Glencoe Science. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240

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2 Glencoe Science Student Edition Teacher Wraparound Edition Interactive Teacher Edition CD-ROM Interactive Planner CD-ROM Content Outline for ng Directed Reading for Content Mastery Foldables: Reading and Study Skills Assessment Chapter Review Chapter Tests ExamView Pro Test Bank Software Assessment Transparencies Performance Assessment in the Science Classroom The Princeton Review Standardized Test Practice Booklet Directed Reading for Content Mastery in Spanish Spanish Resources Guided Reading Audio Program Reinforcement Enrichment Activity Worksheets Section Focus Transparencies ng Transparencies Laboratory Activities Science Inquiry Labs Critical Thinking/Problem Solving Reading and Writing Skill Activities Cultural Diversity Laboratory Management and Safety in the Science Classroom MindJogger Videoquizzes and Teacher Guide Interactive Explorations and Quizzes CD-ROM Vocabulary Puzzlemaker Software Cooperative Learning in the Science Classroom Environmental Issues in the Science Classroom Home and Community Involvement Using the Internet in the Science Classroom Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN Printed in the United States of America

3 Table of Contents To the Teacher Correlation of Life Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards iv v Chapter 1 Exploring and Classifying Life Cells Cell Processes Cell Reproduction Heredity Adaptations Over Time iii

4 To the Teacher planning guides are provided for each section of the chapter. Within the you will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after the feature. For example: Before You Read, p. 37 (Foldables, p. 17, CRB) The Foldables worksheet can be used with the Before You Read feature in the Student Edition. Each Plan is divided into several parts: lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations are given. Objectives provides the section objectives. Here you will also find the correlations to National Science Standards for the section. Motivate lists various resources to introduce the chapter or section to the students. Teach lists Student Edition and Teacher Edition features that are used as you teach the material. You ll also find worksheet pages and other resources such as transparencies or Professional Series Books that are appropriate to use with the section. Assess provides references to the section assessment in the Student Edition as well as useful pages from the Performance Assessment in the Science Classroom. Reteach/Reinforce is where you will find worksheets that provide students with additional reinforcement of the chapter content. Enrich/Apply provides opportunities to challenge students with materials that go beyond the chapter content. Chapter Assessment lists Student Edition, worksheet, and transparency resources that assess students knowledge of the chapter material. Multimedia Options pulls together the many multimedia materials that can be used as reinforcement, review, extension, and assessment with your students. iv

5 Correlation to National Science Education Standards Objectives Book, Chapter, and Section (UCP) Unifying Concepts and Processes 1. Systems, order, and organization 2. Evidence, models, and explanation 3. Change, constancy, and measurement 4. Evolution and equilibrium 5. Form and function (A) Science as Inquiry 1. Abilities necessary to do scientific inquiry 2. Understandings about scientific inquiry (B) Physical Science 1. Properties and changes of properties in matter 2. Motion and forces 3. Transfer of energy (C) Life Science 1. Structure and function in living systems 2. Reproduction and heredity 3. Regulation and behavior 4. Populations and ecosystems 5. Diversity and adaptations of organisms (D) Earth and Space Science 1. Structure of the Earth system 2. Earth s history 3. Earth in the solar system A1-4, A2-1, A2-2, A3-3, B2-1, B2-2, B3-1, B5-1, B5-2, D1-1, D1-2, D1-3, D2-2, D3-1, D4-1, D4-2, D5-1, D5-2, D6-1, D6-2, D7-1, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E3-1, E3-2, E3-3, E5-1, E5-2 A1-1, A1-2, A1-3, A3-1, A5-1, A5-2, A5-3, B1-2, D7-2, E4-1, E4-2, E4-3 A4-1, A4-2, A4-3, B4-1, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2, D2-1, D6-2, E3-1 A3-2, A4-2, A4-3, A6-1, A6-2, A6-3, D7-3, E5-1, E5-2 A2-1, A2-3, B1-1, B2-1, B2-2, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2, C1-3, D3-2, D3-3, D6-1, D6-3 A1-1, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A5-1, A5-2, A5-3, A6-1, A6-3, B1-1, B1-2, B2-1, B2-2, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1, B5-2, C1-1, C1-2, C1-3, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2, D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2,, D5-1, D5-2, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E3-2, E3-3, E4-1, E4-2, E4-3, E5-1, E5-2 A1-1, A1-3, A1-4, A6-1, C5-2 A1-1, A3-1, E2-2, E2-3 D1-1, D1-2, E2-3 A3-3, E2-3 A1-2, A1-3, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A6-1, A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1, B5-2, C1-1, C1-2, C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2,, D5-1, D5-2, D6-1, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E5-1, E5-2 A2-3, A4-2, A4-3, A5-1, A5-2, A5-3, A6-1, A6-2, A6-3, B1-1, B2-2, B4-1, B4-2, B4-3, C2-3, C3-2, C3-3, C3-4, C4-1, C4-2, C5-2, D6-2, D6-3 A3-2, B1-1, B5-1, B5-2, C1-1, C1-2, C1-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2, D1-3, D2-2,, D5-1, D5-2,, D6-1, D6-2, D6-3, D7-1, D7-2, D7-3 A1-2, A3-3, B1-2, C1-2, C3-2, C3-3, C3-4, C4-2, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E3-1, E3-2, E3-3, E5-1, E5-2 A6-1, A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2, C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2, D7-1, D7-2, D7-3, E3-2, E3-3, E5-1, E5-2 E2-1, E2-2, E2-3 A1-3, A6-1, A6-2 E2-3 v

6 Correlation to National Science Education Standards (continued) Objectives (E) Science and Technology 1. Abilities of technological design 2. Understandings about science and technology (F) Science in Personal and Social Perspectives 1. Personal Health 2. Populations, resources, and environments 3. Natural hazards 4. Risks and benefits 5. Science and technology in society (G) History and Nature of Science 1. Science as a human endeavor 2. Nature of science 3. History of science Book, Chapter, and Section A5-3, D7-3 A2-3, A4-3, A5-3, B3-3, B4-3, D2-2, D7-3, E4-2, E4-3 A2-3, A5-2, B1-2, C1-3, D1-2, D1-3, D2-1, D2-2, D3-2, D3-3, D4-1, D4-2, D6-2, D6-3, D7-1, D7-2, D7-3, E4-2 C1-2, C2-1, C2-2, C2-4, C4-2, E2-1, E2-2, E2-3, E3-1, E3-1, E3-3, E4-1, E4-2, E4-3, E5-1, E5-2 E3-1 B3-2, D7-3, E4-1, E4-2, E4-3 A1-4, A4-3, A5-3, B1-2, B2-2, B3-3, B4-3, C3-4, E1-3, E4-1, E4-2, E4-3, E5-1, E5-2 A1-1, A3-3, A4-3, A5-3, A6-1, A6-3, B2-2, B5-2, C2-4, C4-2, C5-2, D5-2, D7-3, E1-3, E3-3, E4-3 A1-4, A6-2, A6-3, B1-2, B3-3, D1-3 A1-3, A1-4, A2-3, A5-1, A6-1, A6-2, A6-3, C1-3, C4-2, C5-1, D1-3, D3-3, D4-2, D7-2, E1-3 vi

7 1 Section 1 What is science? Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Apply scientific methods to problem solving. 2. Demonstrate how to measure using scientific units. Explore Activity, p. 7 Before You Read, p. 7 (Foldables, p. 15, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB) Content Background, pp. 6E 6F, TWE Visual Learning, p. 9, TWE Activity, pp. 9, 13, TWE Science Online, p. 10 Quick Demo, pp. 10, 14, TWE MiniLAB: Analyzing Data, p. 11 (MiniLAB Worksheet, p. 3, CRB) Problem-Solving Activity, p. 13 Inclusion Strategies, p. 13, TWE Discussion, p. 15, TWE Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Laboratory Activity 1, pp. 9 10, CRB Home and Community Involvement, pp. 29, 41, TCR Spanish Resources, Section 1, CRB Section Assessment, p. 15 Skill Builder Activities, p. 15 Performance Assessment in the Science Classroom, pp. 97, 121, 157, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 25, CRB Mathematics Skill Activities, p. 33, TCR Reading and Writing Skill Activities, pp. 17, 33, TCR Enrichment, p. 29, CRB Life Science Critical Thinking/Problem-Solving, p. 4, TCR Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 Interactive CD-ROM, Presentation Builder, Ch. 1 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP2, A1, A2, B1, G1 Exploring and Classifying Life 1

8 1 Section 2 Living Things Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 3. Distinguish between living and nonliving things. 4. Identify what living things need to survive. Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB) Science Online, p. 17 Quick Demo, p. 17, TWE Inclusion Strategies, p. 17, TWE Use an Analogy, p. 17, TWE Discussion, p. 18, TWE Science Journal, p. 18, TWE Identifying Misconceptions, p. 18, TWE Curriculum Connection, p. 18, TWE Teacher FYI, pp. 18, 19, TWE Health Integration, p. 19 Visual Learning, p. 19, TWE Activity, p. 19, TWE Extension, p. 19, TWE Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 3, TCR Spanish Resources, Section 2, CRB Section Assessment, p. 20 Skill Builder Activities, p. 20 Performance Assessment in the Science Classroom, p. 97, TCR Directed Reading for Content Mastery, p. 18, CRB Spanish Directed Reading for Content Mastery, p. 22, CRB Reinforcement, p. 26, CRB Enrichment, p. 30, CRB Cultural Diversity, pp. 7, 9, TCR Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP2, C1, C4 2 Exploring and Classifying Life

9 1 Section 3 Where does life come from? Block : 0.5 session ( denotes activities recommended for block schedule.) Single Periods: 1 session 5. Describe experiments about spontaneous generation. 6. Explain how scientific methods led to the idea of biogenesis. 7. Examine how chemical compounds found in living things might have formed. Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 46, CRB) Visual Learning, p. 22, TWE Activity, p. 22, TWE Extension, p. 22, TWE Earth Science Integration, p. 23 Teacher FYI, p. 23, TWE Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Spanish Resources, Section 3, CRB Section Assessment, p. 23 Skill Builder Activities, p. 23 Performance Assessment in the Science Classroom, p. 99, TCR Directed Reading for Content Mastery, p. 19, CRB Spanish Directed Reading for Content Mastery, p. 23, CRB Reinforcement, p. 27, CRB Enrichment, p. 31, CRB Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP2, A2, C1, D2, G3 Exploring and Classifying Life 3

10 1 Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 8. Describe how early scientists classified living things. 9. Explain the system of binomial nomenclature. 10. Demonstrate how to use a dichotomous key. Section Focus Transparency 4, TCR (Transparency Master and Study Guide, p. 47, CRB) Science Online, p. 25 Discussion, p. 25, TWE Quick Demo, pp. 25, 26, TWE Use Science Words, p. 25, TWE Visual Learning, p. 27, TWE MiniLAB: Communicating Ideas, p. 27 (MiniLAB Worksheet, p. 4, CRB) Activity, p. 28, TWE Activity: Classifying Seeds, p. 29 (Activity Worksheet, pp. 5 6, CRB) Section Assessment, p. 28 Skill Builder Activities, p. 28 Performance Assessment in the Science Classroom, pp. 89, 95, 121, 161, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 28, CRB Enrichment, p. 32, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 MindJogger Videoquiz, Ch. 1 ExamView Pro Test Bank Software, Ch. 1 Interactive CD-ROM, Exploration and Quiz, Ch. 1 Science Web site: science.glencoe.com 4 Exploring and Classifying Life Section 4 How are living things classified? UCP1, A1, A2, C1, F5, G2, G3 Inclusion Strategies, p. 30, TWE Activity: Using Scientific Methods, pp (Activity Worksheet, pp. 7 8, CRB) Science and Society, pp Content Outline for ng, Section 4 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Laboratory Activity 2, pp , CRB Spanish Resources, Section 4, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 51, CRB) Standardized Test Practice by The Princeton Review, pp. 7 10, TCR

11 2 Section 1 Cell Structure Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Identify names and functions of each part of a cell. 2. Explain how important a nucleus is in a cell. 3. Compare tissues, organs, and organ systems. Vocabulary Puzzlemaker Software,Ch.2 Guided Reading Audio Program (English & Spanish),Ch.2 Interactive CD-ROM, Presentation Builder and Exploration, Ch. 2 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP1, UCP5, A1, C1 Explore Activity, p. 39 Before You Read, p. 39 (Foldables, p. 17, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB) Content Background, pp. 38E 38F, TWE Discussion, pp. 41, 42, 44, TWE Activity, p. 41, TWE Quick Demo, p. 41, TWE MiniLAB: Modeling Cytoplasm, p. 42 (MiniLAB Worksheet, p. 3, CRB) Visual Learning, p. 43, TWE Inclusion Strategies, pp. 44, 45, TWE Environmental Science Integration, p. 46 Math Skills Activity, p. 46 Activity: Comparing Cells, p. 48 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Spanish Resources, Section 1, CRB Section Assessment, p. 47 Skill Builder Activities, p. 47 Performance Assessment in the Science Classroom, pp. 89, 97, 175, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Mathematics Skill Activities, p. 5, TCR Enrichment, p. 30, CRB Life Science Critical Thinking/Problem-Solving, p. 1, TCR Cells 5

12 2 Section 2 Viewing Cells Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 4. Compare the differences between the compound light microscope and the electron microscope. 5. Summarize the discoveries that led to the development of the cell theory. 6. Relate the cell theory to modern biology. UCP1, A1, C1 Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB) Visual Learning, pp. 50, 51, TWE Activity, p. 50, TWE Science Journal, p. 50, TWE Teacher FYI, pp. 50, 53, TWE Physics Integration, p. 52 Curriculum Connection, p. 52, TWE MiniLAB: Observing Magnified Objects, p. 52 (MiniLAB Worksheet, p. 4, CRB) Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 3, TCR Laboratory Activity 1, pp. 9 12, CRB Laboratory Activity 2, pp , CRB Spanish Resources, Section 2, CRB Section Assessment, p. 53 Skill Builder Activities, p. 53 Performance Assessment in the Science Classroom, pp. 97, 157, TCR Directed Reading for Content Mastery, p. 20, CRB Spanish Directed Reading for Content Mastery, p. 24, CRB Reinforcement, p. 28, CRB Enrichment, p. 31, CRB Vocabulary Puzzlemaker Software,Ch.2 Guided Reading Audio Program (English & Spanish),Ch.2 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 6 Cells

13 2 Section 3 Viruses Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 7. Explain how a virus makes copies of itself. 8. Identify the benefits of vaccines. 9. Investigate some uses of viruses. UCP5, A1, C1, C2, E2, F1, G3 Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 46, CRB) Science Online, pp. 55, 56 Visual Learning, p. 55, TWE Lab Demonstration, p. 55, TWE Curriculum Connection, p. 56, TWE Activity: Comparing Light Microscopes, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 57 Skill Builder Activities, p. 57 Performance Assessment in the Science Classroom, pp. 123, 143, 145, 169, TCR Directed Reading for Content Mastery, pp. 21, 22, CRB Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB Reinforcement, p. 28, CRB Reading and Writing Skill Activities, p. 31, TCR Enrichment, p. 32, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 49, CRB) Standardized Test Practice by The Princeton Review, pp , TCR Vocabulary Puzzlemaker Software,Ch.2 Guided Reading Audio Program (English & Spanish),Ch.2 MindJogger Videoquiz, Ch. 2 ExamView Pro Test Bank Software, Ch. 2 Interactive CD-ROM, Quiz, Ch. 2 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Science and History, pp Discussion, p. 61, TWE Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Home and Community Involvement, p. 26, TCR Spanish Resources, Section 3, CRB Cells 7

14 3 Section 1 Chemistry of Life Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. List the differences among atoms, elements, molecules, and compounds. 2. Explain the relationship between chemistry and life science. 3. Discuss how organic compounds are different from inorganic compounds. Explore Activity, p. 67 Before You Read, p. 67 (Foldables, p. 15, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB) Content Background, pp. 66E 66F, TWE Activity, pp. 69, 72, TWE Inclusion Strategies, pp. 69, 70, 71, TWE Discussion, p. 70, TWE Quick Demo, pp. 70, 71, 74, TWE Visual Learning, p. 71, TWE Science Online, p. 72 MiniLAB: Determining How Enzymes Work, p. 73 (MiniLAB Worksheet, p. 3, CRB) Math Skills Activity, p. 74 Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, pp. 43, 47, TCR ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Spanish Resources, Section 1, CRB Section Assessment, p. 75 Skill Builder Activities, p. 75 Performance Assessment in the Science Classroom, pp. 89, 95, 157, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 25, CRB Mathematics Skill Activities, p. 5, TCR Enrichment, p. 28, CRB Cultural Diversity, p. 65, TCR UCP2, A1, B1, C1 Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 Interactive CD-ROM, Presentation Builder, Ch. 3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 8 Cell Processes

15 3 Section 2 Moving Cellular Materials Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 4. Describe the function of a selectively permeable membrane. 5. Explain how the processes of diffusion and osmosis move molecules in living cells. 6. Explain how passive transport and active transport differ. Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 Interactive CD-ROM, Exploration, Ch. 3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP4, A1, C1, C3 Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB) MiniLAB: Observing Diffusion, p. 77 (MiniLAB Worksheet, p. 4, CRB) Discussion, p. 78, TWE Quick Demo, p. 78, TWE Lab Demonstration, p. 78, TWE Health Integration, p. 79 Use an Analogy, p. 79, TWE Cultural Diversity, p. 79, TWE Use Science Words, p. 80, TWE Visual Learning, p. 81, TWE Activity, p. 81, TWE Activity: Observing Osmosis, p. 82 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Laboratory Activity 1, pp. 9 10, CRB Home and Community Involvement, p. 47, TCR Spanish Resources, Section 2, CRB Section Assessment, p. 80 Skill Builder Activities, p. 80 Performance Assessment in the Science Classroom, pp. 93, 97, 105, TCR Directed Reading for Content Mastery, p. 18, CRB Spanish Directed Reading for Content Mastery, p. 22, CRB Reinforcement, p. 26, CRB Enrichment, p. 29, CRB Life Science Critical Thinking/Problem-Solving, p. 15, TCR Cell Processes 9

16 3 Section 3 Energy for Life Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 7. List the differences between producers and consumers. 8. Explain how the processes of photosynthesis and respiration store and release energy. 9. Describe how cells get energy from glucose through fermentation. 10 Cell Processes UCP1, A1, B3, C1, C4, G1 Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 44, CRB) Activity, p. 84, TWE Inclusion Strategies, pp. 84, 88, TWE Chemistry Integration, p. 85 Use Science Words, p. 85, TWE Science Online, p. 86 Discussion, p. 86, TWE Visual Learning, p. 87, TWE Quick Demo, p. 87, TWE Section Assessment, p. 87 Skill Builder Activities, p. 87 Performance Assessment in the Science Classroom, pp. 91, 99, 109, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Enrichment, p. 30, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 MindJogger Videoquiz, Ch. 3 ExamView Pro Test Bank Software, Ch. 3 Interactive CD-ROM, Quiz, Ch. 3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Activity: Photosynthesis and Respiration, pp (Activity Worksheet, pp. 7 8, CRB) Science and Language Arts, pp Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Laboratory Activity 2, pp , CRB Spanish Resources, Section 3, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 47, CRB) Standardized Test Practice by The Princeton Review, pp , TCR

17 4 Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Explain why mitosis is important. 2. Examine the steps of mitosis. 3. Compare mitosis in plant and animal cells. 4. List two examples of asexual reproduction. UCP3, A1, C1 Explore Activity, p. 97 Before You Read, p. 97 (Foldables, p. 15, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB) Content Background, pp. 96E 96F, TWE Health Integration, p. 99 Science Online, p. 99 Visual Learning, p. 99, TWE Science Journal, pp. 99, 103, TWE Inclusion Strategies, p. 100, TWE Identifying Misconceptions, p. 100, TWE Quick Demo, p. 101, TWE Use Science Words, p. 101, TWE Discussion, p. 102, TWE Lab Demonstration, p. 102, TWE Section Assessment, p. 104 Skill Builder Activities, p. 104 Performance Assessment in the Science Classroom, pp. 89, 143, 163, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 25, CRB Enrichment, p. 28, CRB Section 1 Cell Division and Mitosis Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 Interactive CD-ROM, Presentation Builder, Ch. 4 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com MiniLAB: Modeling Mitosis, p. 103 (MiniLAB Worksheet, p. 3, CRB) Activity, p. 104, TWE Activity: Mitosis in Plant Cells, p. 105 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Laboratory Activity 1, pp. 9 10, CRB Spanish Resources, Section 1, CRB Cell Reproduction 11

18 4 Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 5. Describe the stages of meiosis and how sex cells are produced. 6. Explain why meiosis is needed for sexual reproduction. 7. Name the cells that are involved in fertilization. 8. Explain how fertilization occurs in sexual reproduction. UCP3, UCP4, C2 Section Focus Transparency 2, TCR (Transparency Master and Study Guide, pp. 43, CRB) Chemistry Integration, p. 107 Use Science Words, pp. 107, 108, TWE Fun Fact, p. 107, TWE Inclusion Strategies, p. 108, TWE Extension, pp. 108, 109, TWE Teacher FYI, p. 108, TWE Activity, pp. 109, 111, TWE Make a Model, p. 109, TWE Problem-Solving Activity, p. 109 Visual Learning, p. 110, TWE Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Spanish Resources, Section 2, CRB Section Assessment, p. 111 Skill Builder Activities, p. 111 Performance Assessment in the Science Classroom, pp. 57, 101, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 26, CRB Mathematics Skill Activities, p. 3, TCR Enrichment, p. 29, CRB Life Science Critical Thinking/Problem-Solving, p. 19, TCR Section 2 Sexual Reproduction and Meiosis Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 12 Cell Reproduction

19 4 Section 3 DNA Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 9. Identify the parts of a DNA molecule and its structure. 10. Explain how DNA copies itself. 11. Describe the structure and function of each kind of RNA. UCP3, UCP4, A1, C1, C2, E2, F5, G1 Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 44, CRB) MiniLAB: Modeling DNA Replication, p. 113 (MiniLAB Worksheet, p. 4, CRB) Discussion, p. 114, TWE Science Online, pp. 115, 117, 118 Visual Learning, p. 115, TWE Activity, p. 115, TWE Activity: Mutations, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 117 Skill Builder Activities, p. 117 Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Reading and Writing Skill Activities, p. 51, TCR Enrichment, p. 30, CRB Cultural Diversity, p. 19, TCR Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 MindJogger Videoquiz, Ch. 4 ExamView Pro Test Bank, Ch. 4 Interactive CD-ROM, Exploration and Quiz, Ch. 4 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Oops! Accidents in Science, pp Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Laboratory Activity 2, pp , CRB Home and Community Involvement, p. 36, TCR Spanish Resources, Section 3, CRB Performance Assessment in the Science Classroom, pp. 127, 143, TCR Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 47, CRB) Standardized Test Practice by The Princeton Review, pp , TCR Cell Reproduction 13

20 5 Section 1 Genetics Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Explain how traits are inherited. 2. Identify Mendel s role in the history of genetics. 3. Use a Punnett square to predict the results of crosses. 4. Compare and contrast the difference between an individual s genotype and phenotype. UCP2, A1, C2, G3 Explore Activity, p. 127 Before You Read, p. 127 (Foldables, p. 13, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, pp. 40, CRB) Content Background, pp. 126E 126F, TWE Science Online, p. 129 Identifying Misconceptions, p. 130, TWE MiniLAB: Comparing Common Traits, p. 130 (MiniLAB Worksheet, p. 3, CRB) Visual Learning, pp. 131, 134, TWE Make a Model, p. 132, TWE Math Skills Activity, p. 133 Quick Demo, p. 133, TWE Inclusion Strategies, p. 133, TWE Section Assessment, p. 134 Skill Builder Activities, p. 134 Performance Assessment in the Science Classroom, pp. 57, 89, 97, 109, TCR Directed Reading for Content Mastery, pp. 15, 16, CRB Spanish Directed Reading for Content Mastery, pp. 19, 20, CRB Reinforcement, p. 23, CRB Mathematics Skill Activities, p. 23, TCR Enrichment, p. 26, CRB Vocabulary Puzzlemaker Software,Ch.5 Guided Reading Audio Program (English & Spanish),Ch.5 Interactive CD-ROM, Presentation Builder and Exploration, Ch. 5 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Activity: Predicting Results, p. 135 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Laboratory Activity 1, pp. 9 10, CRB Laboratory Activity 2, pp , CRB Home and Community Involvement, p. 36, TCR Spanish Resources, Section 1, CRB 14 Heredity

21 5 Section 2 Genetics Since Mendel Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 5. Explain how traits are inherited by incomplete dominance. 6. Compare multiple alleles and polygenic inheritance, and give examples of each. 7. Describe two human genetic disorders and how they are inherited. 8. Explain how sex-linked traits are passed to offspring. UCP2, A1, C2, F1 Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 41, CRB) Science Online, p. 137 Discussion, pp. 137, 140, TWE Science Journal, p. 137, TWE Use Science Words, p. 138, TWE MiniLAB: Interpreting Polygenic Inheritance, p. 138 (MiniLAB Worksheet, p. 4, CRB) Lab Demonstration, p. 139, TWE Teacher FYI, pp. 139, 140, TWE Chemistry Integration, p. 140 Inclusion Strategies, p. 140, TWE Section Assessment, p. 142 Skill Builder Activities, p. 142 Performance Assessment in the Science Classroom, pp. 89, 109, TCR Directed Reading for Content Mastery, pp. 15, 16, CRB Spanish Directed Reading for Content Mastery, pp. 19, 20, CRB Reinforcement, p. 24, CRB Enrichment, p. 27, CRB Life Science Critical Thinking/Problem-Solving, p. 19, TCR Vocabulary Puzzlemaker Software,Ch.5 Guided Reading Audio Program (English & Spanish),Ch.5 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Visual Learning, p. 141, TWE Quick Demo, p. 141, TWE Make a Model, p. 141, TWE Extension, p. 141, TWE Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Spanish Resources, Section 2, CRB Heredity 15

22 5 Section 3 Advances in Genetics Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 9. Evaluate the importance of advances in genetics. 10. Sequence the steps in making genetically engineered organisms. 16 Heredity UCP2, A1, C2, E1, E2, F5, G1 Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 42, CRB) Environmental Science Integration, p. 144 Visual Learning, p. 144, TWE Cultural Diversity, p. 144, TWE Teacher FYI, p. 144, TWE Activity: Tests for Color Blindness, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 145 Skill Builder Activities, p. 145 Performance Assessment in the Science Classroom, pp. 107, 123, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 25, CRB Reading and Writing Skill Activities, p. 51, TCR Enrichment, p. 28, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 45, CRB) Standardized Test Practice by The Princeton Review, pp , TCR Vocabulary Puzzlemaker Software,Ch.5 Guided Reading Audio Program (English & Spanish),Ch.5 MindJogger Videoquiz, Ch. 5 ExamView Pro Test Bank, Ch. 5 Interactive CD-ROM, Quiz, Ch. 5 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Science Stats, pp Identifying Misconceptions, p. 151, TWE Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Spanish Resources, Section 3, CRB

23 6 Section 1 Ideas About Evolution Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Describe Lamarck s theory of acquired characteristics and Darwin s theory of evolution. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. Vocabulary Puzzlemaker Software,Ch.6 Guided Reading Audio Program (English & Spanish),Ch.6 Interactive CD-ROM, Presentation Builder and Exploration, Ch. 6 Science Web site: science.glencoe.com UCP4, A1, A2, C1, C2, C5, D2, G1, G3 Explore Activity, p. 155 Before You Read, p. 155 (Foldables, p. 15, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB) Content Background, pp. 154E 154F, TWE Science Online, p. 158 Discussion, pp. 158, 159, 162, TWE Problem-Solving Activity, p. 159 MiniLAB: Relating Evolution to Species, p. 161 (MiniLAB Worksheet, p. 3, CRB) Health Integration, p. 163 Activity: Hidden Frogs, p. 164 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Laboratory Activity 1, pp. 9 10, CRB Laboratory Activity 2, pp , CRB Spanish Resources, Section 1, CRB Section Assessment, p. 163 Skill Builder Activities, p. 163 Performance Assessment in the Science Classroom, pp. 89, 121, 123, TCR Directed Reading for Content Mastery, pp. 17, 18, CRB Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB Reinforcement, p. 25, CRB Mathematics Skill Activities, p. 1, TCR Reading and Writing Skill Activities, p. 7, TCR Enrichment, p. 28, CRB Earth Science Critical Thinking/Problem-Solving, p. 14, TCR Cultural Diversity, p. 19, TCR Adaptations Over Time 17

24 6 Section 2 Clues About Evolution Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 4. Identify the importance of fossils as evidence of evolution. 5. Explain how relative and radiometric dating are used to estimate the age of fossils. 6. List examples of five types of evidence for evolution. UCP4, C1, C2, C5, D1, D2, G2, G3 Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB) Earth Science Integration, pp. 166, 169 Activity, pp. 166, 167, 168, 169, TWE Science Journal, p. 166, TWE Science Online, p. 167 Inclusion Strategies, p. 167, TWE Make a Model, p. 167, TWE Visual Learning, pp. 168, 170, TWE Curriculum Connection, p. 168, TWE Extension, p. 168, TWE Use an Analogy, p. 169, TWE Cultural Diversity, p. 170, TWE Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Spanish Resources, Section 2, CRB Section Assessment, p. 171 Skill Builder Activities, p. 171 Performance Assessment in the Science Classroom, p. 145, TCR Directed Reading for Content Mastery, p. 19, CRB Spanish Directed Reading for Content Mastery, p. 23, CRB Reinforcement, p. 26, CRB Enrichment, p. 29, CRB Physical Science Critical Thinking/Problem-Solving, p. 11, TCR Life Science Critical Thinking/Problem-Solving, p. 3, TCR Vocabulary Puzzlemaker Software,Ch.6 Guided Reading Audio Program (English & Spanish),Ch.6 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 18 Adaptations Over Time

25 6 Section 3 The Evolution of Primates Block : 2 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 7. Describe the differences among living primates. 8. Identify the adaptations of primates. 9. Discuss the evolutionary history of modern primates. UCP4, A1, C1, C2, C5, G1, G2, G3 Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 44, CRB) Visual Learning, p. 173, TWE MiniLAB: Living Without Thumbs, p. 173 (MiniLAB Worksheet, p. 4, CRB) Activity, p. 174, TWE Cultural Diversity, p. 174, TWE Activity: Recognizing Variation in Population, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 175 Skill Builder Activities, p. 175 Performance Assessment in the Science Classroom, pp. 89, 121, 123, 129, 165, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Enrichment, p. 30, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 48, CRB) Standardized Test Practice by The Princeton Review, pp , TCR Vocabulary Puzzlemaker Software,Ch.6 Guided Reading Audio Program (English & Spanish),Ch.6 MindJogger Videoquiz, Ch. 6 ExamView Pro Test Bank Software, Ch. 6 Interactive CD-ROM, Quiz, Ch. 6 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Science and History, pp Discussion, p. 178, TWE Identifying Misconceptions, p. 181, TWE Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Home and Community Involvement, p. 48, TCR Spanish Resources, Section 3, CRB Adaptations Over Time 19

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