Biology Foundation Series Miller/Levine 2010

Transcription

1 A Correlation of Biology Foundation Series Miller/Levine 2010 To the Milwaukee Public School Learning Targets for Science & Wisconsin Academic Model Content Standards and Performance Standards

2 INTRODUCTION This document demonstrates how Prentice Hall s Biology: Foundation Edition (Miller/Levine) 2010 meets the Milwaukee Public School Learning Targets for Science and the Wisconsin Academic Model Content Standards and Performance Standards for Biology. Correlation page references are to the Student and Teacher s Editions and are cited at the page level. This program is a great option for low-level and inclusion classrooms, with digital support on Biology.com. Authors Ken Miller and Joe Levine deliver the same trusted, relevant content in more accessible ways. Written at a lower grade level with a reduced page count, the text offers additional embedded reading support to make biology come alive for struggling learners. Foundations for Learning reading strategies provide the tools to make content accessible for all your students. BIG Ideas and related questions set a framework for each chapter and pose direct questions that students will answer throughout the chapter in order to create a consistent learning-strategy strand. Every chapter begins with an inquiry strand called a Chapter Mystery that aligns to Big Ideas and concepts introduced in the lessons. The mystery is solved at the end of each chapter. Resources Study Workbook A and Study Workbook B: Reading Foundations offer leveled resources for students of varying abilities. Section Summaries help students prepare for tests. Study Worksheets make students active and engaged readers. Note taking skills development helps students build understanding. Vocabulary Reviews with graphic organizers help students master key terminology. Laboratory Manual A and Laboratory Manual B: Skill Foundations offer leveled activities for students of varying abilities. Teachers can choose to differentiate activities within a classroom or select from various labs to choose one that best fits the whole class profile. Biology.com, the latest in digital instruction technology, provides a pedagogically relevant interface for your biology classroom. Complete Student Edition online with audio Complete Teacher s Edition Untamed Science videos (also on DVD) Lesson review presentations Editable worksheets Test preparation, online assessments, and remediation Games, animals, and simulations Chapter mysteries from the textbook Interactive study guides Key: SE = Student Edition, TE = Teacher Edition 2

3 LIFE AND ENVIROMENTAL SCIENCE 1. Science Connections Connect and integrate the themes of science with understandings about the natural and designed world A. Science Connections Students in Wisconsin will understand that among the science disciplines, there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution; equilibrium and energy; and form and function. SE/TE: 16-17, 21, 26-27, 46, 48, 54-55, 74, 76, , 398, 400, , 420, , 470, 472, , 570, 572, , 638, 640, , 660, 662, , 688, 690, , 706, , 758, 760, , 778, 780, , 802, 804 A.12.1 Apply* the underlying themes* of science to develop defensible visions of the future A.12.2 Show* how conflicting assumptions about science themes* lead to different opinions and decisions about evolution*, health, population, longevity, education, and use of resources, and show* how these opinions and decisions have diverse effects on an individual, a community, and a country, both now and in the future A.12.3 Give examples that show* how partial systems*, models*, and explanations* are used to give quick and reasonable solutions that are accurate enough for basic needs A.12.4 Construct* arguments that show* how conflicting models* and explanations* of events can start with similar evidence* SE/TE: 2, 16-17, 24, 55, 78, 156, 233, 256, 287, 304, 333, 350, 353, 374, 405, 424, 479, 498, 501, 524, 713, 638, 741, 762, 785, 806, 837, 856 SE/TE: 3, 19, 24, 107, 124, , 152, 154, 156, 261, 284, 287, 304, 307, 330, 333, 350, 405, 424, 427, 446, 449, 474, 479, 527, 549, 667, 692, 765, 782, 837, 856 SE/TE: 8, 32, 43, 67, 100, 109, 150, 164, , 217, 238, 278, 280, 284, , 326, 338, 452, 577, 580, 600, 630, 638, 679 SE/TE: 82-83, 104, , 156, 353, 374, 427, 446, 476, 765, 782 A.12.5 Show* how the ideas and themes* of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources A.12.6 Identify* and, using evidence* learned or discovered, replace inaccurate personal models* and explanations* of science-related events SE/TE: 17-18, 52, , 156, 159, 188, 287, 304, 623, 642, 644, 664, 713, 738, 809, 834, 837, 856 SE/TE: 32, 43, 67, 100, 109, 150, 164, , 217, 238, 278, 280, 284, , 326, 338, 452, 580, 630, 638, 679 Key: SE = Student Edition, TE = Teacher Edition 3

4 A.12.7 Re-examine the evidence* and reasoning that led to conclusions drawn from investigations*, using the science themes* Opportunities to address this standard can be found on the following pages: SE/TE: 46, 74, 116, 120, 150, 184, 226, 252, 300, 370, 420, 494, 520, 570, 596, 638, 660, 688, 705, Nature of Science Investigate examples of science as a human endeavor; research the contribution of science to society; explain the nature of scientific knowledge and research; analyze the important historical events of science B. Nature of Science Students in Wisconsin will understand that science is ongoing and inventive and that scientific understandings have changed over time as new evidence is found. SE/TE: 28, 160, 191, 208, , 253, 256, , 266, , 279, 281, , 291, , 301, , 305, 323, 325, , , , , , , 388, , 399, 400, , 403, , 438, 443, 447, , 471, 480, 489, 491, 493, 698, , , , 855, DOL7, DOL20 B.12.1 Show* how cultures and individuals have contributed development of major ideas in the earth and space, life and environmental, and physical sciences B.12.2 Identify* the cultural conditions that are usually present during great periods of discovery, scientific development, and invention SE/TE: 28, 160, 191, 208, , 266, , 279, 281, , 291, , 301, , 305, 325, 355, 357, , , 388, , 399, 400, , 403, , 443, 447, , 471, 480, 489, 491, 493, 698, , , , 855, DOL7, DOL20 SE/TE: 380, 384, 385, 386, 388, B.12.3 Relate* the major themes* of science to human progress in understanding science and the world B.12.4 Show* how basic research and applied research contribute to new discoveries, inventions, and applications B.12.5 Explain* how science is based on assumptions about the natural world and themes* that describe the natural world SE/TE: , , 266, , , SE/TE: 20, , , , 323, , , , 371, 373 SE/TE: 5, 16-17, 23 Key: SE = Student Edition, TE = Teacher Edition 4

5 3. Science Inquiry Design, conduct, and evaluate investigations using science language and the processes and understandings of scientific inquiry. C. Science Inquiry Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others. SE/TE: 5-7, 20, 46, 52, 74, 100, 116, 120, 130, 150, 162, 184, 198, 204, 226, 252, 300, 325, 346, 370, 386, 398, 420, 494, 503, 520, 544, 570, 596, 608, 617, 638, 658, 660, 688, 705, 734, 758, 774, 778, 797, 802, 830, 852 C.12.1 When studying science content, ask questions suggested by current social issues, scientific literature, and observations* of phenomena, build hypotheses that might answer some of these questions, design possible investigations*, and describe results that might emerge from such investigations C.12.2 Identify* issues from an area of science study, write questions that could be investigated*, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions SE/TE: 46, 52, 100, 150, 252, 300, 520, 544, 570, 688, 705, 802 SE/TE: 46, 74, 252, 300, 442, 520, 570, 705, 802 C.12.3 Evaluate* the data collected during an investigation*, critique the data-collection procedures and results, and suggest ways to make any needed improvements C.12.4 During investigations*, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data C.12.5 Use the explanations* and models* found in the earth and space, life and environmental, and physical sciences to develop likely explanations* for the results of their investigations* SE/TE: 25, 46, 50, 51, 74, 95, 116, 120, 130, 150, 162, 184, 198, 204, 208, 209, 226, 252, 284, 300, 304, 325, 338, 346, 386, 398, 420, 442, 470, 494, 503, 520, 525, 541, 544, 570, 596, 617, 638, 658, 664, 688, 705, 758, 797, 802, 830, 852 SE/TE: 20, 43, 46, 74, 105, 120, 130, 150, 162, 184, 198, 204, 226, 252, 300, 420, 494, 520, 544, 570, 596, 638, 660, 688, 705, 734, 758, 778, 797, 802, 852 SE/TE: 32, 50, 184, 280, 326, 338, 346, 420, 638 C.12.6 Present the results of investigations* to groups concerned with the issues, explaining* the meaning and implications of the results, and answering questions in terms the audience can understand Opportunities to address this standard can be found on the following pages: SE/TE: 74, 116, 120, 130, 150, 252, 300, 346, 370, 494 Key: SE = Student Edition, TE = Teacher Edition 5

6 C.12.7 Evaluate* articles and reports in the popular press, in scientific journals, on television, and on the Internet, using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of experimental design SE/TE: 7, 476, 490; see also related content on pp. A-9, A Life and Environmental Science Investigate the structures and functions in organisms; explain the molecular basis of heredity; define the concept of biological evolution; explain the interdependence of organisms; describe the flow of matter and energy in and organization of living systems; determine behaviors of organisms F. Life and Environmental Science Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the process of life, and how living things interact with one another and their environment. Found throughout the text. See for example: SE/TE: 13-15, 19, 21, 22, 50, 54-55, 56-58, 60-62, 63-67, 70-73, 75, 76-78, 79, 80-81, 85-87, 88-89, 92-94, 96-99, 101, , 105, , , 121, 122, 127, , , , , , , 185, , 189, , , , , 205, , , , , 227, 231, , , , 244, , , 253, 257, 258, , , , 281, , 285, , , , 480, 484, , 495, 499, , 513, 522, 525, , , 547, , , , , 571, 575, , , , , , 661, 662, , 665, , , , , , , , , , , , , , , , , DOL6-64 Key: SE = Student Edition, TE = Teacher Edition 6

7 THE CELL F.12.1 Evaluate* the normal structures and the general and special functions* of cells in single-celled and multiple-celled organisms F.12.2 Understand* how cells differentiate and how cells are regulated THE MOLECULAR BASIS OF HEREDITY F.12.3 Explain* current scientific ideas and information about the molecular and genetic basis of heredity F.12.4 State the relationships between functions* of the cell and functions of the organism as related to genetics and heredity BIOLOGICAL EVOLUTION* F.12.5 Understand* the theory of evolution*, natural selection, and biological classification F Using concepts of evolution* and heredity, account for changes* in species and the diversity of species, include the influence of these changes on science, e.g. breeding of plants or animals SE/TE: , , , , , , 184, 185, , 189, 190, , , 206, 207, , , , , 229, , 244, 255, 257, 258, 528, 606, , 761, 763, , 774, , 803, 805, , 853, DOL6, DOL8 SE/TE: , , 253, , 257, , 327, 330, , 597, , 831, 833 SE/TE: , , , , 281, , 285, , , , 301, , 305, , , 327, , 331, , 338, 347, SE/TE: , 281, 284, 285, 341 SE/TE: , , 397, 399, , 403, , , 413, , , 421, , 425, , , , 443, , 447, , 471, 473, 476, , 488, 495, , 499, , 514, 517, 521, 523, 530, , 546, , 618, , , , 639, 641, 642, DOL6-64 SE/TE: , 371, , , 396, , 411, 413, , 421, , 425 Key: SE = Student Edition, TE = Teacher Edition 7

8 THE INTERDEPENDENCE OF ORGANISMS F.12.7 Investigate* how organisms both cooperate and compete in ecosystems F.12.8 Using the science themes*, infer* changes in ecosystems prompted by the introduction of new species, environmental conditions, chemicals, and air, water, or earth pollution SE/TE: 85-87, 101, , 105, 107, , 116, , 125, 488, 500, , , 521, 524, 581, DOL19 SE/TE: 55, 77-78, 81, 88-90, 101, , 105, 107, 122, 124, 125, 131, MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS F.12.9 Using the science themes*, investigate* energy* systems* (related to food chains) to show* how energy is stored in food (plants and animals) and how energy is released by digestion and metabolism F Understand* the impact of energy* on organisms in living systems* F Investigate* how the complexity and organization* of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy* used to sustain an organism THE BEHAVIOR OF ORGANISMS F Trace how the sensory and nervous systems* of various organisms react internal and external environment and transmit survival or learning stimuli to cause changes in behavior or responses SE/TE: 60-62, 63-67, 75, 76-77, 79, 170, 173, , 205, 207, 209, , , , , 227, , 231, , , 513, 521, 524, , , , 735, , 739 SE/TE: 60-62, 76-77, 79, , 212, 719 SE/TE: , 185, 188, , , 560, , , 571, , 575, , 618, 619, , , , , 661, , 665, , , , 735, , 739, , , 795, , 803, , 807 SE/TE: , 596, 597, , 601, 608, , 689, , 693, , , , , 759, , 763 Key: SE = Student Edition, TE = Teacher Edition 8

9 5. Science Applications G. Science Applications Research careers in science, Students in Wisconsin will technology, or engineering; demonstrate an understanding demonstrate abilities of of the relationship between technological design/model science and technology and the building, explain the ways in which that relationship interdependence of science and influences human activities. technology; research, evaluate, and defend alternative solutions to scientific or technological issues or innovations G.12.1 Identify* personal interests in science and technology, implications that these interests might have for future education, and decisions to be considered G.12.2 Design, build, evaluate, and revise models* and explanations related earth and space, life and environmental, and physical sciences G.12.3 Analyze* the costs, benefits, or problems resulting from a scientific or technological innovation, including implications for the individual and the community SE/TE: 10, , , , , 371, , 375, A16-A17 Opportunities to address this standard can be found on the following pages: SE/TE: A16-A17, xix, xx SE/TE: 32, 43, 67, 100, 109, 150, 164, , 217, 238, 278, 280, 284, , 326, 338, 452, 580, 630, 638, 679, A17 SE/TE: 24, , , , , 371 G.12.4 Show* how a major scientific or technological change has had an impact on work, leisure, or the home G.12.5 Choose a specific problem in our society, identify* alternative scientific or technological solutions to that problem and argue it merits SE/TE: 346, , 370, 371, 492, , SE/TE: , 152, 156 Key: SE = Student Edition, TE = Teacher Edition 9

10 6. Science in Social and Personal Perspectives Practice safety; practice personal and community health; evaluate factors that influence the capacity of the environment to support populations; demonstrate resource management; evaluate factors affecting environmental quality; investigate the impact of natural and human-induced hazards; evaluate scientific/technological issues and challenges; apply scientific reasoning and decision making H. Science in Social and Personal Perspectives Students in Wisconsin will use scientific information and skills to make decisions about themselves, Wisconsin, and the world in which they live. SE/TE: , , , , 156, H.12.1 Using the science themes* and knowledge of the earth and space, life and environmental, and physical sciences, analyze* the costs, risks, benefits, and consequences of a proposal concerning resource management in the community and determine the potential impact of the proposal on life in the community and the region H.12.2 Evaluate* proposed policy recommendations (local, state, and/or national) in science and technology for validity, evidence, reasoning, and implications, both short and longterm H.12.3 Show* how policy decisions in science depend on social values, ethics, beliefs, and time-frames as well as considerations of science and technology H.12.4 Advocate a solution or combination of solutions to a problem in science or technology H.12.5 Investigate* how current plans or proposals concerning resource management, scientific knowledge, or technological development will have an impact on the environment, ecology, and quality of life in a community or region H.12.6 Evaluate* data and sources of information when using scientific information to make decisions H.12.7 When making decisions, construct a plan that includes the use of current scientific knowledge and scientific reasoning Opportunities to address this standard can be found on the following pages: SE/TE: , , , , 154 Opportunities to address this standard can be found on the following pages: SE/TE: , 156, SE/TE: 3, 24, 141, SE/TE: 52, , 156; see also related content A16, A-17 SE/TE: 129, , SE/TE: 11, 32, 95, 116, 130, , 162, 198, 213, 238, 274, 290, 325, 338, 363, 386, 413, 435, 452, 492, 503, 541, 553, 579, 658, 686, 733, 755, 774, 797, 822, 845 SE/TE: 46, 131, 150, 252, 442, 520, 570, 705, 802 Key: SE = Student Edition, TE = Teacher Edition 10