Prentice Hall Biology: Foundations Series 2010, (Miller/Levine) High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School)
CONTENT STRANDS: Inquiry Physical Science Life Science PEARSON 1. INQUIRY - Apply inquiry-based and problem-solving processes and skills to scientific investigations. Objectives a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory equipment. (DOK 2) Pupil Edition Page References Teacher Edition Page References Safety rules and symbols 20, 24, 46, 74, 100, 120, 130, 150, 162, 184, 198, 204, 226, 252, 280, 300, 370, 386, 420, 470, 494, 503, 520, 541, 544, 553, 570, 579, 596, 608, 617, 658, 660, 688, 705, 734, 758, 774, 778, 797, 802, 852, A-11, A-12, A-13, A-14, A-15 Proper use and care of the compound light microscope, slides, chemicals, etc. 20, 46, 74, 120, 150, 162, 184, 204, 226, 252, 300, 370, 20, 24, 46, 74, 100, 120, 130, 150, 162, 184, 198, 204, 226, 252, 280, 300, 370, 386, 420, 470, 494, 503, 520, 541, 544, 553, 570, 579, 596, 608, 617, 658, 660, 688, 705, 734, 758, 774, 778, 797, 802, 852, A-11, A-12, A-13, A-14, A-15 20, 46, 74, 120, 150, 162, 184, 204, 226, 252, 300, 370,
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) 494, 503, 541, 579, 596, 608, 617, 658, 734, 797 46, 74, 120, 150, 184, 204, 226, 300, 370, 494, 570, 638, 688, 802 46, 150, 252, 520, 570, 705, 802 11, 20, 32, 46, 66, 74, 95, 100, 116, 120, 130, 150, 162, 184, 198, 213, 226, 238, 252, 274, 280, 299, 300, 325, 338, 363, 370, 386, 398, 413, 420, 435, 452, 470, 492, 494, 503, 520, 541, 544, 553, 570, 579, 608, 617, 632, 638, 658, 660, 686, 688, 699, 705, 733, 734, 755, 758, 774, 778, 797, 802, 822, 845, 852 494, 503, 541, 579, 596, 608, 617, 658, 734, 797 46, 74, 120, 150, 184, 204, 226, 300, 370, 494, 570, 638, 688, 802 46, 150, 252, 520, 570, 705, 802 11, 20, 32, 46, 66, 74, 95, 100, 116, 120, 130, 150, 162, 184, 198, 213, 226, 238, 252, 274, 280, 299, 300, 325, 338, 363, 370, 386, 398, 413, 420, 435, 452, 470, 492, 494, 503, 520, 541, 544, 553, 570, 579, 608, 617, 632, 638, 658, 660, 686, 688, 699, 705, 733, 734, 755, 758, 774, 778, 797, 802, 822, 845, 852
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) e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3) f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge. (DOK 3) g. Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3) 2. PHYSICAL SCIENCE - Describe the biochemical basis of life and explain how energy flows within and between the living systems. Objectives 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) 46, 120, 150, 398, 452, 802 46, 150, 252, 520, 570, 705, 802 46, 150, 252, 520, 570, 705, 802 20, 46, 74, 120, 150, 184, 204, 226, 252, 280, 300, 370, 398, 420, 494, 520, 544, 570, 596, 617, 705, 734, 758, 778, 802, 852 Pupil Edition Page References 46, 120, 150, 398, 452, 802 46, 150, 252, 520, 570, 705, 802 46, 150, 252, 520, 570, 705, 802 20, 46, 74, 120, 150, 184, 204, 226, 252, 280, 300, 370, 398, 420, 494, 520, 544, 570, 596, 617, 705, 734, 758, 778, 802, 852 Teacher Edition Page References Subatomic particles and arrangement in atoms 28, 31, 47, 49 28, 31, 47, 49
Importance of ions in biological processes 30-31, 32 30-31, 32 b. Develop a logical argument defending water as an essential component of living systems (e.g., unique bonding and properties including polarity, high specific heat, surface tension, hydrogen bonding, adhesion, cohesion, and expansion upon freezing). (DOK 2) 33-34, 36, 47-49, 51 33-34, 36, 47-49, 51 c. Classify solutions as acidic, basic, or neutral and relate the significance of the ph scale to an organism s survival (e.g., consequences of having different concentrations of hydrogen and hydroxide ions). (DOK 2) 35-36, 49 35-36, 49 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 38-41, 47-49, 720-721 38-41, 47-49, 720-721 Building components of each group (e.g., amino acids, monosaccharides, nucleotides, etc.) 38-41, 49 38-41, 49 Basic functions (e.g., energy, storage, cellular, heredity) of each group 38-41, 47 38-41, 47 e. Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. (DOK 2) Enzyme structure 44-45, 46, 49-50 44-45, 46, 49-50
Enzyme function, including enzyme-substrate specificity and factors that effect enzyme function (ph and temperature) f. Describe the role of adenosine triphosphate (ATP) in making energy available to cells. (DOK 1) 44-45, 46, 47, 49-51, 724-726, 737 44-45, 46, 47, 49-51, 724-726, 737 ATP structure 192-193, 207 192-193, 207 ATP function 192-194, 205, 207 192-194, 205, 207 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) 196-197, 198, 199-203, 205-207, 209, 213-215, 216-219, 222, 227-229, 231 Light-dependent reactions and light independent reactions in photosynthesis, including requirements and products of each 199-203, 205, 207, 209 196-197, 198, 199-203, 205-207, 209, 213-215, 216-219, 222, 227-229, 231 199-203, 205, 207, 209 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. 213-215, 216-222, 227-229, 231 213-215, 216-222, 227-229, 231
Objectives a. Compare and contrast the characteristics of the world s major biomes (e.g., deserts, tundra, taiga, grassland, temperate forest, tropical rainforest). (DOK 2) Pupil Edition Page References Teacher Edition Page References Plant and animal species 92-94, 96-99, 101, 103-104 Climate (temperature and rainfall) 92-94 Adaptations of organisms 92-94 92-94, 96-99, 101, 103-104 92-94 92-94 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) Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms to herbivores, carnivores, and decomposers) 57-59, 68-73, 74, 75-79, 82-84, 100, 101-102 57-59, 68-73, 74, 75-79, 82-84, 100, 101-102 63-67, 75-77 63-67, 75-77 Roles of beneficial bacteria 488, 495, 497 488, 495, 497 Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism, symbiosis, and mutualism) 86-87, 101-103, 105, 113-115, 116, 121, 123-124, 511-86-87, 101-103, 105, 113-115, 116, 121, 123-124, 511-
c. Examine and evaluate the significance of natural events and human activities on major ecosystems (e.g., succession, population growth, technology, loss of genetic diversity, consumption of resources). (DOK 2) 4. Analyze and explain the structures and function of the levels of biological organization. 513, 646 513, 646 88-90, 101-103, 88-90, 101-103, 105, 108-111, 112-105, 108-111, 112-115, 116, 120, 121-115, 116, 120, 121-125, 128-137, 140-125, 128-137, 140-142, 143-149, 150, 142, 143-149, 150, 151-155 151-155 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, microtubules, microfiliaments, chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane, cell wall, cell membrane [active and passive transport], cytosol) 164-175, 176-180, 185-187, 195, 218, 222 164-175, 176-180, 185-187, 195, 218, 222 Components of mobility (e.g., cilia, flagella, pseudopodia) 485-486, 505-506, 508, 523 b. Differentiate between types of cellular reproduction. (DOK 1) 485-486, 505-506, 508, 523 Main events in the cell cycle and cell mitosis (including differences in plant and animal cell divisions 240-244, 253-257 240-244, 253-257
Binary fission (e.g., budding, vegetative propagation, etc.) 487-488 487-488 Significance of meiosis in sexual reproduction 275-280, 281-282, 275-280, 281-282, 284-285 284-285 Significance of crossing over 276, 278 276, 278 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. 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) 248-251, 256, 552-555, 556-559, 560-563, 564-565, 571-574, 597-600, 714-716, 735, 737 532-535, 536-539, 540-541, 543, 545-549, 552-555, 556-559, 560-563, 564-566, 567-569, 571-575, 578-584, 585-587, 588-592, 597-601 248-251, 256, 552-555, 556-559, 560-563, 564-565, 571-574, 597-600, 714-716, 735, 737 532-535, 536-539, 540-541, 543, 545-549, 552-555, 556-559, 560-563, 564-566, 567-569, 571-575, 578-584, 585-587, 588-592, 597-601 Structures of DNA and RNA 292-295, 301-303, 292-295, 301-303,
305, 308-310, 327, 305, 308-310, 327, 329, 331 329, 331 Processes of replication, transcription, and translation 296-299, 301, 303-296-299, 301, 303-305, 309-310, 311-305, 309-310, 311-315, 327-329, 331 315, 327-329, 331 Messenger RNA codon charts 311 311 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) 266-270, 271, 283 266-270, 271, 283 c. Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel electrophoresis). (DOK 2) d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2) 334, 336-337, 342-345, 347-351 334, 336-337, 342-345, 347-351 Significance of nondisjunction, deletion, substitutions, translocation, frame shift mutation in animals 316-319, 327-330 316-319, 327-330 Occurrence and significance of genetic disorders such as sickle cell anemia, Tay- Sachs disorder, cystic fibrosis, hemophilia, Downs Syndrome, color blindness 6. Demonstrate an understanding of principles that explain the diversity of life and biological evolution. 338, 339-341, 347-351 338, 339-341, 347-351
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 438-441, 446, 514-516, 519, 521, 528-529, 606-607, LIFE: 6, LIFE: 8, LIFE: 10, LIFE: 16, LIFE: 20, LIFE: 30 Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus, and species) 430-432, 443, 445, 447 438-441, 446, 514-516, 519, 521, 528-529, 606-607, LIFE: 6, LIFE: 8, LIFE: 10, LIFE: 16, LIFE: 20, LIFE: 30 430-432, 443, 445, 447 Body plans (symmetry) 611, 614, 616, 620 611, 614, 616, 620 Methods of sexual reproduction (e.g., conjugation, fertilization, pollination) 464-465, 507-508, 464-465, 507-508,
Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation) 530-531, 579-582, 584, 678-683, 689-692 530-531, 579-582, 584, 678-683, 689-692 487-488, 583-584 487-488, 583-584 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) 392-395, 397, 399-402, 450-455, 456-461, 471-474, 624-627 380-383, 384-386, 387, 388, 399-403 388-391, 396-397, 399-403, 409-413, 414-416, 420, 421-424 395, 397, 399-402, 406-408, 417-419, 421-424, 462-464 392-395, 397, 399-402, 450-455, 456-461, 471-474, 624-627 380-383, 384-386, 387, 388, 399-403 388-391, 396-397, 399-403, 409-413, 414-416, 420, 421-424 395, 397, 399-402, 406-408, 417-419, 421-424, 462-464 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.
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.