Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM Biology [2003] Core Code: 08-02-00-00-010 Core Standards of the Course
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Benchmark: Ecosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem. STANDARD I: Students will understand that living organisms interact with one another and their environment. Objective 1: Summarize how energy flows through an ecosystem. a.
Arrange components of a food chain according to energy flow.
SE/TE: 67-73 TE: Build Science Skills, 67; Build Science Skills, 71 SE: Quick Lab, How is a food chain organized, 70; 3-2 Section Assessment, 73; Chapter 3 Assessment TR: Unit Resources: Unit 2: Section Review 3-2; Reading and Study Workbook Section 3-2, Adapted Reading and Study Workbook Section 3-2; Lesson Plans Section 3-2; Chapter Vocabulary Review; Graphic Organizer; Chapter Test 3 Levels A and B TECH: www.phschool.com; Interactive Textbook Section 3-2; Transparencies: 3-2 Interest Grabber, Section Outline, Figure 3-8, Ecological Pyramids; Interactive Textbook Chapter 3 Assessment; Computer Test Bank Chapter 3 Test
b.
Compare the quantity of energy in the steps of an energy pyramid.
SE/TE: 72-73 SE: Section 3-2 Assessment TE: Build Science Skills, 72; Bio Insights, 72; Writing in Science, 73
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
c.
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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).
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SE/TE: 72-73; 119-123; 124-127; 128; 133; 134-137; 188; 814; 832; 878 SE: Section 3-2 Assessment; Inquiry Activity, How do populations grow?, 188; Analyzing Data, Population Trends, 123; Quick Lab, How does competition affect growth?, 125; Issues in Biology, Does the Gray Wolf Population Need Protection, 128; Exploration, Investigating the Growth of a Population of Bacteria, 133; 5-1 Section Assessment, 123; 5-2 Section Assessment, 127; Chapter 5 Assessment, 134-137 TE: Build Science Skills, 72, 122, 126; Bio Insights, 72; Writing in Science, 73 TR: Unit Resources: Unit 2: Section Review 5-1, 5-2; Reading and Study Workbook Section 51, 5-2; Adapted Reading and Study Workbook Section 5-1, 5-2; Lesson Plans Section 5-1, 52; Issues and Decision Making 48; Chapter 5 Vocabulary Review; Graphic Organizer; Chapter 5 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 5-1, 5-2; Transparencies: 5-1 Interest Grabber, Section Outline, Concept Map, Figure 5-4, 5-2 Interest Grabber, Section Outline, A Density-Dependent Limiting Factor, Figure 5-7; Interactive Textbook Chapter 5 Assessment; Computer Chapter 5 Test Bank
Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote chasing mice to the energy gained from catching one, energy expended in migration of birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food).
SE = Student Edition
SE/TE: 72-73 SE: Section 3-2 Assessment TE: Build Science Skills, 72; Bio Insights, 72; Writing in Science, 73; Bio Insights, 72
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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).
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SE/TE: 622-626; 628-631; 330; 332-333 TE: Demonstrations, 622, 623; Build Science Skills, 623, 624 SE: Biology and History, The Evolution of Agriculture, 624-625; 24-3 Section Assessment, 626; Chapter 24 Assessment, 628-631 TR: Unit Resources: Unit 7: Section Review 24-3; Reading and Study Workbook Section 24-3; Lesson Plans Section 24-3; Chapter 24 Vocabulary Review; Graphic Organizer; Chapter 24 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 24-3; Transparencies: 24-3 Interest Grabber, Section Outline, Compare/Contrast Table; Interactive Textbook Chapter 24 Assessment; Computer Chapter 24 Test Bank
Objective 2: Explain relationships between matter cycles and organisms. a.
Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.
SE = Student Edition
SE/TE: 74-80; 81; 82-85 TE: Make Connections, 76; Build Science Skills, 78 SE: Analyzing Data, 79; Real-World Lab, 81; Lab Manual A Chapter 3; Lab Manual B Chapter 3; Section Assessment 3-3, 80; Chapter 3 Assessment, 82-85 TR: Unit Resources: Unit 2: Section Review 3-3; Enrichment; Chapter 3 Exploration; Reading and Study Workbook Section 3-3; Adapted Reading and Study Workbook Section 3-3; Biotechnology Manual Issue 4; Lesson Plans Section 3-3; Chapter Vocabulary Review; Graphic Organizer; Chapter Test 3 Level A and B TECH: www.phschool.com; Interactive Textbook Section 3-3; Transparencies: 3-3 Interest Grabber, Section Outline, The Water Cycle, Figure 3-13, Figure 3-14; BioDetectives Videotapes, Pfiesteria: A Killer in the Water; Interactive Textbook Chapter 3 Assessment; Computer Test Bank Chapter 3 Test
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
UTAH SECONDARY SCIENCE CORE CURRICULUM Explain how water is a limiting factor in various ecosystems.
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SE/TE: 80-81; 106-112; 114-117; 124-128 TE: Connecting Concepts, 127; Build Science Skills, 80; Demonstration, 107; Build Science Skills, 110 SE: Real-World Lab, Identifying a Limiting Nutrient, 81; Analyzing Data, Ecosystem Productivity, 111; 4-4 Section Assessment, 112; Chapter 4 Assessment, 114-117 TR: Unit Resources: Unit 2: Section Review 4-4; Reading and Study Workbook Section 4-4; Adapted Reading and Study Workbook Section 4-4; Lesson Plans Section 4-4; Chapter 4 Vocabulary Review; Graphic Organizer; Chapter 4 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 4-4; Transparencies: 4-4 Interest Grabber, Section Outline, Freshwater Pond Ecosystem, Figure 4-17; Interactive Textbook Chapter 4 Assessment; Computer Chapter 4 Test Bank
c.
Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
SE/TE: 66; 126; 128 TE: Teacher to Teacher, 126 SE: Technology and Society, 66; Issues in Biology, 128
d.
Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).
SE/TE: 87-89; 114-117; 138; 139-143; 144-149; 150156; 157-160; 161; 162-165 TE: Build Science Skills, 88, 148, 151, 155; Demonstration, 148 SE: Inquiry Activity, What relationships exist in an ecosystem?, 86; 4-1 Section Assessment, 89; Chapter 4 Assessment, 114-117; Inquiry Activity, What happens to household trash?, 138; Quick Lab, How does biological magnification occur?, 150; Biology and History, Success in Conservation, 154-155; Analyzing Data, Banning CFCs, 158; Design an Experiment, Observing the Effects of Acid Rain, 161; 6-1 Section Assessment, 143; 6-2 Section Assessment, 149; 6-3 Section Assessment, 156; 6-4 Section Assessment, 160; Chapter 6 Assessment, 162-165; Laboratory Manual A Chapter 6 Lab
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) 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).
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(Continued) Unit Resources: Unit 2: Section Review 4-1, 6-1, 6-2, 6-3, 6-4; Reading and Study Workbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Biotechnology Manual Concept 8; Issues and Decisions 1, 3, 21, 22, 23, 25, 26, 27, 29, 30, 31, 32, 34, 36, 50; Lesson Plans Section 4-1, 6-1, 6-2, 6-3, 64; Chapter 4, 6 Vocabulary Review; Graphic Organizer; Chapter 4, 6 Test Level A and B; Laboratory Assessment 2 TECH: www.phschool.com; Interactive Textbook Section 4-1, 6-1, 6-2, 6-3, 6-4; Transparencies: 4-1 Interest Grabber, Section Outline, Greenhouse Effect, Figure 4-1, Figure 4-2, 6-1 Interest Grabber, Section Outline, Concept Map, 6-2 Interest Grabber, Section Outline, Growth of a Fish Catch, Figure 6-12, 6-3 Interest Grabber, Section Outline, Species Diversity, Figure 6-16, 6-4 Interest Grabber, Section Outline, Sustainable Agriculture, Figure 6-22; Interactive Textbook Chapter 4, 6 Assessment; Computer Chapter 4,6 Test Bank TR:
Objective 3: Describe how interactions among organisms and their environment help shape ecosystems. a.
Categorize relationships among living things according to predator-prey, competition, and symbiosis.
SE = Student Edition
SE/TE: 86; 87-89; 90-97; 113; 114-117; 126; 540542; 667; 708; 738 TE: Build Science Skills, 88; Demonstrations, 92 SE: Inquiry Activity, What relationships exist in an ecosystem?, 86; Quick Lab, How do abiotic factors affect different plant species?, 91; Careers in Biology, Forestry Technician, 95; Build Science Skills, 96; Exploration, Observing Succession, 113; 4-1 Section Assessment, 89; 4-2 Section Assessment, 97; Chapter 4 Assessment, 114-117; Laboratory Manual A Chapter 4 Lab; Laboratory Manual B Chapter 4 Lab TR: Unit Resources: Unit 2: Section Review 4-1, 4-2; Reading and Study Workbook Section 41, 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
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM
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(Continued) Categorize relationships among living things according to predator-prey, competition, and symbiosis.
(Continued) TECH: www.phschool.com; Interactive Textbook Section 4-1, 4-2; Transparencies: 4-1 Interest Grabber, Section Outline, Greenhouse Effect, Figure 4-1, Figure 4-2, 4-2 Interest Grabber, Section Outline, Abiotic and Biotic Factors, Figure 4-5; Virtual Lab, The Effect of Temperature on Dissolved Oxygen; Interactive Textbook Chapter 4 Assessment; Computer Chapter 4 Test Bank
b.
Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
SE/TE: 113; 153; 883 SE: Laboratory Manual A Chapter 4 Lab; Exploration, Observing Succession 113; Quick Lab, 153; Design an Experiment, Observing Behavior in Fish, 883 TR: Unit Resources: Unit 2: Probeware Lab Manual, Observing the Effects of Acid Rain
c.
Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.
SE/TE: 90-97; 98-105; 113; 114-117 SE: Quick Lab, How do abiotic factors affect different plant species?, 91; Careers in Biology, Forestry Technician, 95; Build Science Skills, 96; Exploration, Observing Succession, 113; Laboratory Manual A Chapter 4 Lab, Laboratory Manual B Chapter 4 Lab; Section Assessment 4-2, 97; Section Assessment 4-3, 105; Chapter 4 Assessment, 114-117 TE: Demonstrations, 92, 94; Build Science Skills, 103 TR: Unit Resources: Unit 2: Section Review 4-2, 4-3; Enrichment; Chapter 4 Exploration; BioDetectives: Investigations in Forensics Investigation 2; Issues and Decisions 46; Reading and Study Workbook Section 4-2, 43; Adapted Reading and Study Workbook Section 4-2, 4-3; Lesson Plans Section 4-2, 43; Chapter 4 Vocabulary Review, Graphic Organizer; Chapter 4 Tests Level A and B TECH: www.phschool.com; Interactive Textbook Section 4-2, 4-3; Transparencies: 4-2 Interest Grabber, Section Outline, Abiotic and Biotic Factors, Figure 4-5, 4-3 Interest Grabber, Section Outline, Compare/ Contrast Table, Figure 4-11; Computer Test Bank Chapter 4 Test; Interactive Textbook Chapter 4 Assessment
a.
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
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SE/TE: 4-5; 111; 153; 1079-1080 TE: Field Trip, How Do Living Things Interact?, 1079-1080 SE: Analyzing Data, Ecosystem Productivity, 111; Quick Lab, How does biological magnification occur?, 153
Research and evaluate local and global practices that affect ecosystems.
SE/TE: 146-148; 152-155; 675; 853 TE: Bio Insights, 146, 147, 148, 152, 153, 154, 155 SE: Issues in Biology: Should Marine Mammals Be Kept in Captivity?, 853
Benchmark: Cells are the basic unit of life. All living things are composed of one or more cells that come from preexisting cells. Cells perform a variety of functions necessary to maintain homeostasis and life. The structure and function of a cell determines the cell's role in an organism. Living cells are composed of chemical elements and molecules that form large, complex molecules. These molecules form the basis for the structure and function of cells. STANDARD II: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. Objective 1: Describe the fundamental chemistry of living cells. a.
List the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements).
SE = Student Edition
SE/TE: 35-39; 37; 56-59 SE: Inquiry Activity, 34; Careers in Biology, 37; Section Assessment, 39; Chapter 2 Assessment, 56-59 TE: Build Science Skills, 35; Build Science Skills, 36 TR: Unit Resources: Unit 1: Section Review 2-1; Reading and Study Wkbk. 2-1; Adapted Reading and Study Wkbk 2-1; Chapter Vocabulary Review 2; Graphic Organizer; Chapter Tests Levels A and B Chapter 2 Test; Computer Test Bank Chapter 2 Test; Laboratory Assessment 1 with Scoring Guide TECH: www.phschool.com; Interactive Textbook, Section 2-1; Transparencies: 2-1 Interest Grabber, Section Outline, An Element in the Periodic Table, Figure 2-2, Figure 2-3; BioDetectives Video, “History’s Mystery: An Introduction to Forensic Science”; ABC Videotape Library, 1 Atomic Structure, 2 Energy Levels and Ionic Bonding, 3 Covalent Bonding; Interactive Textbook Chapter 2 Assessment
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
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SE/TE: 44-48; 52-53; 56-59; 291; 300-306; 972-973 SE: 2-3 Section Assessment, 48; Chapter 2 Assessment, 56-59; Lab Manual A and B Chapter 2 TE: Build Science Skills, 45 TR: Unit Resources: Unit 1: Section Review 2-3; Reading and Study Workbook, Section 2-3; Adapted Reading and Study Workbook, Section 2-3; Lesson Plans Section 2-3; Chapter Vocabulary Review, Graphic Organizer, Chapter Tests Level A and B; Laboratory Assessment 1 TECH: www.phschool.com; Interactive Textbook Section 2-3; Transparencies: 2-3 Interest Grabber, Section Outline, Concept Map, Figure 2-11, Figure 2-13, Figures 2-16, Figures 2-17; Lab Simulations CD-Rom, Properties of Biomolecules; Interactive Textbook Chapter 2 Assessment; Computer Test Bank Chapter 2 Test
Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
SE = Student Edition
SE/TE: 40-43; 56-59; 599-602 SE: Quick Lab, Are foods acidic or basic?, 42; 2-2 Section Assessment, 43; Chapter 2 Assessment, 56-59; Quick Lab, What is the role of leaves in transpiration?, 601; Section 23-5 Assessment, 602; Chapter 23 Assessment, 604-607 TE: Demonstration, 41, 599; Build Science Skills, 600 TR: Unit Resources: Unit 1: Section Review 2-2, 23-5; Enrichment; Reading and Study Workbook, Section 2-2, 23-5; Adapted Reading and Study Workbook, Section 2-2, 23-5; Lesson Plans, Section 2-2, 23-5; Probeware Lab Manual, Are foods acidic or basic?; Section Review 2-2, 23-5; Chapter 2,23 Vocabulary Review; Graphic Organizer; Chapter 2, 23 Tests Levels A and B; Laboratory Assessment 1 TECH: www.phschool.com; Interactive Textbook Section 2-2, 23-5; Transparencies: 2-2 Interest Grabber, Section Outline, pH scale, Figure 29, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24; ABC Videotape Library 32 Water Transport in Plants, 33 Sugar Movement in Plants; Computer Test Bank Chapter 2, 23 Test; Interactive Textbook Chapter 2, 23 Assessment
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM Explain the role of enzymes in cell chemistry.
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SE/TE: 49-53; 54-55; 56-59 TE: Demonstration, 49; Build Science Skills, 52; Build Science Skills, 53 SE: Analyzing Data, How does pH affect an enzyme?, 51; Design an Experiment, Investigating the Effect of Temperature on Enzyme Activity, 54-55; 2-4 Section Assessment, 48; Chapter 2 Assessment, 56-59 TR: Unit Resources: Unit 1: Section Review 2-4; Chapter 2 Design an Experiment; Reading and Study Workbook Section 2-4; Adapted Reading and Study Workbook Section 2-4, Lesson Plans Section 2-4; Probeware Lab Manual, Investigating the Effect of Temperature on Enzyme Activity; Chapter Vocabulary Review; Graphic Organizer; Chapter Tests Levels A and B Chapter 2; Laboratory Assessment 1 TECH: www.phschool.com; Interactive Textbook Section 2-4; Transparencies: 2-4 Interest Grabber, Section Outline, Effect of Enzymes, Figure 2-19, Figure 2-21; ABC Videotape Library 4 Enzymatic Reactions; Virtual Labs Lab 1; Computer Test Bank Chapter 2 Test; Interactive Textbook Chapter 2 Assessment; Computer Test Bank Chapter 2 Test
Objective 2: Describe the flow of energy and matter in cellular function. a.
Distinguish between autotrophic and heterotrophic cells.
SE = Student Edition
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, 216219 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
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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 = Student Edition
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SE/TE: 68; 77; 204-207; 208-214; 215-220; 221-225; 226; 231; 232; 233; 234-235; 236-239; 505506; 515; 595; 596-597 SE: Biology and History, Understanding Photosynthesis, 204-205; Quick Lab, What waste material is produced during photosynthesis? 206; 8-2 Section Assessment, 207; Chapter 8 Assessment, 216-219; Analyzing Data, 213; Design an Experiment, Investigating Photosynthesis, 215; 8-3 Section Assessment, 214; Inquiry Activity, How do living things release energy?, 220; Problem Solving, A Family Recipe, 224; Real-World Lab, Investigating Fermentation by Making Kimchi, 234-235; Quick Lab, How does exercise affect disposal of wastes from cellular respiration?, 231; Issues in Biology, Should Creatine Supplements Be Banned?, 233; 9-1 Section Assessment; 9-2 Section Assessment; Chapter 9 Assessment, 236-239 TE: Demonstration, 210; Build Science Skills, 224; Demonstration, 226 TR: Unit Resources: Unit 3: Laboratory Manual A Chapter 8 Lab, Chapter 9 Lab; Laboratory Manual B Chapter 8 Lab, Chapter 9 Lab; Section Review 8-2; Enrichment; Reading and Study Workbook Section 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook Section 8-2, 8-3, 9-1, 9-2; Lesson Plans Section 8-2, 8-3, 9-1, 9-2; Chapter 8,9 Vocabulary Review; Graphic Organizer; Chapter 8,9 Test Level A and B; Section Review 8-2, 8-3, 9-1, 9-2; Chapter 8 Design an Experiment; Biotechnology Manual Lab 17; Biotechnology Manual Issue 4; Section Review 9-1, 9-2; Enrichment; Chapter 9 RealWorld Lab TECH: www.phschool.com; Interactive Textbook Section 8-2, 8-3, 9-1, 9-2; Transparencies: 82, 8-3 Interest Grabber, Section Outline, Photosynthesis: Reactants and Products, Figure 8-5, Concept Map, Figure 8-7, Figure 8-10, Figure 8-11, 9-1 Interest Grabber, Section Outline, Chemical Pathways, Figure 9-2, Figure 9-3, Figure 9-4, 9-2 Interest Grabber, Section Outline, Flowchart, Figure 9-6, Figure 9-4; ABC Videotape Library 9 Photosynthesis, 10 Light-Dependent
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM b.
c.
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(Continued) Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).
(Continued) TECH: Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations CD-ROM Photosynthesis, Cell Respiration; Virtual Labs 6, 7, 8; Interactive Textbook Chapter 8,9 Assessment; Computer Test Bank Chapter 8, 9 Test
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 = Student Edition
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
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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).
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SE/TE: 168; 169-173; 196-198 SE: Inquiry Activity, What is a cell?, 168; Biology and History, A History of the Cell, 170-171; 7-1 Section Assessment, 172; Chapter 7 Assessment, 196-198 TE: Build Science Skills, 169; Build Science Skills, 172 TR: Unit Resources: Unit 3: Section Review 7-1; Reading and Study Workbook Section 7-1; Adapted Reading and Study Workbook Section 7-1; Lesson Plans Section 7-1; Chapter 7 Vocabulary Review, Graphic Organizer; Chapter 7 Tests Levels A and B TECH: www.phschool.com; Interactive Textbook Section 7-1; Transparencies: 7-1 Interest Grabber, Section Outline, Prokaryotic and Eukaryotic Cells; Computer Test Bank Chapter 7 Test; Interactive Textbook Chapter 7 Assessment
Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
SE = Student Edition
SE/TE: 19; 182-189; 501; 597; 600; 1001 TE: Build Science Skills, 184; Demonstration, 185, 186 SE: Quick Lab, How can you model permeability in cells?, 187; Analyzing Data, Crossing the Cell; Membrane, 188; Exploration, Investigating Cell Structures and Processes, 194-195; Laboratory Manual A Chapter 7 Lab; 7-3 Section Assessment, 189; Chapter 7 Assessment, 196-198 TR: Unit Resources: Unit 3: Section Review 7-3; Chapter 7 Real-World Lab; Reading and Study Workbook Section 7-3; Adapted Reading and Study Workbook Section 7-4; Lesson Plans Section 7-4; Chapter Vocabulary Review; Graphic Organizer; Chapter 7 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 7-3; Transparencies: 7-3 Interest Grabber, Section Outline, Facilitated Diffusion, Figure 7-12, Figure 7-15, Figure 719; 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
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM Describe the relationship between the organelles in a cell and the functions of that cell.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 174-181 TE: Build Science Skills, 175, 178, 181 SE: Quick Lab, How can you make a model of a cell?, 180; 7-2 Section Assessment, 183; Chapter 7 Assessment, 196-198 TR: Unit Resources: Unit 3: Section Review 7-2, Reading and Study Workbook Section 7-2; Adapted Reading and Study Workbook Section 7-2; Lesson Plans Section 7-2; Chapter 7 Vocabulary Review; Graphic Organizer; Chapter 7 Tests Levels A and B TECH: www.phschool.com; Interactive Textbook Section 7-2; Transparencies: 7-2 Interest Grabber, Section Outline, Venn Diagrams, Figure 7-6, Figure 7-11; Interactive Textbook Chapter 7 Assessment; Computer Test Bank Chapter 7 Test
Experiment with microorganisms and/or plants to investigate growth and reproduction.
SE/TE: 81, 133; 224; 234, 491 SE: Laboratory Manual A Chapter 4 Lab; Laboratory Manual B Chapter 4 Lab; RealWorld 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 = Student Edition
SE/TE: 557; 565; 579-583; 612-613; 616; 621; 665; 670; 685; 697; 703; 717; 721, 722; 735; 751758; 767-770; 771; 773; 774; 784-785; 801; 809-810; 811; 821-827; 858; 891-896; 901; 907; 908; 922; 923; 927; 934; 944; 957; 979; 983; 986; 998; 1005, 1010, 1012
TE = Teacher Edition
TR = Teaching Resource 13
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
a.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) 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 = Student Edition
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Build Science Skills, 579, 581, 582, 612, 670, 685; 697, 703, 717, 721, 722, 751, 752, 768, 770, 771, 784, 810, 822, 823, 824, 826, 907, 908, 922, 927, 934, 944, 979, 986, 998, 1005; Make Connections, 557, 616, 754, 756, 773, 785, 908, 923, 1005, 1012; Demonstration, 621, 670, 735, 756, 773, 784, 858, 890, 894, 908, 923, 944, 979, 983, 998, 1010, 1012 SE: Quick Lab, How do seeds differ from spores?, 565; Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Chapter 23 Assessment, 604-607; Quick Lab, What is the structure of a flower?, 613; Design an Experiment, Investigating Pollen Tube Growth, 627; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Inquiry Activity, Is a lancelet a fish?, 766; 30-1 Section Assessment, 770; Chapter 30 Assessment, 792-795; Quick Lab, How do birds breathe, 811; Inquiry Activity, How are teeth adapted to processing different foods?, 820; Real-World Lab, Using Fibers as Forensic Evidence, 842-843; 32-1 Section Assessment, 827; Chapter 32 Assessment, 844-847; Inquiry Activity, What are the organ systems?, 890; 35-1 Section Assessment, 896; Chapter 35 Assessment, 916-919 TR: Unit Resources: Unit 7, 8, 9, 10: Section Review 23-1, 29-2, 30-1, 32-1, 35-1; Reading and Study Workbook Section 23-1, 29-2, 301, 32-1, 35-1; Adapted Reading and Study Workbook Section 23-1, 29-2, 30-1, 32-1, 351; Lesson Plans Section 23-1, 29-2, 30-1, 321, 35-1; Chapter 23, 29, 30, 32, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 29, 30, 32, 35 Test Level A and B; Issues and Decisions 4 TECH: www.phschool.com; Interactive Textbook Section 23-1, 29-2, 30-1, 32-1, 35-1; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, Figure 26-8, Figure 26-12, Figure 27-3, Figure 27-16, Figure 27-23, Figure 28-4, Figure 28-8, Figure 28-9, Figure 28-23; 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, TE:
TE = Teacher Edition
TR = Teaching Resource 14
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
a.
b.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) 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).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) TECH: Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12; 30-1 Interest Grabber, Section Outline, Chordate Cladogram, Figure 30-1, Figure 30-11, 32-1 Interest Grabber, Section Outline, Structures of a Turtle’s Heart, Structure of a Bear’s Heart, Figure 32-4, Figure 33-8, 35-1 Interest Grabber, Section Outline, Example of Feedback Inhibition, Figure 35-2; Figure 35-9, Figure 35-14, Figure 36-3, Figure 36-7 Figure 36-13, Figure 37-2, Figure 37-13, Figure 38-10, Figure 3814, Figure 38-17, Figure 39-2, Figure 39-12, Figure 39-14; BioDetectives Videotapes “Wrongly Accused: Science and Justice”; ABC Videotape Library 38 Circulatory Systems; Virtual Lab 17; Interactive Textbook 23, 29, 30, 32, 35 Chapter Assessment; Computer Chapter 23, 29, 30, 32, 35 Test Bank
Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).
SE = Student Edition
SE/TE: 584-588; 589-594; 595-598; 695-696; 716717; 735-736; 751-758; 774-778; 784-787; 800-802; 808-812; 822-827; 857-864; 891896 TE: Build Science Skills, 584, 585, 587, 588, 589, 595, 597, 751, 857, 859; Make Connections, 586, 754, 756; Demonstration, 586, 593, 756, 858, 859, 890, 894 SE: Exploration, Identifying the Growth Zones in a Plant, 603; Analyzing Data, Reading a Tree’s History, 592; 23-2 Section Assessment, 588; 23-3 Section Assessment, 594; 23-4 Section Assessment, 598; Chapter 23 Assessment, 604-607; Laboratory Manual B Chapter 23 Lab; Laboratory Manual A Chapter 23 Lab; Quick Lab, How do clams and crayfishes breath?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Quick Lab, How does water affect nitrogen excretion?, 861; Careers in Biology, Veterinary Technician, 863; 33-3 Section Assessment, 864; Chapter 33 Assessment, 866-869; Inquiry Activity, What are the organ systems?, 890
TE = Teacher Edition
TR = Teaching Resource 15
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Unit Resources: Unit 7: Section Review 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Reading and Study Workbook Section 23-2, 23-3, 23-4, 292, 33-3, 35-1; Adapted Reading and Study Workbook Section 23-2, 23-3, 23-4, 29-2, 333, 35-1; Lesson Plans Section 23-2, 23-3, 234, 29-2, 33-3, 35-1; Chapter 23, 29, 33, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 29, 33, 35 Test Level A and B; Issues and Decisions 4 TECH: www.phschool.com; Interactive Textbook Section 23-2, 23-3, 23-4, 29-2, 33-3, 35-1; Transparencies: 23-2 Interest Grabber, Section Outline, Essential Plant Nutrients, Figure 237, Figure 23-9, 23-3 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 2314, Figure 23-15, 23-4 Interest Grabber, Section Outline, Function of Guard Cells, Figure 23-18, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, 33-3 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 33-8, Figure 33-10, Figure 33-11, 35-1 Interest Grabber, Section Outline, Example of Feedback Inhibition, Figure 35-2; Lab Simulations CD-ROM, Plant Structure and Growth, Plant Structure and Growth; ABC Videotape Library 38 Circulatory Systems, 38 Circulatory Systems; Virtual Lab 17; Virtual Labs, Examining Plant Stem Structure; Interactive Textbook Chapter 23, 29, 33, 35 Assessment; Computer Chapter 23, 29, 33, 35 Test Bank TR:
Relate the structure of organs to the function of organs.
SE = Student Edition
SE/TE: 584-588; 589-594; 595-598; 599-602; 609616; 618-621; 664-667; 670-672; 684-686; 690; 695-696; 702-704; 716-719; 735-736; 751-758; 774-778; 784-787; 800-802; 808812; 822-827 TE: Demonstration, 586, 593, 599; 608, 618, 621, 666, 670, 671, 702, 735, 756, 777, 784, 800; Build Science Skills, 584, 585, 587, 588, 589, 595, 597, 600, 610, 664, 690, 694, 696, 703, 716, 717, 719, 751, 736, 737, 751, 752, 778, 787, 802, 808, 822, 823, 824, 286, ; Make Connections, 586, 754, 756, 704, 716, 776, 785, 808, 812
TE = Teacher Edition
TR = Teaching Resource 16
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) Relate the structure of organs to the function of organs.
SE = Student Edition
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Quick Lab, What is the role of leaves in transpiration, 601; 23-2, 23-3, 23-4, 23-5, 241, 24-2, 29-2 Section Assessment 588, 594, 598, 602; Exploration, Identifying the Growth Zones in a Plant, 603; Analyzing Data, Reading a Tree’s History, 592; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, Chapter 24 Design an Experiment. 628-631; Inquiry Activity, Does a planarian have a head?, 682; Quick Lab, How does an earthworm pump blood, 695; Technology and Society, Using Nature to Produce Sunscreen, 668; Quick Lab, How do fishes use gills?, 775; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 29 Assessment, 760-763; Quick Lab, How do birds breathe?, 811; TR: Unit Resources: Unit 7, 8, 9, 10: Section Review 23-5, 24-1, 24-2, 26-2, 26-3, 27-1, 272, 27-3, 27-4, 28-1; 28-4; 29-2, 30-2, 30-3, 31-1, 31-2, 32-1; Reading and Study Workbook Section 23-5, 24-1, 24-2, 26-2, 263, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-2, 302, 30-3, 31-1, 31-2, 32-1; Adapted Reading and Study Workbook Section 23-5, 24-1-24-2, 26-2, 26-3, 27-1, 27-2, 27-3, 27-4, 28-1; 28-4; 29-3, 30-2, 30-3, 31-1, 31-2, 32-1; Lesson Plans Section 23-5, 24-1, 24-2, 26-2, 26-3, 271, 27-2, 27-3, 27-4, 28-1; 28-4; 29-2, 30-2, 303, 31-1, 31-2, 32-1; Chapter 23, 24, 26, 27, 28, 29, 30, 31, 32 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 26, 27, 28, 29, 30, 31, 32 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 23-5, 24-1, 24-2, 29-2; Transparencies: 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, SE:
TE = Teacher Edition
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM c.
d.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Relate the structure of organs to the function of organs.
(Continued) TECH: Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Jellyfish Life Cycle, Life Cycle of Schistosoma mansoni, Figure 27-16, Figure 27-23, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, Types of Invertebrate Skeletons, Structure of a Turtle’s Heart, Figure 31-14, Structure of a Bear’s Heart; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23,24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank
Compare the structure and function of organs in one organism to the structure and function of organs in another organism.
SE/TE: 551-555; 657-663; 745-750; 849-852 TE: Build Science Skills, 552, 660, 661, 747, 851; Make Connections, 554, 746 SE: Inquiry Activity, Are all plants the same?, 550; Inquiry Activity, What makes an animal an animal?, 656; Problem Solving, “Plantastic” Voyage, 553; Quick Lab, How can body symmetry affect movement?, 662; 22-1 Section Assessment, 555; Chapter 22 Assessment, 575-577; 26-1 Section Assessment 663; Chapter 26 Assessment, 678-681; Inquiry Activity, Which protective covering is best?, 744; Problem Solving, Creating an Imaginary Invertebrate, 750; 29-1 Section Assessment, 754; Chapter 29 Assessment, 760-763; Inquiry Activity, What are some adaptations of vertebrae?, 848; Issues in Biology, Should Marine Mammals Be kept in Captivity?, 853; Exploration, Comparing Chordate Family Trees, 865; 33-1 Section Assessment, 853; Chapter 33 Assessment, 866-869 TR: Unit Resources: Unit 8, 9: Section Review 221, 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 18
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM d.
e.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Compare the structure and function of organs in one organism to the structure and function of organs in another organism.
(Continued) TECH: www.phschool.com; Interactive Textbook Section 22-1, 26-1, 29-1, 33-1; Transparencies: 22-1 Interest Grabber, Section Outline, Generalized Plant Life Cycle, Figure 22-6, Figure 22-7, 26-1 Interest Grabber, Section Outline, Concept Map, Figure 265,29-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 29-4, 33-1 Interest Grabber, Section Outline, Concept Map, Figure 33-2, Figure 33-4; Interactive Textbook Chapter 22, 26, 29, 33 Assessment; Computer Chapter 22, 26, 29, 33 Test Bank
Research and report on technological developments related to organs.
SE/TE: 692; 932; 948-949 SE: Research on C. elegans, 692; Technology and Society, Making Artificial Skin, 932; Biology and History, Cardiovascular Advances, 948949
Objective 2: Describe the relationship between structure and function of organ systems in plants and animals. a.
Relate the function of an organ to the function of an organ system.
SE = Student Edition
SE/TE: 579-583; 599-602; 609-616; 618-621; 751758; 891-896, 916-919 TE: Build Science Skills, 579, 581, 582; Demonstration, 599; 608, 618, 621, 756, 890, 894; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756 SE: Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 23, 604-607; Chapter 24, Design an Experiment; Chapter 29 Assessment, 760763; Inquiry Activity, What are the organ systems?, 890; 35-1 Section Assessment, 896; Chapter 35 Assessment, 916-919;
TE = Teacher Edition
TR = Teaching Resource 19
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM a.
b.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Relate the function of an organ to the function of an organ system.
(Continued) Unit Resources: Unit 7: Section Review 23-1, 35-1; Reading and Study Workbook Section 23-1, 23-5, 24-1, 24-2, 29-3, 35-1; Adapted Reading and Study Workbook Section 23-1, 23-5, 24-1, 29-3, 35-1; Lesson Plans Section 23-1, 23-5, 24-1, 24-2, 29-3, 35-1; Section Review 23-5, 24-1, 24-2, 29-2, 35-1; Chapter 23, 24, 29, 35 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29, 35 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 23-1, 23-5, 24-1, 29-3, 35-1; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12, Figure 352; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23, 24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank TR:
Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.
SE = Student Edition
SE/TE: 599-602; 609-616; 618-621; 751-758; 891896 TE: Demonstration, 599; 608, 618, 621, 756; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756 SE: Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?,
TE = Teacher Edition
TR = Teaching Resource 20
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) 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.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 29 Assessment, 760-763 TR: Unit Resources: Unit 7: Section Review 23-5, 24-1, 24-2, 29-2; Reading and Study Workbook Section 23-5, 24-1, 24-2, 29-2; Adapted Reading and Study Workbook Section 23-5, 24-1-24-2, 29-3; Lesson Plans Section 23-5, 24-1, 24-2, 29-2; Chapter 23, 24, 29 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29 Test Level A and B; Enrichment; Chapter 24 Design an Experiment TECH: www.phschool.com; Interactive Textbook Section 23-5, 24-1, 24-2, 29-2; Transparencies: 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 2912; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23,24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank SE:
Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.
SE = Student Edition
SE/TE: 579-583; 599-602; 609-616; 618-621; 751758 TE: Build Science Skills, 579, 581, 582; Demonstration, 599; 608, 618, 621, 756; Build Science Skills, 600, 610, 751, 752; Make Connections, 754, 756 SE: Inquiry Activity, What parts of plants do we eat?, 578; 23-1 Section Assessment, 583; Quick Lab, What is the role of leaves in transpiration, 601; 23-5, 24-1, 24-2, 29-2 Section Assessment, 602; Chapter 23 Assessment, 604-607; Inquiry Activity, How do seeds and fruits vary?, 608; Quick Lab, What is the structure of a flower?, 613; Technology and Society, Using Technology to
TE = Teacher Edition
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE CORE CURRICULUM c.
d.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.
(Continued) Design Flowers, 617; Design an Experiment, Investigating Pollination, 627; Analyzing Data, Temperature and Seed Germination, 620; Chapter 24 Assessment, 628-631; Quick Lab, How do clams and crayfishes breathe?, 753; Design an Experiment, Investigating Invertebrate Response to External Stimuli, 759; Chapter 23, 604-607; Chapter 29 Assessment, 760-763 TR: Unit Resources: Unit 7: Section Review 23-1; Reading and Study Workbook Section 23-1, 23-5, 24-1, 24-2, 29-3; Adapted Reading and Study Workbook Section 23-1, 23-5, 24-1, 293; Lesson Plans Section 23-1, 23-5, 24-1, 242, 29-3; Section Review 23-5, 24-1, 24-2, 292; Chapter 23, 24, 29 Vocabulary Review; Graphic Organizer; Chapter 23, 24, 29 Test Level A and B; Enrichment; Chapter 24 Design an Experiment TECH: www.phschool.com; Interactive Textbook Section 23-1, 23-5, 24-1, 29-3; Transparencies: 23-1 Interest Grabber, Section Outline, Concept Map, Figure 23-1, 23-5 Interest Grabber, Section Outline, Transpiration, Figure 23-24, 24-1 Interest Grabber, Section Outline, Compare/Contrast Table, Figure 24-1, Figure 24-4, Figure 24-5, Figure 24-7, 24-2 Interest Grabber, Section Outline, Concept Map, 29-2 Interest Grabber, Section Outline, Types of Invertebrate Skeletons, Figure 29-8, Figure 29-9, Figure 29-10, Figure 29-11, Figure 29-12; ABC Videotape Library, 32 Water Transport in Plants, 33 Sugar Movement in Plants, Angiosperm Reproduction, 28 Circulatory Systems; Virtual Lab 17; Interactive Textbook Chapter 23, 24, 29 Assessment; Computer Chapter 23, 24, 29 Test Bank SE:
Relate the tissues that make up organs to the structure and function of the organ.
SE = Student Edition
SE/TE: 894; 897-900; 926-928 TE: Demonstration, 894, 897, 899; Build Science Skills, 894, 898, 926, 927, 928; Making Connections, 895, 900
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 447-450; 451-456, 464-467 TE: Demonstration, 449, 451, 454 SE: Inquiry Activity, How can you classify fruits?, 446; Quick Lab, How is a cladogram constructed?, 453; Technology and Society, The Search for New Species, 456; 18-1 Section Assessment, 450; 18-2 Section Assessment, 455; Chapter 18 Assessment, 464-467 TR: Unit Resources: Unit 5: Section Review 18-1, 18-2; Enrichment; Reading and Study Workbook Section 18-1, 18-2; Adapted Reading and Study Workbook Section 18-1, 18-2; Lesson Plans Section 18-1, 18-2; BioDetectives: Investigations in Forensics Investigation 5; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B TECH: www.phschool.com; Computer Chapter 18 Test Bank; Interactive Textbook Chapter 18 Assessment; Interactive Textbook Section 181, 18-2; Transparencies: 18-1 Interest Grabber, Section Outline, Flowchart, Figure 18-5; 18-2 Interest Grabber, Section Outline, Traditional Classification Versus Cladogram
Benchmark: Information passed from parent to offspring is coded in DNA (deoxyribonucleic acid) molecules. The fundamental DNA structure is the same for all living things; the sequence of DNA differs between each organism and each species. Changes in the DNA sequence may alter genetic expression. The genetic information in DNA provides the instructions for assembling protein molecules in cells. The code used is virtually the same for all organisms. There are predictable patterns of inheritance. Sexual reproduction increases the genetic variation of a species. Asexual reproduction provides offspring that have the same genetic code as the parent. STANDARD IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. Objective 1: Compare sexual and asexual reproduction. a.
Explain the significance of meiosis and fertilization in genetic variation.
SE = Student Edition
SE/TE: 275-278; 282-285 TE: Demonstration, 277; Build Science Skills, 278 SE: Exploration, Modeling Meiosis, 281; 11-4 Section Assessment, 278; Chapter 11 Assessment, 282-285
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a.
b.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) Explain the significance of meiosis and fertilization in genetic variation.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) Unit Resources: Unit 4: Section Review 11-4; Chapter 11 Exploration; Reading and Study Workbook Section 11-4; Adapted Reading and Study Workbook Section 11-4; Lesson Plans Section 11-4; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 11-4; Transparencies: 11-4 Interest Grabber, Section Outline, Crossing-Over, Figure 11-15, I, II; ABC Videotape Library, 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations CD-ROM, Meiosis; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank TR:
Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.
SE = Student Edition
SE/TE: 275-278; 428; 757-758 TE: Demonstration, 277; Build Science Skills, 278 SE: Exploration, Modeling Meiosis, 281; 11-4 Section Assessment, 278; Chapter 11 Assessment, 282-285 TR: Unit Resources: Unit 4: Section Review 11-4; Chapter 11 Exploration; Reading and Study Workbook Section 11-4; Adapted Reading and Study Workbook Section 11-4; Lesson Plans Section 11-4; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 11-4; Transparencies: 11-4 Interest Grabber, Section Outline, Crossing-Over, Figure 11-15, I, II; ABC Videotape Library 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations CDROM, Meiosis; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank
TE = Teacher Edition
TR = Teaching Resource 24
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.
SE = Student Edition
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 253; 322-326; 327-329; TE: Demonstration, 324; Build Science Skills, 329 SE: Technology and Society, Stem Cells: Promises and Problems, 253; Quick Lab, How can restriction enzymes be modeled?, 326; 132 Section Assessment, 326; Chapter 13 Assessment, 336-339; Chapter 13 Lab; Laboratory Manual A Chapter 13 Lab; Laboratory Manual B Chapter 13 Lab; Issues in Biology, Do Genetically Modified Foods Need Stricter Controls?, 330; 13-3 Section Assessment, 329 TR: Unit Resources: Unit 4: Section 13-2, 13-3; Reading and Study Workbook Section 13-2, 13-3; Adapted Reading and Study Workbook Section 13-2, 13-3; Issues and Decision Making 24; Biotechnology Manual Issue 1, Labs 8, 9, 12; Biotechnology Manual Concepts 5, 7 and Labs 14,15; BioDetectives: Investigations in Forensics Investigation 4; Lesson Plans Section 13-2, 13-3; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 13-2, 13-3; Transparencies: 13-2 Interest Grabber, Section Outline, Restriction Enzymes, Figure 13-6, Figure 13-7, Figure 13-8, 13-3 Interest Grabber, Section Outline, Knockout Genes, Figure 13-9, Figure 13-10; Virtual Labs 11; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank
TE = Teacher Edition
TR = Teaching Resource 25
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s)) CORE CURRICULUM Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms. a.
Explain Mendel’s laws of segregation and independent assortment and their role in genetic inheritance.
SE/TE: 263-266 TE: Build Science Skills, 263; Demonstration, 265; Build Science Skills, 266 SE: Inquiry Activity, Are traits inherited?, 262; 11-1 Section Assessment, 266; Chapter 11 Assessment, 282-285 TR: Unit Resources: Unit 4: Section Review 11-1; Reading and Study Workbook Section 11-1; Adapted Reading and Study Workbook Section 11-1; Lesson Plans Section 11-1; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B; TECH: www.phschool.com; Interactive Textbook Section 11-1; Transparencies: 11-1 Interest Grabber, Section Outline, Principles of Dominance, Figure 11-3; ABC Videotape Library, 19 Segregation of Chromosomes; Interactive Textbook Chapter 11 Assessment; Computer Test Bank Chapter 11 Test
b.
Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
SE/TE: 267-269; 270-274; 279-280 TE: Make Connections, 267; Build Science Skills, 269, 270, 274; Demonstration, 273; Build Science Skills, 279 SE: Quick Lab, How are dimples inherited?, 268; Problem Solving, Producing True-Breeding Seeds, 271; 11-2, 11-3 Section Assessment, 266, 269; Chapter 11 Assessment, 282-285; 11-5 Section Assessment, 280; Chapter 11 Assessment, 282-285 TR: Unit Resources: Unit 4: Section Review 11-2, 11-3, 11-5; Enrichment; Reading and Study Workbook Section 11-2, 11-3, 11-5; Adapted Reading and Study Workbook Section 11-2, 11-3; Lesson Plans Section 11-2, 11-3, 11-5; Chapter 11 Vocabulary Review; Graphic Organizer; Chapter 11 Test Level A and B; Biotechnology Manual Lab 2 TECH: www.phschool.com; Interactive Textbook Section 11-2, 11-3, 11-5; Transparencies: 112, 11-3, 11-5 Interest Grabbers, Section Outline, Tt X Tt Cross, Concept Map, Figure 11-10, Figure 11-11, Comparative Scale of a Gene Map, Figure 11-19; Lab Simulations CD-ROM, Mendelian Inheritance; Interactive Textbook Chapter 11 Assessment; Computer Chapter 11 Test Bank
SE = Student Edition
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TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
c.
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM Relate Mendelian principles to modern-day practice of plant and animal breeding.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 319-321 SE: Inquiry Activity, Can you improve plant breeding:?, 318; Design an Experiment, Investigating the Effects of Radiation on Seeds, 334-335; 13-1 Section Assessment, 321; Chapter 13 Assessment, 336-339 TR: Unit Resources: Unit 4: Section Review 13-1; Chapter 13 Design an Experiment; Reading and Study Workbook Section 13-1; Adapted Reading and Study Workbook Section 13-1; Lesson Plans Section 13-1; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 13-1; Transparencies: 13-1 Interest Grabber, Section Outline, Concept Map; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank
Analyze bioethical issues and consider the role of science in determining public policy.
SE = Student Edition
SE/TE: 354; 355-360; 362-365 TE: Demonstration, 357 SE: Who Controls Your DNA?, 354; Careers in Biology, Geneticist, 359; Real-World Lab, Modeling DNA Probes, 361; 14-3 Section Assessment, 360; Chapter 14 Assessment, 362-365 TR: Unit Resources: Unit 4: Section Review 14-3; Chapter 14 Real-World Lab; Reading and Study Workbook Section 14-3; Adapted Reading and Study Workbook Section 14-3; Issues and Decision Making 9, 10, 11, 12; Biotechnology Manual Labs 2,11, 12, Concepts 2, 3, 4, 6; Lesson Plans Section 143; Chapter 14 Vocabulary Review; Graphic Organizer; Chapter 14 Test Level A and B; Laboratory Assessment 4 TECH: www.phschool.com; Interactive Textbook Section 14-3; Transparencies: 14-3 Interest Grabber, Section Outline, Locating Genes, Figure 14-18, Figure 14-21; ABC Videotape Library, 30 Gene Transfer and Cloning; Interactive Textbook Chapter 14 Assessment; Computer Chapter 14 Test Bank
TE = Teacher Edition
TR = Teaching Resource 27
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12) UTAH SECONDARY SCIENCE PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s)) CORE CURRICULUM Objective 3: Explain how the structure and replication of DNA are essential to heredity and protein synthesis. a.
Use a model to describe the structure of DNA.
SE/TE: Modeling DNA Replication, 313
b.
Explain the importance of DNA replication in cell reproduction.
SE/TE: 295-299; 313; 314-317 TE: Demonstration, 295; Build Science Skills, 297; Demonstration, 298 SE: Analyzing Data, Synthesis of New DNA Molecules, 296; Exploration, Modeling DNA Replication, 313; 12-2 Section Assessment, 299; Chapter 12 Assessment, 314-317 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.
SE/TE: 300-306; 314-317 TE: Demonstration, 302; Build Science Skills, 303; SE: Quick Lab, How does a cell interpret DNA?, 303; 12-3 Section Assessment, 306; Chapter 12 Assessment, 314-317 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
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM Describe how mutations may affect genetic expression and cite examples of mutagens.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 307-308; 314-317; 334-335 TE: Demonstration, 307 SE: 12-4 Section Assessment, 308; Chapter 12 Assessment, 314-317; Design an Experiment, Investigating the Effects of Radiation on Seeds, 334-335 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 TECH: www.phschool.com; Interactive Textbook Section 12-4; Transparencies: 12-4 Interest Grabber, Section Outline, Gene Mutations: Substitution, Insertion and Deletion, Figure 12-20; ABC Videotape Library 27, 28, 29; Computer Chapter 12 Test Bank
Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.
SE = Student Edition
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 121; 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
TE = Teacher Edition
TR = Teaching Resource 29
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
f.
UTAH SECONDARY SCIENCE CORE CURRICULUM Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 331-333; 336-339 SE: 13-4 Section Assessment, 333; Chapter 13 Assessment, 336-339 TR: Unit Resources: Unit 4: Section Review 13-4; Enrichment; Reading and Study Workbook Section 13-4; Adapted Reading and Study Workbook Section 13-4; Lesson Plans Section 13-4; Issues and Decision Making 18; Biotechnology Manual Lab 17, Issue 4; Chapter 13 Vocabulary Review; Graphic Organizer; Chapter 13 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 13-4; Transparencies: 13-4 Interest Grabber, Section Outline, Flowchart, Figure 13-13; ABC Videotape Library, 30 Gene Transfer and Cloning; Interactive Textbook Chapter 13 Assessment; Computer Chapter 13 Test Bank
Benchmark: Evolution is central to modern science’s understanding of the living world. The basic idea of biological evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, and other species to change, giving rise to a greater diversity of species. Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as science strives for explanations of the world. STANDARD V: Students will understand that biological diversity is a result of evolutionary processes. Objective 1: Relate principles of evolution to biological diversity. a.
Describe the effects of environmental factors on natural selection.
SE = Student Edition
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
TE = Teacher Edition
TR = Teaching Resource 30
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
a.
UTAH SECONDARY SCIENCE CORE CURRICULUM (Continued) Describe the effects of environmental factors on natural selection.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
(Continued) TECH: www.phschool.com; Interactive Textbook Section 15-3; Transparencies: 15-3 Interest Grabber, Section Review, Concept Map, Figure 15-14, Figure 15-15; Interactive Textbook Chapter 15 Assessment; Computer Chapter 15 Test Bank
b.
Relate genetic variability to a species’ potential for adaptation to a changing environment.
SE/TE: 278; 274; 442-445; 435-440; 454; SE: Analyzing Data, Changing Number of Marine Families, 438; Exploration, Modeling Coevolution, 441; 17-4 Section Assessment, 434; Chapter 17 Assessment, 442-445 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 TECH: www.phschool.com; Interactive Textbook Section 17-4; Transparencies: 17-4 Interest Grabber, Section Outline, Concept Map; Interactive Textbook Chapter 17 Assessment; Computer Chapter 17 Test Bank
c.
Relate reproductive isolation to speciation.
SE/TE: 404-410; 412-415 SE: Analyzing Data, How Are These Fish Related?, 408; 16-3 Section Assessment, 410; Chapter 16 Assessment, 412-415 TR: Unit Resources: Unit 5: Section Review 16-3; Enrichment; Reading and Study Workbook Section 16-3; Adapted Reading and Study Workbook Section 16-3; Issues and Decision Making 16; Lesson Plans Section 16-3; Chapter 16 Vocabulary Review; Graphic Organizer; Chapter 16 Chapter Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 16-3; Transparencies: 16-3 Interest Grabber, Section Outline, Concept Map; BioDetectives Videotapes, “The Galapagos Islands: A Glimpse Into the Past”; Interactive Textbook Chapter 16 Assessment; Computer Chapter 16 Test Bank
SE = Student Edition
TE = Teacher Edition
TR = Teaching Resource 31
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM Compare selective breeding to natural selection and relate the differences to agricultural practices.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 622-626 TE: Demonstration, 622; Build Science Skills, 623; SE: Biology and History, The Evolution of Agriculture, 624-625 TR: Unit Resources: Unit 7: Section Review 24-3; Reading and Study Workbook Section 24-3; Adapted Reading and Study Workbook Section 24-3; Lesson Plans Section 24-3; Chapter 24 Vocabulary Review; Graphic Organizer; Chapter 24 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 24-3; Transparencies: 24-3 Interest Grabber, Section Outline, Compare/Contrast Table; Chapter 24 Assessment; Computer Chapter 24 Test Bank
Objective 2: Cite evidence for changes in populations over time and use concepts of evolution to explain these changes. a.
Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
SE = Student Edition
SE/TE: 417-422; 423-428; 442-445 TE: Demonstration, 417, 424; Build Science Skills, 418, 419 SE: Inquiry Activity, How can you date a rock?, 416; Quick Lab, What is a half-life?, 420; Laboratory Manual B Chapter 17 Lab, Laboratory Manual A Chapter 17 Lab; 17-1 Section Assessment, 422; 17-3 Section Assessment, 428; Chapter 17 Assessment, 442-445 TR: Unit Resources: Unit 5: Section Review 17-1, 17-2; Reading and Study Workbook Section 17-1, 17-2; Adapted Reading and Study Workbook Section 17-1, 17-2; Issues and Decisions 14; Lesson Plans Section 17-1, 172; 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
TE = Teacher Edition
TR = Teaching Resource 32
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM Identify the role of mutation and recombination in evolution.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 435-440; 441 SE: Analyzing Data, Changing Number of Marine Families, 438; Exploration, Modeling Coevolution, 441; 17-4 Section Assessment, 440; Chapter 17 Assessment, 442-445 TR: Unit Resources: Unit 5: Section Review 17-4; Chapter 17 Exploration; Reading and Study Workbook Section 17-4; Adapted Reading and Study Workbook Section 17-4; Issues and Decisions 13; Lesson Plans 17-4; Chapter 17 Vocabulary Review; Graphic Organizer; Chapter 17 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 17-4; Transparencies: 17-4 Interest Grabber, Section Outline, Concept Map; Interactive Textbook Chapter 17 Assessment; Computer Chapter 17 Test Bank
Relate the nature of science to the historical development of the theory of evolution.
SE = Student Edition
SE/TE: 373-377; 378-386 TE: Demonstration, 377, 382; Build Science Skills, 382 SE: Biology and History, Origins of Evolutionary Thought, 374-375; 15-2 Section Assessment, 377; Chapter 15 Assessment, 388-391; Quick Lab, New vegetables from old?, 379; Exploration, Modeling Adaptations, 387; Laboratory Manual A Chapter 15 Lab; Laboratory Manual B Chapter 15 Lab TR: Unit Resources: Unit 5: Section Review 15-2, 15-3; Reading and Study Workbook Section 15-2, 15-3; Adapted Reading and Study Workbook Section 15-2, 15-3; Lesson Plans Section 15-2, 15-3; Chapter 15 Vocabulary Review; Graphic Organizer; Chapter 15 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 15-2, 15-3; Transparencies: 15-2 Interest Grabber, Section Outline, Movement of Earth’s Crust, Figure 15-7, 15-3 Interest Grabber, Section Outline, Concept Map, Figure 15-14, Figure 15-15; Interactive Textbook Chapter 15 Assessment; Computer Chapter 15 Test Bank
TE = Teacher Edition
TR = Teaching Resource 33
TECH = Technology
Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
e.
UTAH SECONDARY SCIENCE CORE CURRICULUM 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).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
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
Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
SE/TE: 456 SE: Technology and Society, The Search for New Species in Tropical Forests, 456
Objective 3: Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships. a.
Classify organisms using a classification tool such as a key or field guide.
SE = Student Edition
SE/TE: 462-463 SE: Real-World Lab, Classifying Organisms Using Dichotomous Keys, 462-463
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
b.
c.
UTAH SECONDARY SCIENCE CORE CURRICULUM Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 447-450; 464-467 TE: Demonstration, 449; Build Science Skills, 450 SE: Inquiry Activity, How can you classify fruits?, 446; 18-1 Section Assessment, 450; Chapter 18 Assessment, 464-467 TR: Unit Resources: Unit 5: Section Review 18-1; Enrichment; Reading and Study Workbook Section 18-1; Adapted Reading and Study Workbook Section 18-1; BioDetectives: Investigations in Forensics, Investigation 5; Lesson Plans Section 18-1; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 18-1; Transparencies: 18-1 Interest Grabber, Section Outline, Flowchart, Figure 18-5; Interactive Textbook Chapter 18 Assessment; Computer Chapter 18 Test Bank
Explain how evolutionary relationships are related to classification systems.
SE = Student Edition
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
TE = Teacher Edition
TR = Teaching Resource 35
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Prentice Hall Biology © 2006, (Miller/Levine) Correlated to: Utah Secondary Science Core Curriculum, Biology, (Grades 9-12)
d.
UTAH SECONDARY SCIENCE CORE CURRICULUM Justify the ongoing changes to classification schemes used in biology.
PAGE(S) WHERE TAUGHT (If submission is not book, cite appropriate location(s))
SE/TE: 457-461; 462-463 TE: Demonstration, 460 SE: Real-World Lab, Using Dichotomous Keys, 462-463; 18-3 Section Assessment, 461; Chapter 18 Assessment, 464-467; Laboratory Manual A Chapter 18 Lab; Laboratory Manual B Chapter 18 Lab TR: Unit Resources: Unit 5: Section Review 18-3; Chapter 18 Real-World Lab; Reading and Study Workbook Section 18-3; Adapted Reading Workbook Section 18-3; Lesson Plans Section 18-3; Chapter 18 Vocabulary Review; Graphic Organizer; Chapter 18 Test Level A and B TECH: www.phschool.com; Interactive Textbook Section 18-3; Transparencies: 18-3 Interest Grabber, Section Outline, Concept Map, Figure 18-22, Figure 18-13; Interactive Textbook Chapter 18 Assessment; Computer Chapter 18 Test Bank
Reference: http://www.uen.org/core/science/9-12.html SE = Student Edition
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