the new york living environment core curriculum littell biology: living environment correlated to...

correlated to

The New York Living Environment Core Curriculum

1

McDougal Littell Biology: Living Environment

correlated to

The New York Living Environment Core Curriculum

Performance Indicator Pupil Edition

Standard 1 - Students will use mathematical analysis, scientific inquiry, and engineering design, asappropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomenain a continuing and creative process.

Performance Indicator 1.1Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visualmodels and mathematical formulations to represent one’s thinking.Major Understandings:

1.1a Scientific explanations are built by combiningevidence that can be observed with what people alreadyknow about the world.

13, 177, 298–314, 399

1.1b Learning about the historical development ofscientific concepts or about individuals who havecontributed to scientific knowledge provides a betterunderstanding of scientific inquiry and the relationshipbetween science and society.

70, 177–179, 183, 209, 226–228, 231–232,269, 298–305, 314, 316–319, 518, 533, 547,826, 940–941

1.1c Science provides knowledge, but values are alsoessential to making effective and ethical decisions aboutthe application of scientific knowledge.

26, 29, 64–66, 162–164, 279, 284, 294

Performance Indicator 1.2Hone ideas through reasoning, library research, and discussion with others, including experts.Major Understandings:

1.2a Inquiry involves asking questions and locating,interpreting, and processing information from a variety ofsources.

13, 22, 29, 58, 59, 157, 362, 365, 369,398–400, 449, 522–523, 537, 567, 601, 781,811, 841, 866, 903, 965, 1045

1.2b Inquiry involves making judgments about thereliability of the source and relevance of information.

895, 947, 985

Performance Indicator 1.3Work toward reconciling competing explanations; clarify points of agreement and disagreement.Major Understandings:

1.3a Scientific explanations are accepted when they areconsistent with experimental and observational evidenceand when they lead to accurate predictions.

16–17, 71, 177–179, 231–232, 304–307,317–319, 925

1.3b All scientific explanations are tentative and subjectto change or improvement. Each new bit of evidence cancreate more questions than it answers. This leads toincreasingly better understanding of how things work inthe living world.

70, 209, 226–228, 231–232, 298–301,313–319, 533

McDougal Littell Biology: Living Environment correlated toThe New York Living Environment Core Curriculum

2


Performance Indicator 1.4Coordinate explanations at different levels of scale, points of focus, and degrees of complexity andspecificity, and recognize the need for such alternative representations of the natural world.Major Understandings:

1.4a Well-accepted theories are ones that are supportedby different kinds of scientific investigations ofteninvolving the contributions of individuals from differentdisciplines.

16, 71, 298–303, 314–319, 457, 941

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing ofproposed explanations involving the use of conventional techniques and procedures and usuallyrequiring considerable ingenuity.

Performance Indicator 2.1Devise ways of making observations to test proposedexplanations.

88, 143, 268, 384, 493, 824, 830, 840, 857,902, 933, 947

Performance Indicator 2.2Refine research ideas through library investigations, including electronic information retrieval and reviewsof the literature, and through peer feedback obtained from review and discussion.Major Understandings:

2.2a Development of a research plan involves researchingbackground information and understanding the majorconcepts in the area being investigated. Recommendationsfor methodologies, use of technologies, proper equipment,and safety precautions should also be included.

Opportunities to address this standard can befound:18, 28, 88, 106, 107, 124, 127, 143, 157, 256,268, 384, 405, 475, 476, 537, 562, 566, 601,633, 684, 811, 841, 867, 902, 903, 933, 965,1045

Performance Indicator 2.3Develop and present proposals including formal hypotheses to test explanations; i.e., predict what shouldbe observed under specific conditions if the explanation is true.Major Understandings:

2.3a Hypotheses are predictions based upon both researchand observation.

14, 32, 179, 388, R11

2.3b Hypotheses are widely used in science fordetermining what data to collect and as a guide forinterpreting the data.

14, 369–371

2.3c Development of a research plan for testing ahypothesis requires planning to avoid bias (e.g., repeatedtrials, large sample size, and objective data-collectiontechniques).

16, 29, 586, 649, 739, 947, R11–R15

Performance Indicator 2.4Carry out a research plan for testing explanations,including selecting and developing techniques, acquiringand building apparatus, and recording observations asnecessary.

18, 28, 88, 106, 107, 124, 127, 143, 256, 268,384, 405, 475, 476, 562, 566, 601, 684, 902,933


3


Key Idea 3: The observations made while testing proposed explanations, when analyzed usingconventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs,equations, matrices) and insightfully interpret the organized data.Major Understandings:

3.1a Interpretation of data leads to development ofadditional hypotheses, the formulation of generalizations,or explanations of natural phenomena.

18, 22, 28, 51, 88, 92, 107, 124, 126, 143, 156,229, 268, 278, 315, 334, 337, 339, 352, 356,364, 375, 381, 384, 399, 401, 405, 421, 435,438, 442, 448, 460, 461, 475, 476, 477, 493,506, 507, 525, 529, 536, 546, 560, 562, 566,579, 595, 600, 620, 623, 628, 632, 647, 649,654, 656, 657, 669, 676, 684, 685, 709, 714,721, 722, 733, 739, 742, 750, 751, 770, 772,776, 780, 781, 792, 802, 804, 810, 824, 830,836, 840, 857, 861, 865, 866, 884, 886, 895,902, 921, 925, 928, 932, 933, 943, 947, 949,981, 983, 985, 985, 992, 993, 1011, 1012,1014, 1016, 1031, 1033, 1038, 1044, R13

Performance Indicator 3.2Apply statistical analysis techniques when appropriate totest if chance alone explains the results.

187, 193, 628

Performance Indicator 3.3Assess correspondence between the predicted resultcontained in the hypothesis and actual result, and reach aconclusion as to whether the explanation on which theprediction was based is supported.

28, 57, 88

Performance Indicator 3.4Based on the results of the test and through public discussion, revise the explanation and contemplateadditional research.Major Understandings:

3.4a Hypotheses are valuable, even if they turn out not tobe true, because they may lead to further investigation.

14, 28, 71, R11

3.4b Claims should be questioned if the data are based onsamples that are very small, biased, or inadequatelycontrolled or if the conclusions are based on the faulty,incomplete, or misleading use of numbers.

674, 947

3.4c Claims should be questioned if fact and opinion areintermingled, if adequate evidence is not cited, or if theconclusions do not follow logically from the evidencegiven.

25, 298–303


4


Performance Indicator 3.5Develop a written report for public scrutiny that describes the proposed explanation, including a literaturereview, the research carried out, its result, and suggestions for further research.Major Understandings:

3.5a One assumption of science is that other individualscould arrive at the same explanation if they had access tosimilar evidence. Scientists make the results of theirinvestigations public; they should describe theinvestigations in ways that enable others to repeat theinvestigations.

71, 231, 306

3.5b Scientists use peer review to evaluate the results ofscientific investigations and the explanations proposed byother scientists. They analyze the experimentalprocedures, examine the evidence, identify faultyreasoning, point out statements that go beyond theevidence, and suggest alternative explanations for thesame observations.

14, 71, 298–301, 586

Standard 4 - Students will understand and apply scientific concepts, principles, and theoriespertaining to the physical setting and living environment and recognize the historical development ofideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonlivingthings.

Performance Indicator 1.1Explain how diversity of populations within ecosystems relates to the stability of ecosystems.Major Understandings:

1.1a Populations can be categorized by the function theyserve. Food webs identify the relationships amongproducers, consumers, and decomposers carrying outeither autotropic or heterotropic nutrition.

406–411, 742

1.1b An ecosystem is shaped by the nonlivingenvironment as well as its interacting species. The worldcontains a wide diversity of physical conditions, whichcreates a variety of environments.

7, 402–404, 456–474, 477

1.1c In all environments, organisms compete for vitalresources. The linked and changing interactions ofpopulations and the environment compose the totalecosystem.

406–407, 428–434, 441–442

1.1d The interdependence of organisms in an establishedecosystem often results in approximate stability overhundreds and thousands of years. For example, as onepopulation increases, it is held in check by one or moreenvironmental factors or another species.

396–397, 403–404, 408–411, 429–430,440–444

1.1e Ecosystems, like many other complex systems, tendto show cyclic changes around a state of approximateequilibrium.

412–416, 456–457

1.1f Every population is linked, directly or indirectly,with many others in an ecosystem. Disruptions in thenumbers and types of species and environmental changescan upset ecosystem stability.

396–397, 403–404, 408–411, 429–430,440–444


5


Performance Indicator 1.2Describe and explain the structures and functions of the human body at different organizational levels (e.g.,systems, tissues, cells, organelles).Major Understandings:

1.2a Important levels of organization for structure andfunction include organelles, cells, tissues, organs, organsystems, and whole organisms.

8, 73, 151, 640–643, 648–654, 852–856

1.2b Humans are complex organisms. They requiremultiple systems for digestion, respiration, reproduction,circulation, excretion, movement, coordination, andimmunity. The systems interact to perform the lifefunctions.

122–123, 151–153, 852–856, 862–865,874–875, 885–890, 896–901, 910–920,922–924, 926–931, 972–980, 982–984,986–989, 1000–1011, 1013–1015, 1024–1031

1.2c The components of the human body, from organsystems to cell organelles, interact to maintain a balancedinternal environment. To successfully accomplish this,organisms possess a diversity of control mechanisms thatdetect deviations and make corrective actions.

83, 122, 134–137, 144, 862–865, 874–883,885–890, 896–901, 945–948, 950–954,986–989, 1005, 1013–1015, 1034–1037,1041–1043

1.2d If there is a disruption in any human system, theremay be a corresponding imbalance in homeostasis.

122–123, 144–147, 858–865, 867, 891–894,940–944, 957, 987, 1015, 1019, 1038–1039

1.2e The organs and systems of the body help to provideall the cells with their basic needs. The cells of the bodyare of different kinds and are grouped in ways thatenhance how they function together.

852–854, 926–929, 977–980, 982–984

1.2f Cells have particular structures that perform specificjobs. These structures perform the actual work of the cell.Just as systems are coordinated and work together, cellparts must also be coordinated and work together.

72–79, 104, 556–557, 644–646, 655, 706–707,853, 876–879

1.2g Each cell is covered by a membrane that performs anumber of important functions for the cell. These include:separation from its outside environment, controllingwhich molecules enter and leave the cell, and recognitionof chemical signals. The processes of diffusion and activetransport are important in the movement of materials inand out of cells.

81–91, 93

1.2h Many organic and inorganic substances dissolved incells allow necessary chemical reactions to take place inorder to maintain life. Large organic food molecules suchas proteins and starches must initially be broken down(digested to amino acids and simple sugars respectively),in order to enter cells. Once nutrients enter a cell, the cellwill use them as building blocks in the synthesis ofcompounds necessary for life.

100–102, 108–115, 117–123

1.2i Inside the cell a variety of specialized structures,formed from many different molecules, carry out thetransport of materials (cytoplasm), extraction of energyfrom nutrients (mitochondria), protein building(ribosomes), waste disposal (cell membrane), storage(vacuole), and information storage (nucleus).

73–79, 92, 93, 108–115, 117–121, 245


6


1.2j Receptor molecules play an important role in theinteractions between cells. Two primary agents of cellularcommunication are hormones and chemicals produced bynerve cells. If nerve or hormone signals are blocked,cellular communication is disrupted and the organism’sstability is affected.

680–681, 859, 864–865, 874–879, 891–894,896–901, 1010, 1024–1025, 1027–1030,1034–1036, 1039

Performance Indicator 1.3Explain how a one-celled organism is able to function despite lacking the levels of organization present inmore complex organisms.Major Understandings:

1.3a The structures present in some single-celledorganisms act in a manner similar to the tissues andsystems found in multicellular organisms, thus enablingthem to perform all of the life processes needed tomaintain homeostasis.

372, 556–557, 574–575, 577–580, 584

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity ofstructure and function between parents and offspring.

Performance Indicator 2.1Explain how the structure and replication of genetic material result in offspring that resemble their parents.Major Understandings:

2.1a Genes are inherited, but their expression can bemodified by interactions with the environment.

207

2.1b Every organism requires a set of coded instructionsfor specifying its traits. For offspring to resemble theirparents, there must be a reliable way to transferinformation from one generation to the next. Heredity isthe passage of these instructions from one generation toanother.

177, 180–182, 188, 212–218, 304, 698, 700,1024, 1031, R32–R35

2.1c Hereditary information is contained in genes, locatedin the chromosomes of each cell. An inherited trait of anindividual can be determined by one or by many genes,and a single gene can influence more than one trait. Ahuman cell contains many thousands of different genes inits nucleus.

180–183, 185, 200–217, 219

2.1d In asexually reproducing organisms, all the genescome from a single parent. Asexually produced offspringare normally genetically identical to the parent.

148–150, 171, 374, 678–679, 698, 707

2.1e In sexually reproducing organisms, the newindividual receives half of the geneticinformation from its mother (via the egg) and half from itsfather (via the sperm). Sexually produced offspring oftenresemble, but are not identical to, either of their parents.

170, 176, 207, 212–217, 374, 698, 719, 1031,R32–R35

2.1f In all organisms, the coded instructions for specifyingthe characteristics of the organism are carried in DNA, alarge molecule formed from subunits arranged in asequence with bases of four kinds (represented by A, G,C, and T). The chemical and structural properties of DNAare the basis for how the genetic information thatunderlies heredity is both encoded in genes (as a string ofmolecular “bases”) and replicated by means of a template.

226–228, 230–231, 233, 235–242


7


2.1g Cells store and use coded information. The geneticinformation stored in DNA is used to direct the synthesisof the thousands of proteins that each cell requires.

243–251

2.1h Genes are segments of DNA molecules. Anyalteration of the DNA sequence is a mutation. Usually, analtered gene will be passed on to every cell that developsfrom it.

252–255, 530–532

2.1i The work of the cell is carried out by the manydifferent types of molecules it assembles, mostly proteins.Protein molecules are long, usually folded chains madefrom 20 different kinds of amino acids in a specificsequence. This sequence influences the shape of theprotein. The shape of the protein, in turn, determines itsfunction.

47–48, 243–247, 640, 643–646

2.1j Offspring resemble their parents because they inheritsimilar genes that code for the production of proteins thatform similar structures and perform similar functions.

272, 532

2.1k The many body cells in an individual can be verydifferent from one another, even though they are alldescended from a single cell and thus have essentiallyidentical genetic instructions. This is because differentparts of these instructions are used in different types ofcells, and are influenced by the cells environment and pasthistory.

151–155

Performance Indicator 2.2Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.Major Understandings:

2.2a For thousands of years new varieties of cultivatedplants and domestic animals have resulted from selectivebreeding for particular traits.

304, 630

2.2b In recent years new varieties of farm plants andanimals have been engineered by manipulating theirgenetic instructions to produce new characteristics.

276–279, 691, 748

2.2c Different enzymes can be used to cut, copy, andmove segments of DNA. Characteristics produced by thesegments of DNA may be expressed when these segmentsare inserted into new organisms, such as bacteria.

264–267, 269–272

2.2d Inserting, deleting, or substituting DNA segmentscan alter genes. An altered gene may be passed on toevery cell that develops from it.

146, 252–255, 275–279, 284–286, 748

2.2e Knowledge of genetics is making possible new fieldsof health care; for example, finding genes which mayhave mutations that can cause disease will aid in thedevelopment of preventive measures to fight disease.Substances, such as hormones and enzymes, fromgenetically engineered organisms may reduce the cost andside effects of replacing missing body chemicals.

201, 252, 269, 271, 275–279, 283–285,293–294


8


Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1Explain the mechanisms and patterns of evolution.Major Understandings:

3.1a The basic theory of biological evolution states thatthe Earth’s present-day species developed from earlier,distinctly different species.

10–11, 360–363, 372–374, 524–528, 533–535,612–613, 624, 700, 741, 760–762, 765, 773,789–790, 798–799, 805–809

3.1b New inheritable characteristics can result from newcombinations of existing genes or from mutations ofgenes in reproductive cells.

254, 275–279, 328–329, 530–532, 700

3.1c Mutation and the sorting and recombining of genesduring meiosis and fertilization result in a great variety ofpossible gene combinations.

184, 186, 189–191, 252–255, 287, 328–329

3.1d Mutations occur as random chance events. Genemutations can also be caused by such agents as radiationand chemicals. When they occur in sex cells, themutations can be passed on to offspring; if they occur inother cells, they can be passed on to other body cells only.

146–147, 255–256, 329, 391–392, 955

3.1e Natural selection and its evolutionary consequencesprovide a scientific explanation for the fossil record ofancient life forms, as well as for the molecular andstructural similarities observed among the diverse speciesof living organisms.

310–314, 316–319, 360–363, 365, 379–383,524–532, 734, 765, 773, 794–799, 805–808

3.1f Species evolve over time. Evolution is theconsequence of the interactions of (1) the potential for aspecies to increase its numbers, (2) the genetic variabilityof offspring due to mutation and recombination of genes,(3) a finite supply of the resources required for life, and(4) the ensuing selection by the environment of thoseoffspring better able to survive and leave offspring.

304–319, 330–333, 340–346

3.1g Some characteristics give individuals an advantageover others in surviving and reproducing, and theadvantaged offspring, in turn, are more likely than othersto survive and reproduce. The proportion of individualsthat have advantageous characteristics will increase.

10, 304–315, 328–334, 342–343, 391–392, 429

3.1h The variation of organisms within a speciesincreases the likelihood that at least some members of thespecies will survive under changed environmentalconditions.

302, 305–309, 329–333, 335–338, 347–351

3.1i Behaviors have evolved through natural selection.The broad patterns of behavior exhibited by organisms arethose that have resulted in greater reproductive success.

338–339, 432–433, 437–439, 790, 818–829,831–839

3.1j Billions of years ago, life on Earth is thought bymany scientists to have begun as simple, single-celledorganisms. About a billion years ago, increasinglycomplex multicellular organisms began to evolve.

366–367, 372–374, 376–383, 581, 702–705,734


9


3.1k Evolution does not necessitate long-term progress insome set direction. Evolutionary changes appear to be likethe growth of a bush: Some branches survive from thebeginning with little or no change, many die outaltogether, and others branchrepeatedly, sometimes giving rise to more complexorganisms.

11, 308, 335–338, 347–351, 702–704, 765,770–771, 793–795

3.1l Extinction of a species occurs when the environmentchanges and the adaptive characteristics of a species areinsufficient to allow its survival. Fossils indicate thatmany organisms that lived long ago are extinct.Extinction of species is common; most of the species thathave lived on Earth no longer exist.

308, 316, 350, 624, 765, 793–795

Key Idea 4: The continuity of life is sustained through reproduction and development.

Performance Indicator 4.1Explain how organisms, including humans, reproduce their own kind.Major Understandings:

4.1a Reproduction and development are necessary for thecontinuation of any species.

613–614, 664–675, 678–679, 1024

4.1b Some organisms reproduce asexually with all thegenetic information coming from one parent. Otherorganisms reproduce sexually with half the geneticinformation typically contributed by each parent. Cloningis the production of identical genetic copies.

148–150, 168–169, 275–276, 374, 584–585,591–594, 698, 705, 707, 715, 717

4.1c The processes of meiosis and fertilization are key tosexual reproduction in a wide variety of organisms. Theprocess of meiosis results in the production of eggs andsperm which each contain half of the genetic information.During fertilization, gametes unite to form a zygote,which contains the complete genetic information for theoffspring.

170, 173–176, 192, 667, 1030–1031

4.1d The zygote may divide by mitosis and differentiateto form the specialized cells, tissues, and organs ofmulticellular organisms.

666, 1036–1037

4.1e Human reproduction and development are influencedby factors such as gene expression, hormones, and theenvironment. The reproductive cycle in both males andfemales is regulated by hormones such as testosterone,estrogen, and progesterone.

1024–1027, 1033–1037, 1040–1043

4.1f The structures and functions of the human femalereproductive system, as in almost all other mammals, aredesigned to produce gametes in ovaries, allow for internalfertilization, support the internal development of theembryo and fetus in the uterus, and provide essentialmaterials through the placenta, and nutrition through milkfor the newborn.

1024–1031, 1034–1039

4.1g The structures and functions of the human malereproductive system, as in other mammals, are designedto produce gametes in testes and make possible thedelivery of these gametes for fertilization.

1024–1026, 1030–1031


10


4.1h In humans, the embryonic development of essentialorgans occurs in early stages of pregnancy. The embryomay encounter risks from faults in its genes and from itsmother’s exposure to environmental factors such asinadequate diet, use of alcohol/drugs/tobacco, othertoxins, or infections throughout her pregnancy.

1036–1039

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.1Explain the basic biochemical processes in living organisms and their importance in maintaining dynamicequilibrium.Major Understandings:

5.1a The energy for life comes primarily from the Sun.Photosynthesis provides a vital connection between theSun and the energy needs of living systems.

103, 407

5.1b Plant cells and some one-celled organisms containchloroplasts, the site of photosynthesis. The process ofphotosynthesis uses solar energy to combine the inorganicmolecules carbon dioxide and water into energy-richorganic compounds (e.g., glucose) and release oxygen tothe environment.

103–112, 116, 121, 560–561, 654, 667

5.1c In all organisms, organic compounds can be used toassemble other molecules such as proteins, DNA, starch,and fats. The chemical energy stored in bonds can be usedas a source of energy for life processes.

42, 44–48, 53, 100–102, 117–125, 666

5.1d In all organisms, the energy stored in organicmolecules may be released during cellular respiration.This energy is temporarily stored in ATP molecules. Inmany organisms, the process of cellular respiration isconcluded in mitochondria, in which ATP is producedmore efficiently, oxygen is used, and carbon dioxide andwater are released as wastes.

108–115, 117–123, 126, 852–856

5.1e The energy from ATP is used by the organism toobtain, transform, and transport materials, and toeliminate wastes.

123, 646

5.1f Biochemical processes, both breakdown andsynthesis, are made possible by a large set of biologicalcatalysts called enzymes. Enzymes can affect the rates ofchemical change. The rate at which enzymes work can beinfluenced by internal environmentalfactors such as pH and temperature

55, 264–267, 977–980, 984

5.1g Enzymes and other molecules, such as hormones,receptor molecules, and antibodies, have specific shapesthat influence both how they function and how theyinteract with other molecules.

56, 84, 264–267, 947, 952–953, 956, 962


11


Performance Indicator 5.2Explain disease as a failure of homeostasis.Major Understandings:

5.2a Homeostasis in an organism is constantly threatened.Failure to respond effectively can result in disease ordeath.

9, 122–123, 144–147, 945–948, 950–954,961–963, 1042

5.2b Viruses, bacteria, fungi, and other parasites mayinfect plants and animals and interfere with normal lifefunctions.

544–545, 547–554, 563–565, 580, 588, 597,606–608, 711, 717, 748–749, 940–944, 947,950–956, 961–963

5.2c The immune system protects against antigensassociated with pathogenic organisms or foreignsubstances and some cancer cells.

928, 930–931, 945–948, 950–956

5.2d Some white blood cells engulf invaders. Othersproduce antibodies that attack them or mark them forkilling. Some specialized white blood cells will remain,able to fight off subsequent invaders of the same kind.

946–947, 951

5.2e Vaccinations use weakened microbes (or parts ofthem) to stimulate the immune system to react. Thisreaction prepares the body to fight subsequent invasionsby the same microbes.

554, 956

5.2f Some viral diseases, such as AIDS, damage theimmune system, leaving the body unable to deal withmultiple infectious agents and cancerous cells.

553, 961–963

5.2g Some allergic reactions are caused by the body’simmune responses to usually harmless environmentalsubstances. Sometimes the immune system may attacksome of the body’s own cells or transplanted organs.

692, 864, 901, 957–959, 982

5.2h Disease may also be caused by inheritance, toxicsubstances, poor nutrition, organ malfunction, and somepersonal behavior. Some effects show up right away;others may not show up for many years.

146, 201, 208, 213, 217, 255, 283, 864–865,867, 892–894, 916, 924, 929, 957–959, 972,1032

5.2i Gene mutations in a cell can result in uncontrolledcell division, called cancer.Exposure of cells to certain chemicals and radiationincreases mutations and thus increases the chance ofcancer.

146–147, 256, 960–961

5.2j Biological research generates knowledge used todesign ways of diagnosing, preventing, treating,controlling, or curing diseases of plants and animals.

26, 64–66, 147, 155, 162–164, 252, 256, 264,269, 284–285, 292–294, 547–554, 563–565,597, 599, 606–608, 631, 690–692, 892,940–941, 955–956, 959, 963, 1050–1052


12


Performance Indicator 5.3Relate processes at the system level to the cellular level in order to explain dynamic equilibrium inmulticelled organisms.Major Understandings:

5.3a Dynamic equilibrium results from detection of andresponse to stimuli. Organisms detect and respond to changein a variety of ways both at the cellular level and at theorganismal level.

680–683, 791–792, 818–823, 1013–1015

5.3b Feedback mechanisms have evolved that maintainhomeostasis. Examples include the changes in heart rate orrespiratory rate in response to increased activity in musclecells, the maintenance of blood sugar levels by insulin fromthe pancreas, and the changes in openings in the leaves ofplants by guard cells to regulate water loss and gasexchange.

9, 144, 643–646, 653, 680–683, 791–792,818–819, 857, 858–865, 874–875, 880–883,885–890, 926, 977–980, 987, 1005–1006,1008, 1010–1011, 1013–1015, 1041–1042

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1Explain factors that limit growth of individuals and populations.Major Understandings:

6.1a Energy flows through ecosystems in one direction,typically from the Sun, through photosynthetic organismsincluding green plants and algae, to herbivores tocarnivores and decomposers.

115, 406–407, 417–419

6.1b The atoms and molecules on the Earth cycle amongthe living and nonliving components of the biosphere. Forexample, carbon dioxide and water molecules used inphotosynthesis to form energy-rich organic compoundsare returned to the environment when the energy in thesecompounds is eventually released by cells. Continualinput of energy from sunlight keeps the process going.This concept may be illustrated with an energy pyramid.

412–419

6.1c The chemical elements, such as carbon, hydrogen,nitrogen, and oxygen, that make up the molecules ofliving things pass through food webs and are combinedand recombined in different ways. At each link in a foodweb, some energy is stored in newly made structures butmuch is dissipated into the environment as heat.

412–419, R36–R37

6.1d The number of organisms any habitat can support(carrying capacity) is limited by the available energy,water, oxygen, and minerals, and by the ability ofecosystems to recycle the residue of dead organismsthrough the activities of bacteria and fungi.

442, 484–485, 559–561, 587–588, 590, 596

6.1e In any particular environment, the growth andsurvival of organisms depend on the physical conditionsincluding light intensity, temperature range, mineralavailability, soil/rock type, and relative acidity (pH).

682–683, 771, 774

6.1f Living organisms have the capacity to producepopulations of unlimited size, but environments andresources are finite. This has profound effects on theinteractions among organisms.

440–444, 468, 472, 772


13


6.1g Relationships between organisms may be negative,neutral, or positive. Some organisms may interact withone another in several ways. They may be in aproducer/consumer, predator/prey, or parasite/hostrelationship; or one organism may cause disease in,scavenge, or decompose another.

435, 561, 587, 596–598, 616, 655, 711, 717,738, 741–742, 746, 747, 762, 776–777, 802,984

Performance Indicator 6.2Explain the importance of preserving diversity of species and habitats.Major Understandings:

6.2a As a result of evolutionary processes, there is adiversity of organisms and roles in ecosystems. Thisdiversity of species increases the chance that at least somewill survive in the face of large environmental changes.Biodiversity increases the stability of the ecosystem.

498, 576, 582–584, 624, 696–697, 738,768–769, 771, 776–777, 846–847

6.2b Biodiversity also ensures the availability of a richvariety of genetic material that may lead to futureagricultural or medical discoveries with significant valueto humankind. As diversity is lost, potential sources ofthese materials may be lost with it.

499–501, 633, 847–848

Performance Indicator 6.3Explain how the living and nonliving environments change over time and respond to disturbances.Major Understandings:

6.3a The interrelationships and interdependencies oforganisms affect the development of stable ecosystems.

402–404, 406–411, 417–419, 428–434,436–444, 560–561, 596–599, 616, 655

6.3b Through ecological succession, all ecosystemsprogress through a sequence of changes during which oneecological community modifies the environment, makingit more suitable for another community. These long-termgradual changes result in the community reaching a pointof stability that can last for hundreds or thousands ofyears.

445–447

6.3c A stable ecosystem can be altered, either rapidly orslowly, through the activities of organisms (includinghumans), or through climatic changes or natural disasters.The altered ecosystem can usually recover throughgradual changes back to a point of long term stability.

444–447, 457


14


Key Idea 7: Human decisions and activities have had a profound impact on the physical and livingenvironment.

Performance Indicator 7.1Describe the range of interrelationships of humans with the living and nonliving environment.Major Understandings:

7.1a The Earth has finite resources; increasing humanconsumption of resources places stress on the naturalprocesses that renew some resources and deplete thoseresources that cannot be renewed.

484–487, 502–505

7.1b Natural ecosystems provide an array of basicprocesses that affect humans. Those processes include butare not limited to: maintenance of the quality of theatmosphere, generation of soils, control of the watercycle, removal of wastes, energy flow, and recycling ofnutrients. Humans are changing many of these basicprocesses and the changes may be detrimental.

444, 469–470, 472, 483–492, 494–496,498–501, 512–514, 848

7.1c Human beings are part of the Earth’s ecosystems.Human activities can, deliberately or inadvertently, alterthe equilibrium in ecosystems. Humans modifyecosystems as a result of population growth,consumption, and technology. Human destruction ofhabitats through direct harvesting, pollution, atmosphericchanges, and other factors is threatening current globalstability, and if not addressed, ecosystems may beirreversibly affected.

25, 444, 470, 472, 483–492, 494–496,498–501, 512–514, 846–848

Performance Indicator 7.2Explain the impact of technological development and growth in the human population on he living andnonliving environment.Major Understandings:

7.2a Human activities that degrade ecosystems result in aloss of diversity of the living and nonliving environment.For example, the influence of humans on other organismsoccurs through land use and pollution. Land use decreasesthe space and resources available to other species, andpollution changes the chemical composition of air, soil,and water.

444, 470, 472, 483–492, 494–496, 498–501,512–514, 846–848

7.2b When humans alter ecosystems either by adding orremoving specific organisms, serious consequences mayresult. For example, planting large expanses of one cropreduces the biodiversity of the area.

498–501, 631, 692, 846–848

7.2c Industrialization brings an increased demand for anduse of energy and other resources including fossil andnuclear fuels. This usage can have positive and negativeeffects on humans and ecosystems.

484–487, 488–492, 494–496


15


Performance Indicator 7.3Explain how individual choices and societal actions can contribute to improving the environment.Major Understandings:

7.3a Societies must decide on proposals which involvethe introduction of new technologies. Individuals need tomake decisions which will assess risks, costs, benefits,and trade-offs.

26–27, 65, 502–505

7.3b The decisions of one generation both provide andlimit the range of possibilities open to the next generation.

504–505


16

APPENDIX ALIVING ENVIRONMENT—LABORATORY CHECKLIST

Skills Pupil Edition

1. Follows safety rules in the laboratory All Lab Activities are labeled withappropriate safety symbols.

2. Selects and uses correct instrumentsa. Uses graduated cylinders to measure volumeb. Uses metric ruler to measure lengthc. Uses thermometer to measure temperatured. Uses triple-beam or electronic balance to measure mass

18, 28, 57, 58, 88, 106, 124, 126, 156, 257,268, 448, 475, 476, 493, 506, 566, 654, 656,676, 685, 739, 804, 840, 921, 932, 981, 992,R6

3. Uses a compound microscope/stereoscope effectively tosee specimens clearly, using different magnificationsa. Identifies and compares parts of a variety of cellsb. Compares relative sizes of cells and organellesc. Prepares wet-mount slides and uses appropriate stainingtechniques

22, 92, 93, 143, 560, 579, 623, 647, 657,949, 1017, 1044, R6, R9

4. Designs and uses dichotomous keys to identify specimens 522–523

5. Makes observations of biological processes 18, 28, 57, 88, 124, 126, 185, 268, 435, 448,475, 476, 493, 529, 536, 566, 579, 654, 656,676, 677, 709, 723, 750, 776, 830, 840, 857,861, 884, 886, 902, 921, 932, 933, 981,1016

6. Dissects plant and/or animal specimens to expose andidentify internal structures

92, 143, 595, 623, 647, 669, 685, 714, 722,751, 780, 804, 810

7. Follows directions to correctly use and interpret chemicalindicators

18, 57, 566, 579, 921, R2, R9

8. Uses chromatography and/or electrophoresis to separatemolecules

268, 656

9. Designs and carries out a controlled, scientific experimentbased on biological processes

18, 28, 88, 106, 107, 124, 127, 143, 256,268, 384, 405, 475, 476, 562, 566, 601, 684,902, 933

10. States an appropriate hypothesis 143, 493, 632, 739, 840, 857, 886, 902, 921,932, 933, 949, 1014, R11

11. Differentiates between independent and dependentvariables

18, 28, 49, 57, 88, 107, 405, 493, 566, 857,902, 933, 981, 992, R11

12. Identifies the control group and/or controlled variables 28, 107, 684, 981, R12

13. Collects, organizes, and analyzes data, using a computerand/or other laboratory equipment

22, 28, 92, 268, 600, 647, 685, 866, 949

14. Organizes data through the use of data tables and graphs 18, 57, 88, 107, 124, 126, 142, 143, 156,185, 188, 202, 208, 210, 218, 219, 234, 256,257, 268, 282, 315, 321, 334, 352, 364, 381,384, 399, 401, 405, 420, 435, 438, 448, 461,475, 476, 477, 493, 506, 522, 523, 525, 529,536, 562, 566, 600, 623, 632, 647, 656, 657,676, 684, 739, 742, 750, 770, 772, 781, 792,824, 830, 836, 840, 857, 886, 902, 921, 932,933, 981, 992, 1012, 1016, 1033, 1044, R13,R15–R17


17

Skills Pupil Edition

15. Analyzes results from observations/expressed data 18, 22, 51, 57, 88, 92, 107, 116, 124, 126,143, 147, 156, 172, 185, 202, 208, 210, 218,219, 234, 256, 257, 268, 278, 282, 308, 313,315, 320, 321, 334, 337, 339, 352, 353, 356,364, 375, 381, 384, 385, 399, 401, 405, 420,435, 438, 442, 448, 460, 461, 475, 476, 477,493, 506, 507, 522, 523, 525, 529, 536, 560,562, 566, 579, 595, 600, 620, 623, 628, 632,647, 649, 656, 657, 676, 684, 685, 709, 714,721, 722, 733, 739, 742, 750, 770, 772, 776,780, 781, 802, 804, 810, 824, 830, 836, 840,857, 861, 865, 866, 884, 886, 895, 902, 921,925, 928, 932, 933, 943, 947, 949, 981, 983,985, 992, 993, 1011, 1012, 1014, 1016,1033, 1038, 1044, 1045, R13

16. Formulates an appropriate conclusion or generalizationfrom the results of an experiment

18, 22, 28, 51, 88, 92, 107, 124, 126, 143,156, 229, 268, 278, 315, 334, 337, 339, 352,356, 364, 375, 381, 384, 399, 401, 405, 421,435, 438, 442, 448, 460, 461, 475, 476, 477,493, 506, 507, 525, 529, 536, 546, 560, 562,566, 579, 595, 600, 620, 623, 628, 632, 647,649, 654, 656, 657, 669, 676, 684, 685, 709,714, 721, 722, 733, 739, 742, 750, 751, 770,772, 776, 780, 781, 792, 802, 804, 810, 824,830, 836, 840, 857, 861, 865, 866, 884, 886,895, 902, 921, 925, 928, 932, 933, 943, 947,949, 981, 983, 985, 985, 992, 993, 1011,1012, 1014, 1016, 1031, 1033, 1038, 1044,R13

17. Recognizes assumptions and limitations of theexperiment

28, 57, 88, 107, 143, 268, 313, 405, 420,600, 649, 684, 739, 750, 857, 933, 947, 985,1014

NY 1366/2007

2008CC2

the new york living environment core curriculum littell biology: living environment correlated to...

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