Prentice Hall Biology: Exploring Life © 2006 Correlated to ...assets.pearsonschool.com/correlations/MO_Bio_Exploring_Life_2006.pdfPrentice Hall Biology: Exploring Life © 2006 Correlated

Prentice Hall Biology: Exploring Life © 2006 Correlated to:

Missouri Grade Level Expectations for Science, Strands 3 & 7 (Grades 9, 10, and 11)

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology LM = Lab Manual

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MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

Grade 9, 10, 11 Strand 3: Characteristic and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Not assessed at this level

B. Organisms progress through life cycles unique to different types of organisms Scope and Sequence – Diversity and Unity Among Organism

a. Recognize cells both increase in number and differentiate, becoming specialized in both structure and function, during and after embryonic development

SE/TE: 728-729, 730-733 TR: Guided Reading and Study Workbook:

Chapter 33 Worksheets; Learning Log for Online Activities: 33.3

TECH: Resource Pro: Chapter 33; Online Lesson Planner: Chapter 33; Online Activity: 33.3; Online Assessment/Test Preparation: Chapter 33

b. Recognize factors that may affect the

differentiation of cells and development of an organism (e.g., biochemical, temperature)




C. Cells are the fundamental units of structure and function of all living things Scope and Sequence – Diversity and Unity Among Organisms

a. Recognize all organisms are composed of cells, the fundamental units of life

SE/TE: 12, 110-113, 180-184 TR: Guided Reading and Study Workbook:

Chapter 6 Worksheets; Learning Log for Online Activities: 6.1, 9.2; Color Transparencies: 6A, 9A; Investigative Lab: 6

TECH: Resource Pro: Chapter 6; Online Lesson Planner: Chapter 6; Online Companion for Investigative Lab 6; Online Activity: 6.1, 9.2; History of Science: Discovery of Cells; Online Assessment/Test Preparation: Chapter 6, 9


Missouri Grade Level Expectations for Science, Strands 3 & 7, (Grades 9, 10, and 11)


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b. Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosomes, vacuole) found in different types of cells (e.g., bacterial, plan, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism

SE/TE: 110-113, 115-117, 118-122, 124-127, 128-129, 130-131, 140

TR: Guided Reading and Study Workbook: Chapter 6 Worksheets’ Learning Log for Online Activities: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6; Color Transparencies: 6A, 6B, 6C, 6D, 6E, 9A; Investigative Lab: 6

TECH: Resource Pro: Chapter 6; Online Lesson Planner: Chapter 6; Online Companion for Investigative Lab 6; Online Activity: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6; History of Science: Discovery of Cells; Online Assessment/Test Preparation: Chapter 6

D. Plants and animals have different structures that serve similar functions necessary for the survival of the

organism Not assessed at this level

E. Biological classifications are based on how organisms are related Scope and Sequence – Diversity and Unity Among Organisms a. Explain how similarities used to group taxa

might reflect evolutionary relationships (e.g., similarities in DNA and protein structures, internal anatomical features, and patterns of development)


Chapter 1, 15 Work sheets; Learning Log for Online Activities: 15.4; Lab Manual: Investigative Lab 1, 15; Color Transparency: 15B, 15C

TECH: Resource Pro: Chapter 1, 15; Online Lesson Planner: Chapter 1, 15; Online Activity: 15.4; Online Companion: Lab 1, 15; Online Assessment/Test Preparation: Chapter 1, 15

b. Explain how and why the classification of any

taxon might change as more is learned about the organisms assigned to that taxon

SE/TE: 341-348 TR: Guided Reading and Study Workbook:

Chapter 15 Work sheets; Learning Log for Online Activities: 15.4; Lab Manual: Investigative Lab 15; Color Transparency: 15B, 15C

TECH: Resource Pro: Chapter 15; Online Lesson Planner: Chapter 15; Online Activity: 15.4; Online Companion: Lab 15; Online Assessment/Test Preparation: Chapter 15




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2. Living organisms carry out life processes in order to survive A. The cell contains a set of structures called organelles that interact to carry out life processes through

physical and chemical means Scope and Sequence – Cellular Processes

a. Compare and contrast the structure and function of mitochondria and chloroplasts


Chapter 6 Work sheets; Learning Log for Online Activities: 6.5


b. Compare and contrast the structure and

function of cell wall and cell membranes


Chapter 6 Work sheets; Learning Log for Online Activities: 6.2, 6.3; Color Transparency 6C

TECH: Resource Pro: Chapter 6; Online Lesson Planner: Chapter 6; Online Activity: 6.2, 6.3; Online Assessment/Test Preparation: Chapter 6

c. Explain physical and chemical interactions

that occur between organelles as they carry out life processes

SE/TE: 110-113, 115-117, 118-122, 124-127, 128-129, 130-131, 140

TR: Guided Reading and Study Workbook: Chapter 6 Worksheets; Learning Log for Online Activities: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6; Color Transparencies: 6A, 6B, 6C, 6D, 6E; Investigative Lab: 6

TECH: Resource Pro: Chapter 6; Online Lesson Planner: Chapter 6; Online Companion for Investigative Lab 6; Online Activity: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6; History of Science: Discovery of Cells; Online Assessment/Test Preparation: Chapter 6




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B. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth

Scope and Sequence – Cellular Processes

a. Compare and contrast photosynthesis and cellular respiration reactions (Do NOT assess intermediate reactions)

SE/TE: 128, 129, 136-137, 143-144, 145-147, 160-162

TR: Guided Reading and Study Workbook: Chapter 6, 7, 8 Worksheets; Learning Log for Online Activities: 6.5, 7.1, 7.4, 8.1

TECH: WebQuest: CalorieQuest; Resource Pro: Chapter 6, 7, 8; Online Lesson Planner: Chapter 6, 7, 8; Online Activity: 6.5, 7.1, 7.4, 8.1; Online Assessment/Test Preparation: Chapter 6, 7, 8

b. Explain the interrelationship between the

processes of photosynthesis and cellular respiration


Chapter 7, 8 Worksheets; Learning Log for Online Activities: 7.1, 8.1

TECH: Resource Pro: Chapter 7, 8; Online Lesson Planner: Chapter 7, 8; Online Activity: 7.1, 8.1; Online Assessment/Test Preparation: Chapter 7, 8

c. Determine what factors affect the processes of

photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)

SE/TE: 128, 129, 136-137, 143-144, 145-147, 160-162

TR: Guided Reading and Study Workbook: Chapter 6, 7, 8 Worksheets; Learning Log for Online Activities: 6.5, 7.1, 7.4, 8.1

TECH: WebQuest: CalorieQuest; Resource Pro: Chapter 6, 7, 8; Online Lesson Planner: Chapter 6, 7, 8; Online Activity: 6.5, 7.1, 7.4, 8.1; Online Assessment/Test Preparation: Chapter 6, 7, 8

C. Complex multicellular organisms have systems that interact to carry out life processes through physical

and chemical means Not assessed at this level




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D. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds


a. Summarize how energy transfer occurs during photosynthesis and cellular respiration (i.e., the storage and release of energy in the bonds of chemical compounds)

SE/TE: 15, 136-137, 138-141, 142, 143-144, 145-147, 148-152, 153-154, 160-162, 163-167, 168-170

TR: Guided Reading and Study Workbook: Chapter 7 Worksheets; Investigative Lab 7, 8; Transparencies: 7A, 7B, 7C, 7D, 7E, 8A, 8B; Learning Log for Online Activities: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 8.1, 8.2, 8.3

TECH: WebQuest: CalorieQuest, ChocolateQuest; Closer Look: Fermentation in Muscle and Yeast; Light Reactions; Science, Technology, and Society Aerobic and Anaerobic Performance; Resource Pro: Chapter 7, 8; Online Companion for Investigative Lab 7, 8; Online Lesson Planner: Chapter 7, 8; Guided Research Lab 2; Online Activity: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 8.1, 8.2, 8.3; Online Assessment/Test Preparation: Chapter 7, 8

b. Distinguish among organic compounds (e.g.,

proteins, nucleic acids, lipids, carbohydrates) in relation to their role in living systems

SE/TE: 90-94, 95-97, 98-99, 100-102, 103-104, 636, 637, 644

TR: Guided Reading and Study Workbook: Chapter 5, 29 Worksheets; Learning Log for Online Activities: 5.1, 5.2, 5.3, 5.4, 5.5, 29.1; Lab Manual: Investigative Lab 5, 29A; Color Transparencies: 5A, 5B

TECH: WebQuest: PizzaQuest; Resource Pro: Chapter 5, 29; Online Lesson Planner: Chapter 5, 29’ Online Activity: 5.1, 5.2, 5.3, 5.4, 5.5, 29.1; Online Companion: Lab 5, 29A; Online Assessment/Test Preparation: Chapter 5, 29

c. Recognize energy is absorbed or released in

the breakdown and/or synthesis of organic compounds

SE/TE: 90-94, 95-97, 98-99, 100-102, 103-104, 636, 637, 644

TR: Guided Reading and Study Workbook: Chapter 5, 29 Worksheets; Learning Log for Online Activities: 5.1, 5.2, 5.3, 5.4, 5.5, 29.1; Lab Manual: Investigative Lab 5, 29A; Color Transparencies: 5A, 5B

TECH: WebQuest: PizzaQuest; Resource Pro: Chapter 5, 29; Online Lesson Planner: Chapter 5, 29; Online Activity: 5.1, 5.2, 5.3, 5.4, 5.5, 29.1, 29.3; Online Companion: Lab 5, 29A; Online Assessment/Test Preparation: Chapter 5, 29




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d. Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules)

SE/TE: 103-104, 640 TR: Guided Reading and Study Workbook:

Chapter 5, 29 Worksheets; Learning Log for Online Activities: 5.5, 29.2; Lab Manual: Investigative Lab 5, 5A; Color Transparency: 5B

TECH: Resource Pro: Chapter 5, 29; Online Lesson Planner: Chapter 5, 29; Online Activity: Chapter 5.5, 29.2; Online Companion: Lab 5, 5A; Online Assessment/Test Preparation: Chapter 5, 29

e. Interpret a data table showing the effects of an

enzyme on a biochemical reaction

TECH: Online Activity 5.5

E. Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule Scope and Sequence – Cellular Processes

a. Explain how the DNA code determines the sequence of amino acids necessary for protein synthesis

SE/TE: 6, 226-228, 229-231, 235-237 TR: Guided Reading and Study Workbook:

Chapter 11 Work sheets; Learning Log for Online Activities: 11.1, 11.2, 11.4; Color Transparencies: 11B; Investigative Lab: 11

TECH: History of Science: Discovery of DNA; Online Companion: Investigative Lab 11; Resource Pro: Chapter 11; Online Lesson Planner: Chapter 11; Online Activity: 11.1, 11.2, 11.4; Online Assessment/Test Preparation: Chapter 11

b. Recognize the function of protein in cell

structure and function (i.e., enzyme action, growth and repair of body parts, regulation of cell division and differentiation)


Chapter 5 Work sheets; Learning Log for Online Activities: 5.1, 5.4, 5.5; Color Transparencies: 5A, 5B; Laboratory Manual: Investigative Lab 5, 5A

TECH: Resource Pro: Chapter 5; Closer Look: Protein Structure; Online Lesson Planner: Chapter 5; Online Activity: 5.1, 5.4, 5.5; Online Assessment/Test Preparation: Chapter 5




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F. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis)


a. Explain the significance of semi-permeability to the transport of molecules across cellular membranes

SE/TE: 115-117, 118-122, 123 TR: Guided Reading and Study Workbook:

Chapter 6 Work sheets; Learning Log for Online Activities: 6.2, 6.3; Color Transparencies: 6C, 6D; Laboratory Manual: Investigative Lab 6

TECH: Resource Pro: Chapter 6; Lab 6: Online Companion; Online Lesson Planner: Chapter 6; Online Activity: 6.2, 6.3; Online Assessment/Test Preparation: Chapter 6

b. Predict the movement of molecules needed for a cell to maintain homeostasis given concentration gradients of different sizes of molecules




c. Relate the role of diffusion, osmosis, and active transport to the movement of molecules across semi-permeable membranes




d. Explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape)



Color Transparencies: 4C; Laboratory Manual: Investigative Lab 4, 4A

TECH: Resource Pro: Chapter 4; Lab 4: Online Companion; Online Lesson Planner: Chapter 4; Online Activity: 4.4; Online Assessment/Test Preparation: Chapter 4




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G. Life processes can be disrupted by disease (intrinsic failures of the organ systems or by infection due to other organisms) Not assessed at this level

3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

A. Reproduction can occur asexually or sexually Scope and Sequence – Genetics and Heredity

a. Distinguish between asexual (i.e., binary fission, budding, cloning) and sexual reproduction

SE/TE: 13, 14, 180-181, 182-184, 185-188, 192-197, 198-201

TR: Guided Reading and Study Workbook: Chapter 9 Work sheets; Learning Log for Online Activities: 9.1, 9.2, 9.3, 9.5, 9.6; Color Transparencies: 9A, 9B, 9C, 9D, 9E, 9F

TECH: Resource Pro: Chapter 9; Online Lesson Planner: Chapter 9; Online Activity: 9.1, 9.2, 9.3, 9.5, 9.6; Online Assessment/Test Preparation: Chapter 9

B. All living organisms have genetic material (DNA) that carries hereditary information Scope and Sequence – Genetics and Heredity

a. Describe the chemical and structural properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) (Assess the concepts – NOT memorization of nitrogen base pairs)

SE/TE: 6, 206, 220, 221, 226-228, 229-231, 235-237 TR: Guided Reading and Study Workbook:

Chapter 10, 11 Work sheets; Learning Log for Online Activities: 10.5, 11.1, 11.2, 11.4; Color Transparencies: 10E, 11B; Investigative Lab: 10, 11

TECH: History of Science: Discovery of DNA; Online Companion: Investigative Lab 11; Resource Pro: Chapter 10, 11; Online Lesson Planner: Chapter 10, 11

Online Activity: 10.5, 11.1, 11.2, 11.4; Online Assessment/Test Preparation: Chapter 10, 11

b. Recognize that DNA codes for proteins which

are expressed as the heritable characteristics of an organism

SE/TE: 6, 233-234, 235-237, 238-241 TR: Guided Reading and Study Workbook:

Chapter 11 Work sheets; Learning Log for Online Activities: 11.3, 11.4, 11.5; Color Transparencies: 11A, 11B, 11C, 11D, 11E

TECH: Resource Pro: Chapter 11; Online Lesson Planner: Chapter 11; Online Activity: 11.3, 11.4, 11.5; Online Assessment/Test Preparation: Chapter 11




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c. Recognize that degree of relatedness can be determined by comparing DNA sequences


Chapter 15 Work sheets; Learning Log for Online Activities: 15.4; Color Transparencies: 15B, 15C

TECH: Resource Pro: Chapter 15; Online Lesson Planner: Chapter 15; Online Activity: 15.4’ Online Assessment/Test Preparation: Chapter 15

d. Explain how an error in the DNA molecule

(mutation) can be transferred during replication


Chapter 11 Work sheets; Learning Log for Online Activities: 11.6; Investigative Lab: 11A

TECH: Resource Pro: Chapter 11; Online Lesson Planner: Chapter 11; Online Activity: 11.6; Online Companion: Lab 11A; Online Assessment/Test Preparation: Chapter 11

e. Identify possible external causes (e.g., heat,

radiation, certain chemicals) and effects of DNA mutations (e.g., protein defects which affect chemical reactions, structural deformities)


Chapter 11 Work sheets; Learning Log for Online Activities: 11.6; Investigative Lab: 11A

TECH: Resource Pro: Chapter 11; Online Lesson Planner: Chapter 11; Online Activity: 11.6, Online Companion: Lab 11A; Online Assessment/Test Preparation: Chapter 11

C. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell

to daughter cells and from parent to offspring during reproduction Scope and Sequence – Genetics and Heredity

a. Recognize that following asexual reproduction of unicellular organisms and mitosis, the formation of somatic (body) cells in multi-cellular organisms, the chromosomes of daughter cells are identical to the chromosomes of the parent cell

SE/TE: 180-181, 182-184, 185-189, 498 TR: Guided Reading and Study Workbook:

Chapter 9 Work sheets; Learning Log for Online Activities: 9.1, 9.2, 9.3; Investigative Lab: 9; Color Transparencies: 9A, 9B

TECH: Resource Pro: Chapter 9; Online Lesson Planner: Chapter 9; Online Activity: 9.1, 9.2, 9.3, Online Companion: Lab 9; Online Assessment/Test Preparation: Chapter 9




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b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell

SE/TE: 180-181, 192-197, 198-201 TR: Guided Reading and Study Workbook:

Chapter 9 Work sheets; Learning Log for Online Activities: 9.1, 9.5, 9.6; Investigative Lab: 9; Color Transparencies: 9C, 9D

TECH: Resource Pro: Chapter 9; History of Science: Discovery of Chromosomes; Online Lesson Planner: Chapter 9; Online Activity: 9.1, 9.5, 9.6; Online Companion: Lab 9; Online Assessment/Test Preparation: Chapter 9

c. Explain how fertilization restores the diploid

number of chromosomes


Chapter 9 Work sheets; Learning Log for Online Activities: 9.5, Investigative Lab: 9; Color Transparencies: 9C, 9D

TECH: Resource Pro: Chapter 9; History of Science: Discovery of Chromosomes; Online Lesson Planner: Chapter 9; Online Activity: 9.5; Online Companion: Lab 9; Online Assessment/Test Preparation: Chapter 9

d. Identify the implications of human sex

chromosomes for sex determination


Chapter 9, 10 Work sheets; Learning Log for Online Activities: 9.5, 10.5; Investigative Lab: 9; Color Transparencies: 9C, 9D, 10E

TECH: Resource Pro: Chapter 9, 10; History of Science: Discovery of Chromosomes; Online Lesson Planner: Chapter 9, 10; Online Activity: 9.5, 10.5; Online Companion: Lab 9; Online Assessment/Test Preparation: Chapter 9, 10

D. There is heritable variation within every species of organism Scope and Sequence – Diversity and Unity Among Organisms

a. Describe the advantages and disadvantages of asexual and sexual reproduction with regard to variation within a population

SE/TE: 13, 14, 180, 181, 306 TR: Guided Reading and Study Workbook:

Chapter 9Work sheets; Learning Log for Online Activities: 9.1





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b. Describe how genes can be altered and combined to create genetic variation within a species (e.g., mutation, recombination of genes)

SE/TE: 198-201, 311, 364, 365 TR: Guided Reading and Study Workbook:

Chapter 9, 16 Work sheets; Learning Log for Online Activities: 9.6, 16.2; Color Transparencies: 9E, 9F, 16A, 16B


c. Recognize that new heritable characteristics

can only result from new combinations of existing genes or from mutations of genes in an organism’s sex cells

SE/TE: 198-201, 311, 364, 365 TR: Guided Reading and Study Workbook:

Chapter 9, 16 Work sheets; Learning Log for Online Activities: 9.6, 16.2; Color Transparencies: 9E, 9F, 16A, 16B


E. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics Scope and Sequence – Genetics and Heredity

a. Explain how dominant and recessive traits contribute to morphologic variation within a species


Chapter 10 Work sheets; Learning Log for Online Activities: 10.2; Color Transparencies: 10A, 10B, 10C; Laboratory Manual: Investigative Lab 10


b. Predict the probability of the occurrence of

specific traits, including sex-linked traits, in an offspring by using a monohybrid cross


Chapter 10 Work sheets; Learning Log for Online Activities: 10.2; Color Transparencies: 10A, 10B, 10C; Laboratory Manual: Investigative Lab 10





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c. Explain how sex-linked traits may or may not result in the expression of a genetic disorder (e.g., hemophilia, muscular dystrophy, color blindness) depending on gender


Chapter 10 Work sheets; Learning Log for Online Activities: 10.5; Color Transparencies: 10E


Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environment 1. Organisms are interdependent with one another and their environment A. All populations living together within a community interact with one another and with their environment

in order to survive and maintain a balanced ecosystem Scope and Sequence – Interdependence of Organisms and their Environment

a. Explain the nature of interactions between organisms in different symbiotic relationships (i.e., mutualism, commensalism, parasitism)

SE/TE: 14, 15, 410-413, 434, 529, 777-780, 788-791, 792-794

TR: Guided Reading and Study Workbook: Chapter 18, 35, 36 Worksheets; Learning Log for Online Activities: 18. 3, 35.4, 36.1, 36.2; Investigative Lab 18A; Color Transparencies: 36A, 36B

TECH: Resource Pro: Chapter 35, 36; Online Companion for Investigative Lab 18A; Online Lesson Planner: Chapter 18, 35, 36; Online Activity: Chapter 18.3, 35.4, 36.1, 36.2; Online Assessment/Test Preparation: Chapter 18, 35, 36

b. Explain how cooperative (e.g., symbiosis) and

competitive (e.g., predator/prey) relationships help maintain balance within an ecosystem

SE/TE: 14, 15, 410-413, 434, 529, 777-780, 788-791, 792-794

TR: Guided Reading and Study Workbook: Chapter 18, 35, 36 Worksheets; Learning Log for Online Activities: 18. 3, 35.4, 36.1, 36.2; Investigative Lab 18A; Color Transparencies: 36A, 36B

TECH: Resource Pro: Chapter 35, 36; Online Companion for Investigative Lab 18A; Online Lesson Planner: Chapter 18, 35, 36; Online Activity: Chapter 18.3, 35.4, 36.1, 36.2; Online Assessment/Test Preparation: Chapter 18, 35, 36




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c. Explain why no two species can occupy the same niche in a community


Worksheets; Learning Log for Online Activities: 35.4

TECH: Resource Pro: Chapter 35; Online Lesson Planner: Chapter 35; Online Activity: Chapter 35.4; Online Assessment/Test Preparation: Chapter 35

B. Living organisms have the capacity to produce populations of infinite size but environments and

resources are finit Scope and Sequence – Interdependence of Organisms and their Environment

a. Identify and explain the limiting factors that may affect the carrying capacity of a population within an ecosystem


Chapter 35 Worksheets; Learning Log for Online Activities: 35.2; Investigative Lab 35A; Color Transparencies: 35A

TECH: Resource Pro: Chapter 35; Online Companion for Investigative Lab 35A; Online Lesson Planner: Chapter 35; Online Activity: Chapter 35.2; Online Assessment/Test Preparation: Chapter 35

b. Predict how populations within an ecosystem change in number and/or structure in response to hypothesized changes in biotic and/or abiotic factors


Chapter 35 Worksheets; Learning Log for Online Activities: 35.2, 35.5; Investigative Lab 35A; Color Transparencies: 35A

TECH: Resource Pro: Chapter 35; Online Companion for Investigative Lab 35A; Online Lesson Planner: Chapter 35; Online Activity: Chapter 35.2, 35.5; Online Assessment/Test Preparation: Chapter 35




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C. All organisms, including humans, and their activities cause changes in their environment that affects the ecosystem Scope and Sequence – Interdependence of Organisms and their Environment

a. Devise a multi-step plan to restore the stability and/or biodiversity of an ecosystem when given a scenario describing the possible adverse effects of human interactions with that ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes)


Chapter 36 Worksheets; Learning Log for Online Activities: 36.4, 36.5; Investigative Lab 36, 36A

TECH: Resource Pro: Chapter 36; Science Technology and Society: Releasing Genetically Modified Salmon

Online Companion for Investigative Lab 36, 36A; Online Lesson Planner: Chapter 36; Online Activity: Chapter 36.4, 36.5; Online Assessment/Test Preparation: Chapter 36

b. Predict and explain how natural or human

caused changes (biological, chemical and/or physical) in one ecosystem may affect another ecosystem


Chapter 36 Worksheets; Learning Log for Online Activities: 36.4, 36.5; Investigative Lab 36, 36A

TECH: Resource Pro: Chapter 36; Science Technology and Society: Releasing Genetically Modified Salmon

Online Companion for Investigative Lab 36, 36A; Online Lesson Planner: Chapter 36; Online Activity: Chapter 36.4, 36.5; Online Assessment/Test Preparation: Chapter 36

c. Explain the mechanisms (e.g., global wind

patterns, water cycle, ocean currents) by which environmental changes (biological, chemical, and/or physical) may have global impact


Chapter 36 Worksheets; Learning Log for Online Activities: 36.4; Investigative Lab 36

TECH: Resource Pro: Chapter 36; Science Technology and Society: Releasing; Online Companion for Investigative Lab 36; Online Lesson Planner: Chapter 36; Online Activity: Chapter 36.4; Online Assessment/Test Preparation: Chapter 36




15



D. The diversity of species within an ecosystem is affected by changes in the environment which can be caused by other organisms or outside processes

Scope and Sequence – Interdependence of Organisms and their Environment a. Predict the impact (beneficial or harmful) of a

natural environmental events (e.g., forest fire, flood, volcanic eruption, avalanche) may have on the diversity of different species in an ecosystem



TECH: Resource Pro: Chapter 35; Science, Technology, and Society: The Alaskan Wilderness; Online Lesson Planner: Chapter 35; Online Activity: Chapter 35.5; Online Assessment/Test Preparation: Chapter 35

b. Describe possible causes of extinction of a

population

SE/TE: 340, 562, 806, 807 TR: Guided Reading and Study Workbook:



2. Matter and energy flow through the ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it

to a form they can use Scope and Sequence – Matter and Energy in the Ecosystem

a. Illustrate and describe the flow of energy within a food web


Chapter 36 Worksheets; Learning Log for Online Activities: 36.1, 36.2; Color Transparencies: 36A, 36B

TECH: Resource Pro: Chapter 36; Online Lesson Planner: Chapter 36; Online Activity: Chapter 36.1, 36.2; Online Assessment/Test Preparation: Chapter 36




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b. Explain why there are generally more producers than consumers in an energy pyramid




c. Predict how energy distribution and energy

use will be altered due to changes in a food web




B. Matter is recycled through an ecosystem Scope and Sequence – Matter and Energy in the Ecosystem

a. Explain the processes involved in the recycling of nitrogen, oxygen and carbon through an ecosystem


Chapter 8, 36 Worksheets; Learning Log for Online Activities: 8.4, 36.3; Color Transparencies: 36C, 36D, 36E

TECH: Science, Technology, and Society: Effects of Increasing Carbon Dioxide Levels; Resource Pro: Chapter 36; Online Lesson Planner: Chapter 8, 36; Online Activity: Chapter 8.4, 36.3; Online Assessment/Test Preparation: Chapter 8, 36

b. Explain the importance of the recycling of

nitrogen, oxygen and carbon within an ecosystem


Chapter 8, 36 Worksheets; Learning Log for Online Activities: 8.4, 36.3; Color Transparencies: 36C, 36D, 36E

TECH: Science, Technology, and Society: Effects of Increasing Carbon Dioxide Levels; Resource Pro: Chapter 36; Online Lesson Planner: Chapter 8, 36; Online Activity: Chapter 8.4, 36.3; Online Assessment/Test Preparation: Chapter 8, 36




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3. Genetic variation sorted by the natural selection process explains evidence of biological evolution

A. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record

Scope and Sequence – Biological Evolution

a. Interpret fossil evidence to explain the relatedness of organisms using the principles of superposition and fossil correlation



TECH: Science, Technology, and Society: New Data on Dinosaur Evolution; Resource Pro: Chapter 15; Online Lesson Planner: Chapter 15; Online Activity: 15.3; Online Assessment/Test Preparation: Chapter 15

b. Evaluate the evidence that supports the theory

of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures)

SE/TE: 17, 18, 288, 292-298, 299-304, 305-308, 310-316, 317-319, 324-330, 331-334, 335-338, 395-397, 420, 421

TR: Guided Reading and Study Workbook: Chapter 14 Work sheets; Transparency: 14A, 14B, 14C, 15A, 17A, 17B; Learning Log for Online Activities: 14.1, 14.2, 14.3, 14.4, 14.5, 15.1, 15.2, 15.3, 17.5; Investigative Lab: 14A, 14

TECH: History of Science: History of Evolutionary Theory; Resource Pro: Chapter 14, 15, 17; Online Lesson Planner: Chapter 14, 15, 17; Online Activity: 14.1, 14.2, 14.3, 14.3, 14.5, 15.1, 15.2, 15.3, 17.5; Online Companion: Investigative Lab 14 A, 14; Online Assessment/Test Preparation: Chapter 14, 15, 17

B. Reproduction is essential to the continuation of every species Scope and Sequence – Biological Evolution

a. Define a species in terms of the ability to breed and produce fertile offspring


Chapter 15 Work sheets; Transparency: 15A; Learning Log for Online Activities: 15.1

TECH: History of Science: History of Evolutionary Theory; Resource Pro: Chapter 15; Online Lesson Planner: Chapter 15; Online Activity: 15.1; Online Assessment/Test Preparation: Chapter 15




18



b. Explain the importance of reproduction to the survival of a species (i.e., the failure of a species to reproduce will lead to extinction of that species)

SE/TE: 13, 14, 180, 181, 306, 324 TR: Guided Reading and Study Workbook:

Chapter 9Work sheets; Learning Log for Online Activities: 9.1


C. Natural selection is the process of sorting individuals based on their ability to survive and reproduce

within their ecosystem Scope and Sequence – Biological Evolution

a. Describe how variation in characteristics provides populations an advantage for survival


Chapter 4 Worksheets; Learning Log for Online Activities: 14.4; Color Transparencies: 14B


b. Identify examples of adaptations that may

have resulted from variations favored by natural selection (e.g., long-necked giraffes, long-eared jack rabbits)

SE/TE: 17-18, 62-65, 297-298, 331-334, 427, 431-432, 434-435, 446

TR: Guided Reading and Study Workbook: Chapter 1, 3, 14, 15 Worksheets; Learning Log for Online Activities: 3.4, 14.1, 15.2; Color Transparencies: 1B, 3B

TECH: Resource Pro: Chapter 1, 3, 14, 15; Online Lesson Planner: Chapter 3, 14, 15; Online Activity: Chapter 3.4, 14.1, 15.2; Online Assessment/Test Preparation: Chapter 1, 3, 14, 15

c. Explain how genetic homogeneity may cause

a population to be more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance)


Chapter 14 Worksheets; Learning Log for Online Activities: 14.4; Color Transparencies: 14B





19



d. Explain how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection

SE/TE: 17, 64, 198, 290, 298, 305-308, 310-316, 317-319

TR: Guided Reading and Study Workbook: Chapter 14 Work sheets; Learning Log for Online Activities: 14.1, 14.3, 14.4, 14.5; Lab Manual: Investigative Lab 14; Color Transparency: 14A, 14B

TECH: History of Science: History of Evolutionary Theory; Resource Pro: Chapter 14; Online Lesson Planner: Chapter 14; Online Activity: 14.1, 14.3, 14.4, 14.5; Online Companion: Lab 14; Online Assessment/Test Preparation: Chapter 14

e. Given a scenario describing an environmental change, hypothesize why a given species was unable to survive

SE/TE: 311-315, 562, 806-807 TR: Guided Reading and Study Workbook:

Chapter 14, 36 Worksheets; Learning Log for Online Activities: 14.4, 36.5; Color Transparencies: 14B; Laboratory Manual: Investigative Lab 36A

TECH: Resource Pro: Chapter 14, 36; Online Lesson Planner: Chapter 14, 36; Online Activity: Chapter 14.4, 36.5; Online Assessment/Test Preparation: Chapter 14, 36

Strand 7: Scientific Inquiry 1. Science understanding is developed through the use of science process skills and scientific knowledge in

combination with scientific investigation, reasoning, and critical thinking A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and

to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence - All Units

a. Formulate testable questions and hypotheses


Chapter 2 Work sheets; Learning Log for Online Activities: 2.2, Lab Manual: Investigative Lab 2, and throughout the Laboratory Manual, Color Transparency: 2A

TECH: Online Collaborative Science 1, Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.2, Online Companion: Lab 2, Online Assessment/Test Preparation: Chapter 2




20



b. Analyzing an experiment, identify the components (i.e., independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment


Chapter 2 Work sheets, Learning Log for Online Activities: 2.2, Lab Manual: Investigative Lab 2, and throughout the Laboratory Manual, Color Transparency: 2A


c. Design and conduct a valid experiment

SE/TE: This objective is met in the Investigative Labs: 10, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804, and the Guided Research Labs: 49, 146, 207, 531, and Online Collaborative Science: 33, 465, 669, 767

TECH: This objective is met in all Online Companions for the Investigative Labs and Guided Research Labs and Online Collaborative Science

d. Recognize it is not always possible, for

practical or ethical reasons, to control some conditions (e.g., when sampling or testing humans, when observing animal behaviors in nature)


Chapter 2 Work sheets, Learning Log for Online Activities: 2.2, 2.3, Color Transparency: 2A

TECH: Online Collaborative Science 1, Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.2, 2.3, Online Companion: Lab 2, Online Assessment/Test Preparation: Chapter 2

e. Acknowledge some scientific explanations

(e.g., explanations of astronomical or meteorological phenomena) cannot be tested using the standard experimental “scientific method” due to the limits of the laboratory environment, resources, and/or technologies


Chapter 2 Work sheets, Learning Log for Online Activities: 2.1, 2.2, 2.3, Color Transparency: 2A

TECH: Online Collaborative Science 1, Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.1, 2.2, 2.3, Online Companion: Lab 2, Online Assessment/Test Preparation: Chapter 2




21



f. Acknowledge there is no fixed procedure called “the scientific method”, but that some investigations involve systematic observations, carefully collected, relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations


Chapter 2 Work sheets, Learning Log for Online Activities: 2.2, Lab Manual: Investigative Lab 2, and throughout the Laboratory Manual, Color Transparency: 2A


g. Evaluate the design of an experiment and

make suggestions for reasonable improvements


Chapter 2 Work sheets, Learning Log for Online Activities: 2.2

LM: Investigative Lab 2, and throughout the Laboratory Manual, Color Transparency: 2A


B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations Scope and Sequence - All Units

a. Make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)

SE/TE: 25, 813 and in the Investigative Labs: 10, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804, and the Guided Research Labs: 49, 146, 207, 531

TR: Lab Manual: This objective is met throughout the Lab Manual

b. Measure length to the nearest millimeter, mass

to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second

SE/TE: 25, 813 and in the Investigative Labs: 36, 87, 123, 142, 171, 409, 469, 480, 643, 662, 749, 804





22



c. Determine the appropriate tools and techniques to collect, analyze, and interpret data

SE/TE: 25, 813 and in the Investigative Labs: 10, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804, and the Guided Research Labs: 49, 146, 207, 531


d. Judge whether measurements and computation

of quantities are reasonable

TR: This objective is met in the Laboratory Manual

TECH: This objective is met in the Online Companions to the Investigative Labs

e. Calculate the range, average/mean, percent,

and ratios for sets of data

TR: This objective is met in the Laboratory Manual

TECH: This objective is met in the Online Companions to the Investigative Labs

f. Recognize observation is biased by the

experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

SE/TE: 25 TR: Guided Reading and Study Workbook:

Chapter 2 Work sheets, Learning Log for Online Activities: 2.1, Lab Manual: Investigative Lab 2A

TECH: Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.1, Online Assessment/Test Preparation: Chapter 2

C. Evidence is used to formulate explanations Scope and Sequence - All Units

a. Use quantitative and qualitative data as support for reasonable explanations (conclusions)

SE/TE: 25, 35, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804

TR: Guided Reading and Study Workbook: Chapter 2 Work sheets

Learning Log for Online Activities: 2.1, 2.2 Lab Manual: Investigative Lab 2A Color Transparency 2A TECH: Resource Pro: Chapter 2 Online Lesson Planner: Chapter 2 Online Activity: 2.1, 2.2 Online Assessment/Test Preparation: Chapter 2




23



b. Analyze experimental data to determine patterns, relationship, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable)

TR: Lab Manual: This objective is met in the Laboratory Manual

c. Identify the possible effects of errors in observations, measurements, and calculations on the validity and reliability of data and resultant explanations (conclusions)

TR: Lab Manual: This objective is met in the Laboratory

Manual

D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Scope and Sequence - All Units

a. Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)

SE/TE: 25, 35, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804



b. Evaluate the reasonableness of an explanation (conclusion)

SE/TE: 25, 35, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804



E. The nature of science relies upon communication of results and justification of explanations Scope and Sequence - All Units




24



a. Communicate the procedures and results of investigations and explanations through:

• oral presentations • drawings and maps • data tables • graphs (bar, single, and multiple line) • equations and writings

SE/TE: 25, 35, 36, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804

TR: This objective is met in the Laboratory Manual TECH: This objective is met in the Online

Companions for the Investigative Labs

b. Communicate and defend a scientific argument

SE/TE: 24-29, 30-35, 36, 37-41, 52, 87, 105, 123, 142, 171, 189, 214, 232, 254, 273, 309, 349, 371, 386, 409, 430, 447, 469, 480, 510, 537, 551, 565, 605, 628, 643, 662, 687, 706, 723, 749, 769, 804

TR: This objective is met in the Laboratory Manual TECH: This objective is met in the Online

Companions for the Investigative Labs

c. Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work)

SE/TE: 37, 40-41 TR: Guided Reading and Study Workbook:

Chapter 2 Work sheets Learning Log for Online Activities: 2.3 TECH: Science, Technology, and Society: Scientific

Collaboration on the Internet Resource Pro: Chapter 2 Online Lesson Planner: Chapter 2 Online Activity: 2.3 Online Assessment/Test Preparation: Chapter 2

Strand 8: Impact of Science, Technology and Human Activity 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise

be done at all Not assessed at this level

B. Advances in technology often result in improved data collection and an increase in scientific information




25



a. Recognize the relationships linking technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science)

C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence - All Units

a. Identify and evaluate the drawbacks and benefits of technological solutions to a given problem (e.g., damming a river for flood control, using pesticides to eliminate mosquitoes, genetic engineering of cells, use of satellite communications to gather information)

SE/TE: 37, 41, 73, 150, 173, 212, 276, 340, 393, 403, 436, 449, 479, 517, 536, 624, 693, 712, 732, 782, 808

TECH: This objective is met in the Science, Technology, and Society features

2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time

A. People of different gender and ethnicity have contributed to scientific discoveries and the invention of

technological innovations Scope and Sequence - All Units

a. Recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic, and gender groups.

SE/TE: 25, 26, 113, 201, 236, 297, 562, 655 TECH: This objective is met in the History of Science

Features

b. Recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology.

B. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity

Scope and Sequence - All Units




26



a. Identify and describe how explanations (hypotheses, laws, theories) of scientific phenomena have changed over time as a result of new evidence (e.g., model of the solar system, basic structure of matter, structure of an atom, Theory of Plate Tectonics, Big Bang and nebular theory of the Universe, explanation of electric current)

SE/TE: 38-39, 113, 201, 236, 297, 562, 655 TECH: This objective is met in the History of Science

Features

b. Identify and analyze current theories that are being questioned and compare them to new theories that have emerged to challenge older ones (e.g., Theory of Evolution, theories of extinction, global warming) (Assess Locally)

SE/TE: 38, 39, 113, 201, 236, 297, 340, 562, 655, 800 TECH: Science, Technology, and Society: New Data

on Dinosaur Evolution History of Science: Bird Evolution

3. Science and technology affect, and are affected by, society A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve

problems and get work done Not assessed at this level

B. Social, political, economic, ethical, and environmental factors strongly influence and are influenced by the direction of progress of science and technology


a. Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological development is determined on the basis of individual, political and social values and needs; understanding basic concepts and principles of science and technology influences debate about the economics, policies, politics, and ethics of various scientific and technological challenges )

SE/TE: 37, 41, 73, 150, 173, 212, 276, 340, 393, 403, 436, 449, 479, 517, 536, 624, 693, 712, 732, 782, 808

TECH: This objective is met in the Science, Technology, and

Society features

b. Identify and describe major scientific and technological challenges to society and their ramifications for public policy (e.g., global warming, limitations to fossil fuels, genetic engineering of plants, space and/or medical research)

SE/TE: 37, 41, 73, 150, 173, 212, 276, 340, 393, 403, 436, 449, 479, 517, 536, 624, 693, 712, 732, 782, 808

TECH: This objective is met in the Science, Technology, and

Society features




27



c. Analyze and evaluate the social, political, economic, ethical, and environmental factors affecting progress toward meeting major scientific and technological challenges (e.g., limitations placed on stem-cell research or genetic engineering, introduction of alien species, deforestation, bioterrorism, nuclear energy, genetic counseling, computer technology)

SE/TE: 37, 41, 73, 150, 173, 212, 276, 340, 393, 403, 436, 449, 479, 517, 536, 624, 693, 712, 732, 782, 808

TECH: This objective is met in the Science, Technology, and Society features

d. Recognize gender, ethnicity, and culture of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology

SE/TE: 25, 26, 113, 201, 230-231, 236, 292-298, 562, 655

TECH: This objective is met in the History of Science Features; Online Activity 14.1

C. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent


b. Identify and evaluate the need for informed consent in experimentation



TECH: Science, Technology, and the Internet: Scientific Collaboration on the Internet; Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.3, Online Companion: Lab 2, Online Assessment/Test Preparation: Chapter 2

c. Identify the ethical issues involved in

experimentation (i.e., risks to organisms or environment)







28



d. Identify and evaluate the role of models as an ethical alternative to direct experimentation (e.g., using a model for a stream rather than pouring oil in an existing stream when studying the effects of oil pollution)




D. Scientific information is presented through a number of credible sources, but is at times influenced in

such a way to become non-credible Scope and Sequence - All Units

a. Evaluate a given source for its scientific credibility (e.g., articles in a new periodical quoting an “eye witness”, a scientist speaking within or outside his/her area of expertise)


Chapter 2 Work sheets Learning Log for Online Activities: 2.3


b. Explain why accurate record-keeping,

openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society


Chapter 2 Work sheets Learning Log for Online Activities: 2.1, 2.2, 2.3, Color Transparency: 2A

TECH: Online Collaborative Science 1, Resource Pro: Chapter 2, Online Lesson Planner: Chapter 2, Online Activity: 2.1, 2.2, 2.3, Online Companion: Lab 2, Online Assessment/Test Preparation: Chapter 2

Reference: http://dese.mo.gov/divimprove/curriculum/GLEDocuments.html