A Correlation of Miller & Levine Biology To the Oklahoma Academic Standards
A Correlation of, BIOLOGY I HS-LS1-1 From Molecules to Organisms: Structures and Processes HS-LS1-1 Students who demonstrate Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. SE/TE: Lesson 12.2, The Structure of DNA, pp. 292 295; Lesson 12.3, DNA Replication, pp. 296 299; Q2, p. 301; Lesson 13.1, RNA, pp. 308 310; Lesson 13.2, Ribosomes and Protein Synthesis, pp. 311 315 HS-LS1-2 Students who demonstrate Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. SE/TE: Animals: Lesson 7.4, Multicellular Life, p. 182; Q1 and Q2, p. 185; Chapter 23, Plant Structure and Function, pp. 552 569; Q1 and Q2, p. 571; Lesson 27.1, Feeding and Digestion, pp. 646 649; Lesson 27.2, Respiration, pp. 650 652; Lesson 27.4. Excretion, pp. 656 659; Lesson 28.2, Movement and Support, pp. 674 677; Lesson 28.3, Reproduction, pp. 678 683; Lesson 28.4, Homeostasis, pp. 684 687; Humans: Lesson 30.1, Organization of the Human Body, pp. 714 718; Lesson 30.3, The Digestive System, pp. 723 728; Lesson 30.4, The Excretory System, pp. 729 733; Q1, p. 735; Lesson 31.1, The Neuron, pp. 742 746; Lesson 32.1, The Skeletal System, pp. 766 769; Lesson 33.1, The Circulatory System, pp. 786 789; Lesson 33.3, The Respiratory System, pp. 796 801; Lesson 34.1, The Endocrine System, pp. 810 812; Lesson 34.2, Glands of the Endocrine System, pp. 813 816; Lesson 35.1, Infectious Disease, pp. 838 840 HS-LS1-3 Students who demonstrate Plan and conduct an investigation to provide evidence (that feedback mechanisms maintain homeostasis.) of the importance of maintaining homeostasis in living organisms. SE/TE: Lesson 1.3, Studying Life, p. 15; Lesson 7.4, Homeostasis and Cells, pp. 181 183; Lesson 23.4, Leaves, p. 565; Lesson 28.4, Homeostasis, pp. 684 687); Lesson 30.4, The Kidneys and Homeostasis, p. 731; Lesson 33.3, The Respiratory System, pp. 799 800; Lesson 34.2, The Human Endocrine Glands, p. 814; Lab Manual B, pp. 151-154, 377 388 2
A Correlation of, HS-LS1-4 Students who demonstrate Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-5 Students who demonstrate Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. SE/TE: Lesson 10.2, The Process of Cell Division, pp. 239 243; Lesson 10.4, Cell Differentiation, pp. 248 251; Q1 and Q2, p. 253; Lesson 13.4, Genetic Control of Development, pp. 323 324, Q4, p. 327 SE/TE: Lesson 8.1, Energy and Life, p. 194; Lesson 8.2, Photosynthesis: An Overview, pp. 195 197; Lesson 8.3, The Process of Photosynthesis, pp. 199 203; Q1 and Q2, p. 205 TE Only: p. 197, p. 204 HS-LS1-6 Students who demonstrate Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1-7 Students who demonstrate Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. SE/TE: Lesson 2.3, Carbon Compounds, pp. 37 41; Lesson 7.2, Cell Structure, pp. 168 169; Lesson 13.2, Ribosomes and Protein Synthesis, pp. 311 315; Related content: Lesson 30.2, Food and Nutrition, pp. 719 722; Lesson 30.3, The Digestive System, pp. 723 728 SE/TE: Lesson 9.1, Cellular Respiration: An Overview, pp. 212 215; Lesson 9.2, The Process of Cellular Respiration, pp. 216 222 TE Only: p. 217, p. 222; Related content: p. 226 HS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-1 Students who demonstrate SE/TE: Lesson 5.1, Populations, p. 111; Lesson 5.2, Limits to Growth, pp. 112 116; Use mathematical and/or computational Lesson 5.3, Human Population Growth, pp. representations to support explanations of 117 119; Q1, p. 121; Q16, p. 124 factors that affect carrying capacity of TE Only: p. 113 ecosystems at different scales. 3
A Correlation of, HS-LS2-2 Students who demonstrate Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-3 Students who demonstrate Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. SE/TE: Lesson 5.1, How Populations Grow, pp. 108-111; Lesson 5.5. Limits to Growth, pp. 112-116; Lesson 5.3, Human Population Growth, pp. 117-119; Lesson 6.3, Biodiversity, pp. 138 142; Case Study #2, p.146 SE/TE: Related content: Lesson 3.2, Energy, Producers, and Consumers, pp. 60 61; Lesson 8.1, Energy and Life, pp. 192 194; Chapter Mystery, p. 211; Lesson 9.1, Cellular Respiration: An Overview, pp. 212 215; Solve the Chapter Mystery, p. 230; Lesson 21.3, The Ecology of Protists, pp. 509 513 HS-LS2-4 Students who demonstrate Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5 Students who demonstrate Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-6 Students who demonstrate Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. SE/TE: Lesson 3.2, Energy, Producers, and Consumers, pp. 60 62; Lesson 3.3, Energy Flow in Ecosystems, pp. 63 67; Inquiry into Scientific Thinking, p. 66; Lesson 3.4, Cycles of Matter, pp. 68 73; Q2, p. 75; Q16 and Q17, p. 78 SE/TE: Lesson 3.4, Nutrient Cycles, pp. 70 71; Lesson 8.2, Photosynthesis: An Overview, pp. 196 197; Lesson 9.1, Overview of Cellular Respiration, pp. 213 214 TE Only: Summative Task, p. 74 SE/TE: Lesson 4.2, Niches and Community Interactions, pp. 85 87; Lesson 4.3, Succession, pp. 88 90; Lesson 5.1, How Populations Grow, pp. 108 111; Lesson 5.2, Limits to Growth, pp. 112 115; Q2, p. 121; Lab Manual B, pp. 235 236 4
A Correlation of, HS-LS2-8 Students who demonstrate Evaluate evidence for the role of group behavior on individual and species chances to survive and reproduce. SE/TE: Lesson 29.1, Elements of Behavior, p. 696; Lesson 29.2, Animals in Their Environments, pp. 701 704; Chapter 29 STEM activity (Yellowstone Wolves), 694b, Biology.com HS-LS3-1 Heredity: Inheritance and Variation of Traits HS-LS3-1 Students who demonstrate SE/TE: Lesson 7.2, Cell Structure, p. 165; Lesson 10.2, The Process of Cell Division, Ask questions to clarify relationships about p. 239; Lesson 12.1, The Role of DNA, pp. the role of DNA and chromosomes in coding 290 291; Lesson 12.2, The Structure of the instructions for characteristic traits DNS, pp. 292 295; Lesson 13.2, passed from parents to offspring. Ribosomes and Protein Synthesis, pp. 311 312 TE Only: Build Understanding, p. 296 HS-LS3-2 Students who demonstrate Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. SE/TE: Lesson 12.3, DNA Replication, pp. 296 299; Lesson 13.3, Mutations, pp. 316 319; Lesson 17.1, Genes and Variations, pp. 406 408; Lesson 17.2, Evolution as Genetic Change in Populations, pp. 409-413; Lesson 17.4, Molecular Evolution, pp. 417 419; Q1, p. 422 TE Only: Use Visuals, p. 410 HS-LS3-3 Students who demonstrate Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. SE/TE: Lesson 11.2, Applying Mendel s Principles, p. 266; Lesson 11.3, Other Patterns of Inheritance, pp. 271 273; Q1 and Q2, p. 281; Use Science Graphics, p. 284; Chapter Mystery, pp. 261, 284; Lesson 14.1, Human Chromosomes, pp. 334-337 5
A Correlation of, HS-LS4-1 Biological Diversity and Unity HS-LS4-1 Students who demonstrate Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryo-logical development contribute scientific explanation of biological diversity. HS-LS4-2 Students who demonstrate Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3 Students who demonstrate Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. SE/TE: Lesson 16.1, Darwin s Voyage of Discovery, pp. 380-383; Lesson 16.3, Darwin Presents His Case, pp. 388-391; Lesson 16.4, Evidence of Evolution, pp. 392-397; Q16, p. 402; Lesson 17.4, Molecular Evolution, pp. 417-419 TE Only: 395 SE/TE: Lesson 4.2, Niches and Community Interactions, pp. 85 86; Lesson 5.1 How Populations Grow, pp. 108 111; Lesson 5.2, Limits to Growth, pp.112-115; Lesson 13.3, Mutations, p. 316 319; Lesson 16.3, Darwin Presents His Case, pp. 388 391; Q8, p. 397; Lesson 17.2, Evolution as Genetic Change in Populations, pp. 409 410; Chapter 17 Lab Manual B, Competing for Resources TE Only: Build Connections, p. 390 SE/TE: Related Content: Lesson 16.3, Darwin Presents His Case, pp. 388 391; Lesson 16.4, Testing Natural Selection, p. 396, Inquiry into Scientific Thinking, p. 492; Lesson 21.4 Lab Manual B, pp. 287 288 TE Only: p. 397 HS-LS4-4 Students who demonstrate Construct an explanation based on evidence for how natural selection leads to adaptation of populations. SE/TE: Lesson 17.1, Genes and Variation, pp. 406 408; Lesson 17.2, Evolution as Genetic Change in Populations, pp. 409 413; Lesson 17.3, The Process of Speciation, pp. 414 416; Q2, p. 545; Q10, p. 599 6
A Correlation of, HS-LS4-5 Students who demonstrate Synthesize, communicate, and evaluate the information that describes how changes in environmental conditions can affect the distribution of traits in a population causing: 1) increases in the number of individuals of some species, 2) the emergence of new species over time, and 3) the extinction of other species. SE/TE: Lesson 17.3, The Process of Speciation, pp. 414 416; Lesson 19.2, Patterns and Processes of Evolution, pp. 456 457; Chapter Mystery Q2, p. 474 TE Only: Unit Project 5, pp. 377a 377b 7