Continued) TECH: Figure 29-9, Figure 29-10, Figure 29-11,

Figure 29-12; 30-1 Interest Grabber, Section Outline, Chordate Cladogram, Figure 30-1, Figure 30-11, 32-1 Interest Grabber, Section Outline, Structures of a Turtle’s Heart, Structure of a Bear’s Heart, Figure 32-4, Figure 33-8, 35-1 Interest Grabber, Section Outline, Example of Feedback Inhibition, Figure 35-2; Figure 35-9, Figure 35-14, Figure 36-3, Figure 36-7 Figure 36-13, Figure 37-2, Figure 37-13, Figure 38-10, Figure 38-14, Figure 38-17, Figure 39-2, Figure 39-12, Figure 39-14; BioDetectives Videotapes “Wrongly Accused: Science and Justice”; ABC Videotape Library 38 Circulatory Systems; Virtual Lab 17; Interactive Textbook 23, 29, 30, 32, 35 Chapter Assessment; Computer Chapter 23, 29, 30, 32, 35 Test Bank

b. Describe the function of various organs (e.g. heart,

lungs, skin, leaf, stem, root, ovary).

SE/TE: 584-588; 589-594; 595-598; 695-696; 716-717; 735-736; 751-758; 774-778; 784-787; 800-802; 808-812; 822-827; 857-864; 891-896

TE: Build Science Skills, 584, 585, 587, 588, 589, 595, 597, 751, 857, 859; Make Connections, 586, 754, 756; Demonstration, 586, 593, 756, 858, 859, 890, 894

SE: Exploration, Identifying the Growth Zones in a Plant, 603; Analyzing Data, Reading a Tree’s History, 592; 23-2 Section Assessment, 588; 23-3 Section Assessment, 594; 23-4 Section Assessment, 598; Chapter 23 Assessment, 604-607; Laboratory Manual B Chapter 23 Lab; Laboratory Manual A Chapter 23 Lab; Quick Lab, How do clams and crayfishes breath?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Quick Lab, How does water affect nitrogen excretion?, 861; Careers in Biology, Veterinary Technician, 863; 33-3 Section Assessment, 864; Chapter 33 Assessment, 866-869; Inquiry Activity, What are the organ systems?, 890






(Continued) b. Describe the function of various organs (e.g. heart,

lungs, skin, leaf, stem, root, ovary).


23-3, 23-4, 29-2, 33-3, 35-1; Reading and Study Workbook Section 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Adapted Reading and Study Workbook Section 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Lesson Plans Section 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Chapter 23, 29, 33, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 29, 33, 35 Test Level A and B; Issues and Decisions 4

TECH: www.phschool.com; Interactive Textbook Section 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Transparencies: 23-2 Interest Grabber, Section Outline, Essential Plant Nutrients, Figure 23-7, Figure 23-9, 23-3 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 23-14, Figure 23-15, 23-4 Interest Grabber, Section Outline, Function of Guard Cells, Figure 23-18, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, 33-3 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 33-8, Figure 33-10, Figure 33-11, 35-1 Interest Grabber, Section Outline, Example of Feedback Inhibition, Figure 35-2; Lab Simulations CD-ROM, Plant Structure and Growth, Plant Structure and Growth; ABC Videotape Library 38 Circulatory Systems, 38 Circulatory Systems; Virtual Lab 17; Virtual Labs, Examining Plant Stem Structure; Interactive Textbook Chapter 23, 29, 33, 35 Assessment; Computer Chapter 23, 29, 33, 35 Test Bank

c. Relate the structure of organs to the function of

organs.

SE/TE: 584-588; 589-594; 595-598; 599-602; 609-616; 618-621; 664-667; 670-672; 684-686; 690; 695-696; 702-704; 716-719; 735-736; 751-758; 774-778; 784-787; 800-802; 808-812; 822-827

TE: Demonstration, 586, 593, 599; 608, 618, 621, 666, 670, 671, 702, 735, 756, 777, 784, 800; Build Science Skills, 584, 585, 587, 588, 589, 595, 597, 600, 610, 664, 690, 694, 696, 703, 716, 717, 719, 751, 736, 737, 751, 752, 778, 787, 802, 808, 822, 823, 824, 286, ; Make Connections, 586, 754, 756, 704, 716, 776, 785, 808, 812






(Continued) c. Relate the structure of organs to the function of

organs.

(Continued) SE: Quick Lab, What is the role of leaves in

transpiration, 601; 23-2, 23-3, 23-4, 23-5, 24-1, 24-2, 29-2 Section Assessment 588, 594, 598, 602; Exploration, Identifying the Growth Zones in a Plant, 603; Analyzing Data, Reading a Tree’s History, 592; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, Chapter 24 Design an Experiment. 628-631; Inquiry Activity, Does a planarian have a head?, 682; Quick Lab, How does an earthworm pump blood, 695; Technology and Society, Using Nature to Produce Sunscreen, 668; Quick Lab, How do fishes use gills?, 775; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 29 Assessment, 760-763; Quick Lab, How do birds breathe?, 811;

TR: Unit Resources: Unit 7, 8, 9, 10: Section Review 23-5, 24-1, 24-2, 26-2, 26-3, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-2, 30-2, 30-3, 31-1, 31-2, 32-1; Reading and Study Workbook Section 23-5, 24-1, 24-2, 26-2, 26-3, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-2, 30-2, 30-3, 31-1, 31-2, 32-1; Adapted Reading and Study Workbook Section 23-5, 24-1-24-2, 26-2, 26-3, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-3, 30-2, 30-3, 31-1, 31-2, 32-1; Lesson Plans Section 23-5, 24-1, 24-2, 26-2, 26-3, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-2, 30-2, 30-3, 31-1, 31-2, 32-1; Chapter 23, 24, 26, 27, 28, 29, 30, 31, 32 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 26, 27, 28, 29, 30, 31, 32 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 23-5, 24-1, 24-2, 29-2; Transparencies: 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1,






(Continued) c. Relate the structure of organs to the function of

organs.

(Continued) TECH: Figure 24-4, Figure 24-5, Figure 24-7, 24-2

Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Jellyfish Life Cycle, Life Cycle of Schistosoma mansoni, Figure 27-16, Figure 27-23, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, Types of Invertebrate Skeletons, Structure of a Turtle’s Heart, Figure 31-14, Structure of a Bear’s Heart; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23,24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank

d. Compare the structure and function of organs in

one organism to the structure and function of organs in another organism.

SE/TE: 551-555; 657-663; 745-750; 849-852 TE: Build Science Skills, 552, 660, 661, 747, 851;

Make Connections, 554, 746 SE: Inquiry Activity, Are all plants the same?,

550; Inquiry Activity, What makes an animal an animal?, 656; Problem Solving, “Plantastic” Voyage, 553; Quick Lab, How can body symmetry affect movement?, 662; 22-1 Section Assessment, 555; Chapter 22 Assessment, 575-577; 26-1 Section Assessment 663; Chapter 26 Assessment, 678-681; Inquiry Activity, Which protective covering is best?, 744; Problem Solving, Creating an Imaginary Invertebrate, 750; 29-1 Section Assessment, 754; Chapter 29 Assessment, 760-763; Inquiry Activity, What are some adaptations of vertebrae?, 848; Issues in Biology, Should Marine Mammals Be kept in Captivity?, 853; Exploration, Comparing Chordate Family Trees, 865; 33-1 Section Assessment, 853; Chapter 33 Assessment, 866-869

TR: Unit Resources: Unit 8, 9: Section Review 22-1, 26-1, 29-1, 33-1; Reading and Study Workbook Section 22-1, 26-1, 29-1, 33-1; Adapted Reading and Study Workbook Section 22-1, 26-1, 29-1, 33-1; Lesson Plans Section 22-1 26-1, 29-1, 33-1; Chapter 22, 26, 29, 33 Vocabulary Review; Graphic Organizer; Chapter 22, 26, 29, 33 Test Level A and B






(Continued) d. Compare the structure and function of organs in

one organism to the structure and function of organs in another organism.


Section 22-1, 26-1, 29-1, 33-1; Transparencies: 22-1 Interest Grabber, Section Outline, Generalized Plant Life Cycle, Figure 22-6, Figure 22-7, 26-1 Interest Grabber, Section Outline, Concept Map, Figure 26-5,29-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 29-4, 33-1 Interest Grabber, Section Outline, Concept Map, Figure 33-2, Figure 33-4; Interactive Textbook Chapter 22, 26, 29, 33 Assessment; Computer Chapter 22, 26, 29, 33 Test Bank

e. Research and report on technological

developments related to organs.

SE/TE: 692; 932; 948-949 SE: Research on C. elegans, 692; Technology and

Society, Making Artificial Skin, 932; Biology and History, Cardiovascular Advances, 948-949

Objective 2: Describe the relationship between structure and function of organ systems in plants and animals. a. Relate the function of an organ to the function of

an organ system.

SE/TE: 579-583; 599-602; 609-616; 618-621; 751-758; 891-896, 916-919

TE: Build Science Skills, 579, 581, 582; Demonstration, 599; 608, 618, 621, 756, 890, 894; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756

SE: Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 23, 604-607; Chapter 24, Design an Experiment; Chapter 29 Assessment, 760-763; Inquiry Activity, What are the organ systems?, 890; 35-1 Section Assessment, 896; Chapter 35 Assessment, 916-919;






(Continued) a. Relate the function of an organ to the function of

an organ system.


35-1; Reading and Study Workbook Section 23-1, 23-5, 24-1, 24-2, 29-3, 35-1; Adapted Reading and Study Workbook Section 23-1, 23-5, 24-1, 29-3, 35-1; Lesson Plans Section 23-1, 23-5, 24-1, 24-2, 29-3, 35-1; Section Review 23-5, 24-1, 24-2, 29-2, 35-1; Chapter 23, 24, 29, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29, 35 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 23-1, 23-5, 24-1, 29-3, 35-1; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, Figure 35-2; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23, 24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank

b. Describe the structure and function of various

organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.

SE/TE: 599-602; 609-616; 618-621; 751-758; 891-896

TE: Demonstration, 599; 608, 618, 621, 756; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756

SE: Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?,






(Continued) b. Describe the structure and function of various

organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.

(Continued) SE: 753; Design an Experiment, Investigating

Invertebrate Response to External Stimuli, 759; Chapter 29 Assessment, 760-763

TR: Unit Resources: Unit 7: Section Review 23-5, 24-1, 24-2, 29-2; Reading and Study Workbook Section 23-5, 24-1, 24-2, 29-2; Adapted Reading and Study Workbook Section 23-5, 24-1-24-2, 29-3; Lesson Plans Section 23-5, 24-1, 24-2, 29-2; Chapter 23, 24, 29 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29 Test Level A and B; Enrichment; Chapter 24 Design an Experiment

TECH: www.phschool.com; Interactive Textbook Section 23-5, 24-1, 24-2, 29-2; Transparencies: 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23,24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank

c. Examine the relationships of organ systems within

an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.

SE/TE: 579-583; 599-602; 609-616; 618-621; 751-758

TE: Build Science Skills, 579, 581, 582; Demonstration, 599; 608, 618, 621, 756; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756

SE: Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to






(Continued) c. Examine the relationships of organ systems within

an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.

(Continued) SE: Design Flowers, 617; Design an Experiment,

Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 23, 604-607; Chapter 29 Assessment, 760-763

TR: Unit Resources: Unit 7: Section Review 23-1; Reading and Study Workbook Section 23-1, 23-5, 24-1, 24-2, 29-3; Adapted Reading and Study Workbook Section 23-1, 23-5, 24-1, 29-3; Lesson Plans Section 23-1, 23-5, 24-1, 24-2, 29-3; Section Review 23-5, 24-1, 24-2, 29-2; Chapter 23, 24, 29 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29 Test Level A and B; Enrichment; Chapter 24 Design an Experiment

TECH: www.phschool.com; Interactive Textbook Section 23-1, 23-5, 24-1, 29-3; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23, 24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank

d. Relate the tissues that make up organs to the

structure and function of the organ.

SE/TE: 894; 897-900; 926-928 TE: Demonstration, 894, 897, 899; Build Science

Skills, 894, 898, 926, 927, 928; Making Connections, 895, 900






e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).

SE/TE: 447-450; 451-456, 464-467 TE: Demonstration, 449, 451, 454 SE: Inquiry Activity, How can you classify fruits?,

446; Quick Lab, How is a cladogram constructed?, 453; Technology and Society, The Search for New Species, 456; 18-1 Section Assessment, 450; 18-2 Section Assessment, 455; Chapter 18 Assessment, 464-467

TR: Unit Resources: Unit 5: Section Review 18-1, 18-2; Enrichment; Reading and Study Workbook Section 18-1, 18-2; Adapted Reading and Study Workbook Section 18-1, 18-2; Lesson Plans Section 18-1, 18-2; BioDetectives: Investigations in Forensics Investigation 5; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B

TECH: www.phschool.com; Computer Chapter 18 Test Bank; Interactive Textbook Chapter 18 Assessment; Interactive Textbook Section 18-1, 18-2; Transparencies: 18-1 Interest Grabber, Section Outline, Flowchart, Figure 18-5; 18-2 Interest Grabber, Section Outline, Traditional Classification Versus Cladogram

Benchmark: Information passed from parent to offspring is coded in DNA (deoxyribonucleic acid) molecules. The fundamental DNA structure is the same for all living things; the sequence of DNA differs between each organism and each species. Changes in the DNA sequence may alter genetic expression. The genetic information in DNA provides the instructions for assembling protein molecules in cells. The code used is virtually the same for all organisms. There are predictable patterns of inheritance. Sexual reproduction increases the genetic variation of a species. Asexual reproduction provides offspring that have the same genetic code as the parent. STANDARD IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. Objective 1: Compare sexual and asexual reproduction. a. Explain the significance of meiosis and

fertilization in genetic variation.

SE/TE: 275-278; 282-285 TE: Demonstration, 277; Build Science Skills, 278 SE: Exploration, Modeling Meiosis, 281; 11-4







(Continued) a. Explain the significance of meiosis and

fertilization in genetic variation.

(Continued) TR: Unit Resources: Unit 4: Section Review 11-4;

Chapter 11 Exploration; Reading and Study Workbook Section 11-4; Adapted Reading and Study Workbook Section 11-4; Lesson Plans Section 11-4; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 11-4; Transparencies: 11-4 Interest Grabber, Section Outline, Crossing-Over, Figure 11-15, I, II; ABC Videotape Library, 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations CD-ROM, Meiosis; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank

b. Compare the advantages/disadvantages of sexual

and asexual reproduction to survival of species.

SE/TE: 275-278; 428; 757-758 TE: Demonstration, 277; Build Science Skills, 278 SE: Exploration, Modeling Meiosis, 281; 11-4


TR: Unit Resources: Unit 4: Section Review 11-4; Chapter 11 Exploration; Reading and Study Workbook Section 11-4; Adapted Reading and Study Workbook Section 11-4; Lesson Plans Section 11-4; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 11-4; Transparencies: 11-4 Interest Grabber, Section Outline, Crossing-Over, Figure 11-15, I, II; ABC Videotape Library 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations CD-ROM, Meiosis; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank






c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.

SE/TE: 253; 322-326; 327-329; TE: Demonstration, 324; Build Science Skills, 329 SE: Technology and Society, Stem Cells:

Promises and Problems, 253; Quick Lab, How can restriction enzymes be modeled?, 326; 13-2 Section Assessment, 326; Chapter 13 Assessment, 336-339; Chapter 13 Lab; Laboratory Manual A Chapter 13 Lab; Laboratory Manual B Chapter 13 Lab; Issues in Biology, Do Genetically Modified Foods Need Stricter Controls?, 330; 13-3 Section Assessment, 329

TR: Unit Resources: Unit 4: Section 13-2, 13-3; Reading and Study Workbook Section 13-2, 13-3; Adapted Reading and Study Workbook Section 13-2, 13-3; Issues and Decision Making 24; Biotechnology Manual Issue 1, Labs 8, 9, 12; Biotechnology Manual Concepts 5, 7 and Labs 14,15; BioDetectives: Investigations in Forensics Investigation 4; Lesson Plans Section 13-2, 13-3; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 13-2, 13-3; Transparencies: 13-2 Interest Grabber, Section Outline, Restriction Enzymes, Figure 13-6, Figure 13-7, Figure 13-8, 13-3 Interest Grabber, Section Outline, Knockout Genes, Figure 13-9, Figure 13-10; Virtual Labs 11; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank






Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms. a. Explain Mendel’s laws of segregation and

independent assortment and their role in genetic inheritance.

SE/TE: 263-266 TE: Build Science Skills, 263; Demonstration,

265; Build Science Skills, 266 SE: Inquiry Activity, Are traits inherited?, 262;

11-1 Section Assessment, 266; Chapter 11 Assessment, 282-285

TR: Unit Resources: Unit 4: Section Review 11-1; Reading and Study Workbook Section 11-1; Adapted Reading and Study Workbook Section 11-1; Lesson Plans Section 11-1; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B;

TECH: www.phschool.com; Interactive Textbook Section 11-1; Transparencies: 11-1 Interest Grabber, Section Outline, Principles of Dominance, Figure 11-3; ABC Videotape Library, 19 Segregation of Chromosomes; Interactive Textbook Chapter 11 Assessment; Computer Test Bank Chapter 11 Test

b. Demonstrate possible results of recombination in

sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.

SE/TE: 267-269; 270-274; 279-280 TE: Make Connections, 267; Build Science Skills,

269, 270, 274; Demonstration, 273; Build Science Skills, 279

SE: Quick Lab, How are dimples inherited?, 268; Problem Solving, Producing True-Breeding Seeds, 271; 11-2, 11-3 Section Assessment, 266, 269; Chapter 11 Assessment, 282-285; 11-5 Section Assessment, 280; Chapter 11 Assessment, 282-285

TR: Unit Resources: Unit 4: Section Review 11-2, 11-3, 11-5; Enrichment; Reading and Study Workbook Section 11-2, 11-3, 11-5; Adapted Reading and Study Workbook Section 11-2, 11-3; Lesson Plans Section 11-2, 11-3, 11-5; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B; Biotechnology Manual Lab 2

TECH: www.phschool.com; Interactive Textbook Section 11-2, 11-3, 11-5; Transparencies: 11-2, 11-3, 11-5 Interest Grabbers, Section Outline, Tt X Tt Cross, Concept Map, Figure 11-10, Figure 11-11, Comparative Scale of a Gene Map, Figure 11-19; Lab Simulations CD-ROM, Mendelian Inheritance; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank






c. Relate Mendelian principles to modern-day practice of plant and animal breeding.

SE/TE: 319-321 SE: Inquiry Activity, Can you improve plant

breeding:?, 318; Design an Experiment, Investigating the Effects of Radiation on Seeds, 334-335; 13-1 Section Assessment, 321; Chapter 13 Assessment, 336-339

TR: Unit Resources: Unit 4: Section Review 13-1; Chapter 13 Design an Experiment; Reading and Study Workbook Section 13-1; Adapted Reading and Study Workbook Section 13-1; Lesson Plans Section 13-1; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 13-1; Transparencies: 13-1 Interest Grabber, Section Outline, Concept Map; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank

d. Analyze bioethical issues and consider the role of

science in determining public policy.

SE/TE: 354; 355-360; 362-365 TE: Demonstration, 357 SE: Who Controls Your DNA?, 354; Careers in

Biology, Geneticist, 359; Real-World Lab, Modeling DNA Probes, 361; 14-3 Section Assessment, 360; Chapter 14 Assessment, 362-365

TR: Unit Resources: Unit 4: Section Review 14-3; Chapter 14 Real-World Lab; Reading and Study Workbook Section 14-3; Adapted Reading and Study Workbook Section 14-3; Issues and Decision Making 9, 10, 11, 12; Biotechnology Manual Labs 2,11, 12, Concepts 2, 3, 4, 6; Lesson Plans Section 14-3; Chapter 14 Vocabulary Review; Graphic Organizer; Chapter 14 Test Level A and B; Laboratory Assessment 4

TECH: www.phschool.com; Interactive Textbook Section 14-3; Transparencies: 14-3 Interest Grabber, Section Outline, Locating Genes, Figure 14-18, Figure 14-21; ABC Videotape Library, 30 Gene Transfer and Cloning; Interactive Textbook Chapter 14 Assessment; Computer Chapter 14 Test Bank






Objective 3: Explain how the structure and replication of DNA are essential to heredity and protein synthesis. a. Use a model to describe the structure of DNA.

SE/TE: Modeling DNA Replication, 313

b. Explain the importance of DNA replication in cell reproduction.

SE/TE: 295-299; 313; 314-317 TE: Demonstration, 295; Build Science Skills,

297; Demonstration, 298 SE: Analyzing Data, Synthesis of New DNA

Molecules, 296; Exploration, Modeling DNA Replication, 313; 12-2 Section Assessment, 299; Chapter 12 Assessment, 314-317


TECH: www.phschool.com; Interactive Textbook Section 12-2; Transparencies: 12-2 Interest Grabber, Section Outline, Prokaryotic Chromosome Structure, Figure 12-10; Figure 12-11; ABC Videotape Library, 21 DNA Replication; Lab Simulations CD-ROM, DNA Structure and Replication; Interactive Textbook Chapter 12 Assessment; Computer Chapter 12 Test Bank

c. Summarize how genetic information encoded in

DNA provides instructions for assembling protein molecules.

SE/TE: 300-306; 314-317 TE: Demonstration, 302; Build Science Skills,

303; SE: Quick Lab, How does a cell interpret DNA?,

303; 12-3 Section Assessment, 306; Chapter 12 Assessment, 314-317


TECH: www.phschool.com; Interactive Textbook Section 12-3; Transparencies: 12-3 Interest Grabber, Section Outline, Concept Map, Figure 12-14, Figure 12-17, Figure 12-18; ABC Videotape Library, 25 DNA Transcription, 26 Protein Synthesis; Interactive Textbook Chapter 12 Assessment; Computer Chapter 12 Test Bank






d. Describe how mutations may affect genetic expression and cite examples of mutagens.

SE/TE: 307-308; 314-317; 334-335 TE: Demonstration, 307 SE: 12-4 Section Assessment, 308; Chapter 12

Assessment, 314-317; Design an Experiment, Investigating the Effects of Radiation on Seeds, 334-335


TECH: www.phschool.com; Interactive Textbook Section 12-4; Transparencies: 12-4 Interest Grabber, Section Outline, Gene Mutations: Substitution, Insertion and Deletion, Figure 12-20; ABC Videotape Library 27, 28, 29; Computer Chapter 12 Test Bank

e. Relate the historical events that lead to our present

understanding of DNA to the cumulative nature of science knowledge and technology.

SE/TE: 287-294; 314-317 TE: Demonstration, 291; Build Science Skills, 293 SE: Inquiry Activity, How do codes work?, 286;

Biology and History, Discovering the Role of DNA, 292-293; 12-1 Section Assessment, 294; Chapter 12 Assessment, 314-317; Laboratory Manual A Chapter 12 Lab; Laboratory Manual B Chapter 12 Lab

TR: Unit Resources: Unit 4: Section Review 12-1; Enrichment; Reading and Study Workbook Section 12-1; Adapted Reading and Study Workbook Section 12-1; Biotechnology Manual Labs 4, 5, 6; Lesson Plans Section 12-1; Chapter 12 Vocabulary Review; Graphic Organizer; Chapter 12 Test Level A and B;

TECH: www.phschool.com; Interactive Textbook Section 12-1; Transparencies: 12-1 Interest Grabber, Section Outline, Percentage of Bases in Four Organisms, Figure 12-2, Figure 12-4, Figure 12-5, Figure 12-7; ABC Videotape Library 20 Griffith’s Experiment; Lab Simulations CD-ROM, DNA Structure and Replication; Interactive Textbook Chapter 12 Assessment; Computer Chapter 12 Test Bank






f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).

SE/TE: 331-333; 336-339 SE: 13-4 Section Assessment, 333; Chapter 13

Assessment, 336-339 TR: Unit Resources: Unit 4: Section Review 13-4;

Enrichment; Reading and Study Workbook Section 13-4; Adapted Reading and Study Workbook Section 13-4; Lesson Plans Section 13-4; Issues and Decision Making 18; Biotechnology Manual Lab 17, Issue 4; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 13-4; Transparencies: 13-4 Interest Grabber, Section Outline, Flowchart, Figure 13-13; ABC Videotape Library, 30 Gene Transfer and Cloning; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank

Benchmark: Evolution is central to modern science’s understanding of the living world. The basic idea of biological evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, and other species to change, giving rise to a greater diversity of species. Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as science strives for explanations of the world. STANDARD V: Students will understand that biological diversity is a result of evolutionary processes. Objective 1: Relate principles of evolution to biological diversity. a. Describe the effects of environmental factors on

natural selection.

SE/TE: 378-386; 388-391; 406-407; 668 TE: Build Science Skills, 382; Demonstration: 382 SE: Quick Lab, New vegetables from old?, 379;

Technology and Society, Using Nature to Produce Sunscreen, 668; Exploration, Modeling Adaptations, 387; 15-3 Section Assessment, 386; Chapter 15 Assessment, 388-391; Laboratory Manual A Chapter 15 Lab; Laboratory Manual B Chapter 15 Lab







(Continued) a. Describe the effects of environmental factors on

natural selection.


Section 15-3; Transparencies: 15-3 Interest Grabber, Section Review, Concept Map, Figure 15-14, Figure 15-15; Interactive Textbook Chapter 15 Assessment; Computer Chapter 15 Test Bank

b. Relate genetic variability to a species’ potential for

adaptation to a changing environment.

SE/TE: 278; 274; 442-445; 435-440; 454; SE: Analyzing Data, Changing Number of Marine

Families, 438; Exploration, Modeling Coevolution, 441; 17-4 Section Assessment, 434; Chapter 17 Assessment, 442-445



c. Relate reproductive isolation to speciation.

SE/TE: 404-410; 412-415 SE: Analyzing Data, How Are These Fish

Related?, 408; 16-3 Section Assessment, 410; Chapter 16 Assessment, 412-415

TR: Unit Resources: Unit 5: Section Review 16-3; Enrichment; Reading and Study Workbook Section 16-3; Adapted Reading and Study Workbook Section 16-3; Issues and Decision Making 16; Lesson Plans Section 16-3; Chapter 16 Vocabulary Review; Graphic Organizer; Chapter 16 Chapter Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 16-3; Transparencies: 16-3 Interest Grabber, Section Outline, Concept Map; BioDetectives Videotapes, “The Galapagos Islands: A Glimpse Into the Past”; Interactive Textbook Chapter 16 Assessment; Computer Chapter 16 Test Bank






d. Compare selective breeding to natural selection and relate the differences to agricultural practices.

SE/TE: 622-626 TE: Demonstration, 622; Build Science Skills,

623; SE: Biology and History, The Evolution of

Agriculture, 624-625 TR: Unit Resources: Unit 7: Section Review 24-3;

Reading and Study Workbook Section 24-3; Adapted Reading and Study Workbook Section 24-3; Lesson Plans Section 24-3; Chapter 24 Vocabulary Review; Graphic Organizer; Chapter 24 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 24-3; Transparencies: 24-3 Interest Grabber, Section Outline, Compare/Contrast Table; Chapter 24 Assessment; Computer Chapter 24 Test Bank

Objective 2: Cite evidence for changes in populations over time and use concepts of evolution to explain these changes. a. Cite evidence that supports biological evolution

over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).

SE/TE: 417-422; 423-428; 442-445 TE: Demonstration, 417, 424; Build Science

Skills, 418, 419 SE: Inquiry Activity, How can you date a rock?,

416; Quick Lab, What is a half-life?, 420; Laboratory Manual B Chapter 17 Lab, Laboratory Manual A Chapter 17 Lab; 17-1 Section Assessment, 422; 17-3 Section Assessment, 428; Chapter 17 Assessment, 442-445

TR: Unit Resources: Unit 5: Section Review 17-1, 17-2; Reading and Study Workbook Section 17-1, 17-2; Adapted Reading and Study Workbook Section 17-1, 17-2; Issues and Decisions 14; Lesson Plans Section 17-1, 17-2; Chapter 17 Vocabulary Review; Graphic Organizer; Chapter 17 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 17-1, 17-2; Transparencies: 17-1, 17-2 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 17-2, Figure 17-5, Flowchart, Figure 17-8, Figure 17-12; BioDetectives Videotapes, “Mummies: Ties to the Past”; Interactive Textbook Chapter 17 Assessment; Computer Chapter 17 Test Bank






b. Identify the role of mutation and recombination in evolution.

SE/TE: 435-440; 441 SE: Analyzing Data, Changing Number of Marine

Families, 438; Exploration, Modeling Coevolution, 441; 17-4 Section Assessment, 440; Chapter 17 Assessment, 442-445

TR: Unit Resources: Unit 5: Section Review 17-4; Chapter 17 Exploration; Reading and Study Workbook Section 17-4; Adapted Reading and Study Workbook Section 17-4; Issues and Decisions 13; Lesson Plans 17-4; Chapter 17 Vocabulary Review; Graphic Organizer; Chapter 17 Test Level A and B


c. Relate the nature of science to the historical

development of the theory of evolution.

SE/TE: 373-377; 378-386 TE: Demonstration, 377, 382; Build Science

Skills, 382 SE: Biology and History, Origins of Evolutionary

Thought, 374-375; 15-2 Section Assessment, 377; Chapter 15 Assessment, 388-391; Quick Lab, New vegetables from old?, 379; Exploration, Modeling Adaptations, 387; Laboratory Manual A Chapter 15 Lab; Laboratory Manual B Chapter 15 Lab

TR: Unit Resources: Unit 5: Section Review 15-2, 15-3; Reading and Study Workbook Section 15-2, 15-3; Adapted Reading and Study Workbook Section 15-2, 15-3; Lesson Plans Section 15-2, 15-3; Chapter 15 Vocabulary Review; Graphic Organizer; Chapter 15 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 15-2, 15-3; Transparencies: 15-2 Interest Grabber, Section Outline, Movement of Earth’s Crust, Figure 15-7, 15-3 Interest Grabber, Section Outline, Concept Map, Figure 15-14, Figure 15-15; Interactive Textbook Chapter 15 Assessment; Computer Chapter 15 Test Bank






d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similarities and differences in the structures of birds and reptiles leads to the inference that birds evolved from reptiles).

SE/TE: 15; 382-386; 397-402; 404-410; 452-454 TE: Build Science Skills, 400 SE: Quick Lab, Can the environment affect

survival?, 401; Issues in Biology, Should the Use of Antibiotics Be Restricted?, 403; Analyzing Data, How are These Fish Related?, 408; 16-2, 16-3 Section Assessment 402, 410; Chapter 16 Assessment, 412-415; Laboratory Manual B Chapter 16 Lab

TR: Unit Resources: Unit 5: Section Review 16-2, 16-3; Reading and Study Workbook Section 16-2, 16-3; Adapted Reading and Study Workbook Section 16-2, 16-3; Issues and Decision Making 16; Lesson Plans Section 16-2, 16-3; Chapter 16 Vocabulary Review; Graphic Organizer; Chapter 16 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 16-2, 16-3; Transparencies: 16-2 Interest Grabber, Section Outline, Genetic Drift, Figure 16-6, Figure 16-7, Figure 16-8, 16-3 Interest Grabber, Section outline, Concept Map; Virtual Labs 14, 15; BioDetectives Videotapes, “The Galapagos Islands: A Glimpse Into the Past”; Interactive Textbook Chapter 16 Assessment; Computer Chapter 16 Test Bank

e. Review a scientific article and identify the research

methods used to gather evidence that documents the evolution of a species.

SE/TE: 456 SE: Technology and Society, The Search for New

Species in Tropical Forests, 456

Objective 3: Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships. a. Classify organisms using a classification tool such

as a key or field guide.

SE/TE: 462-463 SE: Real-World Lab, Classifying Organisms

Using Dichotomous Keys, 462-463






b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).

SE/TE: 447-450; 464-467 TE: Demonstration, 449; Build Science Skills, 450 SE: Inquiry Activity, How can you classify fruits?,

446; 18-1 Section Assessment, 450; Chapter 18 Assessment, 464-467

TR: Unit Resources: Unit 5: Section Review 18-1; Enrichment; Reading and Study Workbook Section 18-1; Adapted Reading and Study Workbook Section 18-1; BioDetectives: Investigations in Forensics, Investigation 5; Lesson Plans Section 18-1; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 18-1; Transparencies: 18-1 Interest Grabber, Section Outline, Flowchart, Figure 18-5; Interactive Textbook Chapter 18 Assessment; Computer Chapter 18 Test Bank

c. Explain how evolutionary relationships are related

to classification systems.

SE/TE: 451-456; 457-461; 462-463 TE: Demonstration, 451, 454, 460 SE: Quick Lab, How is a cladogram constructed?,

453; Technology and Society, The Search for New Species, 456; Real-World Lab, Using Dichotomous Keys, 462-463; 18-2, 18-3 Section Assessment, 455, 461; Chapter 18 Assessment, 464-467; Laboratory Manual A Chapter 18 Lab; Laboratory Manual B Chapter 18 Lab;

TR: Unit Resources: Unit 5: Section Review 18-2, 18-3; Reading and Study Workbook Section 18-2, 18-3; Adapted Reading and Study Workbook Section 18-2, 18-3; Lesson Plans Section 18-2, 18-3; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 18-2, 18-3; Transparencies: 18-2 Interest Grabber, Section Outline, Traditional Classification Versus Cladogram. 18-3 Interest Grabber, Section Outline, Concept Map, Figure 18-12, Figure 18-13; Interactive Textbook Chapter 18 Assessment; Computer Chapter 18 Test Bank






d. Justify the ongoing changes to classification schemes used in biology.

SE/TE: 457-461; 462-463 TE: Demonstration, 460 SE: Real-World Lab, Using Dichotomous Keys,

462-463; 18-3 Section Assessment, 461; Chapter 18 Assessment, 464-467; Laboratory Manual A Chapter 18 Lab; Laboratory Manual B Chapter 18 Lab

TR: Unit Resources: Unit 5: Section Review 18-3; Chapter 18 Real-World Lab; Reading and Study Workbook Section 18-3; Adapted Reading Workbook Section 18-3; Lesson Plans Section 18-3; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B

TECH: www.phschool.com; Interactive Textbook Section 18-3; Transparencies: 18-3 Interest Grabber, Section Outline, Concept Map, Figure 18-22, Figure 18-13; Interactive Textbook Chapter 18 Assessment; Computer Chapter 18 Test Bank

Reference: http://www.uen.org/core/science/9-12.html


Prentice Hall Biology © 2006, (Miller/Levine) Correlated ... Secondary Science Core Curriculum, ......

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