1 A Correlation of To the 2018 Mississippi College and Career-Readiness Standards for Biology
2 A Correlation of to the Biology BIO.1 Cells as a System Conceptual Understanding: Biologists have determined that organisms share unique characteristics that differentiate them from non-living things. Organisms range from very simple to extremely complex. BIO.1A Students will demonstrate an understanding of the characteristics of life and biological organization. BIO.1A.1 Ask questions to differentiate SE/TE: 17-21, 25 between living and non-living things. TE Only: 18 BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow. BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms. BIO.1A.4 Use evidence from current scientific literature to support whether a virus is living or non living. SE/TE: SE/TE: TE Only: 215 SE/TE: , Conceptual Understanding: Organisms are composed of four primary macromolecules: carbohydrates, lipids, proteins, and nucleic acids. Metabolism is the sum of all chemical reactions between molecules within cells. Cells continuously utilize materials obtained from the environment and the breakdown of other macromolecules to synthesize their own large macromolecules for cellular structures and functions. These metabolic reactions require enzymes for catalysis. BIO.1B Students will analyze the structure and function of the macromolecules that make up cells. BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms. SE/TE: 45-49, TE Only: 48 2
3 A Correlation of to the BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., ph, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms. SE/TE: 52-53, 58 TE Only: 53 Conceptual Understanding: Cells are the basic units of all organisms, both prokaryotes and eukaryotes. Prokaryotic and eukaryotic cells differ in key structural features, but both can perform all functions necessary for life. BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival. SE/TE: , , 220 TE Only: 218 BIO.1C.2 Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells. SE/TE: 194, , 222, , , , BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce. SE/TE:
4 A Correlation of to the Conceptual Understanding: The structure of the cell membrane allows it to be a selectively permeable barrier and maintain homeostasis. Substances that enter or exit the cell must do so via the cell membrane. This transport across the membrane may occur through a variety of mechanisms, including simple diffusion, facilitated diffusion, osmosis, and active transport. BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1D.1 Plan and conduct investigations to prove that the cell membrane is a semipermeable, allowing it to maintain homeostasis with its environment through active and passive transport processes. SE/TE: , , 214, TE Only: 218 BIO.1D.2 Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump). SE/TE: , Conceptual Understanding: Cells grow and reproduce through a regulated cell cycle. Within multicellular organisms, cells repeatedly divide for repair, replacement, and growth. Likewise, an embryo begins as a single cell that reproduces to form a complex, multicellular organism through the processes of cell division and differentiation. BIO.1E Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.1E.1 Construct models to explain SE/TE: , , how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms. BIO.1E.2 Ask questions to describe the changes that occur in a cell during replication. Define problems that might occur if the cell does not progress through the cycle correctly (cancer). SE/TE: , TE Only: 299 4
5 A Correlation of to the BIO.1E.3 Relate the processes of cellular reproduction to asexual reproduction in simple organisms (i.e., budding, vegetative propagation, regeneration, binary fission). Explain why the DNA of the daughter cells is the same as the parent cell. BIO.1E.4 Enrichment: Use an engineering design process to investigate the role of stem cells in regeneration and asexual reproduction, then develop applications of stem cell research to solve human medical conditions.* SE/TE: , , 296, 583, TE Only: 277, 298 SE/TE: , 302 TE Only: 298 BIO.2 Energy Transfer Conceptual Understanding: Organisms require energy in order to perform life functions. Cells are transformers of energy, continuously utilizing a complex sequence of reactions in which energy is transferred from one form to another, for example, (rom light energy to chemical energy to kinetic energy. Emphasis is on illustrating the inputs and outputs of matter and the transfer and transformation of energy in photosynthesis and cellular respiration. Assessment is limited to identification of the phases (i.e., glycolysis, citric acid cycle, and electron transport chain) in cellular respiration as well as light and light-independent reactions of photosynthesis and does not include specific biochemical reactions within the phases. BIO.2 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.2.1 Use models to demonstrate that ATP SE/TE: , 244 and ADP are cycled within a cell as a means to transfer energy. BIO.2.2 Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored. SE/TE: , , TE Only: 242 5
6 A Correlation of to the BIO.2.3 Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stored in food to the available energy of ATP. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored. BIO.2.4 Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples. BIO.2.5 Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentation. BIO.2.6 Enrichment: Use an engineering design process to manipulate factors involved in fermentation to optimize energy production.* SE/TE: , TE Only: 266 SE/TE: 260, , , TE Only: SE/TE: , TE Only: 266 SE/TE: , 266, TE Only: 266 BIO.3 Reproduction and Heredity Conceptual Understanding: Somatic cells contain homologous pairs of chromosomes, one member of each pair obtained from each parent, that form a diploid set of chromosomes in each cell. These chromosomes are similar in genetic information but may contain different alleles of these genes. For sexual reproduction, an offspring must inherit a haploid set from each parent. Haploid gametes are formed by meiosis, a specialized cell division in which the chromosome number is reduced by half. During meiosis, members of a homologous pair may exchange information and then are randomly sorted into gametes resulting in genetic variation in sex cells. BI0.3A Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3A.1 Model sex cell formation (meiosis) and combination (fertilization) to demonstrate the maintenance of chromosome number through each generation in sexually reproducing populations. Explain why the DNA of the daughter cells is different from the DNA of the parent cell. SE/TE: TE Only: 330 6
7 A Correlation of to the BIO.3A.2 Compare and contrast mitosis and meiosis in terms of reproduction. BIO.3A.3 Investigate chromosomal abnormalities (e.g., Down syndrome, Turner's syndrome, and Klinefelter syndrome) that might arise from errors in meiosis (nondisjunction) and how these abnormalities are identified (karyotypes). SE/TE: 326, SE/TE: , 401 Conceptual Understanding: Offspring inherit DNA from their parents. The genes contained in the DNA (genotype) determine the traits expressed in the offspring's phenotype. Alleles of a gene may demonstrate various patterns of inheritance. These patterns of inheritance may be followed through multiple generations within families. BI0.3B Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3B.1 Demonstrate Mendel's law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios by constructing Punnett squares with both homozygous and heterozygous allele pairs. SE/TE: , , 331, TE Only: BIO.3B.2 Illustrate Mendel's law of independent assortment using Punnett squares and/or the product rule of probability to analyze monohybrid crosses. SE/TE: , BIO.3B.3 Investigate traits that follow non-mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles in human blood types, and sex-linkage). SE/TE: , 330, , TE Only: 330 BIO.3B.4 Analyze and interpret data (e.g., pedigrees, family, and population studies) regarding Mendelian and complex genetic traits (e.g., sickle-cell anemia, cystic fibrosis, muscular dystrophy, color-blindness, and hemophilia) to determine patterns of inheritance and disease risk. SE/TE: , , TE Only:
8 A Correlation of to the Conceptual Understanding: Gene expression results in the production of proteins and thus determines the phenotypes of the organism. Changes in the DNA occur throughout an organism's life. Mutations are a source of genetic variation that may have a positive, negative, or no effect on the organism. BI0.3C Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.3C.1 Develop and use models to SE/TE: , , , explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring. BIO.3C.2 Evaluate the mechanisms of transcription and translation in protein synthesis. BIO.3C.3 Use models to predict how various changes in the nucleotide sequence (e.g., point mutations, deletions, and additions) will affect the resulting protein product and the subsequent inherited trait. SE/TE: , , TE Only: 369, 384 SE/TE: , TE Only: 384 BIO.3C.4 Ask questions to determine how DNA technology benefits society. Engage in scientific argument from evidence the ethical issues surrounding the use of DNA technology (e.g., cloning, transgenic organisms, stem cell research, and the Human Genome Project, gel electrophoresis). SE/TE: , 302, , , BIO.3C.5 Enrichment: Investigate current biotechnological applications in the study of the genome (e.g., transcriptome, proteome, individualized sequencing, and individualized gene therapy). SE/TE: , ,
9 A Correlation of to the BI0.4 Adaptations and Evolution Conceptual Understanding: Evolution is a key unifying principle in biology. Differentiating between organic and chemical evolution, and the analysis of the gradual changes in populations over time helps students understand common features and differences between species and thus the relatedness between species. There are several factors that affect how natural selection acts on populations within their environments leading to speciation, extinction, and the current diversity of life on earth. BI0.4 Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.4.1 Use models to differentiate between SE/TE: 69-71, 228, 250 organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs. BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution. SE/TE: 464, , , TE Only: 474 BIO.4.3 Construct cladograms/phylogenetic trees to illustrate relatedness between species. SE/TE: , , TE Only: 530 BIO.4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations. SE/TE: , TE Only: 502 BIO.4.5 Ask questions to explain Darwin's theory that genetic variation, competition, overproduction, and unequal reproductive success act as driving forces of natural selection and evolution. SE/TE: , , , TE Only: 502 9
10 A Correlation of to the BIO.4.6 Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation). BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. SE/TE: TE Only: 502 SE/TE: 23, 481, 505, , BIO.5 Interdependence of Organisms and Their Environments Conceptual Understanding: Complex interactions within an ecosystem affect the numbers and types of organisms that survive. Fluctuations in conditions can affect the ecosystem's function, resources, and habitat availability. Ecosystems are subject to carrying capacities and can only support a limited number of organisms and populations. Factors that can affect the carrying capacities of populations are both biotic and abiotic. BI0.5 Students will Investigate and evaluate the Interdependence of living organisms and their environment. BIO.5.1 Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere. SE/TE: 64-65, 73-76, 77-78, , , , TE Only: 63 BIO.5.2 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem. BIO.5.3 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate. BIO.5.4 Develop and use models to describe the flow of energy and amount of biomass through food chains, food webs, and food pyramids. SE/TE: 64-67, 79-86, TE Only: 88 SE/TE: 97, , 178 TE Only: 180 SE/TE: 73-76,
11 A Correlation of to the BIO.5.5 Ask questions to evaluate symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other co-evolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments. BIO.5.6 Analyze and interpret population data, both density-dependent and densityindependent, to define limiting factors. Use graphical representations (growth curves) to illustrate the carrying capacity within ecosystems. BIO.5.7 Ask questions to define factors involved in primary and secondary ecological succession using local, real world examples. BIO.5.8 Enrichment: Use an engineering design process to create a solution that addresses changing ecological conditions (e.g., climate change, invasive species, loss of biodiversity, human population growth, habitat destruction, biomagnification, or natural phenomena).* BIO.5.9 Enrichment: Use an engineering design process to investigate and model current technological uses of biomimicry to address solutions to real-world problems.* SE/TE: , , , 140, , 614, , , 783, 1011 TE Only: SE/TE: , TE Only: 146 SE/TE: , TE Only: 122 SE/TE: 136, , , , 165, , 175, , TE Only: 180 SE/TE: 39 TE Only: 39 11
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