High School. Prentice Hall. Biology.com 2010, (Miller/Levine) Correlation to the Mississippi Curriculum Frameworks - Biology I (High School)
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1 Prentice Hall High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School)
2 CONTENT STRANDS: Inquiry Physical Science Life Science 1. INQUIRY - Apply inquiry-based and problem-solving processes and skills to scientific investigations. Objectives Pupil Edition Teacher Edition a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory equipment. (DOK 2) Safety rules and symbols 25-26, 43, 54, 88, 25-26, 43, 54, 88, 122, 146, 180, 122, 146, 180, 193, 218, 242, 193, 218, 242, 264, 266, 283, 264, 266, 283, 298, 330, 354, 298, 330, 354, 384, 410, 440, 384, 410, 440, 474, 502, 513, 474, 502, 513, 530, 564, 594, 530, 564, 594, 612, 620, 626, 612, 620, 626, 635, 656, 688, 635, 656, 688, 698, 720, 732, 698, 720, 732, 744, 774, 797, 744, 774, 797, 800, 832, 852, 800, 832, 852, 866, 888, 914, 866, 888, 914, 932, 940, 964, 932, 940, 964, 970, 1000, 1002, 970, 1000, 1002, 1028, A11-A , A11-A13 Proper use and care of the compound light microscope, slides, chemicals, etc , 108, 146, 283, 298, 603, 612, , 656, 683, 698, 732, 744, A14-A , 108, 146, 283, 298, 603, 612, , 656, 683, 698, 732, 744, A14-A15
3 Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers b. Formulate questions that can be answered through research and experimental design. (DOK 3) c. Apply the components of scientific processes and methods in classroom and laboratory investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory development). (DOK 2) d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends for circle, bar, and line graphs). (DOK 2) 25, 29, 54, 180, 218, 242, 264, 266, 440, 575, 594, 626, 635, 686, 688, 774, 797, 866, 878, 914, , 54, 180, 298, 626, 688, 852, , 43, 48, 54, 67, 72, 88, 108, 122, 146, 180, 242, 266, 298, 354, 440, 513, 594, 603, 612, 620, 626, 635, 651, 656, 686, 688, 698, 720, 744, 788, 797, 800, 810, 816, 852, 866, 888, 924, 932, 940, 951, 964, 970, 1000, , 54, 102, 115, 135, 146, 164, 172, 180, 216, 240, 288, 320, 429, 474, 541, 548, 556, 591, 624, 644, 683, 706, 710, 766, 784, 828, 844, 25, 29, 54, 180, 218, 242, 264, 266, 440, 575, 594, 626, 635, 686, 688, 774, 797, 866, 878, 914, , 54, 180, 298, 626, 688, 852, , 43, 48, 54, 67, 72, 88, 108, 122, 146, 180, 242, 266, 298, 354, 440, 513, 594, 603, 612, 620, 626, 635, 651, 656, 686, 688, 698, 720, 744, 788, 797, 800, 810, 816, 852, 866, 888, 924, 932, 940, 951, 964, 970, 1000, , 54, 102, 115, 135, 146, 164, 172, 180, 216, 240, 288, 320, 429, 474, 541, 548, 556, 591, 624, 644, 683, 706, 710, 766, 784, 828, 844,
4 850, 910, 938, 850, 910, 938, 1001, 1017, , 1017, 1027 e. Analyze procedures, data, and conclusions to determine the scientific validity of 6-9, 12-13, 54, 6-9, 12-13, 54, research. (DOK 3) 218, 352, 395, 218, 352, 395, 405, 410, 626, 405, 410, 626, 832, 852, , 852, 914 f. Recognize and analyze alternative explanations for experimental results and to 9, 43, 88, 108, 9, 43, 88, 108, make predictions based on observations and prior knowledge. (DOK 3) 180, 218, 242, 180, 218, 242, 502, , 850 g. Communicate and defend a scientific argument in oral, written, and graphic form. 12, 108, 136, 218, 12, 108, 136, 218, (DOK 3) 234, 242, 261, 234, 242, 261, 266, 298, 354, 266, 298, 354, 402, 410, 438, 402, 410, 438, 474, 564, 593, 474, 564, 593, 673, 714, 743, 673, 714, 743, 744, 831, 846, 744, 831, 846, 874, 888, 905, 874, 888, 905, 934, 940, , 940, PHYSICAL SCIENCE - Describe the biochemical basis of life and explain how energy flows within and between the living systems. Objectives Pupil Edition Teacher Edition a. Explain and compare with the use of examples the types of bond formation (e.g., covalent, ionic, hydrogen, etc.) between or among atoms. (DOK 2) Subatomic particles and arrangement in atoms 34-38, 44, , 44, Importance of ions in biological processes 38, 40-41, , 40-41, b. Develop a logical argument defending water as an essential component of living 40-41, 44, 56, , 44, 56, 869 systems (e.g., unique bonding and properties including polarity, high specific heat, surface tension, hydrogen bonding, adhesion, cohesion, and expansion upon freezing). (DOK 2) c. Classify solutions as acidic, basic, or neutral and relate the significance of the ph 43-44, , 53
5 scale to an organism s survival (e.g., consequences of having different concentrations of hydrogen and hydroxide ions). (DOK 2) d. Compare and contrast the structure, properties, and principle functions of carbohydrates, lipids, proteins, and nucleic acids in living organisms. (DOK 2) Basic chemical composition of each group 46-49, 55-59, , 55-59, , , , , 869 Building components of each group (e.g., amino acids, monosaccharides, nucleotides, etc.) 46-49, 55-56, , 255, , 869, , 55-56, , 255, , 869, , 55-59, , , 869 Basic functions (e.g., energy, storage, cellular, heredity) of each group 46-49, 55-59, , , 869 e. Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. (DOK 2) Enzyme structure 52-55, 57-59, 286, 52-55, 57-59, 286, Enzyme function, including enzyme-substrate specificity and factors that effect enzyme function (ph and temperature) 52-55, 57-59, , , , 888, , 57-59, , , , 888, f. Describe the role of adenosine triphosphate (ATP) in making energy available to cells. (DOK 1) ATP structure ATP function 48, , , , 868 g. Analyze and explain the biochemical process of photosynthesis and cellular respiration and draw conclusions about the roles of the reactant and products in each. (DOK 3) Photosynthesis and respiration (reactants and products) 228, , 228, , , , Light-dependent reactions and light independent reactions in photosynthesis, 233, , 233, , including requirements and products of each , , 253 Aerobic and anaerobic processes in cellular respiration, including products each , , and energy differences 3. LIFE SCIENCE - Investigate and evaluate the interaction between living organisms and their environment. Objectives Pupil Edition Teacher Edition
6 a. Compare and contrast the characteristics of the world s major biomes (e.g., deserts, tundra, taiga, grassland, temperate forest, tropical rainforest). (DOK 2) Plant and animal species , 123, , 123, Climate (temperature and rainfall) , 123, , 123, Adaptations of organisms , , b. Provide examples to justify the interdependence among environmental elements. (DOK 2) Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves) 66-67, 89-90, 92-93, 100, 106, , 119, , 141, 453, , 89-90, 92-93, 100, 106, , 119, , 141, 453, 656 Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms 69-78, , to herbivores, carnivores, and decomposers) Roles of beneficial bacteria 573, , Interrelationships of organisms (e.g., cooperation, predation, parasitism, , , commensalism, symbiosis, and mutualism) c. Examine and evaluate the significance of natural events and human activities on , 157, 159, , 157, 159, major ecosystems (e.g., succession, population growth, technology, loss of genetic 165, 169, , 165, 169, , diversity, consumption of resources). (DOK 2) Analyze and explain the structures and function of the levels of biological organization. Objectives Pupil Edition a. Differentiate among plant and animal cells and eukaryotic and prokaryotic cells. (DOK 2) Functions of all major cell organelles and structures (e.g., nucleus, mitochondrion, , , rough ER, smooth ER, ribosomes, Golgi bodies, vesicles, lysosomes, vacuoles, , 304, 581 microtubules, microfiliaments, chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane, cell wall, cell membrane [active and passive transport], cytosol) Teacher Edition , , , 304, 581
7 Components of mobility (e.g., cilia, flagella, pseudopodia) , , , 631 b. Differentiate between types of cellular reproduction. (DOK 1) Main events in the cell cycle and cell mitosis (including differences in plant and , , animal cell divisions , 333, 343, , 620, 699 Binary fission (e.g., budding, vegetative propagation, etc.) 281, 300, , 583, Significance of meiosis in sexual reproduction , 637, 640, 699 Significance of crossing over , 328, , 484, 499, 501 c. Describe and differentiate among the organizational levels of organisms (e.g., cells, tissues, organs, systems, types of tissues.) (DOK 1) d. Explain and describe how plant structures (vascular and nonvascular) and cellular functions are related to the survival of plants (e.g., movement of materials, plant reproduction). (DOK 1) 5. Demonstrate an understanding of the molecular basis of heredity , 221, 737, 741, , 867, 889, , , , , , , , , , , , , 333, 343, , 620, , 300, , 583, , 637, 640, , 328, , 484, 499, , 221, 737, 741, , 867, 889, , , , , , , 725 Objectives Pupil Edition Teacher Edition a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations by using the Central Dogma of Molecular Biology. (DOK 3) Structures of DNA and RNA , , , , 362, 365, , 362, 365, , Processes of replication, transcription, and translation , 355, , , , , , 355, , , , ,
8 432, 555, 980, LIFE: 6 Messenger RNA codon charts , 373, b. Utilize Mendel s laws to evaluate the results of monohybrid Punnett squares involving complete dominance, incomplete dominance, codominance, sex linked, and multiple alleles (including outcome percentage of both genotypes and phenotypes.) (DOK 2) c. Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel electrophoresis). (DOK 2) , , 321, , , 397, , , , , , , d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2) Significance of nondisjunction, deletion, substitutions, translocation, frame shift , 385, 399, mutation in animals 401, , Occurrence and significance of genetic disorders such as sickle cell anemia, Tay- 375, , 395, Sachs disorder, cystic fibrosis, hemophilia, Downs Syndrome, color blindness , 407, , 439, Demonstrate an understanding of principles that explain the diversity of life and biological evolution. 432, 555, 980, LIFE: , 373, , , 321, , , 397, , , , , , , , 385, 399, 401, , , , 395, , 407, , 439, 488 Objectives Pupil Edition Teacher Edition a. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships. (DOK 2) Characteristics of the six kingdoms , , , , , , , , , , , , , , , , , , , , , ,
9 LIFE: 4-DIVERSITY OF LIFE: 64 Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, , 524, family, genus, and species) , 535 Body plans (symmetry) , , 749, , 758, 776, DIVERSITY OF LIFE: 31- LIFE: 32, LIFE: 34, LIFE: 39, LIFE: 42, LIFE: 44, LIFE: 46- LIFE: 47 Methods of sexual reproduction (e.g., conjugation, fertilization, pollination) 583, , 599, 606, 608, , 820, DIVERSITY OF LIFE: 6, LIFE: 8, LIFE: 10, LIFE: 17-18, LIFE: 4-DIVERSITY OF LIFE: , 524, , , , 749, , 758, 776, DIVERSITY OF LIFE: 31- LIFE: 32, LIFE: 34, LIFE: 39, LIFE: 42, LIFE: 44, LIFE: 46- LIFE: , , 599, 606, 608, , 820, DIVERSITY OF LIFE: 6, LIFE: 8, LIFE: 10, LIFE: 17-18,
10 Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation) LIFE: 20, LIFE: 24, LIFE: 26, LIFE: 31- LIFE: 32, LIFE: 38- LIFE: 40, LIFE: 44, LIFE: 46, LIFE: 48, LIFE: 54, LIFE: 56, LIFE: , 583, , , 834, LIFE: 16, LIFE: 18, LIFE: 20, LIFE: 24, LIFE: 26, LIFE: 31- LIFE: 32, LIFE: 38- LIFE: 40, LIFE: 44, LIFE: 46, LIFE: 48, LIFE: 54, LIFE: 56, LIFE: , 583, , , 834, LIFE: 16, LIFE: 18,
11 b. Critique data (e.g., comparative anatomy, Biogeography, molecular biology, fossil record, etc.) used by scientists (e.g., Redi, Needham, Spallanzani, Pasteur) to develop an understanding of evolutionary processes and patterns. (DOK 3) c. Research and summarize the contributions of scientists, (including Darwin, Malthus, Wallace, Lamarck, and Lyell) whose work led to the development of the theory of evolution. (DOK 2) d. Analyze and explain the roles of natural selection, including the mechanisms of speciation (e.g., mutations, adaptations, geographic isolation) and applications of speciation (e.g., pesticide and antibiotic resistance). (DOK 3) e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs. (DOK 2) LIFE: 21- LIFE: 22, LIFE: 26, LIFE: 31- LIFE: 34, LIFE: 39, LIFE: , 459, , , , 564, , , , 461, 464, , , , , 483, , , , , , , 565, LIFE: 21- LIFE: 22, LIFE: 26, LIFE: 31- LIFE: 34, LIFE: 39, LIFE: , 459, , , , 564, , , , 461, 464, , , , , 483, , , , , , , 565, All competencies and objectives must be listed even though you may not correlate to the competencies and/or objectives. Please write "NA" in the page reference if there is no correlation.
12 If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should standalone.
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