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Lesson Plans

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theBiology: The Dynamics of Life program. Any other reproduction, for use or sale,is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-860206-8

Printed in the United States of America.

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A GLENCOE PROGRAM

BIOLOGY: THE DYNAMICS OF LIFE

Glencoe OnlineSCIENCE

Visit the Glencoe Science Web sitebdol.glencoe.com

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ContentsContents

LESSON PLANS BIOLOGY: The Dynamics of Life iii

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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . iv

1 Biology: The Study of Life . . . . . . . . . . . . 1

BIODIGEST 1 What is biology? . . . . . . . . . . . . 4

2 Principles of Ecology . . . . . . . . . . . . . . . . . 5

3 Communities and Biomes . . . . . . . . . . . . . 7

4 Population Biology . . . . . . . . . . . . . . . . . . 9

5 Biological Diversity and Conservation . . 11

BIODIGEST 2 Ecology . . . . . . . . . . . . . . . . . . 13

6 The Chemistry of Life . . . . . . . . . . . . . . . 14

7 A View of the Cell . . . . . . . . . . . . . . . . . . 17

8 Cellular Transport and the Cell Cycle . . 20

9 Energy in a Cell . . . . . . . . . . . . . . . . . . . . 23

BIODIGEST 3 The Life of a Cell . . . . . . . . . . 26

10 Mendel and Meiosis . . . . . . . . . . . . . . . . . 27

11 DNA and Genes . . . . . . . . . . . . . . . . . . . . 29

12 Patterns of Heredity and Human Genetics . . . . . . . . . . . . . . . . . . . 32

13 Genetic Technology . . . . . . . . . . . . . . . . . 35

BIODIGEST 4 Genetics . . . . . . . . . . . . . . . . . . 38

14 The History of Life . . . . . . . . . . . . . . . . . 39

15 The Theory of Evolution . . . . . . . . . . . . 41

16 Primate Evolution . . . . . . . . . . . . . . . . . . 43

17 Organizing Life’s Diversity . . . . . . . . . . . 45

BIODIGEST 5 Change Through Time . . . . . . 47

18 Viruses and Bacteria . . . . . . . . . . . . . . . . . 48

19 Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

20 Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

BIODIGEST 6 Viruses, Bacteria, Protists, and Fungi . . . . . . . . . . . . . . . . . . . . . . . . . 55

21 What is a plant? . . . . . . . . . . . . . . . . . . . . 56

22 The Diversity of Plants . . . . . . . . . . . . . . 58

23 Plant Structure and Function . . . . . . . . . 61

24 Reproduction in Plants . . . . . . . . . . . . . . 64

BIODIGEST 7 Plants . . . . . . . . . . . . . . . . . . . . 67

25 What is an animal? . . . . . . . . . . . . . . . . . . 68

26 Sponges, Cnidarians, Flatworms, and Roundworms . . . . . . . . . . . . . . . . . . . 70

27 Mollusks and Segmented Worms . . . . . . 74

28 Arthropods . . . . . . . . . . . . . . . . . . . . . . . . 76

29 Echinoderms and Invertebrate Chordates . . . . . . . . . . . . . . . . . . . . . . . . . 78

BIODIGEST 8 Invertebrates . . . . . . . . . . . . . . 80

30 Fishes and Amphibians . . . . . . . . . . . . . . 81

31 Reptiles and Birds . . . . . . . . . . . . . . . . . . 83

32 Mammals . . . . . . . . . . . . . . . . . . . . . . . . . 85

33 Animal Behavior . . . . . . . . . . . . . . . . . . . . 87

BIODIGEST 9 Vertebrates . . . . . . . . . . . . . . . . 89

34 Protection, Support, and Locomotion . . 90

35 The Digestive and Endocrine Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

36 The Nervous System . . . . . . . . . . . . . . . . 96

37 Respiration, Circulation, and Excretion . . . . . . . . . . . . . . . . . . . . . . 99

38 Reproduction and Development . . . . . . 102

39 Immunity from Disease . . . . . . . . . . . . . 105

BIODIGEST 10 The Human Body . . . . . . . . 107

Lesson PlansLesson Plans

To the Teacher

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iv BIOLOGY: The Dynamics of Life LESSON PLANS

This Lesson Plans book includes a complete planning guide for every num-bered section of Biology: The Dynamics of Life, including the 10BioDigests. Each lesson plan is geared to the teaching cycle used in theTeacher Wraparound Edition. The lesson plans include the following sec-tions: correlations to National Science Content Standards, SectionObjectives, Focus, Teach, Assess/Reteach, Enrichment/Application,Chapter Assessment, Multimedia Options. The correlations list all ofthe National Science Content Standards covered in the section. TheSection Objectives list the learning objectives found in each lesson of thestudent text. The remaining sections include references to important fea-tures of the student text, strategies from the Teacher Wraparound Edition,and materials contained in the Unit Resources Booklets and TeacherClassroom Resources, all organized and presented in a way to help youmaximize your time and minimize your efforts to achieve successful class-room management.

To the Teacher

Lesson PlansLesson Plans

KEY: SE � Student Edition, TWE �Teacher Wraparound Edition, TCR �Teacher Classroom Resources, BDOL � Biology: The Dynamics ofLife, URB � Unit Resources Booklet

LESSON PLANS CHAPTER 1 BIOLOGY: The Dynamics of Life 1

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Section Objectives• Recognize some possible benefits from studying biology.• Summarize the characteristics of living things.

National Science Content StandardsUCP.2; A.1, A.2; C.1, C.3, C.4, C.5, C.6; E.1, E.2; F.3,F.4, F.6; G.1, G.2, G.3

What is biology?1.1pp. 3–10

1/2 class session(s)

FocusSection Focus Transparency 1 and Master, TCR/URBTwo-Minute Chapter Launcher, TWE p. 2Bellringer, TWE p. 3

TeachMiniLab 1.1, SE p. 6Careers in Biology, SE p. 8Internet BioLab, SE p. 24Biology Journal, TWE p. 4Portfolio, TWE p. 9Reading Essentials for Biology, Section 1.1 TCR

Quick Demo, TWE p. 7Cultural Diversity, TWE p. 8MiniLab Worksheet, p. 3 URBBioLab Worksheet, pp. 9–10 URBConcept Mapping, p. 21 URBTransparency Worksheet, p. 23 URB

Assess/ReteachSection Assessment, SE p. 10Check for Understanding, TWE p. 10Reteach, TWE p. 10Reinforcement and Study Guide, URB: English, pp. 13–14; Spanish, pp. 17–18

Enrichment/ApplicationEnrichment, TWE p. 5Extension, TWE p. 10Critical Thinking/Problem Solving, p. 22 URB

Chapter AssessmentAssessment, TWE p. 10Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 1.1 PresentationExamView®Pro Testmaker CD-ROM, Ch. 1MindJogger Videoquizzes, Ch. 1 DVD/VHSTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com

2 CHAPTER 1 BIOLOGY: The Dynamics of Life LESSON PLANS

Lesson PlanLesson Plan

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Section Objectives• Compare different scientific methods.• Differentiate among hypothesis, theory, and principle.

National Science Content StandardsUCP.2; A.1, A.2; B.2; C.6; E.2; G.1, G.2

The Methods of Biology1.2pp. 11–18

1 class session(s)

FocusSection Focus Transparency 2 and Master, TCR/URBBellringer, TWE, p. 11

TeachMiniLab 1.2, SE p. 14Problem-Solving Lab 1.1, SE p. 16Inside Story, SE p. 17Additional Lab, TWE p. 12Quick Demo, TWE pp. 12, 15

MiniLab Worksheet, p. 5 URBLaboratory Manual, pp. 1–4 TCRReading Essentials for Biology, Section 1.2 TCRTransparency Worksheet, p. 24 URB

Assess/ReteachSection Assessment, SE p. 18Check for Understanding, TWE p. 18Reteach, TWE p. 18Reinforcement and Study Guide, URB: English, p. 15; Spanish, p. 19

Enrichment/ApplicationProject, TWE p. 16Extension, TWE p. 18

Chapter AssessmentAssessment, TWE pp. 14, 18Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom., TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 1.2 PresentationMindJogger Videoquizzes, Ch. 1 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 1Using the Internet in the Science Classroom, TCRTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Dependent and Independent VariablesGlencoe Science Web site: bdol.glencoe.com





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Section Objectives• Compare and contrast quantitative and qualitative

information.• Explain why science and technology cannot solve all

problems.

National Science Content StandardsUCP.2; A.1, A.2; C.6; E.1, E.2; F.3, F.4, F.6; G.1, G.2

The Nature of Biology1.3pp. 19–23

2 1/2 class session(s)

FocusSection Focus Transparency 3 and Master, TCR/URBBellringer, TWE p. 19

TeachProblem-Solving Lab 1.2, SE p. 20MiniLab 1.3, SE p. 22Biology & Society, SE p. 26Biology Journal, TWE p. 21Cultural Diversity, TWE p. 20

Quick Demo, TWE p. 21MiniLab Worksheet, p. 7 URBLaboratory Manual, pp. 5–8 TCRReading Essentials for Biology, Section 1.2 TCR

Assess/ReteachSection Assessment, SE p. 23Check for Understanding, TWE p. 23Reteach, TWE p. 23

Reinforcement and Study Guide, URBEnglish, p. 16; Spanish, p. 20

Enrichment/ApplicationEnrichment, TWE p. 21Extension, TWE p. 23

Multimedia OptionsInteractive Chalkboard CD-ROM: Section 1.3 PresentationMindJogger Videoquizzes, Ch. 1 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 1TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Dependent and Independent VariablesUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com

Chapter AssessmentChapter Assessment, SE pp. 27–29Assessment, TWE pp. 20, 22, 23Interactive Chalkboard CD-ROM, Chapter 1 AssessmentChapter Assessment, pp. 27–32 URBStudent Recording Sheet, p. 33 URB

Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCRThe Princeton Review: Reviewing Biology,pp. 1–2 TCR


4 BIODIGEST BIOLOGY: The Dynamics of Life LESSON PLANS


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National Science Content StandardsUCP.1; A.2; G.1, G.2

What is biology?BioDigestUnit 1

pp. 30–311/2 class session(s)

FocusBellringer, TWE p. 30

Assess/ReteachCheck for Understanding, TWE p. 30Reteach, TWE p. 30Reinforcement and Study Guide, URB: English, pp. 35–36; Spanish, pp. 37–38

Enrichment/ApplicationExtension, TWE p. 33

Chapter AssessmentAssessment, TWE p. 30

Notes




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Section Objectives• Distinguish between the biotic and abiotic factors in

the environment.• Compare the different levels of biological organization

and living relationships important in ecology.• Explain the difference between a niche and a habitat.

National Science Content StandardsUCP. 1–3; A.1, A.2; C.4, C.5, C.6; F.3, F.5; G.1–4

Organisms and Their Environment2.1

pp. 35–452 class session(s)


TeachMiniLab 2.1, SE p. 36Problem-Solving Lab 2.1, SE p. 37Careers in Biology, SE p. 38Additional Lab, TWE p. 38Biology Journal, TWE p. 42

Reading Essentials for Biology, Section 2.1 TCRTransparency Worksheet, p. 19 URBMiniLab Worksheet, p. 3 URBLaboratory Manual, pp. 9–10 TCR

Assess/ReteachSection Assessment, SE p. 45Check for Understanding, TWE p. 45Reinforcement, TWE pp. 38, 44

Reteach, TWE p. 45Reinforcement and Study Guide, URBEnglish, pp. 9–10; Spanish, pp. 13–14

Enrichment/ApplicationProject, TWE p. 41Extension, TWE p. 45Critical Thinking/Problem Solving, p. 18 URB

Chapter AssessmentAssessment, TWE pp. 36, 37, 39, 45Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 2.1 PresentationMindJogger Videoquizzes, Ch. 2 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 2TeacherWorks™ CD-ROM

Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: A Mini BiosphereUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare how organisms satisfy their nutritional needs.• Trace the path of energy and matter in an ecosystem.• Analyze how matter is cycled in the abiotic and biotic

parts of the biosphere.

National Science Content StandardsUCP. 1–3; A.1, A.2; B.3, B.6; C.4, C.5, C.6; D.1, D.2;F.3–5; G.1–3

Nutrition and Energy Flow2.2pp. 46–57

3 class session(s)

FocusSection Focus Transparency 5 and Master, TCR/URB

Bellringer, TWE p. 46

TeachProblem-Solving Lab 2.2, SE p. 50MiniLab 2.2, SE p. 54Inside Story, SE p. 55Design Your Own BioLab, SE p. 58Biology & Society, SE p. 60Cultural Diversity, TWE p. 47Biology Journal, TWE p. 49Quick Demo, TWE pp. 49, 53Reading Essentials for Biology, Section 2.2 TCR

Transparency Worksheets, pp. 20–30 URBMiniLab Worksheet, p. 4 URBBioLab Worksheet, pp. 5–6 URBProbeware Labs, pp. 1–4 TCRBasic Concepts Transparencies 1, 2 andMasters, TCR/URBConcept Mapping, p. 17 URBInside Story Poster, TCR

Assess/ReteachSection Assessment, SE p. 57Check for Understanding, TWE p. 57Reinforcement, TWE pp. 47, 49, 51, 53, 56Reteach, TWE p. 57

Reinforcement and Study Guide, URBEnglish, pp. 11–12; Spanish, pp. 15–16Reteaching Skills Transparencies 1–3 andMasters, TCR/URB


Chapter AssessmentChapter Assessment, SE pp. 61–63Assessment, TWE pp. 50, 54, 57Interactive Chalkboard CD-ROM,Chapter 2 AssessmentChapter Assessment, pp. 31–36 URBStudent Recording Sheet, p. 37 URB

Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCRThe Princeton Review: Reviewing Biology, pp. 3–4 TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 2.2 PresentationMindJogger Videoquizzes, Ch. 2 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 2

Using the Internet in the Science Classroom, TCRTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com




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Section Objectives• Identify some common limiting factors. • Explain how limiting factors and ranges of tolerance

affect distribution of organisms.• Sequence the stages of ecological succession.• Describe the conditions under which primary and

secondary succession take place.

National Science Content StandardsUCP.1, UCP.3, UCP.4; A.1, A.2; C.4, C.5; D.3; F.5; G.3

Communities3.1pp. 64–69

2 class session(s)


TeachMiniLab 3.1, SE p. 67Problem-Solving Lab 3.1, SE p. 68Investigate BioLab, SE p. 84Quick Demo, TWE p. 66Reading Essentials for Biology, Section 3.1 TCRMiniLab Worksheet, p. 41 URBBioLab Worksheet, pp. 43–44 URB

Laboratory Manual, pp. 11–14 TCRProbeware Labs, pp. 5–8 TCRTransparency Worksheets, pp. 55, 57–58, 59–60 URBBasic Concepts Transparency 3 and Master, TCR/URBConcept Mapping, p. 53 URB

Assess/ReteachSection Assessment, SE p. 69Check for Understanding, TWE p. 69Reteach, TWE p. 69Reinforcement and Study Guide, URB: English, pp. 45–46; Spanish, pp. 49–50Reteaching Skills Transparency 4 and Master, TCR/URB

Enrichment/ApplicationTech Prep, TWE p. 68Extension, TWE p. 69

Chapter AssessmentAssessment, TWE pp. 67, 68, 69Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCR


TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare and contrast the photic and aphotic zones of

marine biomes.• Identify the major limiting factors affecting distribu-

tion of terrestrial biomes.• Distinguish among biomes.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4, C.5, C.6; F.4; G.1–3

Biomes3.2pp. 70–83

3 class session(s)


TeachProblem-Solving Lab 3.2, SE p. 72MiniLab 3.2, SE p. 73Inside Story, SE p. 82Connection to Literature, SE p. 86Portfolio, TWE pp. 75, 83

Reading Essentials for Biology, Section 3.2 TCRBiology Journal, TWE p. 77Additional Lab, TWE p. 76Quick Demo, TWE pp. 75, 78, 81MiniLab Worksheet, p. 42 URB


Reinforcement and Study Guide, URBEnglish, pp. 47–48; Spanish, pp. 51–52Reteaching Skills Transparency 5 and Master, TCR/URB

Enrichment/ApplicationProject, TWE p. 72Enrichment, TWE pp. 77, 79, 80

Extension, TWE p. 83Critical Thinking/Problem Solving, p. 54 URB








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Section Objectives• Compare and contrast exponential and linear popula-

tion growth.• Relate the reproductive patterns of different popula-

tions of organisms to models of population growth.• Predict effects of environmental factors on population

growth.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4, C.5; F.2, F.4, F.5, F.6; G.1, G.2

Population Dynamics4.1pp. 91–99

3 class session(s)


TeachMiniLab 4.1, SE p. 92Inside Story, SE p. 94Problem-Solving Lab 4.1, SE p. 95Investigate BioLab, SE p. 104Connection to Chemistry, SE p. 106Additional Lab, TWE p. 96Quick Demo, TWE p. 97

Reading Essentials for Biology, Section 4.1 TCRMiniLab Worksheet, p. 73 URBBioLab Worksheet, pp. 75–76 URBTransparency Worksheets, pp. 87, 89–90 URBLaboratory Manual, pp. 15–18, 19–22 TCRConcept Mapping, p. 85 URB




Critical Thinking/Problem Solving, p. 86 URBTech Prep, TWE p. 92

Chapter AssessmentAssessment, TWE pp. 92, 94, 95, 97, 99Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 4.1 PresentationMindJogger Videoquizzes, Ch. 4 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 4Using the Internet in the Science Classroom, TCR

TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Population BiologyGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Identify how the birth rate and death rate affect the

rate at which a population changes.• Compare the age structure of rapidly growing, slow-

growing, and no-growth countries.• Explain the relationship between a population and the

environment.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4–6; F.4, F.5; G.1, G.3

Human Population4.2pp. 100–103

2 class session(s)

FocusSection Focus Transparency 9 and Master, TCR/URBBellringer TWE, p. 100

TeachMiniLab 4.2, SE p. 102Problem-Solving Lab 4.2, SE p. 101MiniLab Worksheet, p. 74 URB

Reading Essentials for Biology, Section 4.2 TCRReading and Writing in the Science Classroom, TCR



Chapter AssessmentChapter Assessment, SE pp. 107–109Assessment, TWE pp. 101, 102, 103Interactive Chalkboard CD-ROM, Chapter 4 AssessmentChapter Assessment, pp. 91–96 URBStudent Recording Sheet, p. 97 URBPerformance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCRThe Princeton Review: Reviewing Biology, pp. 7–8 TCR

Multimedia OptionsInteractive Chalkboard CD-ROM: Section 4.2 PresentationMindJogger Videoquizzes, Ch. 4 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 4TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Explain biodiversity and its importance.• Relate various threats to the loss of biodiversity.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4–6; E.1, E.2; F.1–6; G.1–3

Vanishing Species5.1pp. 111–120

2 class session(s)


TeachMiniLab 5.1, SE p. 112Problem-Solving Lab 5.1, SE p. 115Internet BioLab, SE p. 126Quick Demo, TWE p. 117Additional Lab, TWE p. 118MiniLab Worksheet, pp. 101–102 URB

BioLab Worksheet, pp. 105–106 URBLaboratory Manual, pp. 23–24 TCRProbeware Labs, pp. 9–12 TCRConcept Mapping, p. 119 URB


Reinforcement and Study Guide, URBEnglish, pp. 111–113; Spanish, pp. 115–117Reteaching Skills Transparencies 7a, 7b, 7c and Masters, TCR/URB

Enrichment/ApplicationProject, TWE pp. 113, 114, 117Enrichment, TWE pp. 113, 117, 119Extension, TWE p. 120

Critical Thinking/Problem Solving, p. 120 URBReal World BioApplications, pp. 107–108 URB



TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Assessing Water QualityGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Describe strategies used in conservation biology.• Relate success in protecting an endangered species to

the methods used to protect it.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4–6; E.1, E.2; F. 2–6; G.1–3

Conservation of Biodiversity5.2pp. 121–125

2 class session(s)


TeachMiniLab 5.2, SE p. 122Problem-Solving Lab 5.2, SE p. 124Connection to Art, SE p. 128Quick Demo, TWE p. 124MiniLab Worksheet, p. 103 URB

Reading Essentials for Biology, Section 5.2 TCRReading and Writing in the Science Classroom, TCRTransparency Worksheet, p. 122 URB


Enrichment/ApplicationExtension, TWE p. 125Tech Prep, TWE p. 122Real World BioApplications, pp. 109–110 URB

Chapter AssessmentChapter Assessment, SE pp. 129–131Assessment, TWE pp. 122, 123, 124, 125Interactive Chalkboard CD-ROM, Chapter 5 AssessmentChapter Assessment, p. 129 URBStudent Recording Sheet, p. 135 URB


Multimedia OptionsInteractive Chalkboard CD-ROM: Section 5.2 PresentationMindJogger Videoquizzes, Ch. 5 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 5Using the Internet in the Science Classroom, TCRTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com


LESSON PLANS BIODIGEST BIOLOGY: The Dynamics of Life 13


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Notes

AssessmentAssessment, TWE p. 135Student Recording Sheet, p. 141 URB


Enrichment/ApplicationExtension, TWE p. 135Tech Prep, TWE p. 134

TeachFocus on Adaptations—Symbiosis, SE p. 132Focus on Adaptations—Pioneer Species, SE p. 134Vital Statistics, SE p. 134Quick Demo, TWE p. 133


BioDigestUnit 2

National Science Content StandardsUCP.1, UCP.2; C.3–5; F.4

Ecology





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Section Objectives• Relate the structure of an atom to the identity of ele-

ments.• Relate the formation of covalent and ionic chemical

bonds to the stability of atoms.• Distinguish mixtures and solutions.• Define acids and bases and relate their importance to

biological systems.

National Science Content StandardsUCP.1–3; A.1, A.2; B.1–3; C.5; E.1, E.2; F.1; G.1, G.2

Atoms and Their Interactions6.1pp. 141–151

1 class session(s)


TeachProblem-Solving Lab 6.1, SE p. 145Careers in Biology, SE p. 150MiniLab 6.1, SE p. 151Portfolio, TWE p. 148Quick Demo, TWE p. 146Cultural Diversity, TWE p.145

MiniLab Worksheet, p. 3 URBReading Essentials for Biology, Section 6.1 TCRTransparency Worksheets, pp. 19, 23–28 URBBasic Concepts Transparencies 4, 5a, 5b and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 151Reinforcement, TWE pp. 143, 147, 149Check for Understanding, TWE p. 151

Reteach, TWE p. 151Reinforcement and Study Guide, URBEnglish, pp. 9–10; Spanish, pp. 13–14

Enrichment/ApplicationEnrichment, TWE p. 144Project, TWE pp. 142, 147, 148Extension, TWE p. 151

Chapter AssessmentAssessment, TWE pp. 145, 150, 151Performance Assessment in the Biology Classroom,TCRAlternate Assessment in the Science Classroom, TCR


TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com




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Section Objectives• Relate water’s unique features to polarity.• Identify how the process of diffusion occurs and why it

is important to cells.

National Science Content StandardsUCP.1–3; A.1, A.2; B.1–4, B.6; C.5; G.1–3

Water and Diffusion6.2pp. 152–156

1 class session(s)


TeachProblem-Solving Lab 6.2, SE p. 154MiniLab 6.2, SE p. 155Quick Demo, TWE p. 153MiniLab Worksheet, p. 4 URBReading Essentials for Biology, Section 6.2 TCR

Reading and Writing in the Science Classroom, TCRTransparency Worksheet, p. 20 URBConcept Mapping, p. 17 URB








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Section Objectives• Classify the variety of organic compounds.• Describe how polymers are formed and broken down

in organisms.• Compare the chemical structures of carbohydrates,

lipids, proteins, and nucleic acids, and relate theirimportance to living things.

• Identify the effects of enzymes.

National Science Content StandardsUCP.1–3; A.1, A.2; B.1–3, B.6; C.5; E.1, E.2; F.5; G.1–3

Life Substances6.3pp. 157–163

3 class session(s)


TeachBioTechnology, SE p. 166Design Your Own BioLab, SE p. 164Portfolio, TWE p. 158Quick Demo, TWE p. 159Additional Lab, TWE pp. 160–161

Reading Essentials for Biology, Section 6.3 TCRReading and Writing in the Science Classroom, TCRBioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 21, 29–30 URBLaboratory Manual, pp. 27–34 TCR


Reinforcement and Study Guide, URBEnglish, p. 12; Spanish, p. 16Reteaching Skills Transparency 8 and Master, TCR/URB

Enrichment/ApplicationEnrichment, TWE pp. 159, 161Extension, TWE p. 163Critical Thinking/Problem Solving, p. 18 URBReal World BioApplications, pp. 7–8 URB

Chapter AssessmentChapter Assessment, SE pp. 167–169Assessment, TWE pp. 161, 163Chapter Assessment, pp. 31–36 URBPerformance Assessment in the Biology Classroom,TCRStudent Recording Sheet, p. 37 URB

Alternate Assessment in the Science Classroom, TCRInteractive Chalkboard CD-ROM, Chapter 6 AssessmentThe Princeton Review: Reviewing Biology,pp. 11–12 TCR


TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Enzyme-controlled ReactionsGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Relate advances in microscope technology to discover-

ies about cells and cell structure.• Compare the operation of a compound light micro-

scope with that of an electron microscope.• Identify the main ideas of the cell theory.

National Science Content StandardsUCP.1, UCP.5; A.1, A.2; C.1; E.1, E.2; G.1–3

The Discovery of Cells7.1pp. 171–178

1 class session(s)


TeachMiniLab 7.1, SE p. 173Quick Demo, TWE p. 172MiniLab Worksheet, p. 41 URB

Laboratory Manual, pp. 35–38, 39–42 TCRReading Essentials for Biology, Section 7.1 TCRTransparency Worksheets, pp. 57, 65–66 URB

Assess/ReteachSection Assessment, SE p. 174Check for Understanding, TWE p. 174Reteach, TWE p. 174Reinforcement and Study Guide, URB: English, p. 47; Spanish, p. 51Reteaching Skills Transparency 9 and Master, TCR/URB


Chapter AssessmentAssessment, TWE pp. 173, 174Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom, TCR

Multimedia OptionsInteractive Chalkboard CD-ROM:Section 7.1 PresentationMindJogger Videoquizzes, Ch. 7 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 7Using the Internet in the Science Classroom, TCRTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com




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Section Objectives• Describe how a cell’s plasma membrane functions.• Relate the function of the plasma membrane to the

fluid mosaic model.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.2; C.1, C.5

The Plasma Membrane7.2pp. 175–178

2 class session(s)


TeachProblem-Solving Lab 7.1, SE p. 176Quick Demo, TWE p. 177Reading Essentials for Biology, Section 7.2 TCR

Reading and Writing in the Science Classroom, TCRBasic Concepts Transparency 6 and Master, TCR/URB


Enrichment/ApplicationCultural Diversity, TWE p. 176Extension, TWE p. 178Real World BioApplications, pp. 45–46 URB






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Section Objectives• Identify the structure and function of the parts of a

typical eukaryotic cell.• Explain the advantages of highly folded membranes in

cells.• Compare and contrast the structures of plant and

animal cells.

National Science Content StandardsUCP. 1–3, UCP.5; A.1, A.2; C.1, C.5; G.1–3

Eukaryotic Cell Structure7.3pp. 179–187

3 class session(s)


TeachProblem-Solving Lab 7.2, SE p. 180MiniLab 7.2, SE p. 182Inside Story, SE p. 192Connection to Literature, SE p. 196Investigate BioLab, SE p. 188Portfolio, TWE pp. 180, 187Additional Lab, TWE p. 182Biology Journal, TWE p. 191Quick Demo, TWE p. 185

MiniLab Worksheet, p. 42 URBBioLab Worksheet, pp. 43–44 URBTransparency Worksheets, pp. 59, 63–64, 67–68 URBBasic Concepts Transparency 7 and Master, TCR/URBConcept Mapping, p. 55 URBInside Story Poster, TCR



Enrichment/ApplicationCultural Diversity, TWE p. 181Extension, TWE p. 187Critical Thinking/Problem Solving, p. 56 URB

Chapter AssessmentChapter Assessment, SE pp. 191–193Assessment, TWE pp. 180, 182, 183, 187Chapter Assessment, pp. 69–74 URBStudent Recording Sheet, p. 75 URBPerformance Assessment in the Biology Classroom, TCR

The Princeton Review: Reviewing Biology,pp. 13–14 TCRAlternate Assessment in the Science Classroom, TCRInteractive Chalkboard CD-ROM, Chapter 7 Assessment


TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Cellular PursuitGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Explain how the processes of diffusion, passive

transport, and active transport occur and why they areimportant to cells.

• Predict the effect of a hypotonic, hypertonic, or isotonic solution on a cell.

National Science Content StandardsUCP. 1–3, UCP.5; A.1, A.2; B.6; C.1, C.5

Cellular Transport8.1pp. 195–200

2 class session(s)


TeachMiniLab 8.1, SE p. 198Quick Demo, TWE p. 196Additional Lab, TWE p. 196MiniLab Worksheet, p. 79 URBReading Essentials for Biology, Section 8.1 TCR

Transparency Worksheets, pp. 95, 99–102, 105–108 URBLaboratory Manual, pp. 43–44 TCRConcept Mapping, p. 93 URBBasic Concepts Transparencies 8, 9 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 200Check for Understanding, TWE p. 200Reteach, TWE p. 200Reinforcement and Study Guide, URBEnglish, p. 85; Spanish, p. 89Reteaching Skills Transparencies 11, 12 and Masters, TCR/URB

Enrichment/ApplicationEnrichment, TWE pp. 196, 199






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Section Objectives• Sequence the events of the cell cycle.• Relate the function of a cell to its organization in

tissues, organs, and organ systems.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.2, B.3; C.1, C.5; G.1–3

Cell Growth and Reproduction8.2pp. 201–210

2 class session(s)


TeachProblem-Solving Lab 8.1, SE p. 203Problem-Solving Lab 8.2, SE p. 204Inside Story, SE p. 205MiniLab 8.2, SE p. 209Investigate BioLab, SE p. 214Biology Journal, TWE p. 201Quick Demo, TWE p. 202Portfolio, TWE p. 206

Cultural Diversity, TWE p. 204MiniLab Worksheet, p. 80 URBBioLab Worksheet, pp. 81–82 URBReading Essentials for Biology, Section 8.2 TCRTransparency Worksheets, pp. 96, 103–104, 109–110 URBLaboratory Manual, pp. 45–48 TCRBasic Concepts Transparency 10 and Master, TCR/URB

Assess/ReteachSection Assessment, SE p. 210Reinforcement, TWE p. 208Check for Understanding, TWE p. 210Reteach, TWE p. 210


Enrichment/ApplicationEnrichment, TWE p. 206Tech Prep, TWE p. 207Extension, TWE pp. 205, 210



TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Cell ReproductionGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Describe the role of enzymes in the regulation of the

cell cycle.• Distinguish between events of a normal cell cycle and

the abnormal events that result in cancer.• Identify ways to potentially reduce the risk of cancer.

National Science Content StandardsUCP.1, UCP.2; A.1, A.2; C.1, C.6; E.1, E.2; F.1, F.4, F.5,F.6; G.1, G.2

Control of the Cell Cycle8.3pp. 211–213

2 class session(s)


TeachProblem-Solving Lab 8.3, SE p. 212Connection to Health, SE p. 216Reading Essentials for Biology, Section 8.3 TCRTransparency Worksheet, p. 97 URB


Enrichment/ApplicationExtension, TWE p. 213Critical Thinking/Problem Solving, p. 94 URB

Chapter AssessmentChapter Assessment, SE pp. 217–219Assessment, TWE pp. 212, 213Chapter Assessment, pp. 111–116 URBStudent Recording Sheet, p. 117 URBPerformance Assessment in the Biology Classroom,TCR






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Section Objectives• Explain why organisms need a supply of energy.• Describe how energy is stored and released by ATP.

National Science Content StandardsUCP.1–3; A.1, A.2; B.3, B.6; C.5; G.1, G.3

The Need for Energy9.1pp. 221–224

1 class session(s)


TeachProblem-Solving Lab 9.1, SE p. 222Biology Journal, TWE p. 223Quick Demo, TWE p. 223MiniLab Worksheet, p. 121 URBTransparency Worksheets, pp. 137, 141–142 URBBasic Concepts Transparency 11 and Master, TCR/URB


Enrichment/ApplicationExtension, TWE p. 224Real World BioApplications, pp. 125–126 URB


Multimedia OptionsInteractive Chalkboard CD-ROM: Section 9.1 PresentationMindJogger Videoquizzes, Ch. 9 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 9 Using the Internet in the Science Classroom, TCRTeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com




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Section Objectives• Relate the structure of chloroplasts to the events in

photosynthesis.• Describe light-dependent reactions.• Explain the reactions and products of the light-

independent Calvin cycle.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.3, B.6; C.5; G.1, G.3

Photosynthesis:Trapping the Sun’s Energy9.2


FocusSection Focus Transparency 22 and Master, TCR/URBBellringer TWE, p. 225

TeachMiniLab 9.1, SE p. 226MiniLab 9.2, SE p. 228Inside Story, SE p. 229Careers in Biology, SE p. 230Internet BioLab, SE p. 238Connection to Chemistry, SE p. 240Quick Demo, TWE p. 227

MiniLab Worksheet, p. 122 URBBioLab Worksheet, pp. 123–124 URBConcept Mapping, p. 135 URBTransparency Worksheets, pp. 138, 143–144 URBBasic Concepts Transparency 12 and Master, TCR/URB


Reinforcement and Study Guide, URBEnglish, pp. 128–129; Spanish, pp. 132–133

Enrichment/ApplicationProject, TWE p. 227Critical Thinking/Problem Solving, p. 136 URB



TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Glencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare and contrast cellular respiration and

fermentation.• Explain how cells obtain energy from cellular

respiration.

National Science Content StandardsUCP.1–3, UPC.5; A.1, A.2; B.3, B.6; C.5; G.1

Getting Energy to Make ATP9.3pp. 231–237

3 class session(s)


TeachInside Story, SE p. 233Problem-Solving Lab 9.2, SE p. 235MiniLab 9.3, SE p. 236Cultural Diversity, TWE p. 233Quick Demo, TWE p. 232Biology Journal, TWE p. 234Internet BioLab, SE p. 238

Additional Lab, TWE p. 234Transparency Worksheets, pp. 134, 145–146, 147–152 URBLaboratory Manual, pp. 49–52 TCRProbeware Labs, pp. 13–16 TCRBasic Concepts Transparency 13 and Master, TCR/URB

Assess/ReteachSection Assessment, SE p. 237Check for Understanding, TWE p. 237Reinforcement, TWE p. 232Reteach, TWE p. 237

Reinforcement and Study Guide, URBEnglish, p. 130; Spanish, p. 134Reteaching Skills Transparencies 14, 15 and Masters, TCR/URB








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National Science Content StandardsUCP.1, UCP.2, UCP.5; B.1–3, B.6; C.1, C.5; G.1, G.3

The Life of a CellBioDigestUnit 3


FocusBellringer TWE, p. 244

TeachFocus on History—The Cell Theory, SE p. 244Quick Demo, SE p. 245Vital Statistics, SE pp. 244, 247



AssessmentAssessment, TWE p. 247Student Recording Sheet, p. 163 URB

Notes




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Section Objectives• Relate Mendel’s two laws to the results he obtained in

his experiments with garden peas.• Predict the possible offspring of a genetic cross by

using a Punnett square.

National Science Content StandardsUCP.1–3; UCP.5; A.1, A.2; G.1–3

Mendel’s Laws of Heredity10.1pp. 253–262

3 class session(s)


TeachMiniLab 10.1, SE p. 254Problem-Solving Lab 10.1, SE p. 262Internet BioLab, SE p. 274Connection to Math, SE p. 276Quick Demo, TWE p. 259Biology Journal, TWE p. 260

MiniLab Worksheet, p. 3 URBBioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 19, 21–22, 25–26 URBReading Essentials for Biology, Section 10.1 TCRBasic Concept Transparency 14 and Master, TCR/URB



Enrichment/ApplicationEnrichment, TWE p. 255Project, TWE p. 257Tech Prep, TWE p. 258

Extension, TWE p. 261Critical Thinking/Problem Solving, p. 18 URBReal World BioApplications, pp. 7–8 URB



TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Punnett SquaresGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Analyze how meiosis maintains a constant number of

chromosomes within a species.• Infer how meiosis leads to variation in a species.• Relate Mendel’s laws of heredity to the events of meiosis.

National Science Content StandardsUCP.1–3; A.1, A.2; C.1, C.2; E.1, E.2; F.6; G.1–3

Meiosis10.2pp. 263–273

3 class session(s)

FocusSection Focus Transparency 25 and Master, TCR/URBBellringer, TWE, p. 263

TeachProblem-Solving Lab 10.2, SE p. 264MiniLab 10.2, SE p. 268Inside Story, SE p. 272Cultural Diversity, TWE p. 264Additional Lab, TWE p. 266Quick Demo, TWE p. 266Portfolio, TWE p. 270Internet BioLab, SE p. 274

Biology Journal, TWE p. 276MiniLab Worksheet, p. 4 URBTransparency Worksheets, pp. 20, 23–24, 27–28URBLaboratory Manual, pp. 53–54, 55–58 TCRReading Essentials for Biology, Section 10.2 TCRConcept Mapping, p. 17 URBBasic Concepts Transparency 15 and Master, TCR/URB




Chapter AssessmentChapter Assessment, SE pp. 277–279Assessment, TWE pp. 264, 267, 268, 273Chapter Assessment, pp. 29–34 URBStudent Recording Sheet, p. 35 URBPerformance Assessment in the Biology Classroom, TCR







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Section Objectives• Analyze the structure of DNA.• Determine how the structure of DNA enables it to

reproduce itself accurately.

National Science Content StandardsUCP.1–3; A.1, A.2; B.2, B.3; C.2, C.3; G.1–3

DNA: The Molecule of Heredity11.1pp. 281–287

2 class session(s)


TeachProblem-Solving Lab 11.1, SE p. 283Inside Story, SE p. 286Additional Lab, TWE p. 282Quick Demo, TWE p. 285Cultural Diversity, TWE p. 284Laboratory Manual, pp. 59–62 TCR

Transparency Worksheets, pp. 57, 61–62 URBConcept Mapping, p. 55 URBBasic Concept Transparency 16 and Master, TCR/URBReading Essentials for Biology, Section 11.1 TCR


Enrichment/ApplicationEnrichment, TWE pp. 282, 284Project, TWE p. 286Extension, TWE p. 287







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Section Objectives• Relate the concept of the gene to the sequence of

nucleotides in DNA.• Sequence the steps involved in protein synthesis.

National Science Content StandardsUCP.1, UCP.2; A.1, A.2; B.2; C.2; G.1

From DNA to Protein11.2pp. 288–295

2 class session(s)


TeachProblem-Solving Lab 11.2, SE p. 291MiniLab 11.1, SE p. 293Investigate BioLab, SE p. 302Quick Demo, TWE p. 289Biology Journal, TWE p. 292Basic Concepts Transparencies 17, 18 and Masters, TCR/URB

Portfolio, TWE p. 294MiniLab Worksheet, pp. 39–40 URBBioLab Worksheet, pp. 43–46 URBTransparency Worksheets, pp. 58, 63–68 URBReading Essentials for Biology, Section 11.2 TCR

Assess/ReteachSection Assessment, SE p. 295Check for Understanding, TWE p. 294Reinforcement, TWE p. 292Reteach, TWE p. 294Reinforcement and Study Guide, URB: English, pp. 48–49; Spanish, pp. 52–53Reteaching Skills Transparency 18 and Master, TCR/URB

Enrichment/ApplicationEnrichment, TWE p. 290Extension, TWE p. 295Critical Thinking/Problem Solving, p. 56 URB







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Section Objectives• Categorize the different kinds of mutations that can

occur in DNA.• Compare the effects of different kinds of mutations on

cells and organisms.

National Science Content StandardsUCP. 1–4; A.1, A.2; B.2; C.2–4; E.1, E.2; F.1, F.4, F.5;G.1, G.2

Genetic Changes11.3pp. 296–301

2 class session(s)


TeachProblem-Solving Lab 11.3, SE p. 299MiniLab 11.2, SE p. 300Careers in Biology, SE p. 297Quick Demo, TWE p. 298Biotechnology, SE p. 304

MiniLab Worksheet, p. 41 URBTransparency Worksheets, pp. 59, 69–72 URBReading Essentials for Biology, Section 11.3 TCRReading and Writing in the Science Classroom, TCRLaboratory Manual, pp. 63–66 TCR

Assess/ReteachSection Assessment, SE p. 301Check for Understanding, TWE p. 301Reinforcement, TWE p. 298Reteach, TWE p. 301

Reinforcement and Study Guide, URBEnglish, p. 50; Spanish, p. 54Reteaching Skills Transparencies 19a, 19b and Masters, TCR/URB

Enrichment/ApplicationEnrichment, TWE p. 297Tech Prep, TWE p. 298Extension, TWE p. 301

Chapter AssessmentChapter Assessment, SE pp. 305–307Assessment, TWE pp. 299, 300, 301Chapter Assessment, pp. 73–78 URBStudent Recording Sheet, p. 79 URBPerformance Assessment in the Biology Classroom, TCR

Alternate Assessment in the Science Classroom, TCRInteractive Chalkboard CD-ROM, Chapter 11 AssessmentThe Princeton Review: Reviewing Biology, pp. 21–22 TCR






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Section Objectives• Interpret a pedigree.• Determine human genetic disorders that are caused by

inheritance of recessive alleles.• Predict how a human trait can be determined by a sim-

ple dominant allele.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.2; F.1, F.5; G.1–3

Mendelian Inheritance of Human Traits12.1



TeachMiniLab 12.1, SE p. 310Problem-Solving Lab 12.1, SE p. 311Quick Demo, TWE p. 312MiniLab Worksheet, p. 82 URB

Transparency Worksheets, pp. 99, 103–104 URBReading Essentials for Biology, Section 12.1 TCR

Assess/ReteachSection Assessment, SE p. 314Check for Understanding, TWE p. 314Reteach, TWE p. 314Reteaching Skills Transparency 20 and Master, TCR/URBReinforcement and Study Guide, URB: English, p. 89; Spanish, p. 93

Enrichment/ApplicationTech Prep, TWE p. 311Extension, TWE p. 314Critical Thinking/Problem Solving, p. 98 URBReal World BioApplications, pp. 87–88 URB

Chapter AssessmentAssessment, TWE pp. 310, 311, 314Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR






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Section Objectives• Distinguish between alleles for incomplete dominance

and codominance.• Explain the patterns of multiple allelic and polygenic

inheritance.• Analyze the pattern of sex-linked inheritance.• Summarize how internal and external environments

affect gene expression.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.2; F.1, F.5; G.3

When Heredity Follows Different Rules12.2



TeachProblem-Solving Lab 12.2, SE p. 318Design Your Own BioLab, SE p. 330Biology Journal, TWE p. 315Additional Lab 12.1, TWE p. 316Quick Demo, TWE p. 317MiniLab Worksheet, p. 84 URB

BioLab Worksheet, pp. 85–86 URBConcept Mapping, p. 97 URBReading Essentials for Biology, Section 12.2 TCRTransparency Worksheets, pp. 100, 105–106 URB

Assess/ReteachSection Assessment, SE p. 322Reinforcement, TWE p. 319Check for Understanding, TWE p. 322Reteach, TWE p. 322Reteaching Skills Transparency 21 and Master, TCR/URBReinforcement and Study Guide, URB: English, pp. 90–91; Spanish, pp. 94–95




Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Sex-Linked TraitsUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare codominance, multiple allelic, sex-linked,

and polygenic patterns of inheritance in humans.• Distinguish among conditions that result from extra

autosomal or sex chromosomes.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.2; E.1; F.1, F.5; G.3

Complex Inheritance of Human Traits12.3


FocusSection Focus Transparency 31 and Master, TCR/URBBellringer TWE p. 323

TeachInside Story, SE p. 325Problem-Solving Lab 12.3, SE p. 326MiniLab 12.2, SE p. 327Connection to Social Studies, SE p. 332Cultural Diversity, TWE p. 328Portfolio, TWE p. 324

Design Your Own BioLab, SE p. 330Biology Journal, TWE p. 331Additional Lab 12.2, TWE p. 326Quick Demo, TWE p. 328Transparency Worksheet, p. 101 URBLaboratory Manual, pp. 71–74 TCR




Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRThe Princeton Review: Reviewing Biology,pp. 23–24 TCR






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Section Objectives• Predict the outcome of a test cross.• Evaluate the importance of plant and animal breeding

to humans.

National Science Content StandardsUCP.2, UCP.3; A.1, A.2; C.2; G.1, G.3

Applied Genetics13.1pp. 337–340

1 class session(s)


TeachProblem-Solving Lab 13.1, SE p. 339Quick Demo, TWE p. 338Reading Essentials for Biology, Section 13.1 TCRTransparency Worksheets, pp. 135, 139–140 URBBasic Concepts Transparency 19 and Master, TCR/URBLaboratory Manual, pp. 75–78 TCR








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Section Objectives• Summarize the steps used to engineer transgenic

organisms.• Give examples of applications and benefits of genetic

engineering.

National Science Content StandardsUCP.2, UCP.3; A.1, A.2; C.2; E.1, E.2; F.1, F.5, F.6; G.1,G.2

Recombinant DNA Technology13.2pp. 341–348

1 class session(s)


TeachMiniLab 13.1, SE p. 343Inside Story, SE p. 346Problem-Solving Lab 13.2, SE p. 347Investigate BioLab, SE p. 354Biotechnology, SE p. 356Quick Demo, TWE p. 342

Transparency Worksheets, pp. 136, 141–142 URBReading Essentials for Biology, Section 13.2 TCRMiniLab Worksheet, pp. 117–118 URBBioLab Worksheet, pp. 121–122 URBLaboratory Manual, pp. 79–82 TCR

Assess/ReteachSection Assessment, SE p. 348Check for Understanding, TWE p. 348Reteach, TWE p. 348Reteaching Skills Transparency 22, TCR/URBReinforcement and Study Guide, URB: English, pp. 126–127; Spanish, pp. 130–131

Enrichment/ApplicationProject, TWE p. 346Enrichment, TWE p. 345Extension, TWE p. 348Real World BioApplications, pp. 123–124 URB



Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Tracking GrizzliesUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Analyze how the effort to completely map and

sequence the human genome will advance humanknowledge.

• Predict future applications of the Human GenomeProject.

National Science Content StandardsUCP.2, UCP.3; A.1, A.2; C.2; E.1, E.2; F.1, F.5, F.6; G.3

The Human Genome13.3pp. 349–353

2 class session(s)


TeachMiniLab 13.2, SE p. 350Careers in Biology, SE p. 351Problem-Solving Lab 13.3, SE p. 353Additional Lab, TWE p. 350Quick Demo, TWE p. 351Biology Journal, TWE p. 353

MiniLab Worksheet, pp. 119–120 URBTransparency Worksheet, p. 137 URBReading Essentials for Biology, Section 13.3 TCRConcept Mapping, p. 133 URB



Chapter AssessmentChapter Assessment, SE pp. 357–359Assessment, TWE pp. 350, 351, 352, 353Interactive Chalkboard CD-ROM, Chapter 13 AssessmentChapter Assessment, pp. 143–148 URBStudent Recording Sheet, p. 149 URB

Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRThe Princeton Review: Reviewing Biology, pp. 25–26 TCR





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National Science Content StandardsUCP.2, UCP.5; A.2; C.1, C.2, C.5; G.1–3

GeneticsBioDigestUnit 4



TeachFocus on History—Mendel, SE p. 360Quick Demo, TWE p. 362Portfolio, TWE p. 363



AssessmentAssessment, TWE p. 363

Notes




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Section Objectives• Identify the different types of fossils and how they are

formed.• Summarize the major events of the geologic time scale.

National Science Content StandardsUCP.1–4; A.1, A.2; C.3, C.6; D.3; G.1–3

The Record of Life14.1pp. 369–379

2 class session(s)


TeachMiniLab 14.1, SE p. 371Problem-Solving Lab 14.1, SE p. 372Inside Story, SE p. 373Careers in Biology, SE p. 374MiniLab 14.2, SE p. 376Investigate BioLab, SE p. 386Cultural Diversity, TWE p. 370

Quick Demo, TWE p. 377MiniLab Worksheet, pp. 3,4 URBBioLab Worksheet, pp. 5–6 URBReading Essentials for Biology, Section 14.1 TCRTransparency Worksheets, pp. 17, 21–22 URBLaboratory Manual, pp. 83–84, 85–86 TCRConcept Mapping, p. 15 URB

Assess/ReteachSection Assessment, SE p. 379Check for Understanding, TWE p. 379Reteach, TWE p. 379Reinforcement and Study Guide, URB: English, pp. 7–8; Spanish, pp. 11–12Reteaching Skills Transparency 23 and Master, TCR/URB

Enrichment/ApplicationProject, TWE pp. 373, 376Enrichment, TWE pp. 374, 377Critical Thinking/Problem Solving, p. 16 URB






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Section Objectives• Analyze early experiments that support the concept of

biogenesis.• Review, analyze, and critique modern theories of the

origin of life.• Relate hypotheses about the origin of cells to the envi-

ronmental conditions of early Earth.

National Science Content StandardsUCP.2–5, A.1, A.2; B.2, B.3; C.1, C.3, C.6; D.2; F.3, F.4,G.1–3

The Origin of Life14.2pp. 380–385

2 class session(s)


TeachProblem-Solving Lab 14.2, SE p. 384Biology & Society, SE p. 388Quick Demo, TWE p. 381Additional Lab, TWE p. 382

Transparency Worksheets, pp. 18, 19–20 URBReading Essentials for Biology, Section 14.2 TCRBasic Concepts Transparency 20 and Master, TCR/URB

Assess/ReteachSection Assessment, SE p. 385Check for Understanding, TWE p. 385Reteach, TWE p. 385Reinforcement and Study Guide, URB: English, pp. 9–10; Spanish, 13–14


Chapter AssessmentChapter Assessment, SE pp. 389–391Assessment, TWE pp. 383, 384, 385Chapter Assessment, pp. 23–28, URBPerformance Assessment in the Biology Classroom, TCR

Alternate Assessment in the Science Classroom, TCRInteractive Chalkboard CD-ROM, Chapter 14 Assessment






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Section Objectives• Summarize Darwin’s theory of natural selection.• Explain how the structural and physiological

adaptations of organisms relate to natural selection.• Distinguish among the types of evidence for evolution.

National Science Content StandardsUCP.1–5; A.1, A.2; C.1–4, C.6; F.4; G.1–3

Natural Selection and theEvidence for Evolution15.1



TeachMiniLab 15.1, SE p. 398Problem-Solving Lab 15.1, SE p. 397Portfolio, TWE pp. 399, 401, 402Quick Demo, TWE p. 394Concept Mapping, SE p. 45 URB

MiniLab Worksheets, p. 33 URBTransparency Worksheet, p. 47 URBReading Essentials for Biology, Section 15.1 TCRLaboratory Manual, pp. 87–88, 89–92 TCR


Enrichment/ApplicationProject, TWE pp. 394, 396, 400, 402Extension, TWE p. 403Critical Thinking/Problem Solving, p. 46 URB


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 15.1 PresentationMindJogger Videoquizzes, Ch. 15 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 15TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Natural SelectionUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Summarize the effects of the different types of natural

selection on gene pools.• Relate changes in genetic equilibrium to mechanisms

of speciation.• Explain the role of natural selection in convergent and

divergent evolution.

National Science Content StandardsUCP.1–5; A.1, A.2; C.1–4, C.6; F.4; G.1–3

Mechanisms of Evolution15.2pp. 404–413

3 class session(s)


TeachMiniLab 15.2, SE p. 407Internet BioLab, SE p. 414Connection to Math, SE p. 416Quick Demo, TWE p. 410Additional Lab, TWE p. 408Cultural Diversity, TWE p. 407

MiniLab Worksheet, p. 34 URBBioLab Worksheet, pp. 35–36 URBTransparency Worksheets, pp. 48, 49–54 URBReading Essentials for Biology, Section 15.2 TCRBasic Concepts Transparencies 21, 22 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 413Reinforcement, TWE pp. 408, 410, 412Check for Understanding, TWE p. 413Reteach, TWE p. 413


Enrichment/ApplicationTech Prep, TWE p. 405Project, TWE p. 410Extension, TWE p. 413

Chapter AssessmentChapter Assessment, SE pp. 417–419Assessment, TWE pp. 407, 409, 413Chapter Assessment, pp. 55–60 URBStudent Recording Sheet, p. 61 URBPerformance Assessment in the Biology Classroom, TCR

Alternate Assessment in the Science Classroom, TCRInteractive Chalkboard CD-ROM, Chapter 15 AssessmentThe Princeton Review: Reviewing Biology, pp. 29–30 TCR






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Section Objectives• Recognize the adaptations of primates.• Compare and contrast the diversity of living primates.• Distinguish the evolutionary relationships of primates.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3, C.4, C.6; G.1–3

Primate Adaptation and Evolution16.1



TeachInside Story, SE p. 422MiniLab 16.1, SE p. 425Problem-Solving Lab 16.1, SE p. 426Connection to Earth Science, SE p. 438Biology Journal, TWE p. 420Quick Demo, TWE p. 424

MiniLab Worksheet, p. 65 URBTransparency Worksheet, p. 83 URBLaboratory Manual, pp. 93–96 TCRReading Essentials for Biology, Section 16.1 TCRConcept Mapping, p. 81 URBInside Story Poster, TCR




Multimedia OptionsInteractive Chalkboard CD-ROM:Section 16.1 PresentationMindJogger Videoquizzes, Ch. 16 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 16TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare and contrast the adaptations of australop-

ithecines with those of apes and humans.• Identify the evidence of the major anatomical changes

in hominids during human evolution.

National Science Content StandardsUCP.2–5; A.1, A.2; C.3, C.6; E.1, E.2; G.1–3

Human Ancestry16.2pp. 428–435

2 class session(s)


TeachMiniLab 16.2, SE p. 429Problem-Solving Lab 16.2, SE p. 433Investigate BioLab, SE p. 436Cultural Diversity, TWE p. 429Quick Demo, TWE p. 432Biology Journal, TWE p. 430Additional Lab, TWE p. 432

MiniLab Worksheet, p. 62 URBBioLab Worksheet, pp. 67–69 URBTransparency Worksheets, pp. 84, 85–86, 87–88URBReading Essentials for Biology, Section 16.2 TCRLaboratory Manual, pp. 97–100 TCRBasic Concepts Transparency 23 and Master, TCR/URB




Critical Thinking/Problem Solving, p. 82 URBReal World BioApplications, pp. 71–72 URB

Chapter AssessmentChapter Assessment, SE pp. 439–441Assessment, TWE pp. 433, 435Interactive Chalkboard CD-ROM, Chapter 16 AssessmentChapter Assessment, pp. 89–94 URBStudent Recording Sheet, p. 95 URB

Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRThe Princeton Review: Reviewing Biology,pp. 31–32 TCR






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Section Objectives• Evaluate the history, purpose, and methods of taxonomy.• Explain the meaning of a scientific name.• Describe the organization of taxa in a biological classi-

fication system.

National Science Content StandardsUCP.1, UCP.2, UCP.4; A.2; C.3, C.5; G.1-3

Classification17.1pp. 443–449

1 class session(s)


TeachMiniLab 17.1, SE p. 446Problem-Solving Lab 17.1, SE p. 446Investigate BioLab, SE p. 460Biology Journal, TWE p. 447MiniLab Worksheet, p. 99 URB

BioLab Worksheet, pp. 101–102 URBTransparency Worksheet, p. 115 URBReading Essentials for Biology, Section 17.1 TCRLaboratory Manual, pp. 101–104 TCRConcept Mapping, p. 113 URB

Assess/ReteachSection Assessment, SE p. 449Check for Understanding, TWE p. 449Reinforcement, TWE p. 448Reteach, TWE p. 449Reinforcement and Study Guide, URBEnglish, pp. 105–106; Spanish, pp. 109–110

Enrichment/ApplicationTech Prep, TWE p. 445Extension, TWE p. 449Enrichment, TWE p. 445Real World BioApplications, pp. 103–104 URBCritical Thinking/Problem Solving, p. 114 URB






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Section Objectives• Describe how evolutionary relationships are deter-

mined.• Explain how cladistics reveals phylogenetic relation-

ships.• Compare the six kingdoms of organisms.

National Science Content StandardsUCP.1, UCP.2, UCP.4, UCP.5; A.1, A.2; C.1, C.3, C.5,C.6; E.1, E.2; G.1–3

The Six Kingdoms17.2pp. 450–459

3 class session(s)


TeachMiniLab 17.2, SE p. 453Problem-Solving Lab 17.2, SE p. 456Biotechnology, SE p. 462Additional Lab, TWE p. 454Quick Demo, TWE p. 457Cultural Diversity, TWE p. 458

MiniLab Worksheet, p. 100 URBTransparency Worksheets, pp. 116, 117–120 URBReading Essentials for Biology, Section 17.2 TCRLaboratory Manual, pp. 105–108 TCRBasic Concepts Transparency 24 and Master, TCR/URB



Enrichment/ApplicationProject, TWE p. 457 Extension, TWE pp. 455, 459

Chapter AssessmentChapter Assessment, SE pp. 463–465Assessment, TWE pp. 453, 455, 456, 459Interactive Chalkboard CD-ROM, Chapter 17 AssessmentChapter Assessment, pp. 121–126 URBStudent Recording Sheet, p. 127 URB

The Princeton Review: Reviewing Biology, pp. 33–34 TCRAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR


Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Classifying Using BiotechnologyUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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National Science Content StandardsUCP.2–4; C.3; D.3; G.1

Change Through TimeBioDigestUnit 5



TeachFocus on History—Pioneers, SE p. 467Focus on Adaptations—Adaptive Radiation in Galápagos Finches, SE p. 469Quick Demo, TWE p. 467Biology Journal, TWE pp. 467, 468




Notes




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Section Objectives• Identify the different kinds of viruses and their structures.• Compare and contrast the replication cycles of

viruses.

National Science Content StandardsUCP.1–3; A.1, A.2; C.4; F.1, F.5, F.6; G.1–3

Viruses18.1pp. 475–483

2 class sessions(s)


TeachMiniLab 18.1, SE p. 476Problem-Solving Lab 18.1, SE p. 480Careers in Biology, SE p. 481Quick Demo, TWE p. 477Cultural Diversity, TWE p. 481MiniLab Worksheet, p. 3 URB

Transparency Worksheets, pp. 17, 19–22, 25–26URBReading Essentials for Biology, Section 18.1 TCRLaboratory Manual, pp. 109–112 TCRConcept Mapping, p. 15 URBBasic Concepts Transparencies 25, 26 and Masters, TCR/URB



Enrichment/ApplicationEnrichment, TWE p. 477Extension, TWE pp. 482, 483


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 18.1 PresentationMindJogger Videoquizzes, Ch. 18 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 18TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Vaccines in ActionUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com




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Section Objectives• Compare the types of prokaryotes.• Explain the characteristics and adaptations of bacteria.• Evaluate the economic importance of bacteria.

National Science Content StandardsUCP.1–3; A.1, A.2; C.3–6; F.1, F.5; G.1, G.3

Archaebacteria and Eubacteria18.2pp. 484–495

3 class sessions(s)

FocusSection Focus Transparency 44 and Master, TCR/URBBellringer TWE p. 484

TeachInside Story, SE p. 487MiniLab 18.2, SE p. 490Problem-Solving Lab 18.2, SE p. 492Design Your Own BioLab, SE p. 496Biology & Society, SE p. 498Biology Journal, TWE p. 486Additional Lab, TWE p. 488Quick Demo, TWE p. 493Cultural Diversity, TWE p. 494

MiniLab Worksheet, p. 4 URBBioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 18, 23–24, 27–28URBReading Essentials for Biology, Section 18.2 TCRLaboratory Manual, pp. 113–116 TCRInside Story Poster, TCRBasic Concepts Transparency 27 and Master, TCR/URB



Enrichment/ApplicationProject, TWE p. 493Tech Prep, TWE p. 491Enrichment, TWE p. 493

Extension, TWE pp. 488, 495Critical Thinking/Problem Solving, p. 16 URB



Multimedia OptionsInteractive Chalkboard CD-ROM: Section 18.2 PresentationMindJogger Videoquizzes, Ch. 18 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 18





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Section Objectives• Identify the characteristics of Kingdom Protista.• Compare and contrast the four groups of protozoans.

National Science Content StandardsUCP.2, UCP.4; A.1, A.2; C.1, C.3–6; E.1; F.4; G.1

The World of Protists19.1pp. 503–509

1 class session(s)


TeachMiniLab 19.1, SE p. 506Inside Story, SE p. 507Problem-Solving Lab 19.1, SE p. 508Quick Demo, TWE p. 505

MiniLab Worksheet, p. 39 URBTransparency Worksheets, pp. 55, 65–68 URBReading Essentials for Biology, Section 19.1 TCRLaboratory Manual, pp. 117–120 TCR


Reinforcement and Study Guide, URBEnglish, p. 45; Spanish, p. 49Reteaching Skills Transparencies 29, 30 and Masters, TCR/URB

Enrichment/ApplicationTech Prep, TWE p. 506Extension, TWE p. 509Critical Thinking/Problem Solving, p. 54 URB







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Section Objectives• Compare and contrast the variety of plantlike protists.• Explain the process of alternation of generations in

algae.

National Science Content StandardsUCP.2; A.1, A.2; C.1, C.4, C.6; F.4, F.5; G.1, G.2

Algae: Plantlike Protists19.2pp. 510–516

2 class session(s)


TeachMiniLab 19.2, SE p. 511Problem-Solving Lab 19.2, SE p. 514Design Your Own BioLab, SE p. 522Biology Journal, TWE p. 510Quick Demo, TWE p. 515Cultural Diversity, TWE p. 514MiniLab Worksheet, p. 40 URB

BioLab Worksheet, pp. 41–42 URBTransparency Worksheets, pp. 56, 59–60, 63–64URBReading Essentials for Biology, Section 19.2 TCRLaboratory Manual, pp. 117–120 TCRBasic Concepts Transparencies 28, 30 and Masters, TCR/URB


Reinforcement and Study Guide, URBEnglish, pp. 46–47; Spanish, pp. 50–51Real World BioApplications, pp. 43–44 URB

Enrichment/ApplicationProject, TWE pp. 511, 513Extension, TWE p. 516

Chapter AssessmentAssessment, TWE pp. 511, 514, 515, 516Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR






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Section Objectives• Contrast the cellular differences and life cycles of the

two types of slime molds.• Discuss the economic importance of the downy

mildews and water molds.

National Science Content StandardsUCP.2, UCP.4; A.1, A.2; C.1, C.4; E.1, E.2; F.3–5; G.1,G.2

Slime Molds, Water Molds, and Downy Mildews19.3



TeachProblem-Solving Lab 19.3, SE p. 518Additional Lab, TWE p. 518Quick Demo, TWE p. 520Biotechnology, SE p. 524Transparency Worksheets, pp. 57, 61–64 URB

Basic Concepts Transparencies 29, 30 and Masters, TCR/URBReading Essentials for Biology, Section 19.3 TCRConcept Mapping, p. 53 URB


Enrichment/ApplicationExtension, TWE pp. 520, 521


The Princeton Review: Reviewing Biology, pp. 37–38 TCRAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR





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Section Objectives• Identify the basic characteristics of the fungi kingdom.• Explain the role of fungi as decomposers and how this

role affects the flow of energy and nutrients throughfood chains.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.4, C.5, C.6; F.5

What is a fungus?20.1pp. 529–534

1 class session(s)


TeachMiniLab 20.1, SE p. 530Problem-Solving Lab 20.1, SE p. 534Additional Lab, TWE p. 530Quick Demo, TWE p. 531Portfolio, TWE p. 531

MiniLab Worksheet, p. 79 URBTransparency Worksheet, p. 95 URBReading Essentials for Biology, Section 20.1 TCRLaboratory Manual, pp. 117–120 TCR

Assess/ReteachSection Assessment, SE p. 534Check for Understanding, TWE p. 533Reteach, TWE p. 533Concept Mapping, p. 93 URBReinforcement and Study Guide, URB: English, pp. 85–86; Spanish, pp. 89–90

Enrichment/ApplicationExtension, TWE p. 533Real World BioApplications, pp.83–84 URBCritical Thinking/Problem Solving, p. 94 URB


Multimedia OptionsInteractive Chalkboark CD-ROM: Section 20.1 PresentationMindJogger Videoquizzes, Ch. 20 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 20TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Identify the four major phyla of fungi.• Distinguish among the ways spores are produced in

zygomycotes, ascomycotes, and basidiomycotes.• Summarize the ecological roles of lichens and

mycorrhizae.

National Science Content StandardsUCP.1–5; A.1, A.2; C.1, C.3–6; F.1, F.4, F.5; G.1–3

The Diversity of Fungi20.2pp. 535–543

3 class session(s)



Reteaching Skills Transparency 31 and Master, TCR/URBReinforcement and Study Guide, URBEnglish, pp. 87–88; Spanish, pp. 91–92

Enrichment/ApplicationEnrichment, TWE pp. 536, 540Extension, TWE p. 543

Chapter AssessmentChapter Assessment, SE pp. 547–549Assessment, TWE pp. 536, 538, 542, 543Interactive Chalkboard CD-ROM: Chapter 20 AssessmentChapter Assessment, pp. 103–108 URBStudent Recording Sheet, p. 109 URB




TeachMiniLab 20.2, SE p. 538Inside Story, SE p. 539Problem-Solving Lab 20.2, SE p. 542Internet BioLab, SE p. 544Connection to Social Studies, SE p. 546Biology Journal, TWE p. 537MiniLab Worksheet, p. 80 URBBioLab Worksheet, pp. 81–82 URB

Quick Demo, TWE p. 537Cultural Diversity, TWE p. 540Laboratory Manual, pp. 121–124 TCRBasic Concepts Transparencies 31, 32 and Masters, TCR/URBTransparency Worksheets, pp. 96, 97–102 URBReading Essentials for Biology, Section 20.2 TCR



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National Science Content StandardsUCP.1, UCP.2, UCP.5; C.1, C.4, C.5; F.1, F.4

Viruses, Bacteria, Protists, and FungiBioDigest

Unit 6



TeachVital Statistics, SE p. 551Focus on Adaptations—The Extremists, SE p. 551Focus on Adaptations—Mycorrhizae, SE p. 552Quick Demo, TWE p. 552Portfolio, TWE p. 553




Notes



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Section Objectives• Compare and contrast characteristics of algae and

plants.• Identify and evaluate structural adaptations of plants

to their land environments.• Describe the alternation of generations in land plants.

National Science Content StandardsUCP.1, UCP.3–5; A.1, A.2; B.3; C.3–5; G.1–3

Adapting to Life on Land21.1pp. 559–563

1 class session(s)


TeachMiniLab 21.1, SE p. 561Problem-Solving Lab 21.1, SE p. 563Additional Lab, TWE p. 560Quick Demo, TWE p. 560MiniLab Worksheet, p. 3 URB

Transparency Worksheet, p. 17 URBConcept Mapping, p. 15 URBLaboratory Manual, pp. 129–132 TCRProbeware Labs, pp. 17–20 TCRReading Essentials for Biology, Section 21.1 TCR




Multimedia OptionsInteractive Chalkboard CD-ROM:Section 21.1 PresentationMindJogger Videoquizzes, Ch. 21 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 21TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Survey of the Plant KingdomUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Describe the phylogenic relationships among divisions

of plants.• Identify the plant kingdom divisions.

National Science Content StandardsUCP.2, UCP.4, UCP.5; A.1, A.2; B.3; C3–5; E.1, E.2; F.1,F.3, F.6; G.1–3

Survey of the Plant Kingdom21.2pp. 564–569

2 class session(s)


TeachMiniLab 21.2, SE p. 566Problem-Solving Lab 21.2, SE p. 567Internet BioLab, SE p. 570Connection to Health, SE p. 572Cultural Diversity, TWE p. 567Biology Journal, TWE p. 565Portfolio, TWE p. 565

Quick Demo, TWE p. 565MiniLab Worksheet, p. 4 URBBioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 18–20 URBReading Essentials for Biology, Section 21.2 TCRBasic Concepts Transparency 33 and Master, TCR/URB


Reinforcement and Study Guide, URBEnglish, pp. 9–10; Spanish, pp. 13–14


Chapter AssessmentChapter Assessment, SE pp. 573–575Assessment, TWE pp. 566, 567, 569Interactive Chalkboard: Ch. 21 AssessmentChapter Assessment, pp. 21–26 URBStudent Recording Sheet, p. 27 URB


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 21.2 Presentation MindJogger Videoquizzes, Ch. 21 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 21




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Section Objectives• Identify the structures of nonvascular plants.• Compare and contrast characteristics of the different

groups of nonvascular plants.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.3, C.4; D.2; F.3, F.4;G.1, G.2

Nonvascular Plants22.1pp. 577–580

1 class session(s)


TeachProblem-Solving Lab 22.1, SE p. 578Portfolio, TWE p. 579Quick Demo, TWE p. 579Reading Essentials for Biology, Section 22.1 TCR



Chapter AssessmentAssessment, TWE pp. 578, 580Alternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR




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Section Objectives• Evaluate the significance of plant vascular tissue to life

on land.• Identify and analyze the characteristics of the non-

seed vascular plant divisions.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3–6; F.3; G.1–3

Non-Seed Vascular Plants22.2pp. 581–587

1 class session(s)


TeachProblem-Solving Lab 22.2, SE p. 584MiniLab 22.1, SE p. 586Quick Demo, TWE p. 582Biology Journal, TWE p. 582

MiniLab Worksheet, p. 31 URBTransparency Worksheet, p. 46 URBLaboratory Manual, pp. 133–136 TCRReading Essentials for Biology, Section 22.2 TCR


Enrichment/ApplicationEnrichment, TWE p. 583Project, TWE p. 585Extension, TWE p. 587





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Section Objectives• Identify the characteristics of seed plants.• Analyze the advantages of seed and fruit production.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3–6; E.1, E.2; F.1–6; G.1–3

Seed Plants22.3pp. 588–597

2 class session(s)


TeachMiniLab 22.2, SE p. 589Inside Story, SE p. 593Careers in Biology, SE p. 596Internet BioLab, SE p. 598Cultural Diversity, TWE p. 591Quick Demo, TWE p. 591Additional Lab, TWE p. 592Portfolio, TWE pp. 591, 594

Concept Mapping, p. 43 URBMiniLab Worksheet, p. 32 URBBioLab Worksheet, pp. 33–34 URBTransparency Worksheets, pp. 47, 49–52 URBReading Essentials for Biology, Section 22.3 TCRBasic Concepts Transparencies 34, 35 and Masters, TCR/URBLaboratory Manual, pp. 137–140 TCR


Reinforcement and Study Guide, URBEnglish, p. 38; Spanish, p. 42

Enrichment/ApplicationEnrichment, TWE pp. 590, 592Tech Prep, TWE pp. 595, 596

Extension, TWE pp. 595, 597Critical Thinking/Problem Solving, p. 44 URB

Chapter AssessmentChapter Assessment, SE pp. 601–603Assessment, TWE pp. 598, 593, 597Chapter Assessment, pp. 53–58 URBStudent Recording Sheet, p. 59 URBInteractive Chalkboard CD-ROM: Chapter 22 Assessment






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Plant Cells and Tissues23.1pp. 605–611

1 class session(s)

Section Objectives• Identify the major types of plant cells.• Distinguish among the functions of the different types

of plant tissues.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C4, C.5; F.3


TeachInside Story, SE p. 609MiniLab 23.1, SE p. 608Problem-Solving Lab 23.1, SE p. 611Internet BioLab, SE p. 626Connection to Art, SE p. 628Quick Demo, TWE p. 606Biology Journal, TWE p. 607Portfolio, TWE p. 607

Additional Lab, TWE p. 608Cultural Diversity, TWE p. 610Concept Mapping, p. 75 URBMiniLab Worksheet, p. 63 URBBioLab Worksheet, pp. 65–66 URBTransparency Worksheets, pp. 77, 85–86 URBReading Essentials for Biology, Section 23.1 TCR







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Section Objectives• Identify and compare the structures of roots, stems,

and leaves.• Describe and compare the functions of roots, stems,

and leaves.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.4–6

Roots, Stems, and Leaves23.2pp. 612–621

1 class session(s)


TeachProblem-Solving Lab 23.2, SE p. 619MiniLab 23.2, SE p. 620Quick Demo, TWE p. 615Biology Journal, TWE p. 618MiniLab Worksheet, p. 64 URB

BioLab Worksheets, pp. 78, 81–84, 87–90 URBLaboratory Manual, pp. 141–146, 147–150 TCRBasic Concepts Transparencies 36, 37 and Masters, TCR/URBReading Essentials for Biology, Section 23.2 TCR

Assess/ReteachSection Assessment, SE p. 621Check for Understanding, TWE p. 621Reteach, TWE p. 621Reteaching Skills Transparencies 33, 34 and Masters, TCR/URBReinforcement and Study Guide, URB: English, pp. 68–69; Spanish, pp. 72–73

Enrichment/ApplicationEnrichment, TWE pp. 613, 615, 617Tech Prep, TWE p. 615Extension, TWE pp. 616, 621Critical Thinking/Problem Solving, p. 76 URB


Multimedia OptionsInteractive Chalkboard CD-ROM: Section 23.2 PresentationMindJogger Videoquizzes, Ch. 23 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 23TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Plant TranspirationUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Identify the major types of plant hormones.• Identify and analyze the different types of plant

responses.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; B.3; C.1, C.4–6; G.1–3

Plant Responses23.3pp. 622–625

2 class session(s)


TeachProblem-Solving Lab 23.3, SE p. 624Quick Demo, TWE p. 623Reading Essentials for Biology, Section 23.3 TCR



Chapter AssessmentChapter Assessment, SE pp. 629–631Assessment, TWE pp. 624, 625Interactive Chalkboard CD-ROM: Chapter 23 AssessmentChapter Assessment, pp. 91–96 URBStudent Recording Sheet, p. 97 URBThe Princeton Review: Reviewing Biology, pp. 45–46 TCRAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCR




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Section Objectives• Review the steps of alternation of generations.• Survey and identify methods of reproduction and the

life cycles of mosses, ferns, and conifers.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.1, C.5

Life Cycles of Mosses, Ferns,and Conifers24.1



TeachMiniLab 24.1, SE p. 634Problem-Solving Lab 24.1, SE p. 640Biotechnology, SE p. 660Quick Demo, TWE p. 637Biology Journal, TWE pp. 637, 639MiniLab Worksheet, p. 101 URB

Transparency Worksheets, pp. 115, 119–124, 131–134 URBConcept Mapping, p. 113 URBBasic Concepts Transparencies 38, 39, 40 and Masters, TCR/URBReading Essentials for Biology, Section 24.1 TCR

Assess/ReteachSection Assessment, SE p. 640Check for Understanding, TWE p. 640Reteach, TWE p. 640Reteaching Skills Transparencies 35, 36 and Masters, TCR/URBReinforcement and Study Guide, URB: English, pp. 105–106; Spanish, pp. 109–110







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Section Objectives• Identify the organs of a flower.• Examine how photoperiodism influences flowering.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.5; G.1, G.2

Flowers and Flowering24.2pp. 641–645

1 class session(s)


TeachProblem-Solving Lab 24.2, SE p. 644Inside Story, SE p. 642Investigate BioLab, SE p. 658Quick Demo, TWE p. 643BioLab Worksheet, pp. 103–104 URB

Transparency Worksheets, pp. 116, 125–130, 135–136 URBInside Story Poster, TCRBasic Concepts Transparencies 41, 42, 43 and Masters, TCR/URBReading Essentials for Biology, Section 24.2 TCR

Assess/ReteachSection Assessment, SE p. 645Reinforcement, TWE p. 643Check for Understanding, TWE p. 645Reteach, TWE p. 645Reteaching Skills Transparency 37 and Master, TCR/URBReinforcement and Study Guide, URB: English, p. 107; Spanish, p. 111






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Section Objectives• Survey and identify the methods of reproduction,

growth, and development in flowering plants.• Outline the processes in which cells differentiate dur-

ing the formation of seeds and fruits and during seedgermination.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.4–6; E.1, E.2; F.3,F.6; G.1–3

The Life Cycle of a FloweringPlant24.3



TeachCareers in Biology, SE p. 652MiniLab 24.2, SE p. 657Quick Demo, TWE pp. 647, 651Biology Journal, TWE p. 647Portfolio, TWE p. 649Investigate BioLab, SE p. 658

MiniLab Worksheet, p. 102 URBTransparency Worksheet, p. 117 URBCultural Diversity, TWE p. 652Additional Lab, TWE p. 654Laboratory Manual, pp. 151–154, 155–158 TCRReading Essentials for Biology, Section 24.3 TCR

Assess/ReteachSection Assessment, SE p. 657Reinforcement, TWE p. 648Check for Understanding, TWE p. 657

Reteach, TWE p. 657Reinforcement and Study Guide, URBEnglish, p. 108; Spanish, p. 112

Enrichment/ApplicationEnrichment, TWE p. 652Extension, TWE p. 657Project, TWE p. 649Critical Thinking/Problem Solving, p. 114 URB

Chapter AssessmentChapter Assessment, SE p. 661–663Assessment, TWE pp. 655, 656, 657Interactive Chalkboard CD-ROM: Chapter 24 AssessmentChapter Assessment, pp. 137–142 URBStudent Recording Sheet, p. 143 URB






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National Science Content StandardsUCP.1, UCP.5; C.3–5

PlantsBioDigestUnit 7



TeachFocus on Adaptations—Alternation of Generations, SE p. 664Vital Statistics, SE p. 665Focus on Adaptations—Moving from Water to Land, SE p. 666Quick Demo, TWE p. 665Biology Journal, TWE p. 666




Notes



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Section Objectives• Identify the characteristics of animals.• Identify cell differentiation in the development of a

typical animal.• Sequence the development of a typical animal.

National Science Content StandardsUCP.1–5; A.1, A.2; C.1, C.3–6; E.2; F.3, F.6; G.1, G.2

Typical Animal Characteristics25.1pp. 673–679

1 class session(s)


TeachCareers in Biology, SE p. 674MiniLab 25.1, SE p. 675Problem-Solving Lab 25.1, SE p. 676Inside Story, SE p. 678Internet BioLab, SE p. 686Biotechnology, SE p. 688Quick Demo, TWE p. 674Cultural Diversity, TWE p. 675Biology Journal, TWE p. 677

Portfolio, TWE p. 677MiniLab Worksheet, p. 3 URBBioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 17, 19–20, 21–22 URBReading Essentials for Biology, Section 25.1 TCRProbeware Labs, pp. 21–24 TCRBasic Concepts Transparency 44 and Master, TCR/URB



Enrichment/ApplicationExtension, TWE p. 679Tech Prep, TWE p. 676Critical Thinking/Problem Solving p. 16 URB






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Section Objectives• Compare and contrast radial and bilateral symmetry

with asymmetry.• Trace the phylogeny of animal body plans.• Distinguish among the body plans of acoelomate,

pseudocoelomate, and coelomate animals.

National Science Content StandardsUCP.1–5; A.1, A.2; C.1, C.3, C.5, C.6; E.1, E.2; F.1; G.1,G.2

Body Plans and Adaptations25.2pp. 680–685

2 class session(s)


TeachProblem-Solving Lab 25.2, SE p. 682MiniLab 25.2, SE p. 683Quick Demo, TWE p. 681Additional Lab, TWE p. 682MiniLab Worksheet, p. 4 URB

Reading Essentials for Biology, Section 25.2 TCRLaboratory Manual, pp. 159–162 TCRConcept Mapping, p. 15 URBBasic Concepts Transparency and Master, p. 44, TCR/URB


Reinforcement, TWE p. 684Reinforcement and Study Guide, URBEnglish, pp. 9–10; Spanish, pp. 13–14


Chapter AssessmentChapter Assessment, SE pp. 689–691Assessment, TWE pp. 682, 683, 685Chapter Assessment, pp. 23–28 URBStudent Recording Sheet, p. 29 URBAlternate Assessment in the Science Classroom, TCR

Performance Assessment in the Biology Classroom, TCRInteractive Chalkboard CD-ROM: Ch. 25 AssessmentThe Princeton Review: Reviewing Biology, pp. 49–50 TCR





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Section Objectives• Relate the sessile life of sponges to their food-

gathering adaptations.• Describe the reproductive adaptations of sponges.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.1, C.4–6

Sponges26.1pp. 693–697



TeachInside Story, SE p. 694Problem-Solving Lab 26.1, SE p. 695Additional Lab, TWE p. 694Quick Demo, TWE p. 696Biology Journal, TWE p. 696Concept Mapping, p. 45 URBTransparency Worksheets, pp. 47, 51–54 URBBasic Concepts Transparencies 45, 46 and Masters, TCR/URBReading Essentials for Biology, Section 26.1 TCR







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Section Objectives• Analyze the relationships among classes of cnidarians.• Sequence the stages in the life cycle of a cnidarian.• Evaluate the adaptations of cnidarians for obtaining

food.

National Science Content StandardsUCP.1–.5; A.1, A.2; C.1, C.3–6; F.4, F.5

Cnidarians26.2pp. 698–705



TeachMiniLab 26.1, SE p. 702Inside Story, SE p. 699Problem-Solving Lab 26.2, SE p. 704Biology & Society, SE p. 716Quick Demo, TWE p. 699Cultural Diversity, TWE p. 699Biology Journal, TWE pp. 700, 703

MiniLab Worksheet, p. 33 URBTransparency Worksheets, pp. 48, 51–56 URBLaboratory Manual, pp. 163–164 TCRBasic Concepts Transparencies 45, 46, 47 and Masters, TCR/URBReading Essentials for Biology, Section 26.2 TCR

Assess/ReteachSection Assessment, SE p. 705Reinforcement, TWE pp. 700, 703Check for Understanding, TWE p. 705Reteach, TWE p. 705Reinforcement and Study Guide, URB: English, p. 38 Spanish, p. 42

Enrichment/ApplicationExtension, TWE p. 705Project, TWE p. 701





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Section Objectives• Distinguish between the structural adaptations of

parasitic flatworms and free-living planarians.• Explain how parasitic flatworms are adapted to their

way of life.

National Science Content StandardsUCP.1–3, UCP.5; C.1, C.4–6; F.1; G.1

Flatworms26.3pp. 706–710



TeachProblem-Solving Lab 26.3, SE p. 707Inside Story, SE p. 708Investigate BioLab, SE p. 714Portfolio, TWE p. 709Quick Demo, TWE p. 708

Biology Journal, TWE p. 709BioLab Worksheet, pp. 35–36 URBTransparency Worksheets, pp. 49, 57–58 URBReading Essentials for Biology, Section 26.3 TCRLaboratory Manual, pp. 165–166 TCR


Enrichment/ApplicationProject, TWE p. 707Tech Prep, TWE p. 709Extension, TWE p. 710





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Section Objectives• Compare and contrast the structural adaptations of

roundworms and flatworms.• Identify the characteristics of four roundworm

parasites.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.4–6; F.1, F.3–6; G.1–3

Roundworms26.4pp. 711–713



TeachMiniLab 26.2, SE p. 712Problem-Solving Lab 26.4, SE p. 713MiniLab Worksheet, p. 34 URBTransparency Worksheet, p. 50 URBReading Essentials for Biology, Section 26.4 TCR



Chapter AssessmentChapter Assessment, SE pp. 717–719Assessment, TWE pp. 712, 713Chapter Assessment, pp. 59–64 URBStudent Recording Sheet, p. 65 URBAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRInteractive Chalkboard CD-ROM: Chapter 26 AssessmentThe Princeton Review: Reviewing Biology, pp. 51–52 TCR




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Section Objectives• Identify the characteristics of mollusks.• Compare the adaptations of gastropod, bivalve, and

cephalopod mollusks in their biomes.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.3–6

Mollusks27.1pp. 721–727

1 class session(s)


TeachInside Story, SE p. 723Problem-Solving Lab 27.1, SE p. 724MiniLab 27.1, SE p. 726Quick Demo, TWE p. 722Cultural Diversity, TWE p. 723Additional Lab, TWE p. 724

MiniLab Worksheet, p. 69 URBTransparency Worksheets, pp. 83, 85–88 URBReading Essentials for Biology, Section 27.1 TCRLaboratory Manual, pp. 167–170, 171–174 TCRBasic Concepts Transparency 48 and Master, TCR/URB







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Section Objectives• Describe the characteristics of segmented worms and

their importance to the survival of these organisms.• Compare and contrast the classes of segmented

worms.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3–6; D.2; E.1, E.2; F.1; G.1, G.2

Segmented Worms27.2pp. 728–733

2 class session(s)


TeachProblem-Solving Lab 27.2, SE p. 729MiniLab 27.2, SE p. 730Inside Story, SE p. 731Careers in Biology, SE p. 732Design Your Own BioLab, SE p. 734Connection to Earth Science, SE p. 736

MiniLab Worksheet, p. 70 URBBioLab Worksheet, pp. 71–72 URBTransparency Worksheet, p. 84 URBReading Essentials for Biology, Section 27.2 TCRConcept Mapping, p. 81 URB

Assess/ReteachSection Assessment, SE p. 733Check for Understanding, TWE p. 733Reteach, TWE p. 733Reinforcement and Study Guide, URBEnglish, p. 76; Spanish, p. 80

Enrichment/ApplicationTech Prep, TWE pp. 730, 732Extension, TWE p. 733Project, TWE p. 729Critical Thinking/Problem Solving, p. 82 URB

Chapter AssessmentChapter Assessment, SE pp. 737–739Assessment, TWE pp. 729, 730, 733Interactive Chalkboard CD-ROM: Chapter 27 AssessmentChapter Assessment, pp. 89–94 URBStudent Recording Sheet, p. 95 URB



Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Earthworm DissectionUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Relate the structural and behavioral adaptations of

arthropods to their ability to live in different habitats.• Analyze the adaptations that make arthropods an evo-

lutionarily successful phylum.

National Science Content StandardsUCP. 1–5; A.1, A.2; C.3–6; F.1, F.5

Characteristics of Arthropods28.1pp. 741–746

1 class session(s)


TeachMiniLab 28.1, SE p. 743Problem-Solving Lab 28.1, SE p. 746Additional Lab, TWE p. 742Quick Demo, TWE p. 742Biology Journal, TWE p. 744

MiniLab Worksheet, p. 99 URBTransparency Worksheets, pp. 117, 119–122 URBReading Essentials for Biology, Section 28.1 TCRBasic Concepts Transparency 49 and Master, TCR/URB

Assess/ReteachSection Assessment, SE p. 746Check for Understanding, TWE p. 746Reteach, TWE p. 746Reteaching Skills Transparency 41 and Master, TCR/URBReinforcement and Study Guide, URB: English, pp. 107–108; Spanish, pp. 111–112



Multimedia OptionsInteractive Chalkboard CD-ROM: Section 28.1 PresentationMindJogger Videoquizzes, Ch. 28 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 28TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Classifying ArthropodsUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Compare and contrast the similarities and differences

among the major groups of arthropods.• Explain the adaptations of insects that contribute to

their success.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3–6; F.1–6; G.1–3

Diversity of Arthropods28.2pp. 747–755

2 class session(s)


TeachInside Story, SE p. 749Inside Story, SE p. 752MiniLab 28.2, SE p. 754Design Your Own BioLab, SE p. 756Biology and Society, SE p. 758Quick Demo, TWE pp. 751, 753Cultural Diversity, TWE p. 751

MiniLab Worksheet, p. 100 URBBioLab Worksheet, pp. 101–102 URBInside Story Poster, TCRLaboratory Manual, pp. 175–178, 179–180 TCRTransparency Worksheets, pp. 118, 121–124 URBReading Essentials for Biology, Section 28.2 TCR


Reinforcement and Study Guide, URBEnglish, pp. 109–110; Spanish, pp. 113–114Reteaching Skills Transparencies 41, 42 and Masters, TCR/URB

Enrichment/ApplicationEnrichment, TWE p. 753Tech Prep, TWE p. 752Extension, TWE p. 755Real World BioApplications, pp. 103–104, 105–106, URB

Chapter AssessmentChapter Assessment, SE pp. 759–761Assessment, TWE pp. 754–755Chapter Assessment, pp. 125–130 URBStudent Recording Sheet, p. 131 URBInteractive Chalkboard CD-ROM: Chapter 28 Assessment

Performance Assessment in the Biology Classroom, TCRAlternate Assessment in the Science Classroom,TCRThe Princeton Review: Reviewing Biology, pp. 55–56 TCR



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Section Objectives• Compare similarities and differences among the classes

of echinoderms.• Interpret the evidence biologists have for determining

that echinoderms are close relatives of chordates.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3–6

Echinoderms29.1pp. 763–769



TeachMiniLab 29.1, SE p. 764Inside Story, SE p. 766Problem-Solving Lab 29.1, SE p. 768Investigate BioLab, SE p. 776Connection to Physics, SE p. 778Quick Demos, TWE p. 765Biology Journal, TWE p. 766

Cultural Diversity, TWE p. 791MiniLab Worksheet, p. 135 URBTransparency Worksheets, pp. 149, 151–153 URBReading Essentials for Biology, Section 29.1 TCRLaboratory Manual, pp. 181–184, 185–186 TCRBasic Concepts Transparencies 50, 51 and Masters, TCR/URB


Enrichment/ApplicationTech Prep, TWE p. 765Project, TWE p. 766Extension, TWE p. 769Critical Thinking/Problem Solving, p. 148 URB






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Section Objectives• Summarize the characteristics of chordates.• Explain how invertebrate chordates are related to

vertebrates.• Distinguish between sea squirts and lancelets.

National Science Content StandardsUCP.1–5; A.1, A.2; B.4; C.2, C.3, C.5, C.6; E.2; G.1, G.2

Invertebrate Chordates29.2pp. 770–775



TeachMiniLab 29.2, SE p. 773Inside Story, SE p. 774Problem-Solving Lab 29.2, SE p. 775Quick Demo, TWE p. 771Portfolio, TWE p. 772Additional Lab, TWE p. 772

Concept Mapping, p. 147 URBMiniLab Worksheet, p. 136 URBBioLab Worksheet, pp. 137–138 URBTransparency Worksheets, pp. 150, 155–156 URBReading Essentials for Biology, Section 29.2 TCR









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National Science Content StandardsUCP.1–5; C.3–6

InvertebratesBioDigestUnit 8



TeachFocus on Adaptations—Body Cavities, SE p. 783Focus on Adaptations—Insects, SE p. 786Quick Demo, TWE pp. 785, 786




Notes



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Section Objectives• Relate the structural adaptations of fishes to their

environments.• Compare and contrast the characteristics of the differ-

ent groups of fishes.• Interpret the phylogeny of fishes.

National Science Content StandardsUCP.1, UCP.2, UCP.4, UCP.5; A.1, A.2; C.3–6

Fishes30.1pp. 793–802



TeachMiniLab 30.1, SE p. 795Problem-Solving Lab 30.1, SE p. 796Inside Story, SE p. 801Cultural Diversity, TWE p. 795Quick Demo, TWE pp. 797, 798Additional Lab, TWE p. 798Portfolio, TWE p. 800

MiniLab Worksheet, pp. 3–4 URBTransparency Worksheets, pp. 21, 23–26 URBReading Essentials for Biology, Section 30.1 TCRLaboratory Manual, pp. 187–188 TCRBasic Concepts Transparencies 52, 53 and Masters, TCR/URB








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Section Objectives• Relate the demands of a terrestrial environment to the

adaptations of amphibians.• Relate the evolution of the three-chambered heart to

the amphibian lifestyle.

National Science Content StandardsUCP.1–5; A.1, A.2; B.3, C.1, C.3–6; E.2; F.1, F.3, F.4; G.1, G.2

Amphibians30.2pp. 803–809

2 class session(s)


TeachInside Story, SE p. 804MiniLab 30.2, SE p. 806Investigate BioLab, SE p. 810Connection to Chemistry, SE p. 812Biology Journal, TWE pp. 805, 808Portfolio, TWE p. 808Quick Demo, TWE p. 805Concept Mapping, p. 19 URBInside Story Poster, TCR

MiniLab Worksheet, pp. 5–6 URBBioLab Worksheet, pp. 7–8 URBTransparency Worksheets, pp. 22, 25–26, 27–28URBReading Essentials for Biology, Section 30.2 TCRLaboratory Manual, pp. 189–194 TCRBasic Concepts Transparency 53 and Master, TCR/URB


Enrichment/ApplicationProject, TWE p. 807Extension, TWE p. 809Critical Thinking/Problem Solving, p. 20 URB

Chapter AssessmentChapter Assessment, SE pp. 813–815Assessment, TWE pp. 806, 809Interactive Chalkboard CD-ROM: Chapter 30 AssessmentChapter Assessment, pp. 29–34 URBStudent Recording Sheet, p. 35 URB



Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Frog DissectionUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Explain how reptile adaptations make them suited to

life on land.• Compare the characteristics of different groups of

reptiles.

National Science Content StandardsUCP.1–5; C.3–6

Reptiles31.1pp. 817–825



TeachInside Story, SE p. 819Careers in Biology, SE p. 822Additional Lab, TWE p. 818Quick Demo, TWE p. 818Biology Journal, TWE p. 820Portfolio, TWE p. 823

Transparency Worksheets, pp. 55, 57–60, 65–66 URBReading Essentials for Biology, Section 31.1 TCRBasic Concepts Transparencies 54, 55 and Masters, TCR/URB



Enrichment/ApplicationEnrichment, TWE p. 820Tech Prep, TWE p. 821Project, TWE pp. 822, 823Extension, TWE p. 825


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 31.1 PresentationMindJogger Videoquizzes, Ch. 31 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 31TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Dino DigUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Explain how bird adaptations make them suited to life

on land.• Relate bird adaptations to their ability to fly.• Interpret the phylogeny of birds.

National Science Content StandardsUCP.1–5; A.1, A.2; C.3, C.5, C.6; F.1, F.3–6; G.1–3

Birds31.2pp. 826–833



TeachMiniLab 31.1, SE p. 827Inside Story, SE p. 829MiniLab 31.2, SE p. 830Problem-Solving Lab 31.1, SE p. 831Design Your Own BioLab, SE p. 834Biology & Society, SE p. 836Quick Demo, TWE p. 828Cultural Diversity, TWE p. 832Concept Mapping, p. 53 URB

MiniLab Worksheet, pp. 39, 40 URBBioLab Worksheet, pp. 41–42 URBTransparency Worksheets, pp. 56, 61–64, 67–68 URBReading Essentials for Biology, Section 31.2 TCRLaboratory Manual, pp. 195–200, 201–204 TCRBasic Concepts Transparencies 56, 57 and Masters, TCR/URB



Enrichment/ApplicationTech Prep, TWE p. 828Extension, TWE p. 833Project, TWE p. 830Critical Thinking/Problem Solving, p. 54 URBReal World BioApplications, pp. 43–44 URB







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Section Objectives• Distinguish mammalian characteristics.• Explain how the characteristics of mammals enable

them to adapt to most habitats on Earth.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.4–6; F.1; G.1

Mammal Characteristics32.1pp. 841-847

1 class session(s)


TeachMiniLab 32.1, SE p. 843Problem-Solving Lab 32.1, SE p. 844MiniLab 32.2, SE p. 845Inside Story, SE p. 846Careers in Biology, SE, p. 846Internet BioLab, SE p. 852Biology & Society, SE p. 854Quick Demo, TWE p. 842

Additional Lab, TWE p. 842Concept Mapping, p. 93 URBMiniLab Worksheet, pp. 79, 80 URBTransparency Worksheets, pp. 95, 97–102 URBReading Essentials for Biology, Section 32.1 TCRLaboratory Manual, pp. 205–208, 209–214 TCRBasic Concepts Transparencies 58, 59 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 847Check for Understanding, TWE p. 847Reteach, TWE p. 847Reteaching Skills Transparency 47 and Master , TCR/URBReinforcement and Study Guide, URB: English, pp. 85–86; Spanish, pp. 89–90

Enrichment/ApplicationProject, TWE p. 844Extension, TWE p. 847Tech Prep, TWE p. 846Critical Thinking/Problem Solving, p. 94 URBReal World BioApplications, pp. 83–84 URB






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Section Objectives• Distinguish among the three groups of living

mammals.• Compare reproduction in egg-laying, pouched, and

placental mammals.

National Science Content StandardsUCP.1, UCP.2, UCP.4, UCP.5; C.3–6

Diversity of Mammals32.2pp. 848–851

2 class session(s)


TeachQuick Demo, TWE p. 849Biology Journal, TWE p. 849Internet BioLab, SE p. 852Cultural Diversity, TWE p. 850

BioLab Worksheet, pp. 81–82 URBTransparency Worksheet, p. 96 URBReading Essentials for Biology, Section 32.2 TCR



Chapter AssessmentChapter Assessment, SE pp. 855–857Assessment, TWE p. 851Interactive Chalkboard CD-ROM: Chapter 32 AssessmentChapter Assessment, pp. 103–108 URBStudent Recording Sheet, p. 109 URBAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRThe Princeton Review: Reviewing Biology, pp. 63–64 TCR




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Section Objectives• Distinguish among the types of innate behavior.• Demonstrate, by example, the adaptive value of innate

behavior.

National Science Content StandardsUCP.1–5; A.1, A.2; C.2–4, C.6

Innate Behavior33.1pp. 859–867



TeachMiniLab 33.1, SE p. 860Problem-Solving Lab 33.1, SE p. 867Biotechnology, SE p. 876Quick Demo, TWE p. 861Additional Lab, TWE p. 894

Concept Mapping, p. 125 URBMiniLab Worksheet, p. 113 URBTransparency Worksheet, p. 127 URBReading Essentials for Biology, Section 33.1 TCRLaboratory Manual, pp. 215–218 TCR

Assess/ReteachSection Assessment, SE p. 867Check for Understanding, TWE p. 867Reinforcement, TWE p. 863Reteach, TWE p. 867Reinforcement and Study Guide, URB: English, pp. 117–118; Spanish, pp. 121–122

Enrichment/ApplicationEnrichment, TWE pp. 863, 865Project, TWE p. 863Extension, TWE p. 867Critical Thinking/Problem Solving, p. 126 URB



Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Learned BehaviorUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Distinguish among types of learned behavior.• Demonstrate, by example, types of learned behavior.

National Science Content StandardsUCP.1–4; A.1, A.2; C.3, C.4, C.6; E.1, E.2; F.3–5, G.1, G.2

Learned Behavior33.2pp. 868–873



TeachMiniLab 33.2, SE p. 870Problem-Solving Lab 33.2, SE p. 872Investigate BioLab, SE p. 874Biology Journal, TWE p. 869Quick Demo, TWE p. 871Cultural Diversity, TWE p. 872MiniLab Worksheet, p. 114 URB

BioLab Worksheet, pp. 115–116 URBTransparency Worksheets, pp. 128, 129–132 URBReading Essentials for Biology, Section 32.2 TCRLaboratory Manual, pp. 219–222 TCRBasic Concepts Transparency 60 and Master, TCR/URB









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National Science Content StandardsUCP.1, UCP.5; C.3, C4, C.6

VertebratesBioDigestUnit 9



TeachVital Statistics, SE pp. 880, 881, 883, 885, 887Focus on Adaptations—The Amniotic Egg, SE p. 882Focus on Adaptations—Bird Flight, SE p. 884Focus on Adaptations—Endothermy, SE p. 886Quick Demo, TWE pp. 882, 884Biology Journal, TWE p. 881Portfolio, TWE pp. 882, 884, 885


Enrichment/ApplicationTech Prep, TWE p. 882Project, TWE pp. 881, 884, 886Extension, TWE pp. 884, 887


Notes



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Section Objectives• Compare the makeup and functions of the epidermis

and dermis.• Identify the role of the skin in responding to external

stimuli.• Outline the healing process that takes place when the

skin is injured.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.5; F.1, F.5; G.1, G.2

Skin: The Body’s Protection34.1pp. 893–898

1 class session(s)


TeachInside Story, SE p. 894MiniLab 34.1, SE p. 895Problem-Solving Lab 34.1, SE p. 896Additional Lab, TWE p. 896Quick Demo, TWE p. 897

MiniLab Worksheet, p. 3 URBTransparency Worksheets, pp. 21, 25–26 URBReading Essentials for Biology, Section 34.1 TCRBasic Concepts Transparency 61 and Master, TCR/URB


Enrichment/ApplicationTech Prep, TWE p. 895Enrichment, TWE p. 894Extension, TWE p. 898





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Section Objectives• Compare the different types of movable joints.• Describe how bone is formed.• Identify the structure and functions of the skeletal system.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; D.1; E.1; F.1, F.5, F.6; G.2

Bones: The Body’s Support34.2pp. 899–904

2 class session(s)


TeachProblem-Solving Lab 34.2, SE p. 903Connection to Physics, SE p. 912Quick Demo, TWE pp. 900, 902Laboratory Manual, pp. 223–226 TCR

Transparency Worksheets, pp. 22, 27–30 URBReading Essentials for Biology, Section 34.2 TCRBasic Concepts Transparencies 62, 63 and Masters, TCR/URB


Enrichment/ApplicationExtension, TWE p. 904Critical Thinking/Problem Solving, p. 20 URBReal World BioApplications, pp. 7–8 URB


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 34.2 PresentationMindJogger Videoquizzes, Ch. 34 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 34TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Bones, the Body’s SupportUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Classify the three types of muscles.• Analyze the structure of a myofibril.• Interpret the sliding filament theory.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.6; C.1, C.5; E.1, E.2; F.1,F.5, F.6; G.1–3

Muscles for Locomotion34.3pp. 905–909

2 class session(s)


TeachProblem-Solving Lab 34.3, SE p. 906MiniLab 34.2, SE p. 907Inside Story, SE p. 908Design Your Own BioLab, SE p. 910Quick Demo, TWE p. 906Inside Story Poster, TCRMiniLab Worksheet, p. 4 URB

BioLab Worksheet, pp. 5–6 URBTransparency Worksheets, pp. 23, 31–34 URBReading Essentials for Biology, Section 34.3 TCRProbeware Labs, pp. 25–28, TCRBasic Concepts Transparency 64 and Master, TCR/URB


Enrichment/ApplicationProject, TWE p. 908Extension, TWE p. 909Real World BioApplications, pp. 9–10 URB

Chapter AssessmentChapter Assessment, SE pp. 913–915Assessment, TWE pp. 906, 907, 908, 909Interactive Chalkboard CD-ROM: Chapter 34 AssessmentChapter Assessment, pp. 35–40 URBStudent Recording Sheet, p. 41 URB






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Section Objectives• Interpret the different functions of the digestive system

organs.• Outline the pathway food follows through the digestive

tract.• Identify the role of enzymes in chemical digestion.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; B.2, B.3, B.4; C.5; E.2;F.1; G.1

Following Digestion of a Meal35.1pp. 917–923

1 class session(s)


TeachInside Story, SE p. 919Problem-Solving Lab 35.1, SE p. 922Quick Demo, TWE p. 920Portfolio, TWE p. 919Transparency Worksheets, pp. 61, 67–68 URBAdditional Lab, TWE p. 920


Enrichment/ApplicationProject, TWE p. 922Extension, TWE p. 923Real World BioApplications, pp. 49–50 URB





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Section Objectives• Recognize the contribution of the six classes of nutri-

ents to body nutrition.• Identify the role of the liver in food storage.• Relate caloric intake to weight loss or gain.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.2, B.3; C.5, C.6; F.1

Nutrition35.2pp. 924–928



TeachMiniLab 35.1, SE p. 927Problem-Solving Lab 35.2, SE p. 928Biotechnology, SE p. 938Cultural Diversity, TWE p. 925Biology Journal, TWE p. 925Quick Demo, TWE p. 925

Concept Mapping, p. 59 URBMiniLab Worksheet, p. 45 URBTransparency Worksheets, pp. 62, 69–70 URBReading Essentials for Biology, Section 35.2 TCRLaboratory Manual, pp. 227–230, 231–232 TCR


Enrichment/ApplicationEnrichment, TWE p. 925Tech Prep, TWE p. 926Project, TWE p. 927Extension, TWE p. 927





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Section Objectives• Describe the internal feedback mechanism controlling

hormone levels in the brain.• Contrast the actions of steroid and amino acid

hormones.• Identify and interpret the functions of some of the

hormones secreted by endocrine glands.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; B.2, B.3, B.6; C.1, C.5, C.6;F.1; G.1, G.2

The Endocrine System35.3pp. 929–935



TeachProblem-Solving Lab 35.3, SE p. 932MiniLab 35.2, SE p. 934Investigate BioLab, SE p. 936Quick Demo, TWE p. 930MiniLab Worksheet, p. 46 URB

BioLab Worksheet, pp. 47–48 URBTransparency Worksheets, pp. 63, 65–66 URBReading Essentials for Biology, Section 35.3 TCRBasic Concepts Transparency 65 and Master, TCR/URB


Enrichment/ApplicationEnrichment, TWE p. 933Extension, TWE p. 935Project, TWE p. 932Critical Thinking/Problem Solving, p. 60 URB







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Section Objectives• Analyze how nerve impulses travel within the nervous

system.• Interpret the functions of the major parts of the

nervous system.• Compare voluntary responses and involuntary

responses.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.6; F.1, F.5

The Nervous System36.1pp. 943–950

2 class session(s)


TeachMiniLab 36.1, SE p. 948Biotechnology, SE p. 966Biology Journal, TWE pp. 944, 947Quick Demo, TWE pp. 945, 949Portfolio, TWE p. 947Additional Lab, TWE p. 948

MiniLab Worksheet, p. 81 URBTransparency Worksheets, pp. 99, 103–106 URBReading Essentials for Biology, Section 36.1 TCRProbeware Labs, pp. 29–32 TCRBasic Concepts Transparency 67 and Master, TCR/URB


Enrichment/ApplicationTech Prep, TWE pp. 947Enrichment, TWE pp. 946, 947Extension, TWE p. 950Critical Thinking/Problem Solving, p. 98 URB





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Section Objectives• Define the role of the senses in the human nervous

system.• Recognize how senses detect chemical, light, and

mechanical stimulation.• Identify ways in which the senses work together to

gather information.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; F.1, F.2; G.2

The Senses36.2pp. 951–955

1 class session(s)


TeachInside Story, SE p. 953Problem-Solving Lab 36.1, SE p. 954Quick Demo, TWE p. 952Laboratory Manual, pp. 233–236 TCRConcept Mapping, p. 97 URB

Transparency Worksheets, pp. 100, 107–114 URBReading Essentials for Biology, Section 36.2 TCRBasic Concepts Transparencies 68, 69 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 955Check for Understanding, TWE p. 955Reteaching Skills Transparencies 52, 53 and Masters, TCR/URBReinforcement and Study Guide, URB: English, p. 91; Spanish, p. 95






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Section Objectives• Recognize the medicinal uses of drugs.• Identify the different classes of drugs.• Interpret the effect of drug misuse and abuse on the

body.

National Science Content StandardsUCP.1, UCP.2, UCP.3, UCP.5; A.1, A.2; C.5; F.1, F.5, F.6;G.1, G.2

The Effects of Drugs36.3pp. 956–963

2 class session(s)


TeachProblem-Solving Lab 36.2, SE p. 957Careers in Biology, SE p. 958MiniLab 36.2, SE p. 959Design Your Own BioLab, SE p. 964Quick Demo, TWE p. 961Biology Journal, TWE p. 962

Cultural Diversity, TWE p. 959MiniLab Worksheet, p. 82 URBBioLab Worksheet, pp. 83–84 URBTransparency Worksheet, p. 101 URB


Enrichment/ApplicationEnrichment, TWE p. 960Extension, TWE p. 963Real World BioApplications, pp. 87–88 URB







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Section Objectives• Identify the structures involved in external respiration.• Contrast external and cellular respiration.• Explain the mechanics of breathing.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; F.1

The Respiratory System37.1pp. 971–974



TeachProblem-Solving Lab 37.1, SE p. 973Careers in Biology, SE p. 974Investigate BioLab, SE p. 988Quick Demo, TWE p. 972Portfolio, TWE p. 972BioLab Worksheet, pp. 129–130 URBTransparency Worksheet, p. 143 URBReading Essentials for Biology, Section 37.1 TCR







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Section Objectives• Distinguish among the various components of blood

and among blood groups.• Trace the route blood takes through the body and

heart.• Explain how heart rate is controlled.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; F.1, F.5; G.1

The Circulatory System37.2pp. 975–984



TeachMiniLab 37.1, SE p. 981Inside Story, SE p. 982Problem-Solving Lab 37.2, SE p. 983Cultural Diversity, TWE p. 976Portfolio, TWE pp. 976, 980Quick Demo, TWE p. 978Biology Journal, TWE p. 980Additional Lab, TWE p. 982Concept Mapping, p. 41 URB

Inside Story Poster, TCRMiniLab Worksheet, pp. 125–126 URBTransparency Worksheets, pp. 144, 147–152, 155–156 URBReading Essentials for Biology, Section 37.2 TCRLaboratory Manual, pp. 237–240 TCRProbeware Labs, pp. 33–36, 37–40 TCRBasic Concepts Transparencies 70, 71, 72 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 984 Reinforcement, TWE p. 978Check for Understanding, TWE p. 984Reteach, TWE p. 984


Enrichment/ApplicationEnrichment, TWE p. 977Tech Prep, TWE p. 978Project, TWE pp. 977, 979Extension, TWE p. 984Critical Thinking/Problem Solving, p. 142 URB



Guided Reading Audio Summaries MP3Virtual Labs CD-ROMVirtual Lab: Blood PressureUsing the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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Section Objectives• Describe the structures and functions of the urinary

system.• Explain the kidneys’ role in maintaining homeostasis.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; F.1, F.5, F.6; G.1, G.2

The Urinary System37.3pp. 985–987

2 class session(s)


TeachMiniLab 37.2, SE p. 987Biotechnology, SE p. 990Quick Demo, TWE p. 985MiniLab Worksheet, p. 127 URB

Transparency Worksheets, pp. 145, 153–154 URBReading Essentials for Biology, Section 37.3 TCRBasic Concepts Transparency 73 and Master, TCR/URB



Chapter AssessmentChapter Assessment, SE pp. 991–993Assessment, TWE pp. 986, 987Chapter Assessment, pp. 157–162 URBStudent Recording Sheet, p. 163 URBInteractive Chalkboard CD-ROM: Chapter 37 AssessmentAlternate Assessment in the Science Classroom, TCRPerformance Assessment in the Biology Classroom, TCRThe Princeton Review: Reviewing Biology, pp. 73–74 TCR




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Section Objectives• Identify the structures and functions of the male and

female reproductive systems.• Summarize the internal feedback control of reproduc-

tive hormones.• Sequence the stages of the menstrual cycle.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.1; F.1, F.5

Human Reproductive Systems38.1pp. 995–1004

2 class session(s)


TeachInside Story, SE p. 1001Problem-Solving Lab 38.1, SE p. 1003Biology Journal, TWE p. 997Quick Demo, TWE p. 997Additional Lab, TWE p. 998

Transparency Worksheets, pp. 183, 187–192 URBReading Essentials for Biology, Section 38.1 TCRConcept Mapping, p. 181 URBBasic Concepts Transparencies 74, 75 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 1004Reinforcement, TWE pp. 999, 1002Check for Understanding, TWE p. 1004Reteach, TWE p. 1004Reteaching Skills Transparency 55 and Master, TCR/URBReinforcement and Study Guide, URB: English, pp. 173–174; Spanish, pp. 177–178

Enrichment/ApplicationEnrichment, TWE pp. 1000, 1002Extension, TWE p. 1004Critical Thinking/Problem Solving, p. 182 URB


Multimedia OptionsInteractive Chalkboard CD-ROM: Section 38.1 PresentationMindJogger Videoquizzes, Ch. 38 DVD/VHSExamView®Pro Testmaker CD-ROM, Ch. 38




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Section Objectives• Describe the processes of fertilization and implantation.• Summarize the events during each trimester of

pregnancy.

National Science Content StandardsUCP.1–3; UCP.5; A.1, A.2; E.2; F.1, F.5; G.1, G.2

Development Before Birth38.2pp. 1005–1011



TeachMiniLab 38.1, SE p. 1006MiniLab 38.2, SE p. 1010Problem-Solving Lab 38.2, SE p. 1011Investigate BioLab, SE p. 1016Biotechnology, SE p. 1018Portfolio, TWE p. 1008

Quick Demo, TWE p. 1007MiniLab Worksheet, pp. 167, 168 URBBioLab Worksheet, pp. 169–170 URBTransparency Worksheets, pp. 184, 193–195 URBReading Essentials for Biology, Section 38.2 TCR

Assess/ReteachSection Assessment, SE p. 1011Check for Understanding, TWE p. 1009Reteach, TWE p. 1009Reteaching Skills Transparencies 56a, 56b and Masters, TCR/URBReinforcement and Study Guide, URB: English, p. 175; Spanish, p. 179






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Section Objectives• Describe the three stages of birth.• Summarize the developmental stages of humans after

they are born.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; E.2; F.1, F.2, F.5; G.1, G.2

Birth, Growth, and Aging38.3pp. 1012–1015



TeachCareers in Biology, SE p. 1014Quick Demo, TWE p. 1013Cultural Diversity, TWE p. 1014Transparency Worksheet, p. 185 URBReading Essentials for Biology, Section 38.3 TCR



Chapter AssessmentChapter Assessment, SE pp. 1019–1021Assessment, TWE p. 1015Chapter Assessment, pp. 197–202 URBStudent Recording Sheet, p. 203 URBInteractive Chalkboard CD-ROM: Chapter 38 Assessment





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Section Objectives• Outline the steps of Koch’s postulates.• Describe how pathogens are transmitted.• Explain what causes the symptoms of a disease.

National Science Content StandardsUCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.4; F.1, F.5; G.1–3

The Nature of Disease39.1pp. 1023–1030

1 class session(s)


TeachProblem-Solving Lab 39.1, SE p. 1027MiniLab 39.1, SE p. 1028Internet BioLab, SE p. 1042Quick Demo, TWE p. 1024Biology Journal, TWE p. 1024MiniLab Worksheet, p. 207 URB

Transparency Worksheets, pp. 221, 223–224 URBReading Essentials for Biology, Section 39.1 TCRLaboratory Manual, pp. 249–252, 253–256 TCRBasic Concepts Transparency 76 and Master, TCR/URB

Assess/ReteachSection Assessment, SE p. 1030Check for Understanding, TWE p. 1030Reteach, TWE p. 1030Reinforcement and Study Guide, URB: English; p. 211 Spanish, p. 215

Enrichment/ApplicationTech Prep, TWE p. 1026Enrichment, TWE pp. 1026, 1029Project, TWE pp. 1026, 1029Extension, TWE p. 1030





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Section Objectives• Identify the cells, tissues, and organs that make up the

immune system.• Compare innate and acquired immune responses.• Distinguish between antibody and cellular immunity.

National Science Content StandardsUCP.1–3, UCP.5; A.1, A.2; C.1, C.4; E.2; F.1, F.5, F.6;G.1–3

Defense Against InfectiousDiseases39.2



TeachInside Story, SE p. 1034MiniLab 39.2, SE p. 1035Problem-Solving Lab 39.2, SE p. 1040Biology & Society, SE p. 1044Quick Demo, TWE p. 1032Additional Lab, TWE p. 1032Cultural Diversity, TWE p. 1034Biology Journal, TWE p. 1039

MiniLab Worksheet, p. 208 URBBioLab Worksheet, pp. 209–210 URBTransparency Worksheets, pp. 222, 225–227 URBReading Essentials for Biology, Section 39.2 TCRConcept Mapping, p. 219 URBBasic Concepts Transparencies 77, 78a, 78b, 79 and Masters, TCR/URB

Assess/ReteachSection Assessment, SE p. 1041Reinforcement, TWE pp. 1033, 1037, 1038Check for Understanding, TWE p. 1041Reteach, TWE p. 1041

Reteaching Skills Transparencies 57, 58 and Masters, TCR/URBReinforcement and Study Guide, URBEnglish, pp. 212–214; Spanish, pp. 216–218

Enrichment/ApplicationEnrichment, TWE pp. 1036, 1038Extension, TWE p. 1041Critical Thinking/Problem Solving, p. 220 URB

Chapter AssessmentChapter Assessment, SE pp. 1045–1047Assessment, TWE pp. 1033, 1038, 1040, 1041Chapter Assessment, pp. 237–242 URBStudent Recording Sheet, p. 243 URBInteractive Chalkboard CD-ROM: Chapter 39 Assessment


Multimedia OptionsInteractive Chalkboard CD-ROM:Section 39.2 PresentationMindJogger Videoquizzes, Ch. 39 DVD/VHSVideotape: The Secret of Life: Nothing to Sneeze At: Viruses

ExamView®Pro Testmaker CD-ROM, Ch. 39TeacherWorks™ CD-ROMGuided Reading Audio Summaries MP3Using the Internet in the Science Classroom, TCRGlencoe Science Web site: bdol.glencoe.com



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National Science Content StandardsUCP.1, UCP.5; C.5

The Human BodyBioDigestUnit 10



TeachVital Statistics, SE pp. 1050, 1053Focus on Health—Blood Glucose Levels, SE p. 1051Quick Demo, TWE pp. 1051, 1053, 1054Biology Journal, TWE p. 1052Portfolio, TWE pp. 1050, 1051

Assess/ReteachCheck for Understanding, TWE p. 1055Reinforcement, TWE p. 1054Reteach, TWE p. 1055Reinforcement and Study Guide, URB: English, pp. 245–246 Spanish, pp. 247–248

Enrichment/ApplicationProject, TWE pp. 1053, 1054, 1055Enrichment, pp. 1050, 1053, 1054Extension, TWE p. 1055

AssessmentAssessment, TWE pp. 1050, 1055

Notes

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