Prentice Hall Biology 2004 (Miller/Levine) Correlated to: Missouri Draft Grade Level Expectations for Science, Standards 3-4 & 7-8 (Grades 9-11)

Transcription

1 Missouri Draft Grade Level Expectations for Science, Standards 3-4 & 7-8 (Grades 9-11) Standard 3: Characteristic and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms. A. Cells are the fundamental units of structure and function of all living things. Scope and Sequence Diversity and Unity Among Organisms a. Recognize that all organisms are composed of cells, the fundamental units of life b. Identify the structure of different types of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, Golgi apparatus, vacule) and the functions they perform (e.g., transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) SE/TE: 17, 21, Section Review, 7-1; Guided Study and Reading Workbook, Section 7-1; Lesson Plans, Section 7-1 TECH: itext, Section 7-1; Transparencies Plus, Section 7-1; SciLinks.org: cbn-3071 SE/TE 168 SE/TE: , Section Review, 7-2, 7-3; Guided Study and Reading Workbook, Section 7-2, 7-3; Lesson Plans, Section 7-2, 7-3 TECH: itext, Section 7-2, 7-3; Transparencies Plus, 7-2, 7-3; Animated Biological Concepts 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 Lab Manual A, Chapter 7 Lab; SE/TE 180, 187, B. Similarities between organisms or species can be used to infer the degree of relatedness among organisms Scope and Sequence Diversity and Unity Among Organisms a. Use internal anatomical features and patterns of development to infer similarities among organisms SE/TE: Section Review, 15-3; Guided Study and Reading Workbook, 15-3; Lesson Plans, 15-3 TECH: itext, Section 15-3; Transparencies Plus, 15-3 Lab Manual A, Chapter 15 Lab; Lab Manual B, Chapter 15 Lab 1

2 C. Biological classifications are based on how organisms are related Scope and Sequence Diversity and Unity Among Organisms a. Explain how similarities used to group taxa might reflect evolutionary relationships (e.g., similarities in DNA and protein structures) b. Explain how and why the classification of any taxon might change as more is learned about the organisms assigned to that taxon SE/TE: Section Review, 18-2; Guided Study and Reading Workbook, 18-2; Lessons Plans 18-2 TECH: itext, Section 18-2; Transparencies Plus, Section 18-2 SE/TE 453 SE/TE: Section Review, 18-3; Chapter 18 Real-World Lab; Guided Study and Reading Workbook, Section 18-3; Lesson Plans, Section 18-3 TECH: itext, Section 18-3; Transparencies Plus, Section 18-3 Lab Manual A Chapter 18 Lab; Lab Manual B Chapter 18 Lab 2. Living organisms carry out life processes in order to survive. A. Photosynthesis and cellular respiration are complementary processes. Scope and Sequence Cellular Processes a. Compare and contrast photosynthesis and cellular respiration reactions b. Explain the relationship (interdependence) between the processes of photosynthesis and cellular respiration SE/TE: , 222, 232 Section Review s 8-2, 9-1; Guided Study and Reading Workbook, 8-2, 9-1; Lesson Plans, 8-2, 9-1 TECH: itext, Section 8-2, 9-1; Animated Biological Concepts Videotape Library, 9 Photosynthesis, 13 Glycolysis; Transparencies Plus, Section 8-2, 9-1 Lab Manual A Chapter 8 Lab; Lab Manual S B Chapter 8 Lab; Lab Simulation CD-ROM, Photosynthesis; Lab Simulation CD-ROM, Cell Respiration SE/TE: 232 Section Review, 9-2; Guided Study and Reading Workbook, 9-2; Lesson Plan 9-2 TECH: Section 9-2; Animated Biological Concepts Videotape 12 Aerobic Respiration Lab Simulations CD-ROM, Cell Respiration; Lab Manual A Chapter 9; Lab Manual B chap.9 2

3 c. Compare and contrast the purpose, structure, and role of mitochondria and chloroplasts SE/TE: , , Section Review, 7-2, 8-3; Guided Study and Reading Workbook, 7-2, 8-3; Lesson Plans, 7-2, 8-3 TECH: itext, Section 7-2, 8-3; Transparencies Plus, 7-2, 8-3 Lab Simulations CD-ROM, Photosynthesis B. Cells carry out chemical transformations that use energy for synthesis or breakdown of organic compounds. Scope and Sequence Cellular Processes a. Summarize how energy transfer occurs during photosynthesis and cellular respiration (the storage and release of energy in the bonds of chemical compounds) b. Distinguish among organic compounds (proteins, nucleic acids, lipids, carbohydrates) in relation to their role of organic compounds in living systems c. Identify whether energy is absorbed or released in the breakdown and/ or synthesis of organic compounds d. Explain how enzymes speed up chemical reactions (e.g., the breakdown of food molecules) SE/TE: , Section Review, 8-1, 8-3; Guided Study and Reading Workbook, 8-1, 8-3; Lesson Plans, 8-1, 8-3 TECH: itext, Section 8-1, 8-3, Animated Biological Concepts Videotape Library 8 A Transparencies Plus, Formation, 10 Light- Dependent Reactions; Transparencies Plus, 8-1, 8-3; Lab Simulations CD-ROM, Photosynthesis Biotechnology Manual Lab 17, Issue 4 SE/TE: 44-48, 53, 182, Section Review, 2-3, 38-1; Guided Study and Reading Workbook, 2-3, 38-1; Lesson Plans, 2-3, 38-1 TECH: itext, Section 2-3, 38-1; Transparencies Plus, 2-3, 38-1; Lab Simulations CD-ROM, Properties of Biomolecules Lab Manual A Chapter 2 Lab; Lab Manual B Chapter 2 Lab SE/TE: , 856 Section Review 2-4, 8-1, 33-2; Guided Study and Reading Workbook, 2-4, 8-1, 33-2; Lesson Plans, 2-4, 8-1, 33-2 TECH: itext, Section 2-4, 8-1, 33-2; Transparencies Plus, Section 2-4, 8-1, 33-2 SE/TE: 51-55, Section Review, 2-4, 38-2; Guided Study and Reading Workbook, 2-4, 38-2; Lesson Plans, 2-4, 38-2 TECH: itext, Section 2-4, 38-2; Transparencies Plus, Section 2-4, 38-2 Lab Manual B Chapter 38 Lab; Design an Experiment, SE

4 e. Interpret a data table showing the effects of an enzyme on a chemical reaction SE/TE: 51 Teacher to Teacher 51 TECH: Animated Biological Concepts Videotape Library, 4 Enzymatic Reactions; Transparencies Plus, Section 2-4 SE/TE 54-55, Design an Experiment C. Protein structure and function are determined by the DNA (Deoxyribonucleic acid) code. Scope and Sequence Cellular Processes a. Explain how the DNA code determines the sequence of amino acids in a protein b. Recognize the role of proteins in cell structure and function (i. e., enzyme action, growth and repair of body parts) c. Relate how shape affects the function of a protein d. Identify factors (e.g., heat, ph) that change protein shape and alter protein function SE/TE: Section Review, 12-3; Guided Study and Reading Workbook, 12-3; Lesson Plans, 12-3 TECH: itext, Section 12-3; Animated Biological Concepts Videotape Library 25, 26; Transparencies Plus, 12-3 Lab Simulations CD-ROM, DNA Structure and Replication SE/TE: 47-48, 49-53, 251 Section Review, 2-3, 2-4, 10-3; Guided Study and Reading Workbook, 2-3, 204, 10-3; Lesson Plans, 2-3, 2-4, 10-3 TECH: itext, 2-3, 2-4, 10-3; Transparencies Plus, 2-3, 2-4, 10-3; Animated Biological Concepts Videotape Library, 4 Enzymatic Reactions Lab Manual A, Chapter 2 Lab; Lab Manual B, Chapter 2 Lab; Lab Simulations CD-ROM, Properties of Biomolecules SE/TE: 48, Section Review, 2-4; Guided Study and Reading Workbook, 2-4; Lesson Plans, 2-4 TECH: itext, Section 2-4; Transparencies Plus, 2-4 Lab Simulations CD-ROM, Properties of Biomolecules SE/TE: Section Review, 2-4; Guided Study and Reading Workbook, 2-4; Lesson Plans, 2-4 TECH: itext, 2-4; Transparencies Plus, 2-4 Design an Experiment, Chapter 2 4

5 D. Transport systems help maintain homeostasis in an organism. Scope and Sequence Cellular Processes a. Explain how concentration gradients affect the transport of molecules b. Determine the transport system (diffusion, osmosis, active transport) that would be needed for a cell to maintain homeostasis given concentration gradients of different sizes of molecules SE/TE: Section Review, 7-3; Guided Study and Reading Workbook, 7-3; Lesson Plans, 7-3 TECH: itext, Section 7-3; Transparencies Plus, 7-3; Animated Biological Concepts Videotape Library, 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis ad Exocytosis Lab Simulations CD-ROM, Biomembranes 1: Membrane Structure and Transport SE/TE: , Section Review, 7-3, 8-3; Guided Study and Reading Workbook, 7-3, 8-3; Lesson Plans, 7-3, 8-3 TECH: itext, Section 7-3, 8-3; Transparencies Plus, 7-3, 8-3 Lab Manual A, Chapter 7 Lab; Real World Lab, Chapter 7 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next A. All living organisms have genetic material that carries hereditary information Scope and Sequence Genetics and Heredity a. Relate the nitrogen base- pairing rules to the structure of DNA (Do not assess correct pairing of the four different nitrogen bases) SE/TE: , Section Review, 12-1, 12-2; Guided Study and Reading Workbook, 12-1, 12-2; Lesson Plans, 12-1, 12-2 TECH: itext, Section 12-1, 12-2; Transparencies Plus, 12-1, 12-2; Biotechnology Manual, Labs 4, 5, 6 Lab Manual A, Chapter 12 Lab; Lab Manual B, Chapter 12 Lab; Lab Simulations CD- ROM, DNA Structure and Replication 5

6 b. Explain how the sequencing of nitrogen base pairs determine heritable characteristics of an organism c. Recognize that degree of relatedness can be determined by comparing DNA sequences d. Explain how an error in the DNA molecule (mutation) can be transferred during replication e. Identify possible external causes (i. e., heat, radiation and certain chemicals) and effects of DNA mutations SE/TE: , Section Review, 12-3, 14-1; Guided Study and Reading Workbook, 12-3, 14-1; Lesson Plans, 12-3, 14-1 TECH: itext, Section 12-3, 14-1; Transparencies Plus, 12-3, 14-1; Animated Biological Concepts Videotape Library, 25, 26 Lab Stimulations CD-ROM, DNA Structure and Replication; Lab Manual A, Chapter 14 Lab; Lab Manual B, Chapter 14 Lab; Biotechnology Manual, Lab 10; Issues 2, 3 SE/TE: , 865 Section Review, 13-2; Guided Study and Reading Workbook, 13-2; Lesson Plans, 13-2; Issues and Decision Making 24 TECH: itext, Section 13-2; Transparencies Plus, 13-2 Lab Manual A, Chapter 13 Lab; Lab Manual B, Chapter 13 Lab; Investigations in Forensics, Investigation 4 SE/TE: Section Review, 12-4; Guided Study and Reading Workbook, 12-4; Lesson Plans, 12-4 TECH: itext, Section 12-4; Animated Biological Concepts Videotape Library, 27, 28, 29; Transparencies Plus, 12-4 SE/TE: Section Review, 13-1; Guided Study and Reading Workbook, 13-1; Lesson Plans, 13-1 TECH: itext, 13-1; Transparencies Plus, 13-1 B. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction Scope and Sequence Genetics and Heredity a. Explain that the chromosomes of daughter cells are identical to the chromosomes of the parent cell (asexual reproduction of unicellular organisms and mitosis in multicellular organisms) SE/TE: Section Review, 10-2; Guided Study and Reading Workbook, 10-2; Lesson Plans, 10-2 TECH: itext, 10-2; Animated Biological Concepts Videotape Library, 16 Animal Cell Mitosis and Cytokinesis; Transparencies Plus, 10-2 Lab Manual A, Chapter 10 Lab; Lab Manual B, Chapter 10 Lab; Biotechnology Manual, Lab 3 6

7 b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number as the parent cell c. Explain how fertilization restores the diploid number of chromosomes d. Identify the sex chromosomes and their implications for sex determination e. Describe the advantages and disadvantages of asexual and sexual reproduction with regard to variation within a population SE/TE: Section Review, 11-4; Guided Study and Reading Workbook, 11-4; Lesson Plans, 11-4 TECH: itext, 11-4; Transparencies Plus, 11-4; Animated Biological Concepts Videotape Library, 17, 18, 22 C. There is heritable variation within every species of organism Scope and Sequence Diversity and Unity Among Organisms Lab Simulations CD-ROM, Meiosis SE/TE: , , 532 Section Review, 11-4, 14-1; Guided Study and Reading Workbook, 11-4, 14-1; Lesson Plans, 11-4, 14-1 TECH: Animated Biological Concepts Videotape Library, 17, 18, 22 Lab Simulations CD-ROM, Meiosis; Lab Manual A, Chapter 14 Lab; Lab Manual B, Chapter 14 Lab; Biotechnology Manual, Lab 10; Issues 2, 3 SE/TE: Section Review, 14-1; Guided Study and Reading Workbook, 14-1; Lesson Plans, 14-1 TECH: Animated Biological Concepts Videotape Library, 23; Transparencies Plus, 14-1 Lab Manual A, Chapter 14 Lab; Lab Manual B, chap, 14 Lab SE/TE: 395, , 659 Section Review, 16-2, 26-1; Guided Study and Reading Workbook, 16-2, 26-1; Lesson Plans, 16-2, 26-1 TECH: itext, 16-2, 26-1; Transparencies Plus, 16-2, 26-1 Lab Manual B, chap, 16 Lab a. Describe how genes can be altered and combined to create genetic variation within a species (i. e., mutation, recombination of genes) SE/TE: , , , , Section Review, 12-4, 13-1, 13-3, 16-1; Guided Study and Reading Workbook, 12-4, 13-1, 13-3, 16-1; Lesson Plans, 12-4, 13-1, 13-3, 16-1 TECH: itext, Section 12-4, 13-1, 13-3, 16-1; Transparencies Plus, 12-4, 13-1, 13-3, 16-1; Animated Biological Concepts Videotape Library, 27, 28, 29; Biotechnology Manual, Concepts 5, 7 Lab Manual A, Chapter 16 Lab; Biotechnology Manual, Labs 14, 15 7

8 b. Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism's sex cells SE/TE: , 393, Section Review, 12-4, 16-1; Guided Study and Reading Workbook, 12-4, 16-1; Lesson Plans, 12-4, 16-1 TECH: itext, Section 12-4, 16-1; Transparencies Plus, 12-4, 16-1; Animated Biological Concepts Videotape Library 27, 28, 29 D. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics Scope and Sequence Genetics and Heredity a. Explain how dominant and recessive traits contribute to morphologic variation within a species b. Predict the probability of the occurrence of specific traits in an offspring by using a monohybrid cross c. Explain how sex-linked traits may or may not result in the expression of a genetic disorder (e.g., hemophilia, color-blindness) SE/TE: , , 350, 395 Section Review, 11-1, 14-1; Guided Study and Reading Workbook, 11-1, 14-1; Lesson Plans, 11-1, 14-1 TECH: itext, Section 11-1, 14-1; Transparencies Plus, 11-1, 14-1; Animated Biological Concepts Videotape Library, 19 Lab Simulations CD-ROM, Mendelian Inheritance SE/TE: , Section Review, 11-2, 11-3; Guided Study and Reading Workbook, 11-2, 11-3; Lesson Plans, 11-2, 11-3 TECH: itext, Section 11-2, 11-3 Lab Manual A, chap, 11 Lab; Lab Manual B, Chapter 11 Lab; Lab Simulations DC-ROM, Mendelian Inheritance SE/TE: Section Review, 14-2; Guided Study and Reading Workbook, 14-2; Lesson Plans, 14-2; Issues and Decision Making, 7 TECH: itext, Section 14-2; Transparencies Plus, 14-2; Animated Biological Concepts Videotape Library, 24; BioDectives Videotape, Coming Home: A Nation s Pledge Quick Lab, How Is Colorblindness Transmitted? 8

9 Standard 4: Changes in Ecosystems and Interactions of Organisms With Their Environments 1. Organisms are interdependent with one another and their environment A. Community interactions can affect the stability of an ecosystem Scope and Sequence Interdependence of Organisms and their Environment a. Explain the interactions between organisms in examples of mutualism, commensalisms, parasitism, and predator/ prey pairs b. Explain how cooperative and competitive relationships help maintain balance within an ecosystem c. Explain why two species cannot occupy the same niche in a community SE/TE: 93, 126, , , 667, , , 708, 738 Section Review, 4-2, 5-2, 21-3, 27-1, 27-2; Guided Study and Reading Workbook, 4-2, 5-2, 21-3, 27-1, 27-2; Lesson Plans, 4-2, 5-2, 21-3, 27-1, 27-2; Issues and Decision Making, Issues and Decisions 48 TECH: itext, 4-2, 5-2, 21-3, 27-1, 27-2; Transparencies Plus, 4-2, 5-2, 21-3, 27-1, 27-2 Lab Manual A, Chapter 4 Lab; Lab Manual B, chap, 4 Lab; Lab Manual B, Chapter 20 Lab SE/TE: 92 Section Review, 4-2; Guided Study and Reading Workbook, 4-2; Lesson Plans, 4-2 TECH: itext, 4-2; Transparencies Plus, 4-2 Lab Manual A, chap 4 Lab; Lab Manual B, Chapter 4 Lab SE/TE: 91 Section Review, 4-2; Guided Study and Reading Workbook, 4-2; Lesson Plans, 4-2 TECH: itext, Section 4-2; Transparencies Plus, 4-2 Lab Manual A, Chapter 4 Lab; Lab Manual B, Chapter 4 Lab B. Living organisms have the capacity to produce populations of infinite size but environments and resources are finite Scope and Sequence Interdependence of Organisms and their Environment a. Identify and explain the limiting factors that may affect the carrying capacity of a population within an ecosystem SE/TE: Section Review, 5-2; Guided Study and Reading Workbook, 5-2; Lesson Plans, 5-2; Issues and Decision Making, Issues and Decisions 48 TECH: itext, Section 5-2; Transparencies Plus, 5-2 Exploration: Investigating the Growth of a Population of Bacteria 9

10 b. Predict how populations within an ecosystem change in number and/ or structure in response to hypothesized changes in biotic and/ or abiotic factors SE/TE: 90, Section Review, 4-2, 4-3; Guided Study and Reading Workbook, 4-2, 4-3; Lesson Plans, 4-2, 4-3 TECH: itext, Section 4-2, 4-3; Transparencies Plus, 4-2, 4-3 Investigations in Forensics, Investigation 2; Lab Manual A, Chapter 4 Lab; Lab Manual B, Chapter 4 Lab C. Biological, chemical, and physical processes link ecosystems so that changes in one ecosystem may have local to global consequences Scope and Sequence Interdependence of Organisms and their Environment a. Given a scenario describing how human efforts have adversely affected the stability and/ or diversity of an ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes), devise a multi- step plan to restore the stability and/ or biodiversity of that ecosystem b. Predict how natural or human caused changes (biological, chemical and/ or physical) in one ecosystem may affect another ecosystem D. Environmental change can lead to extinction SE/TE: , , Section Review, 6-1, 6-2, 6-3; Guided Study and Reading Workbook, 6-1, 6-2, 6-3; Lesson Plans, 6-1, 6-2, 6-3 TECH: itext, 6-1, 6-2, 6-3; Transparencies Plus, 6-1, 6-2, 6-3; Issues and Decision Making, Issues and Decisions 21, 23, 27, 31 SE/TE: Lab Manual A, Chapter 6 Lab Section Review 6-4; Guided Study and Reading Workbook, 6-4; Lesson Plans, 6-4; Issues and Decision Making, Issues and Decisions 1, 3, 50 TECH: itext, Section 6-4; Transparencies Plus, 6-4, Lab Manual B, Chapter 6 Lab Scope and Sequence Interdependence of Organisms and their Environment a. Analyze possible causes of extinction of a species b. Given a scenario describing an environmental change, hypothesize why a given species was unable to survive SE/TE: 151, , 799 Section Review, 6-3, 17-3; Guided Study and Reading Workbook, 6-3, 17-3; Lesson Plans, 6-3, 17-3 TECH: itext, Section 6-3, 17-3; Guided Study and Reading Workbook, 6-3, 17-3 SE/TE: 401 Section Review, 16-2; Guided Study and Reading Workbook, 16-2 TECH: itext, 16-2; Transparencies Plus, 16-2 Quick Lab Can the Environment Affect Survival? 10

11 2. Matter and energy flow through the ecosystem A. As energy flows through the ecosystem, all organisms must capture the portion of energy available to them and transform it to a usable form Scope and Sequence Matter and Energy in the Ecosystem a. Illustrate and describe the flow of energy within a food web b. Calculate the available energy of each trophic level c. Explain why there are more producers than consumers in an energy pyramid d. Given a scenario, predict how energy distribution and energy use will be altered due to changes in a food web SE/TE: 67-70, 71, Section Review, 3-2; Guided Study and Reading Workbook, 3-2; Lesson Plans, 3-2 TECH: itext, 3-2; Transparencies Plus, 3-2 Quick Lab: How is a Food Chain Organized? SE/TE: 72 Section Review, 3-2; Guided Study and Reading Workbook, 3-2; Lesson Plans, 3-2 TECH: itext, 3-2; Transparencies Plus, 3-2 SE/TE: Section Review 3-2; Guided Study and Reading Workbook, 3-2; Lesson Plans, 3-2; Teacher to Teacher 71 TECH: itext 3-2; Transparencies Plus, 3-2 SE/TE: 152 Section Review 6-3; Guided Study and Reading Workbook, 6-3; Lesson Plans 6-3 TECH: itext, 6-3; Transparencies Plus, 6-3 Quick Lab: How does biological magnification occur? B. Matter is recycled through an ecosystem Scope and Sequence Matter and Energy in the Ecosystem a. Trace the movement of nitrogen, oxygen and carbon as it is recycled through an ecosystem SE/TE: Section Review, 3-3; Guided Study and Reading Workbook, 3-3; Lesson Plans, 3-3 TECH: itext 3-3; Transparencies Plus, 3-3; BioDetective Videotape, Pfiesteria: A Killer in the Water Lab Manual A, Chapter 3 Lab; Lab Manual B, Chapter 3 Lab 11

12 b. Explain the importance of the cycling of nitrogen, oxygen and carbon within an ecosystem SE/TE: Section Review 3-3; Guided Study and Reading Workbook 3-3; Lesson Plans 3-3 TECH: itext 3-3; Transparencies Plus, 3-3; BioDetective Videotape, Pfiesteria: A Killer in the Water Lab Manual A, Chapter 3 Lab; Lab Manual B, chap.3 Lab 3. Biological evolution explains the similarity and diversity of life A. Physical evidence of the history of life on earth includes the fossil record supported by information gathered by relative and absolute dating techniques, and molecular and anatomical similarities observed among living organisms Grade 9, 10, 11 Scope and Sequence Biological Evolution a. Interpret fossil evidence to explain the relatedness of organisms using the principles of superposition and fossil correlation b. Evaluate the evidence that supports biological evolution (e.g., fossil records, similarities between DNA and protein structures, homologous and vestigial structures) SE/TE: Section Review 17-1; Guided Study and Reading Workbook, 17-1; Lesson Plans 17-1; Issues and Decision Making, Issues and Decisions 14 TECH: itext, Section 17-1; BioDetective Videotapes, Mummies: Ties to the Past Lab Manual B, Chapter 17 Lab SE/TE: , , 747, 768, 807, 850 Section Review, 15-3, 16-3; Guided Study and Reading Workbook, 15-3, 16-3; Lesson Plans 15-3, 16-3 TECH: itext, Section 15-3, 16-3; Transparencies Plus, 15-3, 16-3 Lab Manual A, Chapter 15 Lab; Lab Manual B, Chapter 15 Lab B. Reproduction is essential to the continuation of every species Grade 9, 10, 11 Scope and Sequence Biological Evolution a. Identify factors (e.g., physical, isolation of a population, disruptive selection, time) that can lead to the loss of the ability to interbreed between populations (i. e., speciation) SE/TE: Section Review, 16-3; Guided Study and Reading Workbook, 16-3; Lesson Plans, 16-3 TECH: itext, Section 16-3; Transparencies Plus, 16-3 Exploration: Investigating Genetic Diversity in Bacteria 12

13 C. Genetic variation sorted by natural selection provides a scientific explanation for the evidence of biological evolution Grade 9, 10, 11 Scope and Sequence Biological Evolution a. Describe how variation in characteristics give some individuals an advantage for survival b. Explain how genetic homogeneity makes a population more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance) c. Explain that environmental factors (e.g., habitat loss, climate change, and the introduction of non- native species) can be agents of natural selection SE/TE: 379, , Section Review, 15-3, 16-2; Guided Study and Reading Workbook, 15-3, 16-2; Lesson Plans, 15-3, 16-2 TECH: itext, Section 15-3, 16-2; Transparencies Plus, 15-3, 16-2 Lab Manual A, Chapter 15 Lab; Lab Manual B, Chapter 15 Lab; Lab Manual B, Chapter 16 Lab SE/TE: Section Review, 6-3; Guided Study and Reading Workbook, 6-3; Lesson Plans, 6-3; Issues and Decision Making, Issues and Decisions 22, 25, 26, 30, 32, 34, 36 TECH: itext, Section 6-3; Transparencies Plus, 6-3 Quick Lab: How Does Biological Magnification Occur? SE/TE: 151, Section Review, 6-3, 17-4; Guided Study and Reading Workbook, 6-3, 17-4; Lesson Plans, 6-3, 17-4; Issues and Decision Making, Issues and Decisions 13 TECH: itext, Section 6-3, 17-4 Exploration: Modeling Coevolution d. Identify examples of adaptations that may have resulted from variations favored by natural selection (e.g., long necked giraffes, long ears on jack rabbits) SE/TE: , Section Review, 15-3, 16-3; Guided Study and Reading Workbook, 15-3, 16-3; Lesson Plans, 15-3, 16-3 TECH: itext, Section 15-3, 16-3; Transparencies Plus, 15-3, 16-3 Lab Manual A, Chapter 15 Lab; Lab Manual B, Chapter 15 Lab 13

14 Standard 7: Processes of Scientific Inquiry 1. Scientific Inquiry A. Scientific Inquiry includes the ability of students to develop and test scientifically oriented questions. a. Formulate testable questions SE/TE: 4, 55, 70, 81, 161, 195, 215, 220, 224, , 249, , 361, 387, 411, 444, 470, 491, 543, 603, 627, 739, 965 Chapter 2 Design an Experiment; Chapter 8 Design an Experiment; Chap 13 Design an Experiment; Chapter 28 Design an Experiment; Chapter 37 Design an Experiment Lab Manual A Laboratory Skills section; Lab b. Identify the questions and concepts that guide scientific investigations Manual B Laboratory Skills section SE/TE: This Standard is the bases for most of the Labs in the TE Textbook c. Design and conduct scientific investigations SC 7 1.1, 1.2, 1.3 SE/TE: 55, 81, 161, 195, 215, 224, 235, , 411, 508, 543, 603, 649, 677, 739, 759, 791, 883, 964, Chapter 2 Design an Experiment; Chapter 8 Design an Experiment; Chapter 13 Design an Experiment; Chapter 28 Design an Experiment; Chapter 29 Design an Experiment; Chapter 34 Design an Experiment; Chapter 37 Design an Experiment; Chapter 38 Design an Experiment B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. a. Make qualitative observations using the five senses SE/TE: 29, 70, 81, 91, 113, 195, 200, 206, 215, 231, , 318, 411, 416, 441, 470, 504, 550, 565, 573, 5778, 601, 603, 608, 613, 627, 677, 709, 739, 791, 815, , 861, 883, 903, 942, 965, 970, , 996, 1022 Chapter 8 Design an Experiment; Chapter 28 Design an Experiment; Chapter 34 Design an Experiment; Chapter 37 Design an Experiment; Chapter 38 Design an Experiment 14

15 b. Use a variety of tools and equipment to gather data (e. g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) c. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius d. Determine the appropriate tools and techniques to collect, analyze, and interpret data e. Calculate the mean, median, mode, range, percent and ratios for sets of data SC 7 1.4, 1.8 SE/TE: 29, 54, 81, 113, 133, 161, 168, 187, 195, 215, 231, , 240, , 441, 504, 531, 543, 550, 573, 603, 613, 627, 739, 759, 791, 815, , 861, 942, Chapter 8 Design an Experiment; Chapter 28 Design an Experiment; Chapter 29 Design an Experiment; Chapter 38 Design an Experiment Lab Manual A Laboratory Skills section; Lab Manual B Laboratory Skills section SE/TE: 54, 81, 161, 187, 195, 231, , 242, 368, 441, 550, 603, 791, 815, 861, 915, Chapter 38 Design an Experiment SE/TE: 161, 195, 224, , 543, 603, 627, 677 SE/TE: 27, 133, 180, 268, 351, 387, 420, 441, 709, 787, 815, 977, 982 C. Evidence is used to formulate explanations. a. Use quantitative and qualitative data to construct reasonable explanations b. Analyze experimental data to determine patterns, relationship, perspectives and credibility c. Consider the possible effects of measurement errors on calculations SC 7 1.6, 1.7, 3.5 SE/TE: 91, 111, 133, 158, 161, 187, 195, 200, 206, 213, 215, 231, 240, 242, 313, 401, 411, 491, 508, 565, 620, 627, 649, 718, 753, 796, 815, 865, 875, 930, 1055 Chapter 8 Design an Experiment; Chap 24 Design an Experiment SE/TE: 51, 91, 111, 113, 133, 138, 158, 161, 187, 195, 213, 215, 249, 281, 351, 361, 392, 411, 420, 491, 531, 543, 565, 573, 601, 613, 627, 649, 674, 707, 718, 759, 787, , 848, 855, 865, 870, 883, 903, 905, 930, 965, 920, 1055 Chapter 8 Design an Experiment; Chapter 29 Design an Experiment; Chapter 34 Design an Experiment; Chapter 37 Design an Experiment SE/TE: 368,

16 D. Scientific inquiry includes evaluation of explanations in light of scientific principles. a. Evaluate the reasonableness of an explanation SE/TE: 113, 123, 200, 441, 491, 649 b. Make predictions (hypotheses) supported by scientific knowledge c. Analyze whether evidence supports proposed explanations (hypotheses, theories, laws) d. Recognize that explanations (theories, laws) have changed over time as a result of new evidence SE/TE: 19, 27, 113, 118, 138, 161, 200 SE/TE: 51, 113, 118, 161 SE/TE: 368, 387, 441, 656 E. The nature of science relies upon communication of results and justification of explanations. a. Communicate the procedures and results of investigations and explanations through: SE/TE: 54, 79, 111, 118, 123, 133, 161, 195, 220, , 296, 368, 441, 632, 750 verbal explanations drawings data tables graphs (bar, single and multiple line) writings b. Communicate and defend a scientific argument SC 1.8, 2.1, 4.1 Refer to DESE materials that articulate standards for data recording and template for experimental design 7 Page SE/TE: 54, 79, 111, 118, 123, 133, 161, 195, 220, , 296, 368, 441, 632,

17 Standard 8: Impact of Science, Technology and Human Activity 1. The Nature of Technology A. Social and economic forces strongly influence the direction of progress of science and technology a. Analyze and evaluate the economic, political, social, and ethical constraints affecting science and technology (e. g., limitations placed on stem- cell research or genetic engineering, introduction of alien species, deforestation, bioterrorism, nuclear energy) b. Identify and describe major scientific and technological challenges to society and their ramifications for public policy (e. g., global warming, limitations to fossil fuels, genetic engineering of plants) SE/TE: , 253, 330, 1048, 1051 Section Review, 6-2; Guided Study and Reading Workbook, 6-2; Lesson Plans, 6-2; Issues and Decision Making, Issues and Decisions 21, 23, 27, 31 TECH: itext, Section 6-2; Transparencies Plus, 6-2 Lab Manual A, Chapter 6 Lab SE/TE: 66, , 330, Section Review, 6-4, 13-4; Guided Study and Reading Workbook, 6-4, 13-4; Lesson Plans, 6-4, 13-4 TECH: itext, Section 6-4, 13-4; Transparencies Plus, 6-4, 13-4 Biotechnology Manual Lab 17; Issue 4; Design an Experiment: Observing the Effects of Acid Rain B. Humans interactions with other species and their environment impact science and technology a. Identify and evaluate the environmental costs and benefits of scientific or technological solutions to a given problem (e. g., damming a river for flood control, using pesticides to eliminate mosquitoes) b. Recognize the economic, political, social, and ethical benefits and risks associated with the use of natural resources (e. g., mining and use of different types of Missouri mineral resources such as lead mining, gravel dredging, strip mining, coal burning, production of fertilizers and explosives; use of fossil fuels versus renewable resources) c. Identify and evaluate advantages/ disadvantages of using various sources of energy (e. g., wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity 17

18 2. Historical Perspective A. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity a. Identify and describe how theories explaining scientific phenomena have changed over time as a result of new information (e. g., model of the solar system, basic structure of matter, structure of an atom, plate tectonics) b. Identify and analyze current theories that are being questioned and compare them to new theories that have emerged to challenge the older ones (e. g. Theory of Evolution, theories of extinction, global warming) (ASSESS LOCALLY) SE/TE: 151, , , , 799 Section Review, 6-4, 15-2, 17-3; Guided Study and Reading Workbook, 6-4, 15-2, 17-3; Lesson Plans, 6-4, 15-2, 17-3 TECH: itext, Section 6-4, 15-2, 17-3; Transparencies Plus, 6-4, 15-2, 17-3 Quick Lab: How does biological magnification occur? 3. Science as a Human Endeavor A. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent a. Identify and evaluate the need for informed consent in experimentation b. Identify the ethical issues involved in experimentation (i. e., risks to organisms or environment) c. Identify and evaluate the role of models as an ethical alternative to direct experimentation (e. g., using a model for a stream when studying the effects of oil pollution, rather than pouring oil in an existing stream) SE/TE: Can be developed from several reading sections listed as Technology and Society. SE/TE: 23 Bio Insights, TE 23 TECH: PHSchool.com; Web Code: cbe-1013 SE/TE: 14 Section Review, 1-2; Guided Study and Reading Workbook, 1-2; Lesson Plans, 1-2; Issues and Decision Making, Issues and Decisions 2 TECH: itext, Section 1-2; Transparencies Plus,

19 B. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible a. Evaluate a given source for its scientific credibility (e. g., articles in new periodical quoting an "eye witness", a scientist speaking within or outside his/ her area of expertise) b. Explain why accurate record- keeping, openness, and replication are essential for maintaining an investigator's credibility with other scientists and society SE/TE: Can be developed from several reading sections listed as Technology and Society or Issues in Biology. SE/TE: 10 Section Review, 1-2; Guided Study and Reading Workbook, 1-2; Lesson Plans 1-2 TECH: itext, Section 1-2; Transparencies Plus, 1-2 Reference: httransparencies plus,:// 19