Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
BIO.1 The student will plan and conduct investigations in which a) observations of living organisms are recorded in the lab and in the field;
SE/TE: T50 (Hands-on Activity), 52, T421 (Hands-on Activity), 537, 749, 769 Online: Lab 3-Termite Tracking, Lab 34-Life As a Pond Organism, Lab 35-Dynamic Populations
b) hypotheses are formulated based on direct observations and information from the scientific literature;
SE/TE: T31 (Hands-on Activity), 36, 52, 123, 171 Online: Lab 2-Making a “Rip-o-meter”, Lab 3-Termite Tracking, Lab 6-Design a Cell, Guided Research Lab 2-Cellular Respiration in FastPlants, Lab 8-Photo Finish
c) variables are defined and investigations are designed to test hypotheses;
SE/TE: T31 (Hands-on Activity), T32 (Hands-on Activity), 36, 45 (Performance Assessment), T403 (Hands-on Activity), T421 (Hands-on Activity), 749 Online: Lab 2-Making a “Rip-o-meter”, Guided Research Lab 2Cellular Respiration in FastPlants, Lab 34-Life As a Pond Organism
d) graphing and arithmetic calculations are used as tools in data analysis;
SE/TE: 142, 409, 662, 769 Online: Lab 7-Food as Fuel, Lab 18-A Twist on Fermentation, Lab 30Sensing Circulation, Lab 35-Dynamic Populations
e) conclusions are formed based on recorded quantitative and qualitative data;
SE/TE: 123, 142, 171, 214, 804 Online: Lab 6-Design a Cell, Lab 7-Food as Fuel, Lab 8-Photo Finish, Lab 10-Family Reunion in a Dish, Lab 36-Can Lake Life Remain Despite Acid Rain?
Virginia Department of Education
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Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
f) sources of error inherent in experimental design are identified and discussed;
SE/TE: T32 (Hands-on Activity), 36, 45 (Chapter Review Performance Assessment), 769 Online: Lab 2-Making a “Rip-o-meter”, Lab 35-Dynamic Populations
g) validity of data is determined;
SE/TE: 87, 171, 409 Online: Lab 4-Soil Solutions, Lab 8-Photo Finish, Lab 18-A Twist on Fermentation
h) chemicals and equipment are used in a safe manner;
Online: Skills Activity Lab Safety Primer
i)
appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and analyzing data and communicating results;
SE/TE: 662 Online: Guided Research Lab 2-Cellular Respiration in FastPlants, Lab 30-Sensing Circulation
j)
research utilizes scientific literature;
SE/TE: 371 Online: Lab 16-Sari Solution
k) differentiation is made between a scientific hypothesis and theory;
SE/TE: 36 Online: Lab 2-Making a “Rip-o-meter”
l)
SE/TE: T40 (Meeting Diverse Needs), 123, 189 Online: Lab 6-Design a Cell, Lab 9-You Are a 19th-Century Cell Biologist
alternative scientific explanations and models are recognized and analyzed; and
m) a scientific viewpoint is constructed and defended (the nature of science).
Virginia Department of Education
SE/TE: 87, 371, 409 Online: Lab 4-Soil Solutions, Lab 16-Sari Solution, Lab 18-A Twist on Fermentation
2
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
BIO.2 The student will demonstrate scientific reasoning and logic by a) evidence supporting the cell theory;
SE/TE: 12, 28, 110, 114 (Concept Check 6.1 #1), T114 (Reteach), 180181 Online: Online Activity 6.1-Compare how cells measure up, Ch. 6 Science, Technology, & Society-Discovery of Cells
b) scientific explanations of the development of organisms through time (biological evolution);
SE/TE: 17-18, 292-319, 324-334, 395-397, 420-424, 514-517
c) evidence supporting the germ theory of infectious disease;
SE/TE: 369-370, 375, 676-677
d) development of the structural model of DNA; and
SE/TE: 230-231, 233, 244-245 (Chapter Review #9, 21, Performance Assessment) Online: Online Activity 11.2-Pair up nucleotide bases, Ch. 11 History of Science-Discovery of DNA
e) the collaborative efforts of scientists, past and present.
SE/TE: 40, 226-228, 230-231, 233, 235, 237, 292-298 Online: Ch. 9 History of Science-Discovery of Chromosomes, Ch. 11 History of Science-Discovery of DNA, Ch. 34 Careers-Meet an Ecologist
Virginia Department of Education
3
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
BIO.3 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes;
SE/TE: 81-87, T82 (Hands-on Activity), T84 (Hands-on Activity); T85 (Hands-on Activity), 88-89 (Chapter Review #6, 13-15, 18, Performance Assessment), 804 Online: Online Activity 4.4-Investigate the structure and properties of water, Lab 4-Soil Solutions, Lab 36-Can Lake Life Remain Despite Acid Rain?
b) the structure and function of macromolecules;
SE/TE: 92-102, T100 (Addressing Commonly Held Ideas), T101 (Hands-on Activity), 106-107 (Chapter Review) Online: Online Activity 5.1-Examine carbon-based molecules, Online Activity 5.2-Analyze the role of glucose in life processes, Online Activity 5.3-Explore the properties of lipids, Online Activity 5.4-Build amino acid chains
c) the nature of enzymes; and
SE/TE: 103-105, 106-107 (Chapter Review #6, 7, 15, 20), 234, 238240, 269, 281-282, 641 Online: Online Activity 5.5-Investigate the role of enzymes in nature, Lab 5-Way to Go, Indigo!, Online Activity 13.2-Cut and paste DNA
d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.
SE/TE: 136-175 Online: Online Activity 7.1-Explore light energy in action; Online Activity 7.2- Burn a marshmallow, Lab 7-Food as Fuel, Online Activity 7.4-Make electrons fall, Online Activity 7.5-Explore a pinball analogy for cellular respiration, Online Activity 8.1Explore photosynthesis in action, Online Activity 8.2Investigate the nature of light, Online Activity 8.3-Take a trip around the Calvin cycle, Lab 8-Photo Finish
Virginia Department of Education
4
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
BIO.4 The student will investigate and understand relationships between cell structure and function. Key concepts include a) characteristics of prokaryotic and eukaryotic cells;
SE/TE: 9, 112-114, 183, 281-283, 360-368, T361 (Meeting Diverse Needs), 376-377 (Chapter Review #3, 4, 8, 9, 11, 19, Performance Assessment), 380, 395-396 Online: Online Activity 6.1-Compare how cells measure up
b) exploring the diversity and variation of eukaryotes;
SE/TE: 380-394, 402-408, 422-439, 494-513, 516-521, 524-539, 542557, 560-581 Online: Lab 3-Termite Tracking, Lab 34-Life As a Pond Organism
c) similarities between the activities of a single cell and a whole organism; and
SE/TE: 9, 131, 181, 380-381, T381 (Reteach), 398 (Chapter Review #8) Online: Online Activity 6.6-Predict how protists move
d) the cell membrane model (diffusion, osmosis, and active transport).
SE/TE: 115-123, T119 (Hands-on Activity), T121 (Addressing Commonly Held Ideas), 132-133 (Chapter Review #2, 3, 10-13, 20, 21, Performance Assessment), 464-468, 613–616, 656-657 Online: Online Activity 6.2-Dissect a plasma membrane, Online Activity 6.3-Investigate movement across the membrane, Lab 6-Design a Cell
BIO.5 The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals, including humans. Key concepts include a) how their structures and functions vary between and within the kingdoms;
Virginia Department of Education
SE/TE: 9, 346-348, 360-366, 380-394, 402-408, 422-439, 494-513, 524-539, 542-557, 560-581
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Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
b) comparison of their metabolic activities;
SE/TE: 136-137, 153-155, 365-368, 381-394, 403-413, 460-462, 470471, 519 Online: Lab 8-Photo Finish, Lab 18-A Twist on Fermentation
c) analyses of their responses to the environment;
SE/TE: 14-15, 54-55, 57-61, 365, 390, 466, 476-489, 518, 569, 610-627
d) maintenance of homeostasis;
SE/TE: 16, 120-121, 561, 519, 579, 593-596, T594 (Demonstration), 698-717, T700 (Reteach)
e) human health issues, human anatomy, body systems, and life functions; and
SE/TE: 250-261, 373-375, 586-607, 610-633, 636-651, 654-673, 676695, 698-717, 720-739 Online: Lab 30-Sensing Circulation
f) how viruses compare with organisms.
SE/TE: 372-375, 376-377 (Chapter Review #6, 14, 17, 22, 23)
BIO.6 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division;
SE/TE: 180-191, 201, 363-364 Online: Online Activity 9.1-Analyze cell division stages, Online Activity 9.2-Examine stages in the cell cycle, Online Activity 9.3-Observe mitosis in action, Lab 9-You Are a 19th-Century Cell Biologist, Online Activity 9.4-Examine the cycle of a cancer cell
b) gamete formation;
SE/TE: 192-201, 424, 442-444, 721-722 Online: Online Activity 9.5-Explore the process of meiosis in depth, Online Activity 9.6-Analyze the process of crossing over
Virginia Department of Education
6
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
c) cell specialization;
SE/TE: 281-285, 451, 514-515, 590-592 Online: Online Activity 13.5-Operate a lac Operon
d) prediction of inheritance of traits based on the Mendelian laws of heredity;
SE/TE: 206-223, T210 (Addressing Commonly Held Ideas), 255-259 Online: Online Activity 10.2-Apply Mendel's rules, Lab 10-Family Reunion in a Dish, Online Activity 10.3-Explore patterns of inheritance, Online Activity 12.3-Interpret a pedigree
e) genetic variation (mutation, recombination, deletions, additions to DNA);
SE/TE: 198-199, 242-243, 250-253, 306, 310-314 Online: Online Activity 9.6- Analyze the process of crossing over, Online Activity 10.4-Examine a crossover event, Online Activity 11.6-Mutate a DNA molecule, Online Activity 12.2Discover effects of chromosome changes
f) the structure, function, and replication of nucleic acids (DNA and RNA);
SE/TE: 226-234 Online: Online Activity 11.2-Pair up nucleotide bases, Ch. 11 LabBerry Full of DNA, Online Activity 11.3-Replicate DNA strands, Ch. 11 History of Science-Discovery of DNA
g) events involved in the construction of proteins;
SE/TE: 235-243, T240 (Hands-on Activity) Online: Online Activity 11.4-Discover the protein–phenotype connection, Online Activity 11.5-Translate RNA to a protein, Online Activity 11.6-Mutate a DNA molecule
Virginia Department of Education
7
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
h) use, limitations, and misuse of genetic information; and
SE/TE: 41, 249, 259, 266-280 Online: Ch. 12 Careers-Meet A Genetic Counselor, Online Activity 13.1-Discover DNA applications, Online Activity 13.2-Cut and paste DNA, Lab 13-A Glowing Transformation, Online Activity 13.3-Model a cloning procedure, Ch. 13 Science, Technology, & Society-Genetically Modified Foods, Online Activity 13.4Apply the PCR technique
i)
SE/TE: 41, 249, 259, 266-280 Online: Ch. 12 Careers-Meet A Genetic Counselor, Online Activity 13.1-Discover DNA applications, Online Activity 13.2-Cut and paste DNA, Lab 13-A Glowing Transformation, Online Activity 13.3-Model a cloning procedure, Ch. 13 Science, Technology, & Society-Genetically Modified Foods, Online Activity 13.4Apply the PCR technique
exploration of the impact of DNA technologies.
BIO.7 The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities in organisms;
SE/TE: 301-302, 341-348, 380-385, 390-394, 420-423, 494-496, 514517, 542-545
b) fossil record interpretation;
SE/TE: 294-295, 299-300, 335-340, 356, 514-517, 544, 550-552, 562564, 570-571, 575-577
c) comparison of developmental stages in different organisms;
SE/TE: 285, 302-303, 514-517, 542, 553, 560
d) examination of biochemical similarities and differences among organisms; and
SE/TE: 237, 267, 303-304, 361, 402, 571
Virginia Department of Education
8
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
e) systems of classification that are adaptable to new scientific discoveries.
SE/TE: 8-9, 341-348, 380-381, 516-517, 544-545, 549-550, 564, 571, 575-577
BIO.8 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records;
SE/TE: 299-300, 329-330, 335-340
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
SE/TE: 17-18, 63-64, 297-298, 305-319, 340, 771-773, 777-779, 781 Online: Online Activity 35.2-Analyze population growth data
c) how natural selection leads to adaptations;
SE/TE: 17-18, 62-65, 297-298, 305-308, 314-319, 332-333
d) emergence of new species; and
SE/TE: 324-330
e) scientific explanations for biological evolution.
SE/TE: 292-298, 305-319, 324-334, 514-517
BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include a) interactions within and among populations including carrying capacities, limiting factors, and growth curves;
SE/TE: 766-780, T771 (Addressing Commonly Held Ideas) Online: Online Activity 35.1-Study population dynamics, Lab 35Dynamic Populations, Online Activity 35.2-Analyze population growth data, 35.3-Plot human population growth over time, Online Activity 35.4-Classify interactions of populations
b) nutrient cycling with energy flow through ecosystems;
SE/TE: 15-16, 172, T172 (Addressing Commonly Held Ideas), 788-798 Online: Online Activity 36.1-Build an aquatic food chain, Online Activity 36.2-Graph primary productivity in ecosystems, Online Activity 36.3-Examine the nitrogen cycle
Virginia Department of Education
9
Science Textbook Correlation Matrices Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Science Standard
Correlation By Page Numbers Make all correlations using the teacher text. Identify only significant areas of correlation. Use each bullet of the standard in the context of the stem. Please consult the 2003 Science Curriculum Framework for further information about each standard.
c) succession patterns in ecosystems;
SE/TE: 749, 781-783 Online: Lab 34-Life As a Pond Organism, Online Activity 35.5-Build a temperate rain forest community
d) the effects of natural events and human influences on ecosystems; and
SE/TE: 745-746, 772, 777, 781-783, 799-809 Online: Online Activity 36.4-Analyze effects of deforestation, Lab 36Can Lake Life Remain Despite Acid Rain?, Ch. 36 Science, Technology, & Society-Releasing Genetically Modified Salmon, Online Activity 36.5-Investigate threats to biodiversity
e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems including the Chesapeake Bay and its tributaries.
SE/TE: 749, 756, 758-760 Online: Ch. 34 WebQuest-ChesapeakeBayQuest, Lab 34-Life As a Pond Organism
Virginia Department of Education
10
Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
1. Safe use of materials and equipment is encouraged.
Virginia Department of Education
The importance of safe use of materials and equipment is emphasized throughout the Biology: Exploring Life laboratory program. • Within the lab procedures, safety symbols signal students to follow specific safety precautions for the entire lab or for certain parts of the procedure. Highlighted CAUTION statements within the steps of the lab procedure alert students to possible specific hazards and indicate how accidents can be avoided. For example, see Lab 7Food as Fuel online. • The Online Skills Activity Lab Safety Primer includes detailed explanation of the hazards represented by each safety symbol and reliable ways to avoid them, along with general science safety rules. A Safety Contract is provided for students to sign, indicating that they are aware of the rules of the laboratory.
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Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
2. Materials emphasize the use of effective instructional practices and learning theories. • Students are guided through different approaches such as the learning cycle. • Students are provided the opportunity to conduct scientific inquiry appropriate for their age, grade, and maturity. • Concepts are introduced through concrete experiences. • Students are required to use manipulative materials during investigations and activities. • Multiple opportunities are provided for students to apply concepts. • Learning activities offer opportunities for students to revise their prior knowledge and create new knowledge. • Students are encouraged to pose questions and to identify problems, as well as propose multiple solutions and design and conduct tests of inference. • Students collect and interpret data through a variety of technologies and draw conclusions based on that data
Virginia Department of Education
The authors’ primary goal is to help students learn biology better through an active learning instructional approach that integrates a concept-driven textbook, interactive activities, and inquiry-based hands-on labs. During the program’s development, a National Science Foundation grant evaluated the effectiveness of the approach through classroom testing. The ongoing feedback was incorporated into the final product. • Pages xxii-xxiii introduce students to the program’s pedagogical approach and learning cycle. Page Txv in the Teacher’s Edition explains the three-step lesson cycle (Engage, Explore/Explain, Assess) in the side-column support for each concept. • Students explore the inquiry nature of science and the process of inquiry in Concepts 2.1 and 2.2 (pages 24-35). Investigative Labs provide appropriate, well-supported opportunities to conduct inquiry. For example, see Lab 6-Design a Cell or Lab 2Making a “Rip-o-meter” online. Guided Research Labs are opportunities for extended student-led inquiry investigations. For example, see Guided Research Lab 2-Cellular Respiration in FastPlants. • Activities in the Teacher’s Edition provide concrete experiences that help students master biology concepts. For example, see page T99 (Hands-on Activity) or T145 (Addressing Commonly Held Ideas). Labs provide in-depth hands-on opportunities to explore biology concepts. For example, see Lab 11-Berry Full of DNA online. • Students use manipulative materials in activities suggested throughout the Teacher’s Edition and in Investigative Labs. For example, see page T233 (Hands-on Activity) or Lab 4-Soil Solutions. • The basis of the program’s instructional design is the integration of text, media, and labs to reinforce a common framework of key concepts. Students apply what they read to the Concept Check and Chapter Review questions, then do an interactive Online Activity, then apply the concept in a hands-on lab. For example of multiple opportunities to apply a concept in genetics, see Concept 10.2 (pages 208-213), Ch. 10 Chapter Review (pages 262-263), Online Activity 10.2-Apply Mendel’s rules, and Lab 10-Family Reunion in a Dish online. • Specific strategies throughout the Teacher’s Edition are aimed at revising prior knowledge. For example, see pages T53 (Activating Prior Knowledge) or T161 (Addressing Commonly Held Ideas). Students have multiple opportunities to create new knowledge through the Online Activities and Investigative Labs.
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Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
(Continued) 2. Materials emphasize the use of effective • instructional practices and learning theories. • Students are guided through different • approaches such as the learning cycle. • Students are provided the opportunity to conduct scientific inquiry appropriate for their age, grade, and maturity. • Concepts are introduced through concrete experiences. • Students are required to use manipulative materials during investigations and activities. • Multiple opportunities are provided for students to apply concepts. • Learning activities offer opportunities for students to revise their prior knowledge and create new knowledge. • Students are encouraged to pose questions and to identify problems, as well as propose multiple solutions and design and conduct tests of inference. • Students collect and interpret data through a variety of technologies and draw conclusions based on that data
Virginia Department of Education
(Continued) Investigative Labs encourage students to pose questions, identify problems, propose solutions, and design and conduct tests. For example, see Lab 3-Termite Tracking. Investigative Labs as well as simulated experiments in Online Activities involve collecting and interpreting data and drawing conclusions. For example, see Lab 7Food as Fuel or Online Activity 8.2-Investigate the nature of light (pages 2 and3).
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Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
3. Materials present content in an accurate, unbiased manner, and are based on sound science. • Materials do not contain content errors (omissions of current content, out-of-date content, overgeneralizations, etc.). • Materials do not contain production errors (misspelled words, word omissions, incorrect answers). • Diverse groups (racial, ethnic, cultural, linguistic), males and females, people with disabilities, and people of all ages are represented appropriately. • The materials are free of non-scientific explanation.
Virginia Department of Education
The authors, editorial team, and content and teacher reviewers of Biology: Exploring Life are dedicated to producing materials that present biology content accurately and in an unbiased manner. • We have made every effort to ensure materials are free of content errors. In addition to the authors’ content expertise, each chapter’s materials are reviewed by multiple expert content reviewers (academics in that specific area of biology—see page v), as well as by biology teacher reviewers. Before printing copies for classroom use, the first Advance Copy printing was reviewed by additional academic content experts and by professional fact-checkers. We maintain an ongoing commitment to teachers and students to address any content errors that are discovered throughout the program’s life and maintain thorough documentation of this commitment. • Our editorial process includes many review stages aimed at ensuring materials are free of production errors. Every stage of production includes proofreading by biology editors as well as copyeditors. Before printing copies for classroom use, the first Advance Copy printing was scrutinized again for production errors. We maintain an ongoing commitment to teachers and students to address typographical errors or incorrect answers that are discovered throughout the program’s life and maintain thorough documentation of this commitment. • Photographs and examples throughout the Student Edition and Web site reflect our nation’s diversity. In addition, the online Careers features include individuals of varied ages and racial, ethnic, and cultural backgrounds who are actively engaged in biology-related professions. For example, see Ch. 35 Careers-Meet an Ecologist. • The program’s authors and editorial teams bring their backgrounds as scientists and science educators to write materials that describe and discuss the natural world in scientific terms and based on scientific evidence. The nature of science, science as a way of explaining the world, and the limitations of science are specifically addressed on pages 24-29, 30-35, and 37-41.
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Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
4. Materials promote student assessment as an integral part of the instructional process. • Assessment suggestions and scoring criteria for student performances on work such as lab practicals or tasks, concept maps, research projects, observation checklists, etc., are provided. • Assessment items include multiplechoice, short answer, essay and openended questions with charts, graphs, and diagrams imbedded within the items. • Options include techniques for assessing students’ prior knowledge. • Assessment items reflect the rigor and the intent of the standards. For example, they require students to use higher order thinking skills to apply, analyze, synthesize, evaluate, and make judgments or recommendations.
Virginia Department of Education
Student assessment is a vital component of the Biology: Exploring Life instructional process. The program includes flexible diagnostic assessments embedded throughout the print and online materials. Assessment options range from quick self-assessment opportunities for students to check and monitor their own understanding (Concept Checks in the text and self-assessment questions in every Online Activity); Chapter Reviews in the text and automatically scored online Chapter Assessments; suggestions in the Teacher’s Edition to assess student understanding and Reteach particular concepts, and numerous Performance Assessment options. Page Txiii in the Teacher’s Edition identifies assessment opportunities in all the program’s components. • Teaching support in both the Teacher’s Edition and online Teaching Guides provides answers to all assessment questions and also provides criteria for assessing student performance. For example, see pages T44-T45. • In the text, Concept Check questions are short-answer or open-ended questions. For example, see page 141. Chapter Reviews include multiple-choice and short answer questions; graphic organizer creation; analysis of photographs, charts, graphs, data, and diagrams; and essay and open-ended questions. For example, see pages 44-45. • Many lessons in the Teacher’s Edition side-column support begin with a suggestion for assessing students’ prior knowledge. For examples, see page T95 (Activate Prior Knowledge) or page T182 (Activate Prior Knowledge). • The Applying Concepts section of every Chapter Review includes questions that require students to apply information to new scenarios; analyze data, diagrams, and visuals; synthesize information to develop hypotheses or design experiments; evaluate claims, models, and statements, and make judgments. For example, see page 223 or page 473.
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Science Textbook Adoption Additional Criteria Biology Standards of Learning Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Text/Instructional Material Title: Biology: Exploring Life ©2004 Additional Criteria
Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators.
5. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. • Materials are organized appropriately within and among units of study. • Format design includes titles, subheadings, and appropriate crossreferencing for ease of use. • Writing style, length of sentences, and vocabulary are appropriate. • Graphics and illustrations are appropriate. • Level of abstraction is appropriate, and real life examples, including careers are provided. • Sufficient applications are provided to promote depth of understanding.
Virginia Department of Education
The authors designed Biology: Exploring Life so that the textbook, interactive activities, and labs are all organized around a common framework of a few Key Concepts per chapter. • Thirty-six chapters are organized into nine units of study. Each chapter consists of a limited number of Key Concepts which provide the main headings of an outline of the chapter’s content. See pages x-xx for the Table of Contents. These same Key Concepts form the organization of the Online Activities. For example, see Ch. 8 Chapter Introduction (pages 158-159) and Ch. 8 Opener online. • Each textbook section (Concept) begins with a list of Objectives. The text is broken into main subheadings (blue) each of which directly corresponds to one of the Objectives. Longer text sections are further broken down with secondary subheadings (purple). For example, see Concept 16.2, pages 360-366. All sections are organized to be easily outlined. Cross-references to other chapters are included as necessary, though it is not assumed that the curriculum follows the same order as the book’s Table of Contents. • The program’s writing style, sentences, and vocabulary are designed for introductory high-school biology students (grades 9 and 10). The program has a Dale-Chall readability score of 9.7 and a Dale-Chall modified score of 7.4. The authors frequently use analogies and student-friendly examples to help make concepts accessible. For example, see page 236. • Graphics and illustrations are designed to be accurate and clear, while clarifying abstract concepts. Many figures incorporate analogies, photographs, unique perspectives, or “closeup” views. For example, see page 112, 140, 162, 167, 435, or 641. • The authors use concrete examples or student-friendly analogies as much as possible to clarify abstract concepts. The online Careers feature highlights a variety of biology-related jobs. For example, see Ch. 10 Careers-Meet a Genetic Counselor. • Applications and real-world examples of biology concepts are described in the text and Online Activities to motivate students and increase understanding. For example, see Ch. 13 (pages 264-285) and Online Activity 13.4-Apply the PCR technique.
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