prentice hall biology (miller/levine) © 2008 correlated to...

Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:

Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)

1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology

MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s))

Grades 9, 10, 11 Strand 3: Characteristic and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Not assessed at this level B. Organisms progress through life cycles unique to different types of organisms Scope and Sequence – Diversity and Unity Among Organisms a. Recognize cells both increase in number

and differentiate, becoming specialized in both structure and function, during and after embryonic development

SE/TE: 241-243, 244-249, 250-252, 256-259, 660-661, 748-749; Inquiry Activity: 240; Quick Lab: 242; Analyzing Data: 249; Exploration: 254-255

TE: Build Science Skills: 241, 245, 246, 247, 660, 661, 749; BioInsights: 660-661, 749

TR: Investigation 3; Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan 10-1, 10-2, 10-3; Worksheets: 130, 131-133, 134; Enrichment: 139-141; Reading and Study Workbook A: Section 10-1, 10-2, 10-3; Adapted Reading and Study Workbook B: Section 10-1, 10-2, 10-3; Section Review: 10-1, 10-2, 10-3; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer, Chapter 10 Test; Laboratory Assessment 3

TECH: www.phschool.com; Interactive Textbook: Section 10-1, 10-2, 10-3, Chapter 10 Assessment; Presentation Express: Section 10-1, 10-2, 10-3; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Labs: Lab 9, 10; BioDetectives DVD: “Skin Cancer: Deadly Cells”; Computer Test Bank: Chapter 10 Test

b. Identify factors (e.g., biochemical, temperature) that may affect the differentiation of cells and the development of an organism

SE/TE: 15-22, 173, 191-193, 440, 583, 615, 660-661, 693, 748-749; Quick Lab: 18; Issues in Biology: 23; 1-3 Section Assessment

TE: Build Science Skills: 15, 191, 192, 193, 615, 660, 661, 749; BioInsights: 660, 661, 749

TR: Lesson Plan 1-3; Section 1-3 Summary; Worksheets: 11, 20-21; Reading and Study Workbook A: Section 1-3; Adapted Reading and Study Workbook B: Section 1-3; Section Review: 1-3

TECH: www.phschool.com; Interactive Textbook: Section 1-3; Presentation Express: Section 1-3

C. Cells are the fundamental units of structure and function of all living things Scope and Sequence – Diversity and Unity Among Organisms a. Recognize all organisms are composed of

cells, the fundamental units of structure and function

SE/TE: 241-243, 244-249, 250-252, 256-259, 660-661, 748-749; Inquiry Activity: 240; Quick Lab: 242; Analyzing Data: 249; Exploration: 254-255







TE: Build Science Skills: 241, 245, 246, 247, 660, 661, 749; BioInsights: 660-661, 749

TR: Investigation 3; Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan 10-1, 10-2, 10-3; Worksheets: 130, 131-133, 134; Enrichment: 139-141; Reading and Study Workbook A: Section 10-1, 10-2, 10-3; Adapted Reading and Study Workbook B: Section 10-1, 10-2, 10-3; Section Review: 10-1, 10-2, 10-3; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer, Chapter 10 Test; Laboratory Assessment 3

TECH: www.phschool.com; Interactive Textbook: Section 10-1, 10-2, 10-3, Chapter 10 Assessment; Presentation Express: Section 10-1, 10-2, 10-3; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Labs: Lab 9, 10; BioDetectives DVD: “Skin Cancer: Deadly Cells”; Computer Test Bank: Chapter 10 Test

b. Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosomes, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism

SE/TE: 169-173, 174-181, 182-189, 190-193, 196-199; Inquiry Activity: 168; Biology and History: 170-171; Quick Lab: 180, 187; Analyzing Data: 188; Exploration: 194-195; Careers in Biology: 192

TE: Build Science Skills: 174, 175, 178, 184, 189, 192; Demonstration: 185, 186

TR: Laboratory Manual A: Chapter 7; Laboratory Manual B: Chapter 7; Lesson Plan: 7-1, 7-2, 7-3, 7-4; Section Summary: 5-7; Worksheets: 8, 9-11, 12-14, 15, 19-20, 29; Enrichment: 19; Reading and Study Workbook A: Section 7-1, 7-2, 7-3, 7-4; Adapted Reading and Study Workbook B: Section 7-1, 7-2, 7-3, 7-4; Lab Worksheets: Chapter 7 Real-World Lab; Section Review: Section 7-1, 7-2, 7-3, 7-4; Chapter Vocabulary Review Chapter 7; Graphic Organizer Chapter 7; Chapter 7 Test







TECH: www.phschool.com; Interactive Textbook: Section 7-1, 7-2, 7-3, 7-4, Chapter 7 Assessment; Presentation Express: Section 7-1, 7-2, 7-3, 7-4; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Labs: 3, 4, 5; Computer Test Bank Chapter 7

D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Not assessed at this level E. 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, internal anatomical features, and patterns of development)

SE/TE: 447-450, 451-455, 457-461, 464-467; Inquiry Activity: 446; Quick Lab: 453; Technology and Society: 456; Real-World Lab: 462-463; Chapter 18 Assessment

TE: Demonstration: 449, 454, 460; Build Science Skills: 450; Investigations in Forensics: Investigation 5; Laboratory Manual A: Chapter 18; Laboratory Manual B: Chapter 18

TR: Lesson Plan: 18-1, 18-2, 18-3; Section Summary: 18-1, 18-2, 18-3; Worksheets: 141, 142-143, 144-145, 149-150, 151-152, 153-155; Reading and Study Workbook A: Section 18-1, 18-2, 18-3; Adapted Reading and Study Workbook B: Section 18-1, 18-2, 18-3; Lab Worksheets: Chapter 18 Real-World Lab; Section Review: 18-1, 18-2, 18-3; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment 5

TECH: www.phschool.com; Interactive Textbook: Section 18-1, 18-2, 18-3, Chapter 18 Assessment; Presentation Express: Section 18-1, 18-2, 18-3; Computer Test Bank: Chapter 18 Test

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: 451-455; Quick Lab: 453; Technology and Society: 456; Section Assessment: 18-2

TE: Demonstration: 451, 454 TR: Lesson Plan: 18-2; Section Summary: 139,

147; Worksheets: 142-143, 151-152; Reading and Study Workbook A: Section 18-2; Adapted Reading and Study Workbook B: Section 18-2; Section Review: 18-2; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment 5







TECH: www.phschool.com; Interactive Textbook: Section 18-2, Chapter 18 Assessment; Presentation Express: Section 18-2; Computer Test Bank: Chapter 18

2. Living organisms carry out life processes in order to survive A. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means Scope and Sequence – Cellular Processes a. Compare and contrast the structure and

function of mitochondria and chloroplasts SE/TE: 179-180; Quick Lab: 180

TE: Build Science Skills: 179; BioInsights: 180 TR: Lesson Plan: 7-2; Section Summary: 5, 17;

Section Review: 7-2; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test

TECH: www.phschool.com; Interactive Textbook: Section 7-2; Interactive Textbook: Section 7-2, Chapter 7 Assessment; Presentation Express: Section 7-2; Computer Test Bank Chapter 7

b. Compare and contrast the structure and function of cell wall and cell membranes

SE/TE: 174-181, 182-189, 473; Quick Lab: 180, 187; Section Assessment: 7-2, 7-3; Analyzing Data: 188; Exploration: 194-195

TE: Build Science Skills: 174-175, 178, 184, 189, 473; Demonstration: 185, 186

TR: Lesson Plan: 7-2, 7-3; Section Summary: 5, 6, 17, 18; Worksheets: 9-11, 12-14, 21-25; Reading and Study Workbook A: Section 7-2, 7-3; Adapted Reading and Study Workbook: Section 7-2, 7-3; Section Review: 7-2, 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test; Lab Worksheets: Chapter 7 Real-World Lab; Laboratory Manual A: Chapter 7 Lab

TECH: www.phschool.com; Interactive Textbook: Section 7-2, 7-3, Chapter 7 Assessment; Presentation Express: Section 7-2, 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Labs: 3, 4, 5; Computer Test Bank: Chapter 7

c. Explain physical and chemical interactions that occur between organelles as they carry out life processes

SE/TE: 174-181; Quick Lab: 180; Section Assessment: 7-2

TE: Build Science Skills: 174-175 TR: Lesson Plan: 7-2; Section Summary: 5, 17;

Worksheets: 9-11, 21-25; Reading and Study Workbook A: Section 7-2; Adapted Reading and Study Workbook: Section 7-2; Section Review: 7-2; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test







TECH: www.phschool.com; Interactive Textbook: Section 7-2, Chapter 7 Assessment; Presentation Express: Section 7-2; Computer Test Bank: Chapter 7

B. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth Scope and Sequence – Cellular Processes a. Compare and contrast photosynthesis and

cellular respiration reactions (Do NOT assess intermediate reactions)

SE/TE: 201-203, 204-207, 208-214, 216-219, 221-225, 226-232, 236-239; Inquiry Activity: 200, 220; Biology and History: 204-205; Quick Lab: 206; Analyzing Data: 213; Design an Experiment: 215; Section Assessment: 8-1, 8-2, 8-3; Chapter 8 Assessment: 216-219; Problem Solving: 224; Quick Lab: 231; Real-World Lab: 234-235; Issues in Biology: 233

TE: Demonstration: 210, 226; Build Science Skills: 224

TR: Laboratory Manual A: Chapter 8, 9; Laboratory Manual B: Chapter 8, 9; Lesson Plan: 8-1, 8-2, 8-3, 9-1, 9-2; Section Summary: 52, 61, 63, 90, 91, 99; Worksheets: 54, 55-59, 61, 63-64, 65-66, 67-69, 92-94, 95-97, 101-103, 104-107; Biotechnology Manual: Lab 1; Probeware Lab Manual: Investigating Fermentation by Making Kimchi, How does exercise affect disposal of wastes from cellular respiration?; Lab Worksheets: Chapter 8 Design an Experiment, Chapter 9 Real-World Lab; Reading and Study Workbook A: 8-1, 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook B: 8-1, 8-2, 8-3, 9-1, 9-2; Chapter 8, 9 Vocabulary Review; Chapter 8, 9 Graphic Organizer; Chapter 8, 9 Test

TECH: www.phschool.com; Interactive Textbook: 8-1, 8-2, 8-3, 9-1, 9-2, Chapter 8, 9 Assessment; Presentation Express: 8-1, 8-2, 8-3, 9-1, 9-2; ABC DVD Library: 8 ATP Formation, 9 Photosynthesis, 10 Light-Dependent Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations: Photosynthesis, Cell Respiration; Virtual Labs: Lab 6, 7, 8; Computer Test Bank: Chapter 8, 9 Test

b. Explain the interrelationship between the processes of photosynthesis and cellular respiration











c. Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)











C. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means

Not assessed at this level D. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Scope and Sequence – Cellular Processes a. Summarize how energy transfer occurs

during photosynthesis and cellular respiration (i.e., the storage and release of energy in the bonds of chemical compounds)











b. Distinguish among organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) in relation to their role in living systems

SE/TE: 44-48; Section Assessment: 2-3

TE: Build Science Skills: 45

TR: Laboratory Manual A: Chapter 2; Laboratory Manual B: Chapter 2; Lesson Plan: 2-3; Section Summary: 48, 60; Worksheets: 54, 65-67; Reading and Study Workbook A: 2-3; Adapted Reading and Study Workbook B: 2-3; Section Review: 2-3; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1

TECH: www.phschool.com; Interactive Textbook: 2-3, Chapter 2 Assessment; Presentation Express: 2-3; Lab Simulations: Properties of Biomolecules; Computer Test Bank: Chapter 2







c. Recognize energy is absorbed or released in the breakdown and/or synthesis of organic compounds

SE/TE: 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-4

TR: Demonstration: 49; Build Science Skills: 52, 53; Probeware Lab Manual: Investigation the Effect of Temperature on Enzyme Activity; Lesson Plan: 2-4; Section Summary: 49, 60; Worksheets: 55-56, 68-69; Lab Worksheets: Chapter 2 Design an Experiment; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Section Review: 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1

TECH: www.phschool.com; Interactive Textbook: Section 2-4, Chapter 2 Assessment; Presentation Express: 2-4; ABC DVD Library: 4 Enzymatic Reactions; Virtual Lab: 1; Computer Test Bank: Chapter 2

d. Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules)

SE/TE: 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-4

TR: Demonstration: 49; Build Science Skills: 52, 53; Probeware Lab Manual: Investigation the Effect of Temperature on Enzyme Activity; Lesson Plan: 2-4; Section Summary: 49, 60; Worksheets: 55-56, 68-69; Lab Worksheets: Chapter 2 Design an Experiment; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Section Review: 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1

TECH: www.phschool.com; Interactive Textbook: Section 2-4, Chapter 2 Assessment; Presentation Express: 2-4; ABC DVD Library: 4 Enzymatic Reactions; Virtual Lab: 1; Computer Test Bank: Chapter 2

e. Interpret a data table showing the effects of an enzyme on a biochemical reaction

SE/TE: 50-51; Analyzing Data: 51; Design an Experiment: 54-55

TE: Demonstration: 50 TR: Probeware Lab Manual: Investigating the

Effect of Temperature on Enzyme Activity; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Lab Worksheets: Chapter 2 Design an Experiment; Laboratory Assessment: 1

TECH: www.phschool.com; Interactive Textbook: 2-4, Chapter 2 Assessment; Computer Test Bank: Chapter 2







E. Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule Scope and Sequence – Cellular Processes a. Explain how the DNA code determines the

sequence of amino acids necessary for protein synthesis

SE/TE: 295-299, 300-306; Analyzing Data: 296; Exploration: 313; Quick Lab: 303; Section Assessment: 12-2, 12-3

TE: Demonstration 295, 298, 302; Build Science Skills: 297, 303

TR: Lesson Plan: 12-2, 12-3; Section Summary: 52, 53, 64; Worksheets: 58-60, 69-70, 71-73; Reading and Study Workbook A: 12-2, 12-3; Adapted Reading and Study Workbook B: 12-2, 12-3; Section Review: 12-2, 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 12-2, 12-3, Chapter 12 Assessment; Presentation Express: 12-2, 12-3; ABC DVD Library: 21 DNA Replication, 25 DNA Transcription, 26 Protein Synthesis; Lab Simulations: DNA Structure and Replication; Computer Test Bank: Chapter 12

b. Recognize the function of protein in cell structure and function (i.e., enzyme action, growth and repair of body parts, regulation of cell division and differentiation)

SE/TE: 44-48, 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-3, 2-4; Chapter 2 Assessment

TE: Build Science Skills: 45, 52, 53; Demonstration: 49

TR: Lesson Plan: 2-3, 2-4; Section Summary: 48, 49, 60; Worksheets: 54, 55-56, 65-67, 68-69; Laboratory Manual A: Chapter 2; Laboratory Manual B: Chapter 2; Probeware Lab Manual: Investigating the Effect of Temperature on Enzyme Activity; Reading and Study Workbook A: 2-3, 2-4; Adapted Reading and Study Workbook: 2-3, 2-4; Section Review: 2-3, 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment 1

TECH: www.phschool.com; Interactive Textbook: 2-3, 2-4, Chapter 2 Assessment; Presentation Express: 2-3, 2-4; Lab Simulation: Properties of Biomolecules; ABC DVD Library: 4 Enzymatic Reactions; Virtual Labs: Lab 1; Computer Test Bank: Chapter 2

F. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis) Scope and Sequence – Cellular Processes a. Explain the significance of semi-

permeability to the transport of molecules across cellular membranes

SE/TE: 182-189; Quick Lab: 187; Analyzing Data: 188; Exploration: 194-195; Section Assessment: 7-3’ Chapter 7 Assessment







TE: Build Science Skills: 184, 189; Demonstration: 185, 186

TR: Laboratory Manual A: Chapter 7 Lab; Lesson Plan: 7-3; Section Summary: 6, 18; Worksheets: 12-14, 26-28; Lab Worksheets: Chapter 7 Real-World Lab; Reading and Study Workbook A: 7-3; Adapted Reading and Study Workbook B: 7-3; Section Review: 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test

TECH: www.phschool.com; Interactive Textbook: 7-3, Chapter 7 Assessment; Presentation Express: 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Lab: Lab 3, 4, 5; Computer Test Bank: Chapter 7 Test

b. Predict the movement of molecules needed for a cell to maintain homeostasis given concentration gradients of different sizes of molecules





c. Relate the role of diffusion, osmosis, and active transport to the movement of molecules across semi-permeable membranes











d. Explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape)

SE/TE: 186, 822, 854-855, 1001; Quick Lab: 187

TE: Build Science Skills: 186; Demonstration: 186, 1001

TR: Lesson Plan: 7-3, 39-1; Section Summary 18, 191; Reading and Study Workbook A: 7-3, 39-1; Adapted Reading and Study Workbook B: 7-3, 39-1; Chapter 7, 39 Vocabulary Review; Chapter 7, 39 Test

TECH: www.phschool.com; Interactive Textbook: 39-1, Chapter 39 Assessment; Computer Test Bank Chapter 39

G. Life processes can be disrupted by disease (intrinsic failures of the organ systems or by infection due to other organisms) Not assessed at this level 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes A. Reproduction can occur asexually or sexually Scope and Sequence – Genetics and Heredity a. Distinguish between asexual (i.e., binary

fission, budding, cloning) and sexual reproduction

SE/TE: 17, 332-333, 360, 395, 428, 475, 497-498, 500, 519, 529, 530-533, 623, 659, 666-667, 672-673, 686, 690, 696, 704, 757-758, 826-827, 864

TE: Build Science Skills: 16, 395, 428, 864; Address Misconceptions: 332; Demonstration: 395

TR: Laboratory Manual A and B: Chapter 11, 14, 16, 39

TECH: www.phschool.com B. All living organisms have genetic material (DNA) that carries hereditary information Scope and Sequence – Genetics and Heredity a. Describe the chemical and structural

properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) (Assess the concepts – NOT memorization of nitrogen base pairs)

SE/TE: 287-294, 295-299; Inquiry Activity: 286; Biology and History: 292-293; Analyzing Data: 296; Exploration: 313; Section Assessment: 12-1, 12-2







TE: Demonstration: 291, 295, 298; Build Science Skills: 293, 297

TR: Lesson Plan: 12-1, 12-2; Section Summary: 52, 64; Worksheets: 55-56, 66-68, 69-70; Laboratory Manual A: Chapter 12; Laboratory Manual B: Chapter 12; Biotechnology Manual: Labs 4, 5, 6; Reading and Study Workbook A: 12-1, 12-2; Adapted Reading and Study Workbook: 12-1; Lab Worksheets: Chapter 12; Section Review: 12-1, 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 12-1, 12-2, Chapter 12 Assessment; Presentation Express: 12-1, 12-2; ABC DVD Library: 20 Griffith’s Experiment, 21 DNA Replication; Lab Simulations: DNA Structure and Replication; Computer Test Bank: Chapter 12

b. Recognize that DNA codes for proteins which are expressed as the heritable characteristics of an organism

SE/TE: 300-306; Quick Lab: 303; Section Assessment: 12-3; Chapter 12 Assessment

TE: Demonstration: 302; Build Science Skills: 303

TR: Lesson Plan: 12-3; Section Summary: 53-64; Worksheets: 58-60, 71-73; Section Review: 12-3; Reading and Study Workbook: 12-3; Adapted Reading and Study Workbook: 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 12-3, Chapter 12 Assessment; Presentation Express: 12-3; ABC DVD Library: 25 DNA Transcription, 26 Protein Synthesis; Computer Test Bank: Chapter 12 Test

c. Recognize that degree of relatedness can be determined by comparing DNA sequences

SE/TE: 451-455; Quick Lab: 453; Technology and Society: 456; Section Assessment: 18-2; Chapter 18 Assessment

TE: Demonstration: 451, 454 TR: Lesson Plan: 18-2; Section Summary: 139,

147; Worksheets: 142-143, 151-152; Reading and Study Workbook A: 18-2; Adapted Reading and Study Workbook B: 18-2; Section Review: 18-2; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment: 5

TECH: www.phschool.com; Interactive Textbook: 18-2, Chapter 18 Assessment; Presentation Express: 18-2; Computer Test Bank: Chapter 18 Test







d. Explain how an error in the DNA molecule (mutation) can be transferred during replication

SE/TE: 307-308; Section Assessment: 12-4; Chapter 12 Assessment

TE: Demonstration: 307

TR: Lesson Plan: 12-4; Section Summary: 54-65; Worksheets: 61, 74-75; Reading and Study Workbook A: 12-4; Adapted Reading and Study Workbook B: 12-4; Section Review: 12-4; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 12-4, Chapter 12 Assessment; Presentation Express: 12-4; ABC DVD Library: 27, 28, 29; Computer Test Bank: Chapter 12

e. Identify possible external causes (e.g., heat, radiation, certain chemicals) and effects of DNA mutations (e.g., protein defects which affect chemical reactions, structural deformities)

SE/TE: 307-308, 1052-1053; Section Assessment: 12-4; Chapter 12 Assessment; Analyzing Data: 1053

TE: Demonstration: 307, 1052; Make Connections: 1052; BioInsights: 1053

TR: Lesson Plan: 12-4; Section Summary: 54-65; Worksheets: 61, 74-75; Reading and Study Workbook A: 12-4; Adapted Reading and Study Workbook B: 12-4; Section Review: 12-4; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 12-4, Chapter 12 Assessment; Presentation Express: 12-4; ABC DVD Library: 27, 28, 29; Computer Test Bank: Chapter 12

C. 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. Recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell

SE/TE: 244-249; Analyzing Data: 249; Exploration: 254-255; Section Assessment: 10-2; Chapter 10 Assessment

TE: Demonstration: 244; Build Science Skills, 245, 246, 247







TR: Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan: 10-2; Section Summary: 128, 136; Worksheets: 131-133, 139-141; Lab Worksheets: Chapter 10 Exploration; Reading and Study Workbook A: 10-2; Adapted Reading and Study Workbook B: 10-2; Section Review: 10-2; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer; Chapter 10 Test; Laboratory Assessment: 3

TECH: www.phschool.com; Interactive Textbook: 10-2, Chapter 10 Assessment; Presentation Express: 10-2; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Lab: 9, 10; Computer Test Bank: Chapter 10

b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell

SE/TE: 275-278; Exploration: 281


TR: Lesson Plan: 11-4; Section Summary: 8, 15; Worksheets: 12, 23-25; Lab Worksheets: Chapter 11 Exploration; Reading and Study Workbook A: 11-4; Adapted Reading and Study Workbook B: 11-4; Section Review: 11-4; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test

TECH: www.phschool.com; Interactive Textbook: 11-4, Chapter 11 Assessment; Presentation Express: 11-4; ABC DVD Library: 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations: Meiosis; Chapter 11 Test

c. Explain how fertilization restores the diploid number of chromosomes

SE/TE: 275-278; Exploration: 281


TR: Lesson Plan: 11-4; Section Summary: 8, 15; Worksheets: 12, 23-25; Lab Worksheets: Chapter 11 Exploration; Reading and Study Workbook A: 11-4; Adapted Reading and Study Workbook B: 11-4; Section Review: 11-4; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test







TECH: www.phschool.com; Interactive Textbook: 11-4, Chapter 11 Assessment; Presentation Express: 11-4; ABC DVD Library: 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations: Meiosis; Chapter 11 Test

d. Identify the implications of human sex chromosomes for sex determination

SE/TE: 341-342, 350-351; Problem Solving: 343; Quick Lab: 351; Section Assessment: 348; Chapter 14 Assessment

TE: Build Science Skills: 342, 350; BioInsights: 351

TR: Lesson Plan: 14-1; Section Summary 144, 152: Worksheets: 145-147, 154-156; Reading and Study Workbook: 14-1; Adapted Reading and Study Workbook: 14-1; Section Review: 14-1; Chapter 14 Vocabulary Review; Chapter 14 Graphic Organizer; Chapter 14 Test; Laboratory Assessment: 4

TECH: www.phschool.com; Interactive Textbook: 14-1, Chapter 14 Assessment; Presentation Express: 14-1; ABC DVD Library: 23 Human Sex Determination; Computer Test Bank: Chapter 14 Test

D. There is heritable variation within every species of organism Scope and Sequence – Diversity and Unity Among Organisms a. Describe the advantages and disadvantages

of asexual and sexual reproduction with regard to variation within a population

SE/TE: 428, 659

TE: BioInsights: 659; Build Science Skills: 428, 659

TR: Lesson Plan: 17-2, 26-1; Section Summary: 93, 103; Reading and Study Workbook A: 17-2, 26-1; Adapted Reading and Study Workbook B: 17-2, 26-1; Section Review: 17-2, 26-1; Chapter 17, 21 Vocabulary Review; Chapter 17, 21 Graphic Organizer; Chapter 17, 21 Test

TECH: www.phschool.com; Interactive Textbook: 17-2, 26-1, Chapter 17 and 26 Assessment; Computer Test Bank: Chapter 17 and 26

b. Describe how genes can be altered and combined to create genetic variation within a species (e.g., mutation, recombination of genes)

SE/TE: 309-312, 319-321, 322-326; Inquiry Activity: 318; Design and Experiment: 334-335; Quick Lab: 326; Section Assessment: 12-5, 13-1, 13-2; Chapter 12, 13 Assessment

TE: Demonstration: 324







TR: Biotechnology Manual: Lab 13; Lesson Plan: 12-5, 13-1, 13-2; Section Summary: 54, 65, 103, 111; Worksheets: 62, 76-78, 106-108, 113-117; Reading and Study Workbook A: 12-5, 13-1, 13-2; Adapted Reading and Study Workbook: 12-5, 13-1, 13-2; Laboratory Manual A: Chapter 13; Laboratory Manual B: Chapter 13; Biotechnology Manual: Issue 1, Labs 8, 9, 12; Investigations in Forensics: Investigation 4; Lab Worksheets: Chapter 13 Design an Experiment; Issues and Decision Making: Issue 21; Section Review: 12-5, 13-1, 13-2; Chapter 12, 13 Vocabulary Review; Chapter 12, 13 Graphic Organizer; Chapter 12, 13 Test

TECH: www.phschool.com; Interactive Textbook: 12-5, 13-1, 13-2, Chapter 12, 13 Assessment; Presentation Express: 12-5, 13-1, 13-2; Virtual Lab: Lab 11; Computer Test Bank: Chapter 12, 13 Test

c. 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: 263-266, 267-269, 270-274; Inquiry Activity: 262; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-1, 11-2, 11-3; Chapter 11 Assessment

TE: Build Science Skills: 263, 266, 269, 270, 274; Demonstration: 265, 273; Make Connections: 267

TR: Laboratory Manual A: Chapter 11 Lab; Laboratory Manual A: Chapter 11 Lab; Lesson Plan: 11-1, 11-2, 11-3; Section Summary: 6, 7, 14, 15; Worksheets: 9-11, 16-22; Reading and Study Workbook A: 11-1, 11-2, 11-3; Adapted Reading and Study Workbook B: 11-1, 11-2, 11-3; Section Review: 11-1, 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 12 Test

TECH: www.phschool.com; Interactive Textbook: 11-1, 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-1, 11-2, 11-3; ABC DVD Library: 19 Segregation of Chromosomes; Lab Simulation: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test

E. 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 genotypes (heterozygous and

homozygous) contribute to phenotypic variation within a population

SE/TE: 263-266, 267-269, 270-274; Inquiry Activity: 262; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-1, 11-2, 11-3; Chapter 11 Assessment

TE: Build Science Skills: 263, 266, 269, 270, 274; Demonstration: 265, 273; Make Connections: 267







TR: Laboratory Manual A: Chapter 11; Laboratory Manual B: Chapter 11; Lesson Plan: 11-1, 11-2, 11-3; Section Summary: 6, 7, 14, 15; Worksheets: 9-11, 16-22; Reading and Study Workbook A: 11-1, 11-2, 11-3, Adapted Reading and Study Workbook B: 11-1, 11-2, 11-3; Section Review: 11-1, 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test

TECH: www.phschool.com; Interactive Textbook: 11-1, 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-1, 11-2, 11-3; ABC DVD Library: 19 Segregation of Chromosomes; Lab Simulations: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test

b. Predict the probability of the occurrence of specific traits, including sex-linked traits, in an offspring by using a monohybrid cross

SE/TE: 267-269, 270-274; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-2, 11-3; Chapter 11 Assessment

TE: Make Connections: 267; Build Science Skills: 269, 270, 274; Demonstration: 273

TR: Laboratory Manual A: Chapter 11; Laboratory Manual B: Chapter 11; Lesson Plan: 11-2, 11-3; Section Summary: 7, 14-15; Worksheets: 10-11, 18-22; Reading and Study Workbook A: 11-2, 11-3; Adapted Reading and Study Workbook B: 11-2, 11-3; Section Review: 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test

TECH: www.phschool.com; Interactive Textbook: 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-2, 11-3; Lab Simulations: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test

c. Explain how sex-linked traits may or may not result in the expression of a genetic disorder (e.g., hemophilia, muscular dystrophy, color blindness) depending on gender

SE/TE: 341-348, 349-354; Inquiry Activity: 340; Problem Solving: 343; Quick Lab: 351; Issues in Biology: 354; Section Assessment: 14-1, 14-2; Chapter 14 Assessment

TE: Address Misconceptions: 350; Build Science Skills: 352

TR: Laboratory Manual A: Chapter 14; Laboratory Manual B: Chapter 14; Biotechnology Manual: Lab 10, Issue 3; Lesson Plan: 14-1, 14-2; Section Summary: 144-145, 152; Worksheets: 146-148, 154-159; Reading and Study Workbook A: 14-1, 14-2; Adapted Reading and Study Workbook B: 14-1, 14-2; Issues and Decision Making: Issues and Decisions 7; Section Review: 14-1, 14-2; Chapter 14 Vocabulary Review; Chapter 14 Graphic Organizer; Chapter 14 Test; Laboratory Assessment: 4







TECH: www.phschool.com; Interactive Textbook: 14-1, 14-2, Chapter 14 Assessment; Presentation Express: 14-1, 14-2; ABC DVD Library: 23 Human Sex Determination; BioDetectives DVD: “Coming Home: A Nation’s Pledge;” ABC DVD Library: 24 Nondisjunction; Computer Test Bank: Chapter 14 Test

Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environment 1. Organisms are interdependent with one another and their environment A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem Scope and Sequence – Interdependence of Organisms and their Environment a. Explain the nature of interactions between

organisms in different symbiotic relationships (i.e., mutualism, commensalism, parasitism)

SE/TE: 90-97; Quick Lab: 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment

TE: Demonstration: 92, 94 TR: Laboratory Manual A: Chapter 4; Laboratory

Manual B: Chapter 4; Lesson Plan: 4-2; Section Summary: 46, 58; Worksheets: 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Section Review: 4-2; Chapter 4 Vocabulary Review; Chapter 4 Graphic Organizer; Chapter 4 Test


b. Explain how cooperative (e.g., symbiosis) and competitive (e.g., predator/prey) relationships help maintain balance within an ecosystem

SE/TE: 67-73, 90-97; Quick Lab: 70, 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment

TE: Demonstration: 92, 94; Build Science Skills: 67, 71

TR: Laboratory Manual A: Chapter 4; Laboratory Manual B: Chapter 4; Lesson Plan: 3-2, 4-2; Section Summary: 4, 15, 46, 58; Worksheets: 8-10m 19-21, 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 3-2, 4-2; Adapted Reading and Study Workbook B: 3-2, 4-2; Section Review: 3-2, 4-2; Chapter 3, 4 Vocabulary Review; Chapter 3, 4 Graphic Organizer; Chapter 3, 4 Test

TECH: www.phschool.com; Interactive Textbook: 3-2, 4-2, Chapter 3, 4 Assessment; Presentation Express: 3-2, 4-2; Computer Test Bank: Chapter 3, 4 Test







c. Explain why no two species can occupy the same niche in a community

SE/TE: 90-92

TE: Address Misconceptions: 91 TR: Lesson Plan: 4-2; Reading and Study

Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Chapter 4 Vocabulary Review: Chapter 4 Graphic Organizer; Chapter 4 Test


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: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration: 133

TR: Lesson Plan: 5-2; Section Summary: 94, 103; Worksheets: 98-99, 108-109; Reading and Study Workbook A: 5-2; Adapted Reading and Study Workbook B: 5-2; Issues and Decision Making: Issue 42; Section Review: 5-2; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test


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: 90-97; Quick Lab: 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment

TE: Demonstration: 92, 94 TR: Laboratory Manual A: Chapter 4; Laboratory

Manual B: Chapter 4; Lesson Plan: 4-2; Section Summary: 46, 58; Worksheets: 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Section Review: 4-2 Chapter 4 Vocabulary Review; Chapter 4 Graphic Organizer; Chapter 4 Test

TECH: www.phschool.com; Interactive Textbook: 4-2, Chapter 4 Test; Presentation Express: 4-2; Computer Test Bank: Chapter 4 Test







C. All organisms, including humans, and their activities cause changes in their environment that affects the ecosystem Scope and Sequence – Interdependence of Organisms and their Environment a. Devise a multi-step plan to restore the

stability and/or biodiversity of an ecosystem when given a scenario describing the possible adverse effects of human interactions with that ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes)

SE/TE: 139-143, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Analyzing Data: 158; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment

TE: Demonstration: 148; Build Science Skills: 148, 151, 155

TR: Laboratory Manual A: Chapter 6; Laboratory Manual B: Chapter 6; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142, 143; Worksheets: 137-140, 144-153; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-2, 6-3, 6-4; Issues and Decision Making: Issue 1, 3, 25, 18, 19, 20, 22, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2

TECH: www.phschool.com; Interactive Textbook: 6-1, 6-2, 6-3, 6-4, Chapter 6 Assessment; Presentation Express: 6-1, 6-2, 6-3, 6-4; Computer Test Bank: Chapter 6 Test

b. Predict and explain how natural or human caused changes (biological, chemical and/or physical) in one ecosystem may affect other ecosystems due to natural mechanisms (e.g., global wind patterns, water cycle, ocean currents)

SE/TE: 139-143, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Analyzing Data: 158; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment


TR: Laboratory Manual A: Chapter 6; Laboratory Manual B: Chapter 6; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142, 143; Worksheets: 137-140, 144-153; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-2, 6-3, 6-4; Issues and Decision Making: Issue 1, 3, 25, 18, 19, 20, 22, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2








D. The diversity of species within an ecosystem is affected by changes in the environment which can be caused by other organisms or outside processes Scope and Sequence – Interdependence of Organisms and their Environment a. Predict the impact (beneficial or harmful) of

a natural environmental events (e.g., forest fire, flood, volcanic eruption, avalanche) may have on the diversity of different species in an ecosystem

SE/TE: 150-156, 157-160; Quick Lab: 153; Biology and History: 154—155; Analyzing Data: 158; Design an Experiment: 161

TE: Build Science Skills: 151, 155 TR: Laboratory Manual B: Chapter 6 Lab;

Probeware Lab Manual; Lesson Plan: 6-3, 6-4; Section Summary: 135-136, 143; Worksheets: 138-140, 149-153; Section Review: 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2

TECH: www.phschool.com; Interactive Textbook: 6-3, 6-4, Chapter 6 Assessment: Presentation Express: 6-3, 6-4; Computer Test Bank: Chapter 6 Test

b. Describe possible causes of extinction of a population

SE/TE: 150-156; Quick Lab: 153; Biology and History: 154-155; Section Assessment: 6-3; Chapter 6 Assessment

TE: Build Science Skills: 151, 155 TR: Lesson Plan: 6-3; Section Summary : 135,

143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2


2. Matter and energy flow through the ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope and Sequence – Matter and Energy in the Ecosystem a. Illustrate and describe the flow of energy

within a food web SE/TE: 67-73; Quick Lab: 70; Section Assessment: 3-2; Chapter 3 Assessment

TE: Build Science Skills: 67, 71 TR: Lesson Plan: 3-2; Section Summary: 4, 15;

Worksheets: 8-10, 19-21; Reading and Study Workbook A: 3-2; Adapted Reading and Study Workbook B: 3-2; Section Review: 3-2; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test








b. Explain why there are generally more producers than consumers in an energy pyramid

SE/TE: 67-73; Quick Lab: 70; Section Assessment: 3-2; Chapter 3 Assessment


Worksheets: 8-10, 19-21; Reading and Study Workbook A: 3-2; Adapted Reading and Study Workbook B: 3-2; Section Review: 3-2; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test


c. Predict how energy distribution and energy use will be altered due to changes in a food web

SE/TE: 119-123; Inquiry Activity: 118; Analyzing Data: 123; Section Assessment: 5-1; Chapter 5 Assessment

TE: Build Science Skills: 122 TR: Lesson Plan: 5-1; Section Summary: 93,

103; Worksheets: 96-97, 105-107; Reading and Study Workbook A: 5-1; Adapted Reading and Study Workbook B: 5-1; Section Review: 5-1; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test


B. Matter is recycled through an ecosystem Scope and Sequence – Matter and Energy in the Ecosystem a. Explain the processes involved in the

recycling of nitrogen, oxygen and carbon through an ecosystem

SE/TE: 74-80; Analyzing Data: 79; Real-World Lab: 81; Section Assessment: 3-3; Chapter 3 Assessment

TE: Make Connections: 76; Build Science Skills: 78

TR: Laboratory Manual A: Chapter 3; Laboratory Manual B: Chapter 3; Lesson Plan: 3-3; Section Summary: 6, 16; Worksheets: 11-3, 22-23; Lab Worksheets: Chapter 3 Exploration; Reading and Study Workbook A: 3-3; Adapted Reading and Study Workbook B: 3-3; Section Review: 3-3; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test

TECH: www.phschool.com; Interactive Textbook: 3-3, Chapter 3 Assessment; Presentation Express: 3-3; BioDetectives DVD: Pfiesteria: A Killer in the Water; Computer Test Bank: Chapter 3 Test







b. Explain the importance of the recycling of nitrogen, oxygen and carbon within an ecosystem

SE/TE: 74-80; Analyzing Data: 79; Real-World Lab: 81; Section Assessment: 3-3; Chapter 3 Assessment

TE: Make Connections: 76; Build Science Skills: 78

TR: Laboratory Manual A: Chapter 3; Laboratory Manual B: Chapter 3; Lesson Plan: 3-3; Section Summary: 6, 16; Worksheets: 11-3, 22-23; Lab Worksheets: Chapter 3 Exploration; Reading and Study Workbook A: 3-3; Adapted Reading and Study Workbook B: 3-3; Section Review: 3-3; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test

TECH: www.phschool.com; Interactive Textbook: 3-3, Chapter 3 Assessment; Presentation Express: 3-3; BioDetectives DVD: Pfiesteria: A Killer in the Water; Computer Test Bank: Chapter 3 Test

3. Genetic variation sorted by the natural selection process explains evidence of biological evolution A. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record Scope and Sequence – Biological Evolution a. Interpret fossil evidence to explain the

relatedness of organisms using the principles of superposition and fossil correlation

SE/TE: 417-422; Inquiry Activity: 416; Quick Lab: 420; Section Assessment: 17-1; Chapter 17 Assessment

TE: Demonstration: 417; Build Science Skills: 418-419

TR: Laboratory Manual B: Chapter 17 Lab; Lesson Plan: 17-1; Section Summary: 93, 103; Worksheets: 96-97, 105-107; Reading and Study Workbook A: 17-1; Adapted Reading and Study Workbook B: 17-1; Issues and Decision Making: Issue 14; Section Review: 17-1; Chapter 17 Vocabulary Review; Chapter 17 Graphic Organizer; Chapter 17 Test

TECH: www.phschool.com; Interactive Textbook: 17-1, Chapter 17 Assessment; Presentation Express: 17-1; BioDetectives DVD: “Mummies: Ties to the Past;” Computer Text Bank: Chapter 17

b. Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures)

SE/TE: 423-428, 435-440, 451-455; Analyzing Data: 438; Exploration: 441; Quick Lab: 453; Technology and Society: 456; Section Assessment: 17-2, 17-4, 18-2; Chapter 17, 18 Assessment

TE: Demonstration: 424, 451, 454







TR: Laboratory Manual A: Chapter 17 Lab; Lesson Plan: 17-2, 17-4, 18-2; Section Summary: 93, 95, 103, 104, 139, 147; Worksheets: 98, 100-101, 108-110, 114-115, 142-143, 151-152; Reading and Study Workbook A: 17-2, 17-4, 18-2; Adapted Reading and Study Workbook B: 17-2, 17-4, 18-2; Issues and Decision Making: Issue 13; Section Review: 17-2, 17-4, 18-2; Chapter 17, 18 Vocabulary Review; Chapter 17, 18 Graphic Organizer; Chapter 17, 18 Test

TECH: www.phschool.com; Interactive Textbook: 17-2, 17-4, 18-2, Chapter 17, 18 Assessment; Presentation Express: 17-2, 17-4, 18-2; Computer Test Bank: Chapter 17, 18 Test

B. Reproduction is essential to the continuation of every species Scope and Sequence – Biological Evolution a. Define a species in terms of the ability to

breed and produce fertile offspring SE/TE: 404-410, 447-450; Analyzing Data: 408; Inquiry Activity: 446; Section Assessment: 16-3, 18-1; Chapter 16, 18 Assessment

TR: Lesson Plan: 16-3, 18-1; Section Summary: 52, 63, 138, 147; Worksheets: 59-60, 69-70, 141, 149-150; Reading and Study Workbook A: 16-3, 18-1; Adapted Reading and Study Workbook B: 16-3, 18-1; Section Review: 16-3, 18-1; Chapter 16, 18 Vocabulary Review; Chapter 16, 18 Graphic Organizer; Chapter 16, 18 Test

TECH: www.phschool.com; Interactive Textbook: 16-3, 18-1, Chapter 16, 18 Assessment; Presentation Express: 16-3, 18-1; BioDetectives DVD: “The Galapagos Islands: A Glimpse Into the Past;” Computer Test Bank: Chapter 16, 18

b. Explain the importance of reproduction to the survival of a species (i.e., the failure of a species to reproduce will lead to extinction of that species)

SE/TE: 150-156; Quick Lab: 153; Biology and History: 154-155; Section Assessment: 6-3; Chapter 6 Assessment

TE: Build Science Skills: 151, 155 TR: Lesson Plan: 6-3; Section Summary : 135,

143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2








C. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem Scope and Sequence – Biological Evolution a. Describe how variation in characteristics

provides populations an advantage for survival

SE/TE: 393-396; 397-402; Inquiry Activity: 392; Exploration: 411; Quick Lab: 398; Issues in Biology: 403; Section Assessment: 16-1, 16-2; Chapter 16 Assessment

TE: Build Science Skills: 396, 400 TR: Laboratory Manual A: Chapter 16;

Laboratory Manual B: Chapter 16; Lesson Plan: 16-1, 16-2; Section Summary: 50, 51, 62; Worksheets: 53-58, 64-68; Lab Worksheets: Chapter 16 Exploration; Reading and Study Workbook A: 16-1, 16-2; Adapted Reading and Study Workbook B: 16-1, 16-2; Section Review: 16-1, 16-2; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test

TECH: www.phschool.com; Interactive Textbook: 16-1, 16-2, Chapter 16 Assessment; Presentation Express: 16-1, 16-2; Virtual Labs: Lab 13, 14, 15; Computer Test Bank: Chapter 16 Test

b. Identify examples of adaptations that may have resulted from variations favored by natural selection (e.g., long-necked giraffes, long-eared jack rabbits)

SE/TE: 404-410; Analyzing Data: 408; Section Assessment: 16-3; Chapter 16 Assessment

TR: Lesson Plan: 16-3; Section Summary: 52, 63; Worksheets: 59-60, 69-70; Reading and Study Workbook A: 16-3; Adapted Reading and Study Workbook B: 16-3; Section Review: 16-3; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test

TECH: www.phschool.com; Interactive Textbook: 16-3, Chapter 16 Assessment; Presentation Express: 16-3; BioDetectives DVD: “the Galapagos Islands: A Glimpse Into the Past;” Computer Test Bank: Chapter 16 Test

c. Explain how genetic homogeneity may cause a population to be more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance)

SE/TE: 393-396; 397-402; Inquiry Activity: 392; Exploration: 411; Quick Lab: 398; Issues in Biology: 403; Section Assessment: 16-1, 16-2; Chapter 16 Assessment

TE: Build Science Skills: 396, 400 TR: Laboratory Manual A: Chapter 16;

Laboratory Manual B: Chapter 16; Lesson Plan: 16-1, 16-2; Section Summary: 50, 51, 62; Worksheets: 53-58, 64-68; Lab Worksheets: Chapter 16 Exploration; Reading and Study Workbook A: 16-1, 16-2; Adapted Reading and Study Workbook B: 16-1, 16-2; Section Review: 16-1, 16-2; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test







TECH: www.phschool.com; Interactive Textbook: 16-1, 16-2, Chapter 16 Assessment; Presentation Express: 16-1, 16-2; Virtual Labs: Lab 13, 14, 15; Computer Test Bank: Chapter 16 Test

d. Explain how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection

SE/TE: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration 133; Section Review: 5-2; Chapter 5 Assessment


TECH: www.phschool.com; Interactive Textbook: 5-2, Chapter 5 Assessment; Presentation Express: 5-2; Computer Test Bank: Chapter Test 5

e. Given a scenario describing an environmental change, hypothesize why a given species was unable to survive

SE/TE: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration 133; Section Review: 5-2; Chapter 5 Assessment


TECH: www.phschool.com; Interactive Textbook: 5-2, Chapter 5 Assessment; Presentation Express: 5-2; Computer Test Bank: Chapter Test 5

Strand 7: Scientific Inquiry 1. Science understanding is developed through the use of science process skills and scientific knowledge in combination with scientific investigation, reasoning, and critical thinking A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence - All Units a. Formulate testable questions and

hypotheses SE/TE: 2, 34, 54, 62, 81, 86, 118, 138, 161, 168, 200, 215, 220, 234, 240, 262, 286, 318, 334, 340, 361, 368, 392, 416, 446, 462, 470, 496, 521, 526, 543, 550, 578, 608, 627, 632, 648, 656, 682, 714, 739, 744, 759, 766, 796, 820, 842, 848, 870, 883, 890, 915, 920, 937, 942, 964, 970, 990, 996, 1030, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment







TE: Address Misconceptions: 12 TR: Laboratory Manual A and B: 31, Chapters 1-

40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test

TECH: www.phschool.com; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test

b. Analyzing an experiment, identify the components (i.e., independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment

SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 603, 620, 637, 674, 707, 724, 787, 811, 855, 875, 879, 913, 935, 954, 977, 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment



TECH: www.phschool.com; Active Art: 9, 50, 75, 99, 126, 147, 175, 184, 185, 189, 211, 222, 247, 272, 276, 298, 305, 324, 342, 379, 400, 418, 452, 481, 501, 552, 612, 641, 665, 735, 747, 860, 899, 907, 924, 944, 959, 976; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test

c. Design and conduct a valid experiment SE/TE: 55, 81, 133, 161, 188, 195, 215, 235, 334, 335, 508, 521, 543, 603, 627, 649, 677, 739, 759, 883, 964, 990, 991; Appendix A: 1062-1063

TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual

TECH: www.phschool.com; Lab Simulations; Virtual Labs

d. Recognize it is not always possible, for practical or ethical reasons, to control some conditions (e.g., when sampling or testing humans, when observing animal behaviors in nature)

SE/TE: 13-14, 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048







TE: Build Science Skills: 13; Address Misconceptions: 13

TR: Laboratory Manual A and B: Chapter 5, Chapter 34

TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making

e. Acknowledge some scientific explanations (e.g., explanations of astronomical or meteorological phenomena) cannot be tested using the standard experimental “scientific method” due to the limits of the laboratory environment, resources, and/or technologies

SE/TE: 13-14, 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048; Appendix F: 1078-1083

TE: Build Science Skills: 13; Address Misconceptions: 13

TR: Laboratory Manual A and B: Chapter 5, Chapter 34

TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making

f. Acknowledge there is no fixed procedure called “the scientific method”, but that some investigations involve systematic observations, carefully collected, relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations

SE/TE: 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048; 3-7; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment

TE: Build Science Skills: 4, 5 TR: Laboratory Manual A and B: Chapter 5,

Chapter 34; Biotechnology Manual: Concept 1; Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test

TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making; Interactive Textbook: 1-1, Chapter 1 Assessment; Presentation Express: 1-1; Computer Test Bank: Chapter 1 Test

g. Evaluate the design of an experiment and make suggestions for reasonable improvements

SE/TE: 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; 3-7; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment


Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test








B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations Scope and Sequence - All Units a. Make qualitative and quantitative

observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)

SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix D: 1070-1071; Appendix F: 1078-1083

TE: Build Science Skills: 25 TR: Laboratory Manual A: Laboratory Skills: 1-

8; Chapter 1-10; Laboratory Manual B: Laboratory Skills: 1-8; Chapter 1-40; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Laboratory Assessment; Chapter 1 Test


b. 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, time to the nearest second

SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix C: 1069; Appendix D: 1070-1071; Appendix F: 1078-1083




c. Determine the appropriate tools and techniques to collect, analyze, and interpret data











d. Judge whether measurements and computation of quantities are reasonable

SE/TE: 27, 51, 79, 111, 123, 158, 188, 213, 249, 296, 408, 438, 508, 592, 620, 637, 674, 707, 724, 787, 855, 879, 913, 935, 954, 977, 1053

TR: Laboratory Manual A: Chapter 1; Laboratory Manual B: Chapter 1

TECH: www.phschool.com; Lab Simulations; virtual Labs

e. Calculate the range, average/mean, percent, and ratios for sets of data





f. Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

SE/TE: Appendix A: 1060-1063

TR: Laboratory Manual: Introduction to the Teacher T-3-T-4

TECH: www.phschool.com







C. Evidence is used to formulate explanations Scope and Sequence - All Units a. Use quantitative and qualitative data as

support for reasonable explanations (conclusions)

SE/TE: 19, 27, 29, 34, 42, 51, 55, 70, 81, 91, 113, 123, 125, 133, 153, 161, 180, 187, 195, 206, 213, 231, 242, 255, 268, 281, 296, 303, 313, 326, 351, 361, 379, 387, 401, 408, 411, 420, 441, 453, 470, 482, 504, 508, 521, 531, 543, 565, 573, 601, 603, 613, 627, 637, 649, 677, 682, 707, 709, 718, 739, 744, 759, 775, 791, 815, 834, 843, 848, 870, 875, 879, 905, 913, 915, 935, 937, 954, 960, 965, 970, 991, 1022, 1030, 1055

TR: Laboratory Manual A and B: Laboratory Skills 4, 8; Chapter 1-40

TECH: www.phschool.com b. Analyze experimental data to determine

patterns, relationship, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable)

SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 334, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 601, 603, 620, 627, 637, 674, 707, 724, 739, 787, 811, 855, 875, 879, 883, 913, 935, 954, 977, 991. 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment




c. Identify the possible effects of errors in observations, measurements, and calculations on the validity and reliability of data and resultant explanations (conclusions)

SE/TE: 19, 27, 29, 34, 42, 51, 55, 70, 81, 91, 113, 123, 125, 133, 153, 161, 180, 187, 195, 206, 213, 231, 242, 255, 268, 281, 296, 303, 313, 326, 351, 361, 379, 387, 401, 408, 411, 420, 441, 453, 470, 482, 504, 508, 521, 531, 543, 565, 573, 601, 603, 613, 627, 637, 649, 677, 682, 707, 709, 718, 739, 744, 759, 775, 791, 815, 834, 843, 848, 870, 875, 879, 905, 913, 915, 935, 937, 954, 960, 965, 970, 991, 1022, 1030, 1055; Appendix A: 1060-1063







TR: Laboratory Manual A and B: Chapter 1

TECH: www.phschool.com

D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings)

Scope and Sequence - All Units a. Analyze whether evidence (data) and

scientific principles support proposed explanations (hypotheses, laws, theories)

SE/TE: 2, 34, 54, 62, 81, 86, 118, 138, 161, 168, 200, 215, 220, 234, 240, 262, 286, 318, 334, 340, 361, 368, 392, 416, 446, 462, 470, 496, 521, 526, 543, 550, 578, 608, 627, 632, 648, 656, 682, 714, 739, 744, 759, 766, 796, 820, 842, 848, 870, 883, 890, 915, 920, 937, 942, 964, 970, 990, 996, 1030, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment

TE: Address Misconceptions: 12

TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test

TECH: www.phschool.com; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test

b. Evaluate the reasonableness of an explanation (conclusion)











E. The nature of science relies upon communication of results and justification of explanations Scope and Sequence - All Units a. Communicate the procedures and results of investigations and explanations through:

oral presentations SE/TE: 3-7, 215, 224, 271, 335, 343, 541, 553, 632, 677, 709, 750, 799; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment

TE: Build Science Skills: 4, 5; Biotechnology Manual: Concept 1

TR: Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Adapted Reading and Study Workbook B: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test

TECH: www.phschool.com; Interactive Textbook: 1-1, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test

drawings and maps SE/TE: 24-28, 51, 296, 408, 592, 620, 724, 935, 977; Analyzing Data: 27; Exploration: 29; Appendix G: 1084-1085; Section Assessment: 1-4; Chapter 1 Assessment

TE: Build Science Skills: 25 TR: Laboratory Manual A and B: Chapter 1 Lab;

Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4


data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)











graphs (bar, single, and multiple line) SE/TE: 79, 111, 113, 118, 123, 133, 158, 213, 220, 235, 438, 453, 508, 603, 620, 637, 674, 707, 709, 787, 834, 855, 865, 879, 913, 935, 1053

TR: Laboratory Manual A and B: Laboratory Skills 8, Chapter 7, 24, 25, 37

TECH: www.phschool.com equations and writings SE/TE: 15, 39, 97, 112, 132, 149, 193, 249,

280, 306, 308, 312, 326, 329, 353, 386, 410, 434, 450, 490, 498, 509, 529, 559, 583, 594, 621, 675, 688, 733, 814, 841, 864, 909, 914, 925, 950, 977, 1008, 1035

TR: Appendix A: 1060-1065 TECH: www.phschool.com

b. Communicate and defend a scientific argument

SE/TE: 3-7, 23, 66, 128, 215, 224, 233, 253, 271, 330, 335, 343, 354, 403, 456, 484, 541, 553, 617, 632, 647, 668, 677, 700, 709, 750, 799, 853, 877, 932, 1048; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment

TE: Build Science Skills: 4, 5; Biotechnology Manual: Concept 1

TR: Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Adapted Reading and Study Workbook B: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test








c. Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued, reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work)

SE/TE: 3-7, 23, 24-28, 66, 128, 215, 224, 233, 253, 271, 330, 335, 343, 354, 403, 456, 484, 541, 553, 617, 632, 647, 668, 677, 700, 709, 750, 799, 853, 877, 932, 1048; Inquiry Activity: 2; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-1; Chapter 1 Assessment; Appendix A: 1062-1063

TE: Build Science Skills: 4, 5, 25; Biotechnology Manual: Concept 1

TR: Laboratory Manual A and B: Chapter 1 Lab; Investigations in Forensics: Investigation 1; Lesson Plan: 1-1, 1-4; Section Summary: 5, 7, 13, 14 ; Worksheets: 8, 15-16, 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-1, 1-2; Adapted Reading and Study Workbook B: 1-1, 1-2; Section Review: 1-1, 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test

TECH: www.phschool.com; Interactive Textbook: 1-1, 1-2, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test

Strand 8: Impact of Science, Technology and Human Activity 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Not assessed at this level B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – All Units a. Recognize the relationships linking

technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science)

SE/TE: 15-22, 23, 66, 128, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 18; Section Assessment: 1-3; Chapter 1 Assessment

TE: Build Science Skills: 15 TR: Lesson Plan: 1-3; Section Summary: 7, 14;

Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test








C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence - All Units a. Identify and evaluate the drawbacks (e.g.,

design constraints, unintended consequences, risks) and benefits of technological solutions to a given problem (e.g., damming a river for flood control, using pesticides to eliminate mosquitoes, genetic engineering of cells, use of satellite communications to gather information)


TE: Build Science Skills: 15 TR: Lesson Plan: 1-3; Section Summary: 7, 14;

Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test


2. Historical and cultural perspectives of scientific explanations helps to improve understanding of the nature of science and how science knowledge and technology evolve over time A. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations Scope and Sequence - All Units a. Recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic and gender groups

SE/TE: 8-14, 37, 95, 154, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959; Biology and History: 12-13, 374-375; Inquiry Activity: 262, 368; Quick Lab: 379; Exploration: 387; Section Assessment: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Assessment

TE: Address Misconceptions: 12; Build Science Skills: 263, 266, 382; Demonstration: 265, 377, 382

TR: Laboratory Manual A and B: Chapter 15 Lab; Lesson Plan: 1-2, 11-1, 15-1, 15-2, 15-3; Section Summary: 5, 6, 12, 13, 20, 21; Worksheets: 9-10, 15-19, 22-28; Reading and Study Workbook A: 1-2, 11-1, 15-1, 15-2, 15-3; Adapted Reading and Study Workbook B: 1-2, 11-1, 15-1, 15-2, 15-3; Laboratory Worksheet: Chapter 15 Exploration; Issues and Decision Making: Issue 2; Section Review: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Vocabulary Review; Chapter 1, 11, 15 Graphic Organizer; Chapter 1, 11, 15 Test







TECH: www.phschool.com; Interactive Textbook: 1-2, 11-1, 15-1, 15-2, 15-3; Presentation Express: 1-2, 11-1, 15-1, 15-2, 15-3; ABC DVD Library : 19 Segregation of Chromosomes; Chapter 1, 11, 15 Assessment; Computer Test Bank: Chapter 1, 11, 15 Test

b. Recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology





B. 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 Scope and Sequence - All Units a. Identify and describe how explanations

(hypotheses, laws, theories) of scientific phenomena have changed over time as a result of new evidence (e.g., model of the solar system, basic structure of matter, structure of an atom, Theory of Plate Tectonics, Big Bang and nebular theory of the Universe, explanation of electric current)











b. Identify and analyze current theories that are being questioned and compare them to new theories that have emerged to challenge older ones (e.g., Theory of Evolution, theories of extinction, global warming) (Assess Locally)



TR: Lesson Plan: 1-3; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test








3. Science and technology affect, and are affected by, society

A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done

Not assessed at this level

B. Social, political, economic, ethical, and environmental factors strongly influence and are influenced by the direction of progress of science and technology

Scope and Sequence - All Units

a. Analyze the roles of science as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological development is determined on the basis of individual, political and social values and needs; understanding basic concepts and principles of science and technology influences debate about the economics, policies, politics, and ethics of various scientific and technological challenges)



TR: Lesson Plan: 1-3; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test


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, space and/or medical research)

SE/TE: 8-14, 37, 95, 139-143, 144-149, 150-156, 157-160, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment








TR: Laboratory Manual A and B: Chapter 6 Lab; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142-143; Worksheets: 137, 140, 142-143, 144-154; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-1, 6-2, 6-3, 6-4; Issues and Decision Making: 1, 3, 18, 19, 20, 22, 25, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2


c. Analyze and evaluate the social, political, economic, ethical, and environmental factors affecting progress toward meeting major scientific and technological challenges (e.g., limitations placed on stem-cell research or genetic engineering, introduction of alien species, deforestation, bioterrorism, nuclear energy, genetic counseling, computer technology)

SE/TE: 8-14, 37, 95, 139-143, 144-149, 150-156, 157-160, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment


TR: Laboratory Manual A and B: Chapter 6 Lab; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142-143; Worksheets: 137, 140, 142-143, 144-154; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-1, 6-2, 6-3, 6-4; Issues and Decision Making: 1, 3, 18, 19, 20, 22, 25, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2








C. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent

Scope and Sequence - All Units a. Identify and evaluate the need for informed

consent in experimentation SE/TE: 355-360; Careers in Biology: 359; Real-World Lab: 361

TE: Demonstration: 357 TR: Lesson Plan: 14-3; Section Summary: 145,

153; Worksheets: 149-150, 160-162; Issues and Decision Making: Issues 9, 10, 12; Section Review: 14-3; Chapter 14 Vocabulary Review: Chapter 14 Test


b. Identify the ethical issues involved in experimentation (i.e., risks to organisms or environment)

SE/TE: 23, 66, 128, 150-156, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 153; Biology and History: 154-155; Build Science Skills: 151, 155

TR: Laboratory Manual A and B: T-29 to T-31; Lesson Plan: 6-3; Section Summary: 135, 143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test


c. Identify and evaluate the role of models as an ethical alternative to direct experimentation (e.g., using a model for a stream rather than pouring oil in an existing stream when studying the effects of oil pollution)

TECH: www.phschool.com; Biotechnology

Manual; BioDetectives DVD; Presentation Express; Probeware Lab Manual; ABC DVD Library; Lab Simulations; Virtual Labs

D. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible

Scope and Sequence - All Units a. Evaluate a given source for its scientific

credibility (e.g., articles in a new periodical quoting an “eye witness”, a scientist speaking within or outside his/her area of expertise)

SE/TE: 3-7; Inquiry Activity: 2; Section Assessment: 1-2; Chapter 1 Assessment

TE: Build Science Skills: 4, 5







TR: Biotechnology Manual: Concept 1; Lesson Plan: 1-1; Section Summary: 5, 13; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review: Chapter 1 Graphic Organizer; Chapter 1 Test


b. Explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society

SE/TE: 24-28; Analyzing Data: 27; Exploration: 29; Appendix A: 1062-1063

TE: Build Science Skills: 25 TR: Laboratory Manual A and B: Chapter 1;

Investigations in Forensics: Investigation 1; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test


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