A Correlation of Miller & Levine Biology To the Oklahoma Academic Standards
A Correlation of, BIOLOGY I HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1 Students who demonstrate for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. HS-LS1-2 Students who demonstrate Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. SE/TE: Chapter 12, pp. 344 348, pp. 350 352; Chapter 13, pp. 362 371 SE/TE: Chapter 7, p. 216; Chapter 23, pp. 664 687; Chapter 27, pp. 782 786, pp. 787 790, pp. 794 798; Chapter 28, pp. 814 818, pp. 819 826, pp. 827 830; Chapter 30, pp. 862 867, pp. 875 881, pp. 882 887, Chapter 31, pp. 896 900, Chapter 32, pp. 922-935; Chapter 33, pp. 948 953, pp. 963 969; Chapter 34, pp. 978 981, pp. 982 987 HS-LS1-3 Students who demonstrate Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms. HS-LS1-4 Students who demonstrate Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-5 Students who demonstrate Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6 Students who demonstrate Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. SE/TE: Chapter 1, p. 19; Chapter 7, pp. 214 217; Chapter 23, pp. 682 683, Chapter 25, p. 732, Chapter 28, pp. 827 830; Chapter 30, pp. 865-867, p. 886; Chapter 33, pp. 966 967; Chapter 34, p. 984 SE/TE: Chapter 10, pp. 279 285, pp. 292 297; Chapter 13, pp. 381 383 SE/TE: Chapter 3, p. 70; Chapter 8, p. 228, pp. 230 234, pp. 235 241 SE/TE: Chapter 2, pp. 45 49; Chapter 7, pp. 200 202; Chapter 13, pp. 366 371; Chapter 30, pp. 868 873, pp. 875 881 2
A Correlation of, HS-LS1-7 Students who demonstrate Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. SE/TE: Chapter 9, pp. 250 253, pp. 254 260 HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-1 Students who demonstrate SE/TE: Chapter 5, p. 135, pp. 137 141, pp. 142 145 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2 Students who demonstrate Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-3 Students who demonstrate Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-4 Students who demonstrate Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5 Students who demonstrate Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. SE/TE: Chapter 5, pp. 130 145; Chapter 6 pp. 166 172 SE/TE: Chapter 3, pp. 69 72; Chapter 8, pp. 226 228; Chapter 9, pp. 250 253; Chapter 21, pp. 610 614 SE/TE: Chapter 3, pp. 69 72, pp. 73 78, pp. 79 86 SE/TE: Chapter 3, pp. 82 83, Chapter 8, pp. 232 233; Chapter 9, pp. 251 252 3
A Correlation of, HS-LS2-6 Students who demonstrate Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-8 Students who demonstrate Evaluate evidence for the role of group behavior on individual and species chances to survive and reproduce. SE/TE: Chapter 4, pp. 99 104, pp. 106 109; Chapter 5, pp. 130 155, pp. 137 141 SE/TE: Chapter 29, pp. 840 841, pp. 847 851 HS-LS3 Heredity: Inheritance and Variation of Traits HS-LS3-1 Students who demonstrate SE/TE: Chapter 7, p. 197; Chapter 10, pp. 279 280; Chapter 12, pp. 342 343, Ask questions to clarify relationships about pp. 344 348; Chapter 13, pp. 366 367 the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2 Students who demonstrate Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3 Students who demonstrate Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS4 Biological Diversity and Unity HS-LS4-1 Students who demonstrate Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryo-logical development contribute scientific explanation of biological diversity. SE/TE: Chapter 12, pp. 350 353; Chapter 13, pp. 372 376; Chapter 17, pp. 482 486, pp. 487 492, pp. 498 500 SE/TE: Chapter 11, p. 313, pp. 319 321; Chapter 14, pp. 392 397 SE/TE: Chapter 16, pp. 450 453, pp. 460 464, pp. 465 473; Chapter 17, pp. 498 501 4
A Correlation of, HS-LS4-2 Students who demonstrate that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3 Students who demonstrate Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4 Students who demonstrate for how natural selection leads to adaptation of populations. HS-LS4-5 Students who demonstrate Synthesize, communicate, and evaluate the information that describes how changes in environmental conditions can affect the distribution of traits in a population causing: 1) increases in the number of individuals of some species, 2) the emergence of new species over time, and 3) the extinction of other species. SE/TE: Chapter 4, pp. 100 101; Chapter 5, pp. 139 141; Chapter 13, pp. 372 376; Chapter 16, pp. 460 464; Chapter 17, pp. 487 489 SE/TE: Chapter 16, pp. 460 463, pp. 471 473 SE/TE: Chapter 17, pp. 482 486, pp. 487 492, pp. 494 497 SE/TE: Chapter 17, pp. 494 497; Chapter 19, pp. 546 548 5