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(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
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
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: 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
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).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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).
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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 3
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
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).
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 5
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.,
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 7
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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 9
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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: 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
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(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).
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 11
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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
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).
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 12
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
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: 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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 15
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(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;
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 18
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
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;
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 19
organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.
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?,
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 20
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 21
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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
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
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(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
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
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
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.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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.
TR: Unit Resources: Unit 4: Section Review 12-2; Chapter 12 Exploration; Reading and Study Workbook Section 12-2; Adapted Reading and Study Workbook Section 12-2; Lesson Plans Section 12-2; Chapter 12 Vocabulary Review; Graphic Organizer; Chapter 12 Test Level A and B
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.
TR: Unit Resources: Unit 4: Section Review 12-3; Reading and Study Workbook Section 12-3; Adapted Reading and Study Workbook Section 12-3; Lesson Plans Section 12-3; Chapter 12 Vocabulary Review; Graphic Organizer; Chapter 12 Test Level A and B
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 28
Assessment, 314-317; Design an Experiment, Investigating the Effects of Radiation on Seeds, 334-335
TR: Unit Resources: Unit 4: Section Review 12-4; Reading and Study Workbook Section 12-4; Adapted Reading and Study Workbook Section 12-4; Lesson Plans Section 12-4; Chapter 12 Vocabulary Review; Graphic Organizer; Chapter 12 Test Level A and B
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 29
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
TR: Unit Resources: Unit 5: Section Review 15-3; Chapter 15 Exploration; Reading and Study Workbook Section 15-3; Adapted Reading and Study Workbook Section 15-3; Lesson Plans Section 15-3; Chapter 15 Vocabulary Review; Graphic Organizer; Chapter 15 Test Level A and B
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 30
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; Lesson Plans Section 17-4; Chapter 17 Vocabulary Review; Graphic Organizer; Chapter 17 Test Level A and B
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 31
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
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).
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 32
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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 33
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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
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
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
SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 35
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