a correlation of pearson biology - pearson global...

A Correlation of

Pearson

Biology Foundations Series

Miller & Levine ©2010

To the

Next Generation Science Standards

Life Science Standards

DRAFT, MAY 2012

Grades 9-12

Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms transition to the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We’ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation.

Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Miller & Levine Biology.

The planning and development of Pearson’s Miller & Levine Biology was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. Authors Ken Miller and Joe Levine have created a bold, comprehensive on-level program to inspire students with trusted and up-to-date biology content. The authors’ unique storytelling style engages students in biology, with a greater focus on written and visual analogies. Study Workbook A and Laboratory Manual A 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. Miller & Levine Biology: Foundations Series, Study Workbook B, and Laboratory Manual B: Reading Foundations is the option for below-level students to receive the mastery key biology concepts, with embedded reading support. 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

The following document demonstrates how Miller & Levine Biology: Foundations Series ©2010, supports the first draft of the Next Generation Science Standards (NGSS) for Grades 9-12. Correlation references are to the Student Editions, Teacher Editions, and Teacher Lab Resources

A Correlation of Miller & Levine Biology: Foundations Series ©2010

to the Next Generation Science Standards – DRAFT, May 2012 Grades 9-12

SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 3

Table of Contents

HS.LS-SFIP Structure, Function, and Information Processing......................... 4 HS.LS-MEOE Matter and Energy in Organisms and Ecosystems ...................... 12 HS.LS-IRE Interdependent Relationships in Ecosystems ............................ 24 HS.LS-IVT Inheritance and Variation of Traits ............................................ 37 HS.LS-NSE Natural Selection and Evolution ................................................. 50




LIFE SCIENCE HS.LS-SFIP.a Structure, Function, and Information Processing Students who demonstrate understanding can: a. Obtain and communicate information explaining how the structure and function of systems of specialized

cells within organisms help them perform the essential functions of life. [Assessment Boundary: Limited to conceptual understanding of chemical reactions that take place between different types of molecules such as water, carbohydrates, lipids, and nucleic acids.] MILLER & LEVINE BIOLOGY FOUNDATION: Students explore specialized cells and systems of specialized cells in Chapter 7, Lesson 4 of SE/TE: 181-183 and Chapter 10, Lesson 4, SE/TE: 248-251. Various types of systems of specialized cell systems are described in later chapters. Students learn about specialized cell systems in fungi in Chapter 21, Lesson 4, SE/TE: 514-520. Instructional content on systems in plants is located in Chapter 23, SE/TE: 550-575. In Chapters 27 and 28, SE/TE: 644-693, students obtain information about specialized cell systems in animals. Content on specialized cell systems in humans is located in Chapters 30-35, SE/TE: 711-858. Students communicate information about the structure and function of systems of specialized cells within organisms in Foundations for Learning, SE/TE: 159. In Write to Learn, SE/TE: 183, students write how cells in an organism are like teammates on a sports team. In Check Understanding, SE/TE: 186, students use index cards to build on and communicate knowledge by presenting chapter concepts to a classmate. In Build Understanding, SE/TE: 248, students create a compare/contrast table about cell differentiation. On TE: 249, Active Reading/Science Support, students summarize lesson content in their notebooks. In Transfer the Big Idea, SE/TE: 253, students list and discuss types of cell regeneration in humans and other organisms. Students obtain information about unspecialized cells in Key Question and Figure, SE/TE: 555. Students communicate information in Check Understanding lesson assessments; SE/TE: 183, #8-9; 251, #17; 555, #4-6; 559, #4, 5; 649, #4-5; 652, #3, 5, 7; 655, #4-6; 659, #4-6 and Build Understanding Chapter Assessments; SE/TE: 256, #15, 17, 19.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. • Critically read scientific literature

adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs.

• Generate, synthesize, communicate,

and critique claims, methods, and designs that appear in scientific and technical texts or media reports.

LS1.A: Structure and Function • Systems of specialized cells within

organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids.

SE/TE: 159, Foundations for Learning 182, Cell Specialization; 248, Cell Differentiation 185, Chapter Summary 253, Transfer the Big Idea 514, What Are Fungi?; 552, Structure of Seed Plants; 646, Feeding and Digestion; 674, Movement and Support; 714, Organization of the Human Body

Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. SE/TE: 182, Levels of Organization; 515, Structure and Function; 552, Figure, Main Organs of Plants; 554, Figure, Vascular Tissue; 555, Figure, Apical Meristems; 556, Root Structure and Growth, 558, Root Functions; 715, Figure, Types of Tissues; 716, Build Connections: Human Body Systems




HS.LS-SFIP.b Structure, Function, and Information Processing Students who demonstrate understanding can: b. Communicate information about how DNA sequences determine the structure and function of proteins.

MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about nucleic acids and proteins in Chapter 2, Lesson 3, SE/TE: 40-41. They learn how DNA sequences determine the structure of proteins and how proteins are created Chapter 7, Lesson 2, SE/TE: 164-165. The role of DNA and RNA in protein synthesis is taught in Chapter 13 Lesson 1, SE/TE: 308-309, and Chapter 13, Lesson 2, SE/TE: 311-315. Students obtain and communication information about DNA and synthesis of proteins by creating Facts Envelopes in Foundations for Learning, SE/TE: 307. These facts are categorized and an informational collage is created on SE/TE: 328. Students communicate information about DNA sequences in Build Connections, TE: 315. In the Wrap-Up Activity, students write codons complementary to DNA bases. Build Understanding lesson assessments allow students to communicate and demonstrate knowledge as they review, explain, and apply concepts: 41, #2; 173, #6, 8; 310, #3-6; 315, #2-4. Chapter assessments provide further opportunities to communicate knowledge; 328, Assess the Big Idea, #1; 329, #5, 6, 7, 8, 9. Students investigate and communicate information in Lab B: 77-82, From DNA to Protein Synthesis and page 268, #3, 4, The Discovery of RNA Interference.






LS1.A: Structure and Function • All cells contain genetic information in

the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.

SE/TE: 40-41, Proteins; 165, The Nucleus; 168-169, Organelles That Build Proteins; 174-175, Build Connections; 307, Foundations for Learning 308-310, RNA; 311-315, Ribosomes and Protein Synthesis; 325, Inquiry into Scientific Reasoning; 326, Pre-Lab; 328, Assess the Big Idea; TE Only: 165, Build Connections; 169, Hands-On Learning; 306-307, Connect to the Big Idea; 315, Build Connections Lab Book B: 77-82, From DNA to Protein Synthesis 268, The Discovery of RNA Interference, #3, 4

Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. SE/TE: 164-165, Build Connections; The Cell as a Factory; 168-169, Build Connections: Making Proteins; Build Connections: 174-175, Comparing Typical Cells; 308, Build Connections: Master Plans and Blueprints; 311, Reading Codons; 312-313, Translation Diagram Lab Book B: 77-82, From DNA to Protein Synthesis 268, The Discovery of RNA Interference, #3, 4




HS.LS-SFIP.c Structure, Function, and Information Processing Students who demonstrate understanding can: c. Develop and use models to explain the hierarchical organization of interacting systems working together

to provide specific functions within multicellular organisms. MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about the hierarchical organization of systems in Chapter 7, Lesson 4, SE/TE: 182. Plant structure, function, and the organization of plant systems are addressed throughout Chapter 23, SE: 550-575. Specific systems within the animal body are addressed throughout in Chapters 27 and 28, SE: 644-693. Organization of the human body is presented in Chapter 30, Lesson 1, SE/TE: 714-718. Human body systems that include the digestive, excretory, nervous, skeletal, muscular, integumentary, circulatory, respiratory, and immune systems are presented in Chapters 30-35, SE: 711-858. Students use models to explain the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms on SE/TE: 182, Figure, Levels of Organization. In TE: 182, ELL, students create multi-level diagrams. On SE/TE: 713, Foundations for Learning, students create models of systems, detailing organs and their functions within each model. In Build Connections: Human Body Systems, SE/TE: 716, students use models to answer questions in the TE: Visual Summary.


Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. • Use multiple types of models to

represent and explain phenomena and move flexibly between model types based on merits and limitations.

SE/TE: 182, Levels of Organization; 713, Foundations for Learning 716, Build Connections: Human Body Systems TE Only: 182, Active Reading, Use Visuals; 716, Build Connections • Construct, revise, and use models to

predict and explain relationships between systems and their components.

TE Only: 713, Foundations for Learning 716, Build Connections

LS1.A: Structure and Function • Multicellular organisms have a

hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.

SE/TE: 182, Levels of Organization; 713, Foundations for Learning 714-715, Organization of Body; 716, Build Connections: Human Body Systems TE Only: 182, Active Reading, Use Visuals; 714, Preview the Pages; 716, Build Connections

Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows— within and between systems at different scales. SE/TE: 182, Levels of Organization; 713, Foundations for Learning 716, Build Connections: Human Body Systems TE Only: 182, Active Reading, Use Visuals; 716, Build Connections




HS.LS-SFIP.d Structure, Function, and Information Processing Students who demonstrate understanding can: d. Use modeling to explain the function of positive and negative feedback mechanisms in maintaining

homeostasis that is essential for organisms. [Assessment Boundary: The focus is on conceptual models explaining examples of both types of feedback systems.] MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about the function of feedback mechanisms in maintaining homeostasis in Chapter 25, Lesson 1, SE/TE: 608. Chapter 28, Lesson 4 discusses the necessary homeostasis of systems and how animals handle maintain it, SE/TE: 684-687. Students learn about homeostasis and feedback mechanisms in humans are addressed in Chapter 30, Lesson 1, SE/TE: 717-718. Feedback mechanisms involved in the endocrine system are taught in Chapter 34, Lesson 2, SE/TE: 813-816. Chapter 38 describes the immune system's role in maintaining homeostasis, SE/TE: 836-858. Students use modeling to explain the function of positive and negative feedback mechanisms in maintaining homeostasis in: SE/TE: 717, Figure, Feedback Inhibition. In TE: 717, ELL, students model homeostasis and other concepts using a bowl of water. Students use the figure on SE/TE: 718, Getting Warm and Staying Cool, to comprehend homeostasis. In TE: 718, Wrap-Up Activity, students use water and ice to model homeostasis. In Foundations for Learning, SE/TE: 809, students collect notes and create images about each homeostatic lesson. Students use the model on SE/TE: 814, Figure, Blood Glucose Control to understand blood glucose levels. They use the model on SE/TE: 816, to comprehend water balance in homeostasis. On SE/TE; 832, Foundations for Learning Wrap-up, students create and label a chart that will be used to share related facts with a partner. In Lab B: 377-378, Maintaining Temperature, students model maintaining a stable body temperature.




SE/TE: 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Figure, Water Balance TE Only: 717, Focus on ELL; 717, Active Reading; 718, Wrap-Up Activity; 814, Active Reading, Cause and Effect; 816, Active Reading, Make an Analogy

LS1.A: Structure and Function • Feedback mechanisms maintain a living

system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g. at too high or too low external temperature, with too little food or water available) the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

SE/TE: 608, Maintaining Homeostasis; Inquiry into Scientific Learning; 684-685, Interrelationship of Body Systems; 685-687, Body Temperature Control; 717-718, Homeostasis; 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control;

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 686, Inquiry into Scientific Thinking; 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Control of the Endocrine System; Figure, Water Balance TE Only: 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity




Lab B: 377-378, Maintaining Temperature • Construct, revise, and use models to


SE/TE: 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Figure, Water Balance TE Only: 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity; 814, Active Reading, Cause and Effect; 816, Active Reading, Make an Analogy Lab B: 377-378, Maintaining Temperature

816, Control of the Endocrine System; Figure, Water Balance TE Only: 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity; 814, Active Reading , Cause and Effect; 816, Active Reading Lab B: 209-212, Diagnosing Endocrine Disorders; 377-378, Maintaining Temperature

Lab B: 377-378, Maintaining Temperature




HS.LS-SFIP.e Structure, Function, and Information Processing Students who demonstrate understanding can: e. Use evidence to support explanations for the relationship between a region of the brain and the primary

function of that region. [Clarification Statement: Conceptual understanding that the brain is divided into several distinct regions and circuits, each of which primarily serves dedicated functions (e.g., visual perception, auditory perception, interpretation of perceptual information, guidance of motor movement, decision making about actions to take in the event of certain inputs).] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the structure of the animal brain in Chapter 28, Lesson 1, SE/TE: 671. Regions of the human brain are specifically addressed in Chapter 31, Lesson 2, SE/TE: 747-750. Students use evidence to support explanations for the relationship between a region of the brain and the primary function of that region in Hands-On Learning, TE: 671. Students collaborate to write sentences about brain part functions in vertebrates, compiling sentences into a story. In Build Connections, The Brain, SE/TE: 748, students explore the parts of the brain and their functions. In the TE: Visual Summary and Find the Main Idea features, students obtain information about the brain parts and functions. In the ELL activity, TE: 748, students identify the parts of the brain with their functions. In Wrap-Up Activity, TE: 750, students collaborate to prepare a class book in which each group is responsible for creating content on one of the brain structures, its location, and function. Students demonstrate topic knowledge in Check Understanding, SE/TE: 761, #7, 8, and Standardized Test Prep, SE/TE: 693, #9, 10.






LS1.D: Information Processing • In complex animals, the brain is divided

into several distinct regions and circuits, each of which primarily serves dedicated functions, such as visual perception, auditory perception, interpretation of perceptual information, guidance of motor movement, and decision making about actions to take in the event of certain inputs.

SE/TE: 671, Figure, Vertebrate Brains; Figure, Not Such a Bird Brain; 742, The Brain and Spinal Chord; 748-749, Build Connections: The Brain TE Only: 671, Hands-On Learning, Active Reading; 748, Build Connections; Focus on ELL; 749, Active Reading

Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. SE/TE: 671, Parts of the Vertebrae Brain; Figure, Vertebrae Brains; 748-749, Build Connections: The Brain TE Only: 671, Hands-On Learning, Active Reading




HS.LS-SFIP.f Structure, Function, and Information Processing Students who demonstrate understanding can: f. Gather and communicate information to explain the integrated functioning for all parts of the brain for

successful interpretation of inputs and generation of behaviors.[Assessment Boundary: Conceptual understanding is limited to the structure and function of the brains of complex organisms.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Students obtain information about the nervous system, brain, and animal response in Chapter 28 Lesson 1, SE/TE: 668-673. In Hands-On Learning, TE: 671, students communicate information as teams about various brain functions in vertebrates. Chapter 31, "The Central Nervous System," describes the structure and functions of the nervous system and how it regulates functions is every part of the body, SE: 740-763. Students learn about the structure and functions of the human brain in Lesson 2, SE/TE: 747-750. In ELL, TE: 748, students communicate information by completing sentence frames to answer questions about brain functions.






LS1.D: Information Processing • The integrated functioning of all parts of

the brain is important for successful interpretation of inputs and generation of behaviors in response to them.

Related Content: SE/TE: 671 Vertebrae Brains; 748-749, Build Connections: The Brain 750, Build Vocabulary TE Only: 671, Hands-On Learning; 748, Build Connections, ELL; 749, Active Reading

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects.




HS.LS-SFIP.g Structure, Function, and Information Processing Students who demonstrate understanding can: g. Analyze and interpret data to identify patterns of behavior that motivate organisms to seek rewards, avoid

punishments, develop fears, or form attachments to members of their own species and, in some cases, to individuals of other species. MILLER & LEVINE BIOLOGY FOUNDATION: Students learn how animals interact with one another and their environment in Chapter 29. Animal behavior and types of learning are specifically addressed in Chapter 29, Lesson 1, SE/TE: 696-700. Social behavior and attachments is explored in Chapter 29, Lesson 2, SE/TE: 701-704. Students analyze and interpret data to identify patterns of behavior that motivate organisms to seek rewards, avoid punishments, develop fears, or form attachments to members of their own species in Inquiry into Scientific Thinking, SE/TE: 699. In Design Your Own Lab, SE/TE: 705, students determine the type of stimulus that triggers termite responses. In Standardized Test Prep, #8, 9, SE/TE: 709, students analyze and interpret data about a male sedge warbler’s songs during breeding season and the time involved to pair with a mate. Lab B: 183, Termite Tracks: Analyze and Conclude; 305-306, Caring for Young


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Consider limitations (e.g., measurement

error, sample selection) when analyzing and interpreting data.

Lab B: 183, Termite Tracks, #3 • Evaluate the impact of new data on a

working explanation of a phenomenon or design solution.

Lab B: 183, Termite Tracks: Analyze and Conclude, #5

LS1.D: Information Processing • In addition, some circuits give rise to

emotions and memories that motivate organisms to seek rewards, avoid punishments, develop fears, or form attachments to members of their own species and, in some cases, to individuals of other species (e.g., mixed herds of mammals, mixed flocks of birds).

SE/TE: 697, Innate Behavior, 697-698; Learned Behavior; 699-700, Complex Behaviors; 699, Inquiry into Scientific Thinking; 701, Behavioral Cycles; 702, Social Behavior; 703, Communication TE Only: 704, Wrap-Up Activity Lab B: 183, Termite Tracks: Analyze and Conclude; 305-306, Caring for Young

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. Mathematical representations are needed to identity some patterns. SE/TE: 699, Inquiry into Scientific Thinking; 705, Design Your Own Lab; 709, Standardized Test Prep, #8, 9 Lab B: 183, Termite Tracks: Analyze and Conclude; 305-306, Caring for Young




HS.LS-MEOE.a Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: a. Construct a model to support explanations of the process of photosynthesis by which light energy is

converted to stored chemical energy. [Clarification Statement: Models may include diagrams and chemical equations. The focus should be on the flow of matter and energy through plants.] [Assessment Boundary: Limited to the inputs and outputs of photosynthesis and chemosynthesis, not the specific biochemical steps involved.] MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to the concept of photosynthesis in Chapter 3, Lesson 2, SE/TE: 60-61. Chapter 8 "Photosynthesis," covers how organisms store energy, what structures are involved, and the process of photosynthesis, SE/TE: 190-209. Students construct a model to support explanations of the process of photosynthesis in Inquiry into Scientific Thinking, SE/TE: 198. In Build Understanding, SE/TE: 199, students create a flowchart showing the steps of photosynthesis. On TE: 200, Use Graphic Organizers, students arrange photosynthesis steps in a flowchart. The TE: ELL activity engages students in constructing a model of photosynthesis. In Hands-On Learning, TE: 202, students model the Calvin cycle using tennis balls to represent molecules. On TE: 203, students draw a diagram. In the Chapter Summary, TE: 205, students complete a flowchart on photosynthesis. In Foundations of Learning Wrap-Up, students use index cards to create a diagram showing the stages of photosynthesis.




SE/TE: 197, The Stages of Photosynthesis; 200, Light Dependent Reactions; 202, Light-Independent Reactions TE Only: 199, Build Understanding, Flowchart; 200, Active Reading, Use Graphic Organizers; Focus on ELL; 202, Hands-On Learning; 203, Active Reading, Draw a Diagram; 205, Think Visually; 206, Foundations of Learning Wrap-Up

LS1.C: Organization for Matter and Energy Flow in Organisms • The process of photosynthesis converts

light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.

SE/TE: 195-197, Photosynthesis: An Overview; 198, Inquiry into Scientific Thinking; 199-203, The Process of Photosynthesis; 204, Skills Lab Lab B: 251-252, Rates of Photosynthesis

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE/TE: 192-193, Chemical Energy; 195-197, Photosynthesis: An Overview; 199-200, Light Dependent Reactions; 201-202, Light-Independent Reactions




• Construct, revise, and use models to predict and explain relationships between systems and their components.

TE Only: 196, Active Reading, Draw Diagrams; 199, Build Understanding, Flowchart; 200, Active Reading, Use Graphic Organizers; Focus on ELL; 202, Hands-On Learning; 203, Active Reading, Draw a Diagram; 205, Think Visually; 206, Foundations of Learning Wrap-Up • Examine merits and limitations of

various models in order to select or revise a model that best fits the evidence or the design criteria.




HS.LS-MEOE.b Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: b. Construct an explanation of how sugar molecules that contain carbon, hydrogen, and oxygen

are combined with other elements to form amino acids and other large carbon-based molecules. [Clarification Statement: Explanations should include descriptions of how the cycling of these elements provide evidence of matter conservation.] [Assessment Boundary: Focus is on conceptual understanding of the cycling of matter and the basic building blocks of organic compounds, not the actual process.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students obtain information about carbon compounds and the combinations that create Photosynthesis is covered in Chapter 8, SE/TE: 190-209 and cellular respiration in Chapter 9, SE/TE: 210-231. In Chapter 13, Lesson 2, SE/TE: 308-315, students learn about protein synthesis from amino acids.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Construct and revise explanations and

arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review.



SE/TE: Photosynthesis; 195-197, Photosynthesis: An Overview; 198, Inquiry into Scientific Thinking; 199-203, The Process of Photosynthesis; 204, Skills Lab Lab B: 251-252, Rates of Photosynthesis • As matter and energy flow through

different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

SE/TE: 70-71, The Carbon Cycle; 83, The Carbon Cycle diagram; 201, Sugar Production; Summary of Light-Independent Reactions;

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE/TE: 70, The Carbon Cycle Diagram; 215, Comparing Photosynthesis and Respiration; Opposite Reactions diagram




212, Chemical Energy and Food; 213, Overview of Cellular Respiration; 215, Check Understanding, #4; 216-217, Glycosis; 218-219, The Krebs Cycle; 220, Electron Transport and ATP Synthesis TE Only: 219, Science Support LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Some matter reacts to release energy

for life functions, some matter is stored in newly made structures, and much is discarded.

SE/TE: 68-69, Recycling the Biosphere




HS.LS-MEOE.c Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: c. Use a model to explain cellular respiration as a chemical process whereby the bonds of food molecules

and oxygen molecules are broken and bonds in new compounds are formed that result in a net transfer of energy. [Assessment Boundary: Limited to the conceptual understanding of the inputs and outputs of metabolism, not the specific steps.] MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about cellular respiration in Chapter 9, Lesson 1, SE/TE: 212-215. The process of cellular respiration is explored in Chapter 9, Lesson 2, SE/TE: 216-222. Students use models to explain cellular respiration as a chemical process in which the bonds of food molecules and oxygen molecules are broken and bonds in new compounds are formed in the following conceptual, visual, and hands-on exercises: SE/TE: 214, Figure, The Stages of Cellular Respiration (TE: Use Visuals); SE/TE: 215, Figure, Opposite Processes, (TE: Use Visuals); SE/TE: 217, Build Connections: Glycolysis; and SE/TE: 219, Build Connections: The Krebs Cycle. Students use a model of the Electron Transport Chain and ATP Synthesis on SE/TE: 221 to clarify the process. In Hands-On Learning, TE: 217, students model molecules in cellular respiration. In Use Graphic Organizers, TE: 218, students create a flowchart. On TE: 220 and 221, students use a class diagram to understand related stages of cellular respiration. In the Wrap-Up Activity, TE: 222, students model through movement what takes place during each stage of cellular respiration.




SE/TE: 213, Overview of Cellular Respiration; 214, The Stages of Cellular Respiration; 215, Figure, Opposite Processes; 217, Build Connections: Glycolysis; 219, Build Connections: The Krebs Cycle; 221, Build Connections: The Electron Transport Chain and ATP Synthesis; 222, Figured, Energy Totals TE Only: 215, Use Visuals; 217, Hands-On Learning; 218, Use Graphic Organizers; 220, Active Reading, Draw a

LS1.C: Organization for Matter and Energy Flow in Organisms • As matter and energy flow through

different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

SE/TE: 212, Chemical Energy and Food; 213, Overview of Cellular Respiration; 216-217, Glycolysis; 218-219, The Krebs Cycle; 220, Electron Transport and ATP Synthesis, 222 The Totals TE Only: 219, Active Reading, Science Support • As a result of these chemical reactions,

energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE/TE: 215, Comparing Photosynthesis and Cellular Respiration, Check Understanding, #4 TE Only: 217, Hands-On Learning




Diagram; 221, Draw a Diagram; 222, Wrap-Up Activity • Construct, revise, and use models to


TE Only: 217, Hands-On Learning; 218, Active Reading, Use Graphic Organizers; 220, Active Reading, Draw a Diagram; 221, Active Reading, Draw a Diagram 222, Wrap-Up Activity • Examine merits and limitations of


TE Only: 221, Draw a Diagram

SE/TE: 214, Oxygen and Energy; 216-217, Glycolysis; 218-219, The Krebs Cycle; 220-221, Electron Transport and ATP Synthesis; 221, Build Connections: The Electron Transport Chain and ATP Synthesis 222, The Totals TE Only: 220, Active Reading • Cellular respiration also releases the

energy needed to maintain body temperature despite ongoing energy loss to the surrounding environment.

SE/TE: 222, The Totals TE Only: 222, Speed Bump LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Photosynthesis and cellular respiration

(including anaerobic processes) provide most of the energy for life processes.

SE/TE: 215, Comparing Photosynthesis and Cellular Respiration




HS.LS-MEOE.d Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: d. Evaluate data to compare the energy efficiency of aerobic and anaerobic respiration within

organisms. [Assessment Boundary: Limited to a comparison of ATP input and output.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Students obtain information about the processes of aerobic and anaerobic cellular respiration in Chapter 9, Lessons 1-3, SE/TE: 210-231.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and/or models

(e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims or determine an optimal design solution.

LS1.C: Organization for Matter and Energy Flow in Organisms • As a result of these chemical reactions,

energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

SE/TE: 214, Oxygen and Energy; 218-219, The Krebs Cycle; 220-221, Electron Transport and ATP Synthesis; 222, Check Understanding, #6; 225, Energy and Exercise; 227, Chapter Summary • Anaerobic (without oxygen) cellular

respiration follows a different and less efficient chemical pathway to provide energy in cells.

SE/TE: 214, Oxygen and Energy; 216-217, Glycolysis; 223-224, Fermentation; 225, Energy and Exercise; 227, Chapter Summary

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE/TE: 215, Comparing Photosynthesis and Cellular Respiration




HS.LS-MEOE.e Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: e. Use data to develop mathematical models to describe the flow of matter and energy between organisms

and the ecosystem. [Assessment Boundary: Use data on energy stored in biomass that is transferred from one trophic level to another.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students obtain information about energy transfer in the ecosystem in Chapter 3, Lesson 2, SE/TE: 60-62. Students learn about energy flow in ecosystems within Lesson 3, SE/TE: 63-67. The cycles of matter in ecosystems are presented in Lesson 4, SE/TE: 68-73).




SE/TE: 63, Food Chains diagram; 64, Build Connections: Earth's Recycling Center; 65, Food Web in the Everglades diagram; 66, Pyramid of Energy diagram; 67, Pyramids of Biomass and Numbers diagram; 68, Build Connections: The Matter Mill; 69, The Water Cycle diagram; 70, The Carbon Cycle diagram; 71, The Nitrogen Cycle diagram; 72, The Phosphorus Cycle diagram; 76, Foundations of Learning Wrap-Up; 77, Check Understanding,#11 TE only: 65, Hands-On Learning; 67, Wrap-Up Activity; 70, Hands-On Learning; 73, Wrap-Up Activity Lab B: 231-234, The 10-Percent Rule

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Photosynthesis and cellular respiration

(including anaerobic processes) provide most of the energy for life processes.

SE/TE: 60, Energy From the Sun; 66, Pyramid of Energy; 70, Nutrient Cycles; The Carbon Cycle diagram; 195, Chlorophyll and Chloroplasts-intro paragraph; 215, Comparing Photosynthesis and Cellular Respiration, Opposite Processes diagram, Check Understanding, #4; 268, Check Understanding, #5 Lab B: 231-234, The 10-Percent Rule • Plants or algae form the lowest level of

the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web, and there is a limit to the number of organisms that an ecosystem can sustain.

SE/TE: 64, Food Webs and Disturbance; 66, Ecological Pyramids, Inquiry into Scientific Thinking; 67, Pyramids of Biomass and Numbers; 76, Constructed Response, #1

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE/TE: 68-69, Recycling in the Biosphere; 69, The Water Cycle; 70-72, Nutrient Cycles; 73, Check Understanding, #3; 215, Comparing Photosynthesis and Cellular Respiration; 215, Opposite Processes diagram TE Only: 67, Wrap-Up Activity; 73, Wrap-Up Activity




• Use models (including mathematical and computational) to generate data to explain and predict phenomena, analyze systems, and solve problems.

TE Only: 64, Build Connections; 65, Use Diagrams, Hands-On Learning; 67, Wrap-Up Activity, Active Reading; 69, Build Connections, Interpret Diagrams; 70, Hands-On Learning, Interpret Diagrams; 71, Interpret Diagrams; 72, Make Connections; 73, Wrap-Up Activity Lab B: 231-234, The 10-Percent Rule

• Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded.

SE/TE: 68-69, Recycling the Biosphere




HS.LS-MEOE.f Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: f. Communicate descriptions of the roles of photosynthesis and cellular respiration in the carbon cycle

specific to the carbon exchanges among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students learn about the carbon cycle in Chapter 3, Lesson 4, SE/TE: 70-71 and about photosynthesis and cellular respiration in Chapters 8 and 9. Students obtain information about the relationship between the carbon cycle and respiration/photosynthesis in the Carbon Cycle diagram on SE/TE: 70. The TE: Interpret Diagrams feature prompts students to communicate the Process.






LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Photosynthesis and cellular respiration

are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

SE/TE: 70-71, Carbon Cycle; 70, The Carbon Cycle diagram; 215, Comparing Photosynthesis and Cellular Respiration TE Only: 70, Hands-On Learning

Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. SE/TE: 70, The Carbon Cycle diagram; 215, Opposite Processes diagram TE Only: 70, Interpret Diagrams, Hands-On Learning




HS.LS-MEOE.g Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: g. Provide evidence to support explanations of how elements and energy are conserved as they cycle

through ecosystems and how organisms compete for matter and energy [Clarification Statement: Elements included can include carbon, oxygen, hydrogen, and nitrogen.] MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to consumers, producers, and energy in Chapter 3, Lesson 2, SE/TE: 60-62. They learn about the cycling of energy in the ecosystem in Lesson 3, SE/TE: 63-67. Cycles of matter are described in Lesson 4, SE/TE: 68-73. Students obtain information about competition among organisms in Chapter 4, Lesson 2, SE/TE: 85-87. Students provide evidence to support explanations of how elements and energy are conserved as they respond to TE: Build Connections questions on SE/TE: 64, Build Connections, Earth’s Recycling Center. They demonstrate topic knowledge in Check Understanding, #3, SE/TE: 73. Students gain understanding through diagrams in TE: 70-71, Active Reading, Interpret Diagrams; and TE: 72, Active Reading, Make Connections. In the Wrap-Up Activity, TE: 73, students create a labeled diagram that shows the path of an element through an ecosystem and is explained to the class. In Transfer the Big Idea, TE: 75, students write about the interactions of producers, organisms, and nonliving things in an ecosystem and the role the producer plays in the movement of matter and energy in the ecosystem. In Foundations for Learning Wrap-Up, SE/TE: 76, students create fishbone maps to answer questions. They investigate the relationship of a food web to an energy pyramid in Lab B: 231-234, The 10-Percent Rule.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Make quantitative claims regarding the

relationship between dependent and independent variables.

Lab B: 231-234, The 10-Percent Rule • Apply scientific reasoning, theory, and

models to link evidence to claims and show why the data are adequate for the explanation or conclusion.

Lab B: 231-234, The 10-Percent Rule • Construct and revise explanations and




SE/TE: 60-61, Primary Producers; 61, Figure, Photosynthesis • Matter and energy are conserved in

each change. This is true of all biological systems, from individual cells to ecosystems.

SE/TE: 68-69, Recycling in the Biosphere; 73, Check Understanding, #3

Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. SE/TE: 61, Figure, Photosynthesis; 63, Figure, Food Chains; 64, Build Connections: Earth's Recycling Center; 65, Figure, Food Web in the Everglades; 66, Figure, Pyramid of Energy; 68, Build Connections: The Matter Mill; 69, Figure, The Water Cycle; 70, Figure, The Carbon Cycle; 71, Figure, The Nitrogen Cycle; 72, Figure, The Phosphorus Cycle 76, Foundations for Learning Wrap-Up 79, Standardized Test Prep, #7, 8 TE Only: 65, Hands-On Learning; 67, Wrap-Up Activity; 70, Hands-On Learning;




SE/TE: 78, Solve the Chapter Mystery, #1-3

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • The chemical elements that make up the

molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved;

SE/TE: 60, Primary Producers; 61-62, Consumers; 63-65, Food Chains and Food Webs; 66-67, Ecological Pyramids; 68, Recycling the Biosphere; 69, The Water Cycle; 70, Carbon Cycle; 71, Nitrogen Cycle; 72, The Phosphorous Cycle • Competition among species is ultimately

competition for the matter and energy needed for life.

SE/TE: 85-86, Competition

72, Active Reading, Make Connections; 73, Wrap-Up Activity; 75, Think Visually Lab B: 231-234, The 10-Percent Rule




HS.LS-IRE.a. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: a. Evaluate data to explain resource availability and other environmental factors that affect carrying

capacity of ecosystems. [Clarification Statement: The explanation could be based on computational or mathematical models. Environmental factors should include availability of living and nonliving resources and from challenges (e.g., predation, competition, disease).] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about competition, predation and inter-species dependency in Chapter 4, Lesson 2, SE/TE: 85-87. They obtain information about the factors that contribute to changes in the ecosystems in Chapter 5, "Populations," SE: 106-125. The factors that affect carrying capacity in ecosystems are presented in Chapter 5, Lesson 2, SE/TE: 112-116. Human resource dependency, use, and conservation are covered in Chapter 6, SE/TE: 126-155. Students evaluate data to explain resource availability and other environmental factors that affect carrying capacity of ecosystems in the Pre-Lab on SE/TE: 74. The TE: Post Lab engages students in extending the experiment. They evaluate data in the Figure of Competitive Exclusion on SE/TE: 86. Students evaluate data to explain resource availability as they analyze Wolf and Moose Populations on Isle Royale, SE/TE: 113, (TE: Active Reading/Use Visuals). In Inquiry Into Scientific Thinking, SE/TE: 116, students investigate competition for resources within a population, record, and analyze data. In Pre-Lab, The Growth Cycle of Yeast, SE/TE: 120, students investigate population growth within a yeast culture. The TE: Post Lab directs students to create a growth curve for their data and label the phases. Students investigate, record, and evaluate data in the following inquiries: Lab B: 25-28, The Effect of Fertilizer on Algae; Lab B: 35-38, The Growth Cycle of Yeast; Lab B: 235-236, Predator-Prey Dynamics; and Lab B: 241-242, Multiplying Rabbits.






LS2.A: Interdependent Relationships in Ecosystems • Ecosystems have carrying capacities,

which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

SE/TE: 85-86, Competition; 86, Predation, Herbivory, and Keystone Species; 110, Phase of Growth; 111, Carrying Capacity; 112, Limiting Factors, Density-Dependent Limiting Factors;

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 112, Density-Dependent Limiting Factors; 114, Density-Independent Factors; 124, Solve the Chapter Mystery Lab B: 25-28, The Effect of Fertilizer on Algae; 38, The Growth Cycle of Yeast, #3-5




114, Density-Independent Factors; 116, Inquiry into Scientific Thinking TE Only: 113, Active Reading, Use Visuals Lab B: 35-38, The Growth Cycle of Yeast; 235-236, Predator-Prey Dynamics LS2.C: Ecosystem Dynamics, Functioning, and Resilience • Extreme fluctuations in conditions or the

size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

SE/TE: 74, Real-World Lab, 86, Keystone Species; 88-89, Primary and Secondary Succession; 89-90, Climax Communities; 110, Organisms in New Environments; 114-115, Density-Independent Limiting Factors; 124, Solve the Chapter Mystery Lab B: 25-28, The Effect of Fertilizer on Algae




HS.LS-IRE.b. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: b. Design solutions for creating or maintaining the sustainability of local ecosystems.

MILLER & LEVINE BIOLOGY FOUNDATION: In Chapter 6 "Humans in the Biosphere," students learn how human activities have shaped local and global ecology, SE: 126-156. In Chapter 6, Lesson 1, students obtain information about the effect of human activity on the ecosystem and about sustainable development, SE/TE: 128-131. Lesson 2 covers using resources wisely, SE/TE: 132-137. Chapter 6, Lessons 3 and 4, deal with the value of biodiversity and meeting ecological challenges, SE/TE: 138-149. Students design solutions for creating or maintaining the sustainability of local ecosystems in the Inquiry into Scientific Thinking: Reduce, Reuse, Recycle, SE/TE: 130. In the Wrap-Up Activity, TE:131, students collaborate to brainstorm actions to meet local environmental needs. Using the chapter case study format in Wrap-Up Activity, TE: 149, they analyze an ecological challenge to discuss behavioral changes that can contribute to solving the program.




• Apply scientific knowledge to solve

design problems by taking into account possible unanticipated effects.

LS4.D: Biodiversity and Humans • Humans depend on the living world for

the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. These problems have the potential to cause a major wave of biological extinctions—as many species or populations of a given species, unable to survive in changed environments, die out—and the effects may be harmful to humans and other living things. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

SE/TE: 127, Chapter Mystery; 128-129, The Effect of Human Activity; 130, Inquiry Into Scientific Thinking; 130-131, Sustainable Development; 132-133, Soil Resources; 133, Freshwater Resources; 136-137, Atmospheric Resources; 138-139, The Value of Biodiversity;

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 128-129, The Effect of Human Activity; 130-131, Sustainable Development; 145, Case Study #1: Atmospheric Ozone; 146, Case Study #2: North Atlantic Fisheries; 147-149, Case Study #3: Climate Change




140-141, Threats to Biodiversity; 141-142, Conserving Biodiversity; 143-144, Ecological Footprints; 144, Ecology in Action; 145, Case Study #1: Atmospheric Ozone; 146, Case Study #2: North Atlantic Fisheries; 147-149, Case Study #3: Climate Change; 150, Design Your Own Lab 156, Unit 2 Project TE Only: 135, Active Reading, Science Support, Hands-On Learning Lab B: 39-44, Acid Rain and Seeds; 245-246, Vehicle Emission Trends; 247-248, Saving the Golden Lion;




HS.LS-IRE.c. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: c. Construct and use a model to communicate how complex sets of interactions in ecosystems maintain

relatively consistent numbers and types of organisms for long periods of time when conditions are stable. MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about specialized niches and community interactions in Chapter 4, Lesson 2, SE/TE: 85-87. Populations and factors that keep numbers relatively stable are addressed in Chapter 5, Lesson 1, SE/TE: 112-115. In Lesson 2, students obtain information about the factors that limit and control population growth, SE/TE: 112-115. Students construct and use a model to communicate how complex sets of interactions in ecosystems maintain relatively consistent numbers and types of organisms for long periods of time Students use the model presented in the Chapter Mystery, SE/TE: 81, and Solve the Chapter Mystery, SE/TE: 104. Students draw a diagram to show division of resources in Active Reading, TE: 86. In Wrap-Up Activity, TE: 87, students create a chart with drawings, comparing relationships between organisms. In Wrap-Up Activity, TE: 111, students use index cards to draw factors that affect populations and decide the future of organisms. Students analyze data showing interactions in ecosystems in Moose and Wolf Populations on Isle Royale, SE/TE: 113 (TE: Use Visuals). Students model predator prey dynamics in Lab B: 235-236 and 329-332, Modeling Predator-Prey Interactions.


Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. • Construct, revise, and use models to


TE Only: 86, Active Reading, Draw A Diagram; 87, Wrap-Up Activity; 111, Wrap-Up Activity; 113, Active Reading, Use Visuals Lab B: 235-236, Predator Prey Dynamics; 329-332, Modeling Predator-Prey Interactions • Use models (including mathematical and

computational) to generate data to explain and predict phenomena, analyze systems, and solve problems.

SE/TE: 113, Moose and Wolf Populations on Isle Royale

LS2.C: Ecosystem Dynamics, Functioning, and Resilience • A complex set of interactions within an

ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions.

SE/TE: 85, Defining the Niche; 86, Dividing Resources; 86-87, Predation, Herbivory, and Keystone Species; 110-111, Logistic Growth; 112-113, Density-Dependent Limiting Factors; 114-115, Density-Independent Limiting Factors TE Only: 113, Active Reading, Use Visuals Lab B: 235-236, Predator Prey Dynamics; 329-332, Modeling Predator-Prey Interactions

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 104, Solve the Chapter Mystery; 110-111, Logistic Growth; 113, Moose-Wolf Populations on Isle Royale TE Only: 113, Use Visuals Lab B: 235-236, Predator Prey Dynamics; 329-332, Modeling Predator-Prey Interactions




TE Only: 86, Draw a Diagram; 87, Wrap-Up Activity; 109, Hands-On Learning; 111, Wrap-Up Activity; 113, Use Visuals Lab B: 235-236, Predator Prey Dynamics; 329-332, Modeling Predator-Prey Interactions




HS.LS-IRE.d. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: d. Construct arguments from evidence about the effects of natural biological or physical disturbances in

terms of the time needed to reestablish a stable ecosystem and how the new system differs from the original system. [Clarification Statement: Computational models could be used to support collect evidence to support the argument.] MILLER & LEVINE BIOLOGY FOUNDATION: Ecological succession is taught in Chapter 4, Lesson 3, SE/TE: 88-90. The effects of human disturbances to the ecosystem are described in Chapter 6, Lesson 1, SE/TE: 128-131. Students communicate the effects of natural biological or physical disturbances in terms of the time needed to reestablish a stable ecosystem and how the new system differs from the original system as they create a table, comparing primary and secondary succession on SE/TE: 88. They relate cause and effect in Check Understanding, #5, SE/TE: 90. Students make lists of evidence and arguments as they prepare for the Development Debate, SE/TE: 156.


Engaging in Argument from Evidence Engaging in argument from evidence in 9-12 builds from K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Evaluate the claims, evidence, and

reasoning of currently accepted explanations or solutions as a basis for the merits of arguments.

SE/TE: 156, Unit Project TE Only: 156, Plan Ahead

LS2.C: Ecosystem Dynamics, Functioning, and Resilience • If a modest biological or physical

disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem.

SE/TE: 88-89, Primary and Secondary Succession; 89-90, Climax Communities; 130, Ecosystem Services TE Only: 130, Use Visuals • Extreme fluctuations in conditions or the

size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

SE/TE: 89-90, Climax Communities; 132, Soil Erosion; 140, Altered Habitats TE Only: 130, Use Visuals LS4.D: Biodiversity and Humans • Biodiversity is increased by the

formation of new species (speciation) and decreased by the loss of species (extinction). Biological extinction, being irreversible, is a critical factor in reducing the planet’s natural capital.

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 88-89, Primary and Secondary Succession; 89-90, Climax Communities; 130, Ecosystem Services TE Only: 130, Active Reading




SE/TE: 138-139, The Value of Biodiversity; 140-141, Threats to Biodiversity; 146, Case Study #2: North Atlantic Fisheries




HS.LS-IRE.e. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: e. Use evidence to construct explanations and design solutions for the impact of human activities on the

environment and ways to sustain biodiversity and maintain the planet’s natural capital. [Clarification Statement: Explanations and solutions should include anthropogenic changes (e.g., habitat destruction, pollution, introduction of invasive species, overexploitation, climate change).] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the effect of human activity on global and local environments in Chapter 6, SE/TE: 126-156. In Chapter 6, Lesson 1, "A Changing Landscape," students obtain information about the main causes of impact and sustainable development, SE/TE: 128-131. Types of resources and sustainability of resources is taught in Lesson 2, SE/TE: 132-137. Lesson 3 explores the value of biodiversity and the human threats to it, SE/TE: 138-142. In Lesson 4, students learn about ecological footprints and analyze three case studies of ecology in action, with an emphasis on climate change, SE/TE: 143-149. Students use evidence to construct explanations and design solutions for the impact of human activities on the environment in the Inquiry into Scientific Thinking, SE/TE: 130. In the Wrap-Up Activity, TE: 131, students brainstorm solutions to meet local environmental needs. In the Wrap-Up Activity, TE: 137, students select human activities that harm a resource and describe sustainable practices that lessen the negative effects of that harmful activity. In Speed Bump, TE: 146, students decide how to preserve commercial fish populations. They study another ecological challenge in the Wrap-Up Activity and list behavioral changes that will solve the problem. In the Chapter Assessment, Check Understanding, SE/TE: 154, #20, students propose a solution to the decline of the blue fin tuna population. In Lab B: 246, students draw conclusions about human impact in Vehicle Emission Trends: Build Science Skills. They arrive at solutions to sustain biodiversity in Build Connections, Saving the Golden Lion Tamarin, Lab: 248.




• Apply scientific reasoning, theory, and


SE/TE: 150, Design Your Own Lab Lab B: 246, Vehicle Emission Trends: Build Science Skills; 248, Saving the Golden Lion Tamarin, Build Connections

LS2.C: Ecosystem Dynamics, Functioning, and Resilience • Moreover, anthropogenic changes

(induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.

SE/TE: 128, Living on Island Earth; 129, Agriculture, Development, Industrial Growth; 132, Soil Erosion; 134-135, Water Pollution; 136, Air Pollution; 140-141, Threats to Biodiversity; 145, Case Study #1: Atmospheric Ozone; 146, Case Study #2: North Atlantic Fisheries; 147-149, Case Study #3: Climate Change LS4.D: Biodiversity and Humans • Biodiversity is increased by the

formation of new species

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 132, Soil Erosion; 133, Soil Use and Sustainability; 134, Water Pollution; 135, Water Quality and Sustainability; 136, Air Pollution; 137, Air Quality and Sustainability; 140-141, Threats to Biodiversity; 141-142, Conserving Biodiversity; 145, Case Study #1: Atmospheric Ozone; 146, Case Study #2: North Atlantic Fisheries; 147-149, Case Study #3: Climate Change;




• Construct and revise explanations and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review.

Lab B: 246, Vehicle Emission Trends: Build Science Skills; 248, Saving the Golden Lion Tamarin • Apply scientific knowledge to solve

design problems by taking into account possible unanticipated effects.

(speciation) and decreased by the loss of species (extinction). Biological extinction, being irreversible, is a critical factor in reducing the planet’s natural capital.

SE/TE: 138-139, The Value of Biodiversity; 140-141, Threats to Biodiversity; 146, Case Study #2: North Atlantic Fisheries; 153, Check Understanding, #14 • Humans depend on the living world for

the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. These problems have the potential to cause a major wave of biological extinctions—as many species or populations of a given species, unable to survive in changed environments, die out—and the effects may be harmful to humans and other living things. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

SE/TE: 127, Chapter Mystery; 128-129, The Effect of Human Activity; 130, Inquiry Into Scientific Thinking; 130-131, Sustainable Development; 132-133, Soil Resources; 133, Freshwater Resources; 136-137, Atmospheric Resources; 138-139, The Value of Biodiversity; 140-141, Threats to Biodiversity; 141-142, Conserving Biodiversity; 143-144, Ecological Footprints; 144, Ecology in Action; 145, Case Study #1: Atmospheric Ozone; 146, Case Study #2: North

154, Chapter Mystery




Atlantic Fisheries; 147-149, Case Study #3: Climate Change; 150, Design Your Own Lab; 156, Unit 2 Project TE Only: 135, Active Reading, Science Support, Hands-On Learning; 137, Wrap-Up Activity; 142, Wrap-Up Activity; 149, Wrap-Up Activity Lab B: 39-44, Acid Rain and Seeds; 245-246, Vehicle Emission Trends; 247-248, Saving the Golden Lion Tamarin




HS.LS-IRE.f. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: f. Argue from evidence obtained from scientific literature the role group behavior has in increasing the

chances of survival for individuals and their genetic relatives. MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Students learn the elements of animal behavior and how the environment affects animal behavior in Chapter 29, SE/TE: 694-710. Group and social behavior is explored in Chapter 29, Lesson 2, SE/TE: 702-703.


Engaging in Argument from Evidence Engaging in argument from evidence in 9-12 builds from K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Evaluate the claims, evidence, and

reasoning of currently accepted explanations or solutions as a basis for the merits of arguments.

SE/TE: 708, Chapter Mystery, #2

LS2.D: Social Interactions and Group Behavior • Animals, including humans, having a

strong drive for social affiliation with members of their own species and will suffer, behaviorally as well as physiologically, if reared in isolation, even if all their physical needs are met. Some forms of affiliation arise from the bonds between offspring and parents. Other groups form among peers. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SE/TE: 702, Social Behavior, Key Question; 703, Build Connections: An Ant Society; 704, Check Understanding, #5-7; 706, Study Guide, Constructed Response, #3; 707, Foundations for Learning Wrap-Up; 708, Check Understanding-#8, Chapter Mystery, #1-3 TE Only: 704, Wrap-Up Activity Lab B: 305-306, Caring For Young

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 704, Check Understanding, #6; 706, Constructed Response, #3; 708, Chapter Mystery, #3




HS.LS-IRE.g. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: g. Plan and carry out investigations to make mathematical comparisons of the populations and

biodiversities of two similar ecosystems at different scales. [Clarification Statement: Students compare, mathematically, the biodiversity of a small ecosystem to a large ecosystem (e.g., woodlot to a forest, small pond near a city to a wetland estuary).] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related tasks include the Chapter 6 Mystery, Moving the Moai, SE/TE: 127,154. Students gather information on the differences in geography, climate, and biological diversity of Hawaii and Easter Island. With the evidence, they answer the question "How do you think those differences made the islands respond differently to human settlement?"


Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that build, test, and revise conceptual, mathematical, physical, and empirical models. • Plan and carry out investigations

individually and collaboratively and test designs as part of building and revising models, explaining phenomena, or testing solutions to problems. Consider possible confounding variables or effects and ensure the investigation’s design has controlled for them.

Related Content: SE/TE: 154, Solve the Chapter Mystery Lab B: Saving the Golden Tamarin

LS2.A: Interdependent Relationships in Ecosystems • Ecosystems have carrying capacities,

which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

SE/TE: 86, The Competition Exclusion Principle, Dividing Resources, Predator-Prey Relationships; 102, Predation, Herbivory, and Keystone Species; 110, Phases of Growth; 111, Carrying Capacity; 112, Limiting Factors, Density-Dependent Limiting Factors; 114, Density-Independent Factors; 141, Check Understanding, #1-6; 122, Constructed Response, #1-2 123, Check Understanding, #3, 5, 6-10 TE Only: 113, Use Visuals; 116, Inquiry into Scientific Thinking

Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Patterns observable at one scale may not be observable or exist at other scales. Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. SE/TE: 183, Solve the Chapter Mystery Lab B: Saving the Golden Tamarin




HS.LS-IVT.a. Inheritance and Variation of Traits Students who demonstrate understanding can: a. Ask questions and obtain information about the role of patterns of gene sequences in DNA molecules and

subsequent inheritance of traits. MILLER & LEVINE BIOLOGY FOUNDATION: The role of DNA is presented in Chapter 12, Lesson 1, SE/TE: 290-291. Students learn about DNA replication in Chapter 12, Lesson 3, SE/TE: 296-299. The genetic code and the molecular basis of heredity are explored in Chapter 13, Lesson 2, SE/TE: 366-371. Genetic mutations are explained in Lesson 3, (SE/TE: 316-319. Students obtain information about gene regulation and expression in Lesson 4, SE/TE: 320-325. Human chromosomes and genetic disorders are taught in Chapter 14, SE/TE: 334-341. In Transfer the Big Idea, TE: 301, students collaborate to write a television panel interview. Students write questions and answers based on each lesson’s content, which includes the role of patterns of gene sequences in DNA molecules.


Asking Questions and Defining Problems Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and explanatory models and simulations. • Ask questions that arise from

phenomena, models, theory, or unexpected results.

SE/TE: 338, How Is Colorblindness Transmitted? TE Only: 301, Transfer the Big Idea • Ask questions that challenge the

premise of an argument, the interpretation of a data set, or the suitability of a design.

LS1.B: Growth and Development of Organisms • In multicellular organisms individual cells

grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells.

SE/TE: 241, M Phase: Cell Division; 242, Mitosis; 243, Cytokinesis; 244, Build Connections: The Cell Cycle; 278, Build Connections: Comparing Mitosis and Meiosis; 279, Comparing Meiosis and Mitosis; 507, Protist Reproduction LS3.A: Inheritance of Traits • Each chromosome consists of a single

very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA.

SE/TE: 239, Chromosomes, Eukaryotic Chromosome; 290-291, The Role of DNA; 291, Check Understanding, #5; 314, The Molecular Basis of Heredity;

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. Mathematical representations are needed to identity some patterns. SE/TE: 294, The Double Helix Model; 311, The Genetic Code; Reading Codons; 350, Chapter Mystery; 334, Sex Chromosomes; 335, Sex Ratios; 335-336, Transmission of Human Traits; 335, Human Blood Groups; 336, Key Question; 337, Human Pedigree; 338, How is Colorblindness Transmitted? Lab B: 261-262, Human Blood Types; 263-264, Calculating Haploid and Diploid Numbers; 265-266, Base Percentages




315, Build Connections: Gene Expression LS3.B: Variation of Traits • The information passed from parents to

offspring is coded in the DNA molecules that form the chromosomes.

SE/TE: 14, Build Connections: The Characteristics of Living Things; 239, Chromosomes, Eukaryotic Chromosome; 290-291, The Role of DNA




HS.LS-IVT.b. Inheritance and Variation of Traits Students who demonstrate understanding can: b. Use a model to explain how mitotic cell division results in daughter cells with identical patterns of genetic

materials essential for growth and repair of multicellular organisms. [Assessment Boundary: The focus is on conceptual understanding of the process; the details of the individual steps are beyond the intent.] MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to cell division in Chapter 10, Lesson 1, SE/TE: 235-237. In Lesson 2 students learn the process of mitotic cell division using a variety of visual, textual, and hands-on models, SE/TE: 239-244. Students obtain information about the connection between cell division and the growth and repair of multicellular organisms in Lesson 3, SE/TE: 245. Students create a model to explain mitotic cell division in Active Reading, Visualize/Diagram, TE: 236. In Hands on Learning, TE: 240, students brainstorm and apply various ways to model cell division. Students create diagrams of the mitotic process in their notebooks in Active Learning, Draw a Diagram, TE: 242. They draw a flowchart of the cycle in Check Understanding, #5, SE/TE: 243. In the Wrap-Up Activity, students use index cards to show each phase of mitosis correctly. Students use a model of mitosis and cytokinesis in Build Connections, SE/TE: 244 (TE: Visual Summary.) In Think Visually, TE: 253, students complete a cycle diagram of the cell cycle. They create a concept map in Foundations of Learning Wrap-Up, SE/TE: 254. Students model DNA replication in Lab B: 351-352.




SE/TE: 243, Check Understanding, #5; 244, Build Connections: The Cell Cycle TE Only: 236, Active Reading; 240, Hands on Learning; 242, Active Learning, Draw a Diagram; 243, Wrap-Up Activity; 244, Build Connections, Visual Summary Lab B: 351-352, Modeling DNA Replication • Examine merits and limitations of


LS1.B: Growth and Development of Organisms • In multicellular organisms individual cells

grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells.

SE/TE: 232, Big Idea; 240-241, The Cell Cycle; 242, Mitosis; 243, Cytokinesis, Check Understanding, #5; 244, Build Connections: The Cell Cycle; 253, Chapter Summary TE Only: 236, Active Reading; 240, Hands on Learning; 241, Focus on ELL; 242, Active Learning; 243, Active Reading, Wrap-Up Activity; 244, Build Connections, Visual Summary

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. Mathematical representations are needed to identity some patterns. SE/TE: 238, Inquiry into Scientific Thinking Lab B: 352, Modeling DNA Replication, #1




Lab B: 351-352, Modeling DNA Replication • As successive subdivisions of an

embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

SE/TE: 248, From One Cell to Many; 249-250, Stem Cells and Development; 252, Design Your Own Lab TE Only: 249, Active Reading Lab B: 259, Cell Differentiation of C. elegans




HS.LS-IVT.c. Inheritance and Variation of Traits Students who demonstrate understanding can: c. Construct an explanation for how cell differentiation is the result of activation or inactivation of specific

genes as well as small differences in the immediate environment of the cells. [Assessment Boundary: Limited to the concept that a single cell develops into a variety of differentiated cells and thus a complex organism.] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about cell specialization and differentiation in Chapter 10, Lesson 4, SE/TE: 248-251. Gene expression is covered in Chapter 13, Lesson 4, SE/TE: 320-325. Students construct an explanation for how cell differentiation is the result of activation or inactivation of genes as they stop and respond to Speed Bump, TE: 250. Students explain diagrams that show gene expression in Active Reading and respond to Speed Bump questions on TE: 321. Students create a chart that compares and contrasts gene regulation in prokaryotes and eukaryotes in Active Reading, TE: 322. They make inferences about cell specialization in Active Reading and explain how a cell becomes specialized in Speed Bump questions on TE: 323. In Find the Main Idea, students make an outline with supporting details of Environmental Influences on TE: 324. They explain homeotic genes on TE: 324, Key Question about homeotic genes. Students demonstrate topic knowledge in Check Your Understanding assessments, SE/TE: 251, #1-9; and on SE/TE: 325, #1-6. Students investigate cell differentiation and explain their results in Lab B: 61-66, Regeneration of Planaria; and Lab B: 259-260, Cellular Differentiation of C. elegans.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Apply scientific reasoning, theory, and


SE/TE: 233, Chapter Mystery, Pet Shop Accident 237, 243, 247, 251, Mystery Clues 256, Solve the Chapter Mystery Lab B: 66, Regeneration in Planaria: Analyze and Conclude • Construct and revise explanations and

arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, and theories) and peer review.

LS1.B: Growth and Development of Organisms • As successive subdivisions of an


SE/TE: 248, From One Cell to Many; 249-250, Stem Cells and Development; 252, Design Your Own Lab; 323-324, Genetic Control of Development; 611, Levels of Organization; 612, Differentiation of Germ Layers, Patterns of Embryo Development; 826, Gastrulation, Neurulation; 827, The Placenta; 828, Later Development

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 256, Solve the Chapter Mystery, Check Understanding, #19 Lab B: 298, Differences in Differentiation, #3




TE Only: 249; Active Reading; 324, Active Reading Lab B: 61-66, Regeneration of Planaria; 259, Cellular Differentiation of C. elegans; 298-299, Differences in Differentiation LS3.A: Inheritance of Traits • All cells in an organism have the same

genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

SE/TE: 320-321, Prokaryotic Gene Regulation; 322-323, Eukaryotic Gene Regulation; 324, Environmental Influences TE Only: 321, Active Reading; 322, Active Reading; 323, Active Reading; 324, Active Reading




HS.LS-IVT.d. Inheritance and Variation of Traits Students who demonstrate understanding can: d. Use a model to describe the role of cellular division and differentiation to produce and maintain complex

organisms composed of organ systems and tissue subsystems that work together to meet the needs of the entire organism. [Clarification Statement: The focus is on the conceptual understanding that a single cell can give rise to complex, multicellular organisms consisting of many different cells with identical genetic material.] [Assessment Boundary: Limited to the concept that a single cell develops into a variety of differentiated cells and thus a complex organism.]

MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about cellular differentiation and the levels of organization in systems in Chapter 7, Lesson 4, SE/TE: 182. Embryo development is explored in Chapters 25, SE/TE: 612-613 and Chapter 34, SE/TE: 824-828. Students use visual and physical models to describe the role of cellular division and differentiation to produce and maintain complex organisms in the Levels of Organization Figure, SE/TE: 182 (TE: Use Visuals). Students describe cellular division and differentiation in the Embryonic Stem Cells Figure, SE/TE: 249, (TE: Active Reading). In the Unit Project, TE: 258, Focus on Critical Thinking and Systems Thinking, students create a comic book using the story line that cells cooperate in a multi-celled organism. Students use the model shown on SE/TE: 612, Body Cavities and explain germ layers (TE: Speed Bump). In the Blastopore Formation Figure, SE/TE: 613, students describe embryo development (TE: Active Reading: Use Visualization). Students investigate cell division and differentiation in the following inquiries; Lab B: 61-66, Regeneration in Planaria; Lab B: 259-260, Cellular Differentiation of C. elegans; and Lab B: 297-298, Differences in Differentiation




Lab B: 66, Regeneration in Planaria, #4-6; 260, Cellular Differentiation of C. elegans, #4; 298, Differences in Differentiation, #5 • Construct and revise explanations and

arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, and theories) and peer review.

Lab B: 66-#4, Regeneration in Planaria

LS1.B: Growth and Development of Organisms • As successive subdivisions of an


SE/TE: 248, From One Cell to Many; 249-250, Stem Cells and Development; 252, Design Your Own Lab; 323-324, Genetic Control of Development; 611, Levels of Organization; 612, Differentiation of Germ Layers; Patterns of Embryo Development; 826, Gastrulation, Neurulation

Systems and System Models Systems can be designed to do specific tasks. When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. SE/TE: 249, Figure, Embryonic Stem Cells Lab B: 61-66, Regeneration in Planaria; 259-260, Cellular Differentiation of C. elegans




TE Only: 249; Active Reading; 324, Active Reading Lab B: 61-66, Regeneration of Planaria; 259, Cellular Differentiation of C. elegans; 298-299, Differences in Differentiation




HS.LS-IVT.e. Inheritance and Variation of Traits Students who demonstrate understanding can: e. Communicate information about the role of the structure of DNA and the mechanisms in meiosis for

transmitting genetic information from parents to offspring. [Assessment Boundary: The focus is on conceptual understanding of the process; details of the individual steps of the process of meiosis are beyond the intent.] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the mechanisms in meiosis that transmit genetic information from parents to offspring in Chapter 11, Lesson 4, "Meiosis” SE/TE: 275-277. Information about the role of the structure in DNA in transmitting genetic information is explored in Chapter 12, Lesson 1, "The Role of DNA," SE/TE: 290-291, and in Lesson 3, "DNA Replication," SE/TE: 296-299. Students communicate information about the role of the structure of DNA and the mechanisms in meiosis for transmitting genetic information from parents to offspring as they make their own analogy of the role of DNA in Speed Bump, TE: 291. Students use diagrams as they communicate DNA Replication in Active Reading, Use Diagrams, TE: 297. In Sequence, they construct a flowchart that shows the sequence in replication. In Active Reading, TE: 298, students complete a compare/contrast table of replication in living cells. Students model DNA replication and communicate results in Inquiry into Scientific Thinking, SE/TE: 299. Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE: 291, #5, and on SE/TE: 299, # 3-4. In Chapter Assessment on SE/TE: 282 and 302, students communicate information as they Assess the Big Idea through constructed responses. They demonstrate knowledge in further Chapter Assessment Check Understandings, SE/TE: 303, #11, SE/TE: 304, #13, 14. Students investigate DNA and meiosis and communicate results in Lab B: 67-72, Modeling Meiosis and Lab B: 351-352, Modeling DNA Replication


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. • Generate, synthesize, communicate,


LS1.B: Growth and Development of Organisms • In sexual reproduction, a specialized

type of cell division called meiosis occurs that results in the production of sex cells, such as gametes in animals (sperm and eggs), which contain only one member from each chromosome pair in the parent cell.

SE/TE: 275, Chromosome Number; 276-277, Phases of Meiosis; 280, Skills Lab; 281-11.4, Chapter Summary; 282, Assess the Big Idea TE Only: 277, Active Reading; 280, Pre-Lab Lab B: 67-72, Modeling Meiosis; 351-352, Modeling DNA Replication

Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. SE/TE: 292, Solving the Structure of DNA; 294-295, The Double Helix Model; 299, Modeling DNA Replication




HS.LS-IVT.f. Inheritance and Variation of Traits Students who demonstrate understanding can: f. Communicate information that inheritable genetic variations may result from (1) genetic combinations in

haploid sex cells, (2) errors occurring during replication, (3) crossover between homologous chromosomes during meiosis, and (4) environmental factors. [Clarification Statement: Information on genetic variation should include evidence of understanding the probability of variations and the rarity of mutations.] [Assessment Boundary: The focus is on conceptual understanding of the sources of genetic variation that are heritable.] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about DNA replication and errors during replication in Chapter 12, Lesson 3, SE/TE: 298. Genetic mutation is taught in Chapter 13, Lesson 3, SE/TE: 316-319. Genetic disorders caused by gene changes in DNA are covered in Chapter 14, Lesson 2, SE/TE: 339-341. Students obtain information about genes and variations in Chapter 17, Lesson 1, SE/TE: 406-408 and gene duplication in relation to molecular evolution is addressed in Chapter 17, Lesson 4, SE/TE: 418. Students communicate information that inheritable genetic variations may result from a number of reasons in Activate Prior Knowledge, TE: 316. In Hands-on Learning, TE: 317, students model a normal gene and three kinds of point mutations using sticky notes and markers. In Active Reading, they respond to the Key Question and Interpret Diagrams. On TE: 319, Wrap-Up Activity, students play mutation match-up, matching the name of each type of mutation with the correct diagram. Students communicate information about cystic fibrosis and other syndromes as they respond to Speed Bump questions, TE: 340 and 341. Students communicate information about the topic knowledge in Lesson Assessments Check Understanding, SE/TE: 319, #1-6; SE/TE: 341, #1-4; and SE/TE: 408, #5. In Chapter Assessment on SE/TE: 328, students create constructed responses, #2. They communicate as they respond to Check Understanding questions, SE/TE: 329, #10-14, and on SE/TE: 330, Connecting Concepts, #20, 21. On SE/TE: 423, #2-4, and on SE/TE: 425, Standardized Test Prep, #2, students communicate genetic variation information. Students investigate genetic variations and communicate results in Lab B: 71, Modeling Meiosis: Analyze and Conclude.






LS3.A: Inheritance of Traits • In all organisms the genetic instructions

for forming species’ characteristics are carried in the chromosomes.

SE/TE: 239, Chromosomes; 290-291, The Role of DNA • All cells in an organism have the same


SE/TE: 320-321, Prokaryotic Gene Regulation; 322-324, Eukaryotic Gene Regulation;

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 318, Effect of Mutations; 339-340, From Molecule to Phenotype; 341, Chromosomal Disorders Lab B: 71, Modeling Meiosis, #1




324, Environmental Influences TE Only: 321, Active Reading 322, Active Reading; 323, Active Reading; 324, Active Reading LS3.B: Variation of Traits • In sexual reproduction, chromosomes

can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation.

SE/TE: 276, Figure, Meiosis 1; 341, Chromosomal Disorders; 407, Sexual Reproduction, Lateral Gene Transfer; 418, Copying Genes TE Only: 278, Active Reading; 341, Active Reading; 407, Speed Bump • Although DNA replication is tightly

regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.

SE/TE: 316-318, Types of Mutations; 318-319, Effects of Mutations; 339-340, From Molecule to Phenotype; 407, Mutations TE Only: 316, Activate Prior Knowledge; 317, Hands-On Learning, Activate Reading; 318, Activate Reading, Science Support; 319; Wrap-Up Activity; 340, Active Reading




HS.LS-IVT.g. Inheritance and Variation of Traits Students who demonstrate understanding can: g. Use probability to explain the variation and distribution of expressed traits in a population. [Assessment

Boundary: Hardy-Weinberg calculations are beyond the intent of this standard.] MILLER & LEVINE BIOLOGY FOUNDATION: In Chapter 11, "The Introduction to Genetics," students learn the work of Gregor Mendel, his principles, and other patterns of inheritance. They obtain information about applying Mendel's principles with probability and Punnett squares in Chapter 11, Lesson 2, SE/TE: 266-270, and other patterns of inheritance in Lesson 3, SE/TE: 271-274. Genes and Variation are further described in Chapter 17, Lesson 1, SE/TE: 406-408. Students use probability to explain the variation and distribution of expressed traits in a population as they embark on the Chapter Mystery about green parakeets, SE/TE: 261, gather mystery clues, 265, 273, 279, and Solve the Chapter Mystery, SE/TE: 284. In Hands-On Learning, TE: 267, students use probability in coin crosses to predict fur colors of two cats’ offspring. In Build Connections, SE/TE: 268, students learn how to make a Punnett square and calculate results. On SE/TE: 274, Inquiry into Scientific Thinking, students investigate human blood types, #1-4. Students use probability in the Inquiry into Scientific Thinking on SE/TE: 386. Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE: 270, #7. In Chapter Assessments, students demonstrate topic knowledge on SE/TE: 283, #7, SE/TE: 284, #13, 14; and Standardized Test Prep on SE/TE: 285, #8-10. Students investigate variations and distribution of expressed traits in Lab B: 261-262, Human Blood Types, and in Lab B: 269-271, The Geography of Malaria.


Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. • Use statistical and mathematical

techniques and structure data (e.g. displays, tables, graphs) to find regularities, patterns (e.g. fitting mathematical curves to data), and relationships in data.

SE/TE: 266-268, Probability and Punnett Squares; 270, Check Understanding, #7; 274, Inquiry into Scientific Thinking; 283, Check Understanding-#7; 284, Check Understanding-#13, 14; 284, Solve the Chapter Mystery, #1-3 285, Standardized Test Prep, #8-10

LS3.A: Inheritance of Traits • All cells in an organism have the same


SE/TE: 320-321, Prokaryotic Gene Regulation; 322-323, Eukaryotic Gene Regulation; 324, Environmental Influences TE Only: 321, Active Reading 322, Active Reading; 323, Active Reading; 324, Active Reading LS3.B: Variation of Traits • Environmental factors also affect

expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 272, Genes and the Environment; 273, Check Understanding-#5




TE Only: 267, Hands-On Learning 268, Build Connections Lab B: 361-363, Modeling Natural Selection

SE/TE: 272-273, Genes of the Environment TE Only: 273, Active Reading




HS.LS-NSE.a. Natural Selection and Evolution Students who demonstrate understanding can: a. Use models to explain how the process of natural selection is the result of four factors: (1) the potential

for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the selection of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Mathematical models may be used to communicate the explanation or to generate evidence supporting the explanation.] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn Darwin's theory of natural selection and how the process is the result of four factors in Chapter 16, Lesson 2, SE/TE: 384-387 and Lesson 3, SE/TE: 388-391. A case study of natural selection is presented in Lesson 4, SE/TE: 396-397. A genetic explanation of natural selection is presented in Chapter 17, Lesson 2, SE/TE: 409-410. Students use models to explain how the process of natural selection is the result of the four factors in the Foundations for Learning activity, SE/TE: 379 and the Wrap-Up, SE/TE: 400. Students use models to explain natural selection in 390, Build Connections: Natural Selection, SE/TE: 390, (TE: Visual Summary, Speed Bump). On TE: 396, Hands-On Learning, students model variations in bird beaks. Students use the figure on SE/TE: 409, Selection on a Single Gene Trait, to explain the trend’s relationship to evolution. In the model shown on SE/TE: 410, Selection on Polygenic Traits, students explain cause and effect relationships (TE: Active Reading). Students make a visual model with labels of a type of natural selection in Hands-On Learning, SE/TE: 410. In the Pre-Lab, SE/TE:420, students use models to investigate how competition leads to speciation. Students investigate competition and speciation, explaining the results in Lab B: 103-108, Competing for Resources, and Lab B: 361-363, Modeling Natural Selection.




SE/TE: 379, Foundations for Learning; 390, Build Connections: Natural Selection; 400, Foundations of Learning Wrap-Up; 409, Selection on a Single Gene Trait; 410, Selection on Polygenic Traits; 420, Skills Lab TE Only: 396, Hands- On Learning; 410, Hands-On Learning

LS4.B: Natural Selection • Natural selection occurs only if there is

both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.

SE/TE: 384-387, Ideas That Shaped Darwin’s Thinking 388-390, Evolution by Natural Selection; 396, Natural Selection, Hands-On Learning; 409-410, How Natural Selection Works TE Only: 390, Build Connections Lab B: 361-363, Modeling Natural Selection

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 409, Figure, Selection on a Single Gene Trait; 420, Skills Lab LAB B: 107, Competing for Resources, #3, 4




Lab B: 103-108, Competing for Resources; 361-363, Modeling Natural Selection

LS4.C: Adaptation • Natural selection is the result of four

factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.

SE/TE: 379, Chapter Mystery, Foundations for Learning; 383, 391, 397, Chapter Mystery Clues; 384-387, Ideas That Shaped Darwin’s Thinking 388-390, Evolution by Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 400, Foundations for Learning, Wrap-Up; 402, Solve the Chapter Mystery; 409-410, How Natural Selection Works; 420, Skills Lab TE Only: 389, Active Reading; 397, Active Reading Lab B: 103-108, Competing for Resources; 361-363, Modeling Natural Selection




HS.LS-NSE.b. Natural Selection and Evolution Students who demonstrate understanding can: b. Use evidence to explain the process by which natural selection leads to adaptations that result

in populations dominated by organisms that are anatomically, behaviorally, and physiologically able to survive and/or reproduce in a specific environment. [Assessment Boundary: Evidence should center on survival advantages of selected traits for different environmental changes such as temperature, climate, acidity, light.] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about natural selection and the process by which natural selections leads to adaptations in Chapter 16, Lesson 3, SE/TE: 388-391. Studies in adaptations are presented in Lesson 4, SE/TE: 396-397. Evolution as genetic change in populations is explored in Chapter 17, Lesson 2, SE/TE: 409-410 and Lesson 3, SE/TE: 415-416. Students learn and hypothesize about natural selection using the Chapter Mystery about different honeycreepers on SE/TE: 379, use evidence in Mystery Clues on SE/TE: 383, 391, 397, and Solve the Chapter Mystery on SE/TE: 402. In Build Connections, SE/TE: 390, students use the visual model to explain natural selection, (TE: Visual Summary). In Active Reading, TE: 410, students explain cause and effect relationships of lizard survival. Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE: 391, #5; and SE/TE: 397, #7-8. In the Pre-Lab, SE/TE: 420, Students investigate and analyze evidence to explain how competition leads to speciation. In Lab B: 108-#6, Competing for Resources, students explain how bird survival affects the gene pool of the bird population.




Lab B: 108, Competing for Resources, #6, 7 • Construct and revise explanations and


• Base casual explanations on valid and

reliable empirical evidence from multiple sources and the assumption that natural laws operate today as they did in the past and will continue to do so in the future.

LS4.B: Natural Selection • The traits that positively affect survival

are more likely to be reproduced, and thus are more common in the population.

SE/TE: 388, Variation and Adaptation; 389, Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 415, Changes in Gene Pools; 416, Competition and More Evolution; 420, Pre-Lab TE Only: 389; Active Reading; 415, Active Reading Lab B: 103-108, Competing for Resources LS4.C: Adaptation • Natural selection leads to adaptation,

that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 391, Check Understanding, #5; 409-410, How Natural Selection Works; 415, Changes in Gene Pools; 416, Competition and More Evolution; 420, Pre-Lab, #b TE Only: 390, Build Connections; 396, Build Connections, Hands-On Learning; 410, Active Reading: Cause/Effect Lab B: 108, Competing for Resources, #3, 4




Related Content: SE/TE: 397, Evaluating Evolutionary Theory

survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

SE/TE: 379, Chapter Mystery; 383, Chapter Mystery; 391, Chapter Mystery; 388-389, Evolution by Natural Selection; 396-397, Testing Natural Selection, 397, Chapter Mystery; 402, Chapter Mystery; 415-416, Speciation in Darwin's Finches 454-455, Life on a Changing Planet TE Only: 389; Active Reading; 390, Build Connections; 415, Active Reading Lab B: 103-108, Competing for Resources




HS.LS-NSE.c. Natural Selection and Evolution Students who demonstrate understanding can: c. Analyze and interpret data to explain the process by which organisms with an advantageous heritable

trait tend to increase in numbers in future generations; but organisms that lack an advantageous heritable trait tend to decrease in numbers in future generations. MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about natural selection and the process by which organisms with advantageous heritable traits increase in future generations rather than decrease in Chapter 16, Lesson 3, SE/TE: 388-391. Studies testing variation and heritable traits are presented in Chapter 16, Lesson 4, SE/TE: 396-397. Students analyze and interpret data about traits in Chapter 17, Lesson 2, SE/TE: 409-410. Students analyze and interpret data to explain the process by which organisms with an advantageous heritable trait tend to increase in numbers in future generations in Bird Survival Based on Beak Size, SE/TE: 397. See the TE data questions, Active Reading and Speed Bump. Students draw conclusions based on data in Check Understanding, SE/TE: 397, #8. On SE/TE: 409, Selection on a Single Gene Trait, students analyze and interpret data. They analyze data provided in Selection on Polygenic Trait, SE/TE: 410, (TE: Active Reading). They predict and apply concepts in the lab investigation, Lab B: 108, Competing for Resources, #6, 7.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and/or models

(e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims or determine an optimal design solution.

Lab B: 103-108, Competing for Resources • Consider limitations (e.g., measurement

error, sample selection) when analyzing and interpreting data.

Lab B: 107, Analyze Data • Compare and contrast various types of

data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.

Lab B: 108, Build Science Skills

LS4.B: Natural Selection • Natural selection occurs only if there is

both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.

SE/TE: 388-390, Evolution by Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 409-410, How Natural Selection Works TE Only: 396, Hands-On Learning • The traits that positively affect survival


SE/TE: 388, Variation and Adaptation;389, Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection;

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. SE/TE: 397, Survival of the Fittest and Beak Size; 409, Figure, Selection on a Single Gene Trait; 410, Selection on Polygenic Traits TE Only: 397, Active Reading; 410, Active Reading, Use Visuals




415, Changes in Gene Pools; 416, Competition and More Evolution; 420, Skills Lab TE Only: 389; Active Reading; 415, Active Reading Lab B: 103-108, Competing for Resources LS4.C: Adaptation • Natural selection leads to adaptation,

that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

SE/TE: 379, Chapter Mystery; 383, Chapter Mystery; 388-389, Evolution by Natural Selection; 391, Chapter Mystery; 396-397, Testing Natural Selection; 397, Chapter Mystery; 402, Chapter Mystery TE Only: 389; Active Reading; 390, Build Connections; 415, Active Reading Lab B: 103-108, Competing for Resources




HS.LS-NSE.d. Natural Selection and Evolution Students who demonstrate understanding can: d. Obtain and communicate information describing how changes in environmental conditions can affect the

distribution of traits in a population and cause increases in the numbers of some species, the emergence of new species, and the extinction of other species.

MILLER & LEVINE BIOLOGY FOUNDATION: Instructional content on how changes in environmental conditions can affect the distribution of traits in a populations is presented in Chapter 16, Lesson 3, SE/TE: 389, Chapter 16, Lesson 4, (SE/TE: 396-397), and Chapter 17, Lesson 3, SE/TE: 414-416. Students obtain and communicate information describing how changes in environmental conditions can affect the distribution of traits in a population and cause increases in the numbers of some species, the emergence of new species, and the extinction of other species in Active Reading, TE: 396. Students communicate information in Lesson Assessment Check Understandings, #8, SE/TE: 397 and 416, #5. Students investigate species competition and speciation and communicate results in Lab B: 103-108, Competing for Resources. Analyze and Conclude, Lab B: 107, requires students to communicate the cause and effect of food availability for finches and their survival rates.


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on 6–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. • Critically read scientific literature






SE/TE: 388, Variation and Adaptation; 389, Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 415, Changes in Gene Pools; 416, Competition and More Evolution; 420, Skills Lab TE Only: 389; Active Reading; 415, Active Reading Lab B: 103-108, Competing for Resources LS4.C: Adaptation • Adaptation also means that the

distribution of traits in a population can change when conditions change.

SE/TE: 396-397, Testing Natural Selection; 415, Changes in Gene Pools;

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 389, Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection




420, Skills Lab • Changes in the physical environment,

whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.

SE/TE: 140, Threats to Biodiversity; 389, Natural Selection • Species become extinct because they

can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.

SE/TE: 140, Threats to Biodiversity; 389, Natural Selection




HS.LS-NSE.e. Natural Selection and Evolution Students who demonstrate understanding can: e. Use evidence obtained from new technologies to compare similarity in DNA sequences, anatomical

structures, and embryological appearance as evidence to support multiple lines of descent in evolution. MILLER & LEVINE BIOLOGY FOUNDATION: Evidence of evolution that includes fossils, anatomy, embryology, genetics, and microbiology is presented in Chapter 16, Lesson 4, SE/TE: 393-398. Molecular Evolution is described in Chapter 17, Lesson 4, SE/TE: 417-41). Students learn about the use of DNA in modern evolutionary classification in Chapter 18, Lesson 2, SE/TE: 436-437. Protist classification and evolution are introduced in Chapter 21, Lesson 1, SE/TE: 502-504. Students obtain information about the history and evolution of plants in Chapter 22, Lesson 1, SE/TE: 529-530. Animal evolution and diversity is thoroughly explored in Chapter 26, Lessons 1-4, SE/TE: 622-638. Students use evidence obtained from new technologies to compare similarity in DNA sequences as evidence to support multiple lines of descent in evolution on TE: 395, Draw Conclusions. They use evidence of proteins to determine relationships between organisms in Pre-Skills Lab: Amino Acid Sequences: Indicators of Evolution, SE/TE: 398. Students also use evidence from new technologies to compare similarity in DNA sequences in the Chapter Mystery, Grin and Bear It, SE/TE: 427. They investigate mystery clues in SE/TE: 432 and 437, and Solve the Chapter Mystery on SE/TE: 446. In Wrap-Up Activity, TE: 419, students use squares to represent DNA bases to model mutations of species. Students investigate proteins and DNA to determine relationships among organism in Lab B: 97-102, Amino Acid Sequences: Indicators of Evolution; 275-276, Molecular Homology in Hoxc8.


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on 6–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. • Critically read scientific literature




LS4.A: Evidence of Common Ancestry and Diversity • Genetic information, like the fossil

record, also provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.

SE/TE: 392-393, Comparing Body Structure and Embryos; 395, Genetics and Molecular Biology; 398, Skills Lab; 417, Molecular Clocks; 418-419 Developmental Genes and Body Plans TE Only: 395, Active Reading; 418, Speed Bump

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. SE/TE: 436-437, DNA in Classification Lab B: 97-102, Amino Acid Sequences: Indicators of Evolution; 275-276, Molecular Homology in Hoxc8




Lab B: 97-102, Amino Acid Sequences: Indicators of Evolution; 275, Molecular Homology and Hoxc8; 299-300, Feather Evolution




HS.LS-NSE.f. Natural Selection and Evolution Students who demonstrate understanding can: f. Plan and carry out investigations to gather evidence of patterns in the relationship between natural

selection and changes in the environment. [Clarification Statement: A possible investigation could be to study fruit flies and the number or eggs, larvae, and flies that hatch in response to environmental changes such as temperature, moisture, and acidity.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Natural selection and environmental change is presented in Chapter 16, Lesson 3, SE/TE: 388-390. Students obtain information how environmental influences cause natural selection in Chapter 16, Lesson 4, SE/TE: 396-397, and Chapter 17, Lesson 3, SE/TE: 415-416. Students carry out investigations to gather evidence of patterns in the relationship between natural selection and changes in the environment in the Pre-Lab, "Competing for Resources,” SE/TE: 420, and corresponding Lab B: 103-108. In the Data Analysis Activity "Temperature and Seed Germination," Lab B: 293-294, students investigate seed germination to environmental conditions.


Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that build, test, and revise conceptual, mathematical, physical and empirical models. • Evaluate various methods of collecting

data (e.g., field study, experimental design, simulations) and analyze components of the design in terms of various aspects of the study. Decide types, how much, and accuracy of data needed to produce reliable measurement and consider any limitations on the precision of the data (e.g., number of trials, cost, risk, time).

Lab B: 106, Competing for Resources: Build Science Skills



SE/TE: 388, Variation and Adaptation; 389, Natural Selection; 390, Build Connections: Natural Selection; 396-397, Testing Natural Selection; 397, Check Understanding, #8, 9; 415-416, Speciation in Darwin's Finches; 416, Check Understanding, #5; 420, Skills Lab TE Only: 389; Active Reading; 415, Active Reading Lab B: 103-108, Competing for Resources LS4.C: Adaptation • Natural selection leads to adaptation,

that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a

Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. Lab B: 107-108, Competing for Resources: Analyze and Conclude; 293-294, Temperature and Seed Germination




population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

SE/TE: 379, 383, 391, 397, 402, Chapter Mystery; 388-389, Evolution by Natural Selection; 396-397, Testing Natural Selection, 397, Check Understanding, #8; 400, Constructed Response, #3; 401, Check Understanding, #10; 403, Standardized Test Prep, #10, 11; 415-416, Speciation in Darwin's Finches 454-455, Life on a Changing Planet TE Only: 390, Build Connections; 415, Active Reading Lab B: 103-108, Competing for Resources; 293-294, Temperature and Seed Germination

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