Textbook Alignment to the Utah Core - Pearson School Alignment to the Utah Core – Science - Biology This alignment has been completed using an “Independent Alignment Vendor”
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Textbook Alignment to the Utah Core – Science - Biology This alignment has been completed using an “Independent Alignment Vendor” from the USOE approved list
(www.schools.utah.gov/curr/imc/indvendor.html.) Yes __X__ No _____
Name of Company and Individual Conducting Alignment: Chris McHugh_
A “Credential Sheet” has been completed on the above company/evaluator and is (Please check one of the following):
X On record with the USOE.
□ The “Credential Sheet” is attached to this alignment.
Instructional Materials Evaluation Criteria (name and grade of the core document used to align): Science - Biology
Publisher: Pearson publishing as Prentice Hall__________________________________________________________________________
KEY: SE = Student Edition TE = Teacher’s Edition
Overall percentage of coverage in the Student Edition (SE) and Teacher Edition (TE) of the Utah State Core Curriculum: _____96% Overall percentage of coverage in ancillary materials of the Utah Core Curriculum: ______________96%
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).
Opportunities to address this standard can be found on the following pages: SE/TE: 77-78
Opportunities to address this standard can be found on the following pages: Study Workbook A: 3.3 Worksheets, Chapter Review 3 Study Workbook B: 3.3 Worksheets Spanish Study Workbook: 3.3 Worksheets Assessment Resources Book: Visual Quiz 3.3, Chapter Tests 3A, 3B Biology.com: Section 3.3 Transparencies: Section 3.3 Classroom Resources CD: Section 3.3
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).
Opportunities to address this standard can be found on the following pages: SE/TE: 77-78
Opportunities to address this standard can be found on the following pages: Study Workbook A: 3.3 Worksheets, Chapter Review 3 Study Workbook B: 3.3 Worksheets Spanish Study Workbook: 3.3 Worksheets Assessment Resources Book: Visual Quiz 3.3, Chapter Tests 3A, 3B Biology.com: Section 3.3 Transparencies: Section 3.3 Classroom Resources CD:
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).
Not addressed in this text
Objective 1.2: 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.
b. Explain how water is a limiting factor in various ecosystems.
Opportunities to address this standard can be found on the following pages: SE/TE: 66, 85-86, 140
Opportunities to address this standard can be found on the following pages: Study Workbook A: 3.4 Worksheets, Chapter Review 3 Study Workbook B: 3.4 Worksheets Spanish Study Workbook: 3.4 Worksheets Assessment Resources Book: Visual Quiz 3.4, Chapter Tests 3A, 3B Biology.com: Section 3.4 Transparencies:
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.
Not addressed in this text
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).
b. Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
SE/TE: 88
Lab Manual A: The Effect of Fertilizer on Algae Lab Manual B: The Effect of Fertilizer on Algae
c. Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.
SE/TE: 67, 88, 112-115, 122, 138, 180
Lab Manual A: The Effect of Fertilizer on Algae, Abiotic Factors and Plant Selection, Acid Rain and Seeds Lab Manual B: The Effect of Fertilizer on
10
Algae, Abiotic Factors: Sand vs. Soil, Abiotic Factors and Plant Selection, How Competition Affects Growth, Acid Rain and Seeds
d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
SE/TE: 122
Lab Manual A: Abiotic Factors and Plant Selection Lab Manual B: Abiotic Factors and Plant Selection
e. Research and evaluate local and global practices that affect ecosystems.
6.4 Transparencies: Sections 6.1, 6.2, 6.4 Classroom Resources CD: Sections 6.1, 6.2, 6.4 ELL Handbook: Sections 6.1, 6.2, 6.4 Spanish Study Workbook: Sections 6.1, 6.2, 6.4 Multilingual Glossary ExamView: Chapter 6 Lab Manual A: The Effect of Fertilizer on Algae Lab Manual B: The Effect of Fertilizer on Algae
12
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.
Percentage of coverage in the student and teacher edition for Standard II:__________100%
Percentage of coverage not in student or teacher
edition, but covered in the ancillary material for Standard II: __100%
OBJECTIVES & INDICATORS
Coverage in Student Edition (SE) and Teacher Edition (TE) (pg
#’s, etc.)
Coverage in Ancillary Material (titles, pg #’s, etc.)
Not covered in TE, SE or ancillaries
Objective 2.1: 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).
c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
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).
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).
c. Relate the structure of organs to the function of organs.
Opportunities to address this standard can be found on the following page:SE/TE: 216, 231
Opportunities to address this standard can be found on the following pages:Study Workbook A: 8.2 Worksheets, Chapter Review 8 Study Workbook B: 8.2 Worksheets Spanish Study Workbook: 8.2 Worksheets Assessment Resources
d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.
Opportunities to address this standard can be found on the following page:SE/TE: 231
Opportunities to address this standard can be found on the following pages:Study Workbook A: 8.2 Worksheets, Chapter Review 8 Study Workbook B: 8.2 Worksheets Spanish Study
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.
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.
Opportunities to address this standard can be found on the following page:SE/TE: 216
Opportunities to address this standard can be found on the following pages:Study Workbook A: 7.4 Worksheets, Chapter Review 7 Study Workbook B: 7.4 Worksheets Spanish Study Workbook: 7.4 Worksheets Assessment Resources Book: Chapter Tests 7A, 7B Biology.com: Section 7.4 Transparencies: Section 7.4 Classroom Resources CD: Section 7.4 ELL Handbook: Section 7.4 Spanish Study Workbook: Section 7.4 Multilingual Glossary
30
ExamView: Chapter 7
d. Relate the tissues that make up organs to the structure and function of the organ.
TE: 215
Opportunities to address this standard can be found on the following pages:Study Workbook A: 7.4 Worksheets, Chapter 7 Review Study Workbook B: 7.4 Worksheets Spanish Study Workbook: 7.4 Worksheets Assessment Resources Book: Chapter Tests 7A, 7B Biology.com: Section 7.4 Transparencies: Section 7.4 Classroom Resources CD: Section 7.4 ELL Handbook: Section 7.4 Spanish Study Workbook: Section 7.4
31
Multilingual Glossary ExamView: Chapter 7
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).
Opportunities to address this standard can be found on the following page:SE/TE: 231
Opportunities to address this standard can be found on the following pages:Study Workbook A: 8.2 Worksheets, Chapter Review 8 Study Workbook B: 8.2 Worksheets Spanish Study Workbook: 8.2 Worksheets Assessment Resources Book: Visual Quiz 8.2, Chapter Tests 8A, 8B Biology.com: Section 8.2 Transparencies: Section 8.2 Classroom Resources CD: Section 8.2 ELL Handbook:
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.
Percentage of coverage in the student and teacher edition for Standard IV:__________100 %
Percentage of coverage not in student or teacher
edition, but covered in the ancillary material for Standard IV: __100%
OBJECTIVES & INDICATORS
Coverage in Student Edition (SE) and Teacher Edition (TE) (pg #’s, etc.)
Coverage in Ancillary Material (titles, pg #’s, etc.)
Not covered in TE, SE or ancillaries
Objective 4.1: Compare sexual and asexual reproduction.
a. Explain the significance of meiosis and fertilization in genetic variation.
SE/TE: 323-326, 329, 330, 331, 333
Study Workbook A: 11.4 Worksheets, Chapter Review 11 Study Workbook B: 11.4 Worksheets Spanish Study Workbook: 11.4 Worksheets Assessment Resources
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.
13.2 Classroom Resources CD: Sections 13.1, 13.2 ELL Handbook: Sections 13.1, 13.2 Spanish Study Workbook: Sections 13.1, 13.2 Multilingual Glossary ExamView: Chapter 13 Lab Manual A: From DNA to Protein Synthesis Lab Manual B: From DNA to Protein Synthesis
d. Describe how mutations may affect genetic expression and cite examples of mutagens.
SE/TE: 289-290, 372-376, 385, 387-388
Study Workbook A: 10.3, 13.3 Worksheets, Chapter Reviews 10, 13 Study Workbook B: 10.3, 13.3 Worksheets Spanish Study Workbook: 10.3, 13.3
Objective 5.2: 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: 465-473, 474, 475, 477, 482-483, 486
Study Workbook A: 16.4, 17.1 Worksheets, Chapter Reviews 16, 17 Study Workbook B: 16.4, 17.1 Worksheets Spanish Study Workbook:
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).
Opportunities to address this standard can be found on the following pages: SE/TE: 460-464, 465-469
Study Workbook A: 16.3, 16.4 Worksheets, Chapter Review 16 Study Workbook B: 16.3, 16.4 Worksheets Spanish Study Workbook: 16.3, 16.4 Worksheets Assessment