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Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
Grades 9, 10, 11 Strand 3: Characteristic and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Not assessed at this level B. Organisms progress through life cycles unique to different types of organisms Scope and Sequence – Diversity and Unity Among Organisms a. Recognize cells both increase in number
and differentiate, becoming specialized in both structure and function, during and after embryonic development
SE/TE: 241-243, 244-249, 250-252, 256-259, 660-661, 748-749; Inquiry Activity: 240; Quick Lab: 242; Analyzing Data: 249; Exploration: 254-255
TE: Build Science Skills: 241, 245, 246, 247, 660, 661, 749; BioInsights: 660-661, 749
TR: Investigation 3; Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan 10-1, 10-2, 10-3; Worksheets: 130, 131-133, 134; Enrichment: 139-141; Reading and Study Workbook A: Section 10-1, 10-2, 10-3; Adapted Reading and Study Workbook B: Section 10-1, 10-2, 10-3; Section Review: 10-1, 10-2, 10-3; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer, Chapter 10 Test; Laboratory Assessment 3
TECH: www.phschool.com; Interactive Textbook: Section 10-1, 10-2, 10-3, Chapter 10 Assessment; Presentation Express: Section 10-1, 10-2, 10-3; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Labs: Lab 9, 10; BioDetectives DVD: “Skin Cancer: Deadly Cells”; Computer Test Bank: Chapter 10 Test
b. Identify factors (e.g., biochemical, temperature) that may affect the differentiation of cells and the development of an organism
SE/TE: 15-22, 173, 191-193, 440, 583, 615, 660-661, 693, 748-749; Quick Lab: 18; Issues in Biology: 23; 1-3 Section Assessment
TE: Build Science Skills: 15, 191, 192, 193, 615, 660, 661, 749; BioInsights: 660, 661, 749
TR: Lesson Plan 1-3; Section 1-3 Summary; Worksheets: 11, 20-21; Reading and Study Workbook A: Section 1-3; Adapted Reading and Study Workbook B: Section 1-3; Section Review: 1-3
TECH: www.phschool.com; Interactive Textbook: Section 1-3; Presentation Express: Section 1-3
C. Cells are the fundamental units of structure and function of all living things Scope and Sequence – Diversity and Unity Among Organisms a. Recognize all organisms are composed of
cells, the fundamental units of structure and function
SE/TE: 241-243, 244-249, 250-252, 256-259, 660-661, 748-749; Inquiry Activity: 240; Quick Lab: 242; Analyzing Data: 249; Exploration: 254-255
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
2 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Build Science Skills: 241, 245, 246, 247, 660, 661, 749; BioInsights: 660-661, 749
TR: Investigation 3; Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan 10-1, 10-2, 10-3; Worksheets: 130, 131-133, 134; Enrichment: 139-141; Reading and Study Workbook A: Section 10-1, 10-2, 10-3; Adapted Reading and Study Workbook B: Section 10-1, 10-2, 10-3; Section Review: 10-1, 10-2, 10-3; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer, Chapter 10 Test; Laboratory Assessment 3
TECH: www.phschool.com; Interactive Textbook: Section 10-1, 10-2, 10-3, Chapter 10 Assessment; Presentation Express: Section 10-1, 10-2, 10-3; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Labs: Lab 9, 10; BioDetectives DVD: “Skin Cancer: Deadly Cells”; Computer Test Bank: Chapter 10 Test
b. Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosomes, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism
SE/TE: 169-173, 174-181, 182-189, 190-193, 196-199; Inquiry Activity: 168; Biology and History: 170-171; Quick Lab: 180, 187; Analyzing Data: 188; Exploration: 194-195; Careers in Biology: 192
TE: Build Science Skills: 174, 175, 178, 184, 189, 192; Demonstration: 185, 186
TR: Laboratory Manual A: Chapter 7; Laboratory Manual B: Chapter 7; Lesson Plan: 7-1, 7-2, 7-3, 7-4; Section Summary: 5-7; Worksheets: 8, 9-11, 12-14, 15, 19-20, 29; Enrichment: 19; Reading and Study Workbook A: Section 7-1, 7-2, 7-3, 7-4; Adapted Reading and Study Workbook B: Section 7-1, 7-2, 7-3, 7-4; Lab Worksheets: Chapter 7 Real-World Lab; Section Review: Section 7-1, 7-2, 7-3, 7-4; Chapter Vocabulary Review Chapter 7; Graphic Organizer Chapter 7; Chapter 7 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
3 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: Section 7-1, 7-2, 7-3, 7-4, Chapter 7 Assessment; Presentation Express: Section 7-1, 7-2, 7-3, 7-4; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Labs: 3, 4, 5; Computer Test Bank Chapter 7
D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Not assessed at this level E. Biological classifications are based on how organisms are related Scope and Sequence – Diversity and Unity Among Organisms a. Explain how similarities used to group taxa
might reflect evolutionary relationships (e.g., similarities in DNA and protein structures, internal anatomical features, and patterns of development)
SE/TE: 447-450, 451-455, 457-461, 464-467; Inquiry Activity: 446; Quick Lab: 453; Technology and Society: 456; Real-World Lab: 462-463; Chapter 18 Assessment
TE: Demonstration: 449, 454, 460; Build Science Skills: 450; Investigations in Forensics: Investigation 5; Laboratory Manual A: Chapter 18; Laboratory Manual B: Chapter 18
TR: Lesson Plan: 18-1, 18-2, 18-3; Section Summary: 18-1, 18-2, 18-3; Worksheets: 141, 142-143, 144-145, 149-150, 151-152, 153-155; Reading and Study Workbook A: Section 18-1, 18-2, 18-3; Adapted Reading and Study Workbook B: Section 18-1, 18-2, 18-3; Lab Worksheets: Chapter 18 Real-World Lab; Section Review: 18-1, 18-2, 18-3; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment 5
TECH: www.phschool.com; Interactive Textbook: Section 18-1, 18-2, 18-3, Chapter 18 Assessment; Presentation Express: Section 18-1, 18-2, 18-3; Computer Test Bank: Chapter 18 Test
b. Explain how and why the classification of any taxon might change as more is learned about the organisms assigned to that taxon
SE/TE: 451-455; Quick Lab: 453; Technology and Society: 456; Section Assessment: 18-2
TE: Demonstration: 451, 454 TR: Lesson Plan: 18-2; Section Summary: 139,
147; Worksheets: 142-143, 151-152; Reading and Study Workbook A: Section 18-2; Adapted Reading and Study Workbook B: Section 18-2; Section Review: 18-2; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment 5
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
4 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: Section 18-2, Chapter 18 Assessment; Presentation Express: Section 18-2; Computer Test Bank: Chapter 18
2. Living organisms carry out life processes in order to survive A. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means Scope and Sequence – Cellular Processes a. Compare and contrast the structure and
function of mitochondria and chloroplasts SE/TE: 179-180; Quick Lab: 180
TE: Build Science Skills: 179; BioInsights: 180 TR: Lesson Plan: 7-2; Section Summary: 5, 17;
Section Review: 7-2; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test
TECH: www.phschool.com; Interactive Textbook: Section 7-2; Interactive Textbook: Section 7-2, Chapter 7 Assessment; Presentation Express: Section 7-2; Computer Test Bank Chapter 7
b. Compare and contrast the structure and function of cell wall and cell membranes
SE/TE: 174-181, 182-189, 473; Quick Lab: 180, 187; Section Assessment: 7-2, 7-3; Analyzing Data: 188; Exploration: 194-195
TE: Build Science Skills: 174-175, 178, 184, 189, 473; Demonstration: 185, 186
TR: Lesson Plan: 7-2, 7-3; Section Summary: 5, 6, 17, 18; Worksheets: 9-11, 12-14, 21-25; Reading and Study Workbook A: Section 7-2, 7-3; Adapted Reading and Study Workbook: Section 7-2, 7-3; Section Review: 7-2, 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test; Lab Worksheets: Chapter 7 Real-World Lab; Laboratory Manual A: Chapter 7 Lab
TECH: www.phschool.com; Interactive Textbook: Section 7-2, 7-3, Chapter 7 Assessment; Presentation Express: Section 7-2, 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Labs: 3, 4, 5; Computer Test Bank: Chapter 7
c. Explain physical and chemical interactions that occur between organelles as they carry out life processes
SE/TE: 174-181; Quick Lab: 180; Section Assessment: 7-2
TE: Build Science Skills: 174-175 TR: Lesson Plan: 7-2; Section Summary: 5, 17;
Worksheets: 9-11, 21-25; Reading and Study Workbook A: Section 7-2; Adapted Reading and Study Workbook: Section 7-2; Section Review: 7-2; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
5 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: Section 7-2, Chapter 7 Assessment; Presentation Express: Section 7-2; Computer Test Bank: Chapter 7
B. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth Scope and Sequence – Cellular Processes a. Compare and contrast photosynthesis and
cellular respiration reactions (Do NOT assess intermediate reactions)
SE/TE: 201-203, 204-207, 208-214, 216-219, 221-225, 226-232, 236-239; Inquiry Activity: 200, 220; Biology and History: 204-205; Quick Lab: 206; Analyzing Data: 213; Design an Experiment: 215; Section Assessment: 8-1, 8-2, 8-3; Chapter 8 Assessment: 216-219; Problem Solving: 224; Quick Lab: 231; Real-World Lab: 234-235; Issues in Biology: 233
TE: Demonstration: 210, 226; Build Science Skills: 224
TR: Laboratory Manual A: Chapter 8, 9; Laboratory Manual B: Chapter 8, 9; Lesson Plan: 8-1, 8-2, 8-3, 9-1, 9-2; Section Summary: 52, 61, 63, 90, 91, 99; Worksheets: 54, 55-59, 61, 63-64, 65-66, 67-69, 92-94, 95-97, 101-103, 104-107; Biotechnology Manual: Lab 1; Probeware Lab Manual: Investigating Fermentation by Making Kimchi, How does exercise affect disposal of wastes from cellular respiration?; Lab Worksheets: Chapter 8 Design an Experiment, Chapter 9 Real-World Lab; Reading and Study Workbook A: 8-1, 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook B: 8-1, 8-2, 8-3, 9-1, 9-2; Chapter 8, 9 Vocabulary Review; Chapter 8, 9 Graphic Organizer; Chapter 8, 9 Test
TECH: www.phschool.com; Interactive Textbook: 8-1, 8-2, 8-3, 9-1, 9-2, Chapter 8, 9 Assessment; Presentation Express: 8-1, 8-2, 8-3, 9-1, 9-2; ABC DVD Library: 8 ATP Formation, 9 Photosynthesis, 10 Light-Dependent Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations: Photosynthesis, Cell Respiration; Virtual Labs: Lab 6, 7, 8; Computer Test Bank: Chapter 8, 9 Test
b. Explain the interrelationship between the processes of photosynthesis and cellular respiration
SE/TE: 201-203, 204-207, 208-214, 216-219, 221-225, 226-232, 236-239; Inquiry Activity: 200, 220; Biology and History: 204-205; Quick Lab: 206; Analyzing Data: 213; Design an Experiment: 215; Section Assessment: 8-1, 8-2, 8-3; Chapter 8 Assessment: 216-219; Problem Solving: 224; Quick Lab: 231; Real-World Lab: 234-235; Issues in Biology: 233
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
6 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Demonstration: 210, 226; Build Science Skills: 224
TR: Laboratory Manual A: Chapter 8, 9; Laboratory Manual B: Chapter 8, 9; Lesson Plan: 8-1, 8-2, 8-3, 9-1, 9-2; Section Summary: 52, 61, 63, 90, 91, 99; Worksheets: 54, 55-59, 61, 63-64, 65-66, 67-69, 92-94, 95-97, 101-103, 104-107; Biotechnology Manual: Lab 1; Probeware Lab Manual: Investigating Fermentation by Making Kimchi, How does exercise affect disposal of wastes from cellular respiration?; Lab Worksheets: Chapter 8 Design an Experiment, Chapter 9 Real-World Lab; Reading and Study Workbook A: 8-1, 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook B: 8-1, 8-2, 8-3, 9-1, 9-2; Chapter 8, 9 Vocabulary Review; Chapter 8, 9 Graphic Organizer; Chapter 8, 9 Test
TECH: www.phschool.com; Interactive Textbook: 8-1, 8-2, 8-3, 9-1, 9-2, Chapter 8, 9 Assessment; Presentation Express: 8-1, 8-2, 8-3, 9-1, 9-2; ABC DVD Library: 8 ATP Formation, 9 Photosynthesis, 10 Light-Dependent Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations: Photosynthesis, Cell Respiration; Virtual Labs: Lab 6, 7, 8; Computer Test Bank: Chapter 8, 9 Test
c. Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
SE/TE: 201-203, 204-207, 208-214, 216-219, 221-225, 226-232, 236-239; Inquiry Activity: 200, 220; Biology and History: 204-205; Quick Lab: 206; Analyzing Data: 213; Design an Experiment: 215; Section Assessment: 8-1, 8-2, 8-3; Chapter 8 Assessment: 216-219; Problem Solving: 224; Quick Lab: 231; Real-World Lab: 234-235; Issues in Biology: 233
TE: Demonstration: 210, 226; Build Science Skills: 224
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
7 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A: Chapter 8, 9; Laboratory Manual B: Chapter 8, 9; Lesson Plan: 8-1, 8-2, 8-3, 9-1, 9-2; Section Summary: 52, 61, 63, 90, 91, 99; Worksheets: 54, 55-59, 61, 63-64, 65-66, 67-69, 92-94, 95-97, 101-103, 104-107; Biotechnology Manual: Lab 1; Probeware Lab Manual: Investigating Fermentation by Making Kimchi, How does exercise affect disposal of wastes from cellular respiration?; Lab Worksheets: Chapter 8 Design an Experiment, Chapter 9 Real-World Lab; Reading and Study Workbook A: 8-1, 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook B: 8-1, 8-2, 8-3, 9-1, 9-2; Chapter 8, 9 Vocabulary Review; Chapter 8, 9 Graphic Organizer; Chapter 8, 9 Test
TECH: www.phschool.com; Interactive Textbook: 8-1, 8-2, 8-3, 9-1, 9-2, Chapter 8, 9 Assessment; Presentation Express: 8-1, 8-2, 8-3, 9-1, 9-2; ABC DVD Library: 8 ATP Formation, 9 Photosynthesis, 10 Light-Dependent Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations: Photosynthesis, Cell Respiration; Virtual Labs: Lab 6, 7, 8; Computer Test Bank: Chapter 8, 9 Test
C. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means
Not assessed at this level D. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds
Scope and Sequence – Cellular Processes a. Summarize how energy transfer occurs
during photosynthesis and cellular respiration (i.e., the storage and release of energy in the bonds of chemical compounds)
SE/TE: 201-203, 204-207, 208-214, 216-219, 221-225, 226-232, 236-239; Inquiry Activity: 200, 220; Biology and History: 204-205; Quick Lab: 206; Analyzing Data: 213; Design an Experiment: 215; Section Assessment: 8-1, 8-2, 8-3; Chapter 8 Assessment: 216-219; Problem Solving: 224; Quick Lab: 231; Real-World Lab: 234-235; Issues in Biology: 233
TE: Demonstration: 210, 226; Build Science Skills: 224
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
8 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A: Chapter 8, 9; Laboratory Manual B: Chapter 8, 9; Lesson Plan: 8-1, 8-2, 8-3, 9-1, 9-2; Section Summary: 52, 61, 63, 90, 91, 99; Worksheets: 54, 55-59, 61, 63-64, 65-66, 67-69, 92-94, 95-97, 101-103, 104-107; Biotechnology Manual: Lab 1; Probeware Lab Manual: Investigating Fermentation by Making Kimchi, How does exercise affect disposal of wastes from cellular respiration?; Lab Worksheets: Chapter 8 Design an Experiment, Chapter 9 Real-World Lab; Reading and Study Workbook A: 8-1, 8-2, 8-3, 9-1, 9-2; Adapted Reading and Study Workbook B: 8-1, 8-2, 8-3, 9-1, 9-2; Chapter 8, 9 Vocabulary Review; Chapter 8, 9 Graphic Organizer; Chapter 8, 9 Test
TECH: www.phschool.com; Interactive Textbook: 8-1, 8-2, 8-3, 9-1, 9-2, Chapter 8, 9 Assessment; Presentation Express: 8-1, 8-2, 8-3, 9-1, 9-2; ABC DVD Library: 8 ATP Formation, 9 Photosynthesis, 10 Light-Dependent Reactions, 11 Calvin Cycle, 12 Aerobic Respiration, 13 Glycolysis, 14 Krebs Cycle, 15 Electron Transport Chain; Lab Simulations: Photosynthesis, Cell Respiration; Virtual Labs: Lab 6, 7, 8; Computer Test Bank: Chapter 8, 9 Test
b. Distinguish among organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) in relation to their role in living systems
SE/TE: 44-48; Section Assessment: 2-3
TE: Build Science Skills: 45
TR: Laboratory Manual A: Chapter 2; Laboratory Manual B: Chapter 2; Lesson Plan: 2-3; Section Summary: 48, 60; Worksheets: 54, 65-67; Reading and Study Workbook A: 2-3; Adapted Reading and Study Workbook B: 2-3; Section Review: 2-3; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1
TECH: www.phschool.com; Interactive Textbook: 2-3, Chapter 2 Assessment; Presentation Express: 2-3; Lab Simulations: Properties of Biomolecules; Computer Test Bank: Chapter 2
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
9 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
c. Recognize energy is absorbed or released in the breakdown and/or synthesis of organic compounds
SE/TE: 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-4
TR: Demonstration: 49; Build Science Skills: 52, 53; Probeware Lab Manual: Investigation the Effect of Temperature on Enzyme Activity; Lesson Plan: 2-4; Section Summary: 49, 60; Worksheets: 55-56, 68-69; Lab Worksheets: Chapter 2 Design an Experiment; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Section Review: 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1
TECH: www.phschool.com; Interactive Textbook: Section 2-4, Chapter 2 Assessment; Presentation Express: 2-4; ABC DVD Library: 4 Enzymatic Reactions; Virtual Lab: 1; Computer Test Bank: Chapter 2
d. Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules)
SE/TE: 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-4
TR: Demonstration: 49; Build Science Skills: 52, 53; Probeware Lab Manual: Investigation the Effect of Temperature on Enzyme Activity; Lesson Plan: 2-4; Section Summary: 49, 60; Worksheets: 55-56, 68-69; Lab Worksheets: Chapter 2 Design an Experiment; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Section Review: 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment: 1
TECH: www.phschool.com; Interactive Textbook: Section 2-4, Chapter 2 Assessment; Presentation Express: 2-4; ABC DVD Library: 4 Enzymatic Reactions; Virtual Lab: 1; Computer Test Bank: Chapter 2
e. Interpret a data table showing the effects of an enzyme on a biochemical reaction
SE/TE: 50-51; Analyzing Data: 51; Design an Experiment: 54-55
TE: Demonstration: 50 TR: Probeware Lab Manual: Investigating the
Effect of Temperature on Enzyme Activity; Reading and Study Workbook A: 2-4; Adapted Reading and Study Workbook B: 2-4; Lab Worksheets: Chapter 2 Design an Experiment; Laboratory Assessment: 1
TECH: www.phschool.com; Interactive Textbook: 2-4, Chapter 2 Assessment; Computer Test Bank: Chapter 2
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
10 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
E. Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule Scope and Sequence – Cellular Processes a. Explain how the DNA code determines the
sequence of amino acids necessary for protein synthesis
SE/TE: 295-299, 300-306; Analyzing Data: 296; Exploration: 313; Quick Lab: 303; Section Assessment: 12-2, 12-3
TE: Demonstration 295, 298, 302; Build Science Skills: 297, 303
TR: Lesson Plan: 12-2, 12-3; Section Summary: 52, 53, 64; Worksheets: 58-60, 69-70, 71-73; Reading and Study Workbook A: 12-2, 12-3; Adapted Reading and Study Workbook B: 12-2, 12-3; Section Review: 12-2, 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 12-2, 12-3, Chapter 12 Assessment; Presentation Express: 12-2, 12-3; ABC DVD Library: 21 DNA Replication, 25 DNA Transcription, 26 Protein Synthesis; Lab Simulations: DNA Structure and Replication; Computer Test Bank: Chapter 12
b. Recognize the function of protein in cell structure and function (i.e., enzyme action, growth and repair of body parts, regulation of cell division and differentiation)
SE/TE: 44-48, 49-53; Analyzing Data: 51; Design an Experiment: 54-55; Section Assessment: 2-3, 2-4; Chapter 2 Assessment
TE: Build Science Skills: 45, 52, 53; Demonstration: 49
TR: Lesson Plan: 2-3, 2-4; Section Summary: 48, 49, 60; Worksheets: 54, 55-56, 65-67, 68-69; Laboratory Manual A: Chapter 2; Laboratory Manual B: Chapter 2; Probeware Lab Manual: Investigating the Effect of Temperature on Enzyme Activity; Reading and Study Workbook A: 2-3, 2-4; Adapted Reading and Study Workbook: 2-3, 2-4; Section Review: 2-3, 2-4; Chapter 2 Vocabulary Review; Chapter 2 Graphic Organizer; Chapter 2 Tests: Levels A and B; Laboratory Assessment 1
TECH: www.phschool.com; Interactive Textbook: 2-3, 2-4, Chapter 2 Assessment; Presentation Express: 2-3, 2-4; Lab Simulation: Properties of Biomolecules; ABC DVD Library: 4 Enzymatic Reactions; Virtual Labs: Lab 1; Computer Test Bank: Chapter 2
F. Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis) Scope and Sequence – Cellular Processes a. Explain the significance of semi-
permeability to the transport of molecules across cellular membranes
SE/TE: 182-189; Quick Lab: 187; Analyzing Data: 188; Exploration: 194-195; Section Assessment: 7-3’ Chapter 7 Assessment
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
11 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Build Science Skills: 184, 189; Demonstration: 185, 186
TR: Laboratory Manual A: Chapter 7 Lab; Lesson Plan: 7-3; Section Summary: 6, 18; Worksheets: 12-14, 26-28; Lab Worksheets: Chapter 7 Real-World Lab; Reading and Study Workbook A: 7-3; Adapted Reading and Study Workbook B: 7-3; Section Review: 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test
TECH: www.phschool.com; Interactive Textbook: 7-3, Chapter 7 Assessment; Presentation Express: 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Lab: Lab 3, 4, 5; Computer Test Bank: Chapter 7 Test
b. Predict the movement of molecules needed for a cell to maintain homeostasis given concentration gradients of different sizes of molecules
SE/TE: 182-189; Quick Lab: 187; Analyzing Data: 188; Exploration: 194-195; Section Assessment: 7-3’ Chapter 7 Assessment
TE: Build Science Skills: 184, 189; Demonstration: 185, 186
TR: Laboratory Manual A: Chapter 7 Lab; Lesson Plan: 7-3; Section Summary: 6, 18; Worksheets: 12-14, 26-28; Lab Worksheets: Chapter 7 Real-World Lab; Reading and Study Workbook A: 7-3; Adapted Reading and Study Workbook B: 7-3; Section Review: 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test
TECH: www.phschool.com; Interactive Textbook: 7-3, Chapter 7 Assessment; Presentation Express: 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Lab: Lab 3, 4, 5; Computer Test Bank: Chapter 7 Test
c. Relate the role of diffusion, osmosis, and active transport to the movement of molecules across semi-permeable membranes
SE/TE: 182-189; Quick Lab: 187; Analyzing Data: 188; Exploration: 194-195; Section Assessment: 7-3’ Chapter 7 Assessment
TE: Build Science Skills: 184, 189; Demonstration: 185, 186
TR: Laboratory Manual A: Chapter 7 Lab; Lesson Plan: 7-3; Section Summary: 6, 18; Worksheets: 12-14, 26-28; Lab Worksheets: Chapter 7 Real-World Lab; Reading and Study Workbook A: 7-3; Adapted Reading and Study Workbook B: 7-3; Section Review: 7-3; Chapter 7 Vocabulary Review; Chapter 7 Graphic Organizer; Chapter 7 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
12 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: 7-3, Chapter 7 Assessment; Presentation Express: 7-3; ABC DVD Library: 5 Diffusion and Osmosis, 6 Passive and Active Transport, 7 Endocytosis and Exocytosis; Lab Simulations: Biomembranes I; Virtual Lab: Lab 3, 4, 5; Computer Test Bank: Chapter 7 Test
d. Explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape)
SE/TE: 186, 822, 854-855, 1001; Quick Lab: 187
TE: Build Science Skills: 186; Demonstration: 186, 1001
TR: Lesson Plan: 7-3, 39-1; Section Summary 18, 191; Reading and Study Workbook A: 7-3, 39-1; Adapted Reading and Study Workbook B: 7-3, 39-1; Chapter 7, 39 Vocabulary Review; Chapter 7, 39 Test
TECH: www.phschool.com; Interactive Textbook: 39-1, Chapter 39 Assessment; Computer Test Bank Chapter 39
G. Life processes can be disrupted by disease (intrinsic failures of the organ systems or by infection due to other organisms) Not assessed at this level 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes A. Reproduction can occur asexually or sexually Scope and Sequence – Genetics and Heredity a. Distinguish between asexual (i.e., binary
fission, budding, cloning) and sexual reproduction
SE/TE: 17, 332-333, 360, 395, 428, 475, 497-498, 500, 519, 529, 530-533, 623, 659, 666-667, 672-673, 686, 690, 696, 704, 757-758, 826-827, 864
TE: Build Science Skills: 16, 395, 428, 864; Address Misconceptions: 332; Demonstration: 395
TR: Laboratory Manual A and B: Chapter 11, 14, 16, 39
TECH: www.phschool.com B. All living organisms have genetic material (DNA) that carries hereditary information Scope and Sequence – Genetics and Heredity a. Describe the chemical and structural
properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) (Assess the concepts – NOT memorization of nitrogen base pairs)
SE/TE: 287-294, 295-299; Inquiry Activity: 286; Biology and History: 292-293; Analyzing Data: 296; Exploration: 313; Section Assessment: 12-1, 12-2
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
13 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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TE: Demonstration: 291, 295, 298; Build Science Skills: 293, 297
TR: Lesson Plan: 12-1, 12-2; Section Summary: 52, 64; Worksheets: 55-56, 66-68, 69-70; Laboratory Manual A: Chapter 12; Laboratory Manual B: Chapter 12; Biotechnology Manual: Labs 4, 5, 6; Reading and Study Workbook A: 12-1, 12-2; Adapted Reading and Study Workbook: 12-1; Lab Worksheets: Chapter 12; Section Review: 12-1, 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 12-1, 12-2, Chapter 12 Assessment; Presentation Express: 12-1, 12-2; ABC DVD Library: 20 Griffith’s Experiment, 21 DNA Replication; Lab Simulations: DNA Structure and Replication; Computer Test Bank: Chapter 12
b. Recognize that DNA codes for proteins which are expressed as the heritable characteristics of an organism
SE/TE: 300-306; Quick Lab: 303; Section Assessment: 12-3; Chapter 12 Assessment
TE: Demonstration: 302; Build Science Skills: 303
TR: Lesson Plan: 12-3; Section Summary: 53-64; Worksheets: 58-60, 71-73; Section Review: 12-3; Reading and Study Workbook: 12-3; Adapted Reading and Study Workbook: 12-3; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 12-3, Chapter 12 Assessment; Presentation Express: 12-3; ABC DVD Library: 25 DNA Transcription, 26 Protein Synthesis; Computer Test Bank: Chapter 12 Test
c. Recognize that degree of relatedness can be determined by comparing DNA sequences
SE/TE: 451-455; Quick Lab: 453; Technology and Society: 456; Section Assessment: 18-2; Chapter 18 Assessment
TE: Demonstration: 451, 454 TR: Lesson Plan: 18-2; Section Summary: 139,
147; Worksheets: 142-143, 151-152; Reading and Study Workbook A: 18-2; Adapted Reading and Study Workbook B: 18-2; Section Review: 18-2; Chapter 18 Vocabulary Review; Chapter 18 Graphic Organizer; Chapter 18 Test; Laboratory Assessment: 5
TECH: www.phschool.com; Interactive Textbook: 18-2, Chapter 18 Assessment; Presentation Express: 18-2; Computer Test Bank: Chapter 18 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
14 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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d. Explain how an error in the DNA molecule (mutation) can be transferred during replication
SE/TE: 307-308; Section Assessment: 12-4; Chapter 12 Assessment
TE: Demonstration: 307
TR: Lesson Plan: 12-4; Section Summary: 54-65; Worksheets: 61, 74-75; Reading and Study Workbook A: 12-4; Adapted Reading and Study Workbook B: 12-4; Section Review: 12-4; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 12-4, Chapter 12 Assessment; Presentation Express: 12-4; ABC DVD Library: 27, 28, 29; Computer Test Bank: Chapter 12
e. Identify possible external causes (e.g., heat, radiation, certain chemicals) and effects of DNA mutations (e.g., protein defects which affect chemical reactions, structural deformities)
SE/TE: 307-308, 1052-1053; Section Assessment: 12-4; Chapter 12 Assessment; Analyzing Data: 1053
TE: Demonstration: 307, 1052; Make Connections: 1052; BioInsights: 1053
TR: Lesson Plan: 12-4; Section Summary: 54-65; Worksheets: 61, 74-75; Reading and Study Workbook A: 12-4; Adapted Reading and Study Workbook B: 12-4; Section Review: 12-4; Chapter 12 Vocabulary Review; Chapter 12 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 12-4, Chapter 12 Assessment; Presentation Express: 12-4; ABC DVD Library: 27, 28, 29; Computer Test Bank: Chapter 12
C. Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction
Scope and Sequence – Genetics and Heredity a. Recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell
SE/TE: 244-249; Analyzing Data: 249; Exploration: 254-255; Section Assessment: 10-2; Chapter 10 Assessment
TE: Demonstration: 244; Build Science Skills, 245, 246, 247
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
15 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A: Chapter 10; Laboratory Manual B: Chapter 10; Biotechnology Manual: Lab 3; Lesson Plan: 10-2; Section Summary: 128, 136; Worksheets: 131-133, 139-141; Lab Worksheets: Chapter 10 Exploration; Reading and Study Workbook A: 10-2; Adapted Reading and Study Workbook B: 10-2; Section Review: 10-2; Chapter 10 Vocabulary Review; Chapter 10 Graphic Organizer; Chapter 10 Test; Laboratory Assessment: 3
TECH: www.phschool.com; Interactive Textbook: 10-2, Chapter 10 Assessment; Presentation Express: 10-2; ABC DVD Library: 16 Animal Cell Mitosis and Cytokinesis; Lab Simulations: Mitosis; Virtual Lab: 9, 10; Computer Test Bank: Chapter 10
b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell
SE/TE: 275-278; Exploration: 281
TE: Demonstration: 277; Build Science Skills: 278
TR: Lesson Plan: 11-4; Section Summary: 8, 15; Worksheets: 12, 23-25; Lab Worksheets: Chapter 11 Exploration; Reading and Study Workbook A: 11-4; Adapted Reading and Study Workbook B: 11-4; Section Review: 11-4; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test
TECH: www.phschool.com; Interactive Textbook: 11-4, Chapter 11 Assessment; Presentation Express: 11-4; ABC DVD Library: 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations: Meiosis; Chapter 11 Test
c. Explain how fertilization restores the diploid number of chromosomes
SE/TE: 275-278; Exploration: 281
TE: Demonstration: 277; Build Science Skills: 278
TR: Lesson Plan: 11-4; Section Summary: 8, 15; Worksheets: 12, 23-25; Lab Worksheets: Chapter 11 Exploration; Reading and Study Workbook A: 11-4; Adapted Reading and Study Workbook B: 11-4; Section Review: 11-4; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
16 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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TECH: www.phschool.com; Interactive Textbook: 11-4, Chapter 11 Assessment; Presentation Express: 11-4; ABC DVD Library: 17 Meiosis Overview, 18 Animal Cell Meiosis, 22 Crossing-Over; Lab Simulations: Meiosis; Chapter 11 Test
d. Identify the implications of human sex chromosomes for sex determination
SE/TE: 341-342, 350-351; Problem Solving: 343; Quick Lab: 351; Section Assessment: 348; Chapter 14 Assessment
TE: Build Science Skills: 342, 350; BioInsights: 351
TR: Lesson Plan: 14-1; Section Summary 144, 152: Worksheets: 145-147, 154-156; Reading and Study Workbook: 14-1; Adapted Reading and Study Workbook: 14-1; Section Review: 14-1; Chapter 14 Vocabulary Review; Chapter 14 Graphic Organizer; Chapter 14 Test; Laboratory Assessment: 4
TECH: www.phschool.com; Interactive Textbook: 14-1, Chapter 14 Assessment; Presentation Express: 14-1; ABC DVD Library: 23 Human Sex Determination; Computer Test Bank: Chapter 14 Test
D. There is heritable variation within every species of organism Scope and Sequence – Diversity and Unity Among Organisms a. Describe the advantages and disadvantages
of asexual and sexual reproduction with regard to variation within a population
SE/TE: 428, 659
TE: BioInsights: 659; Build Science Skills: 428, 659
TR: Lesson Plan: 17-2, 26-1; Section Summary: 93, 103; Reading and Study Workbook A: 17-2, 26-1; Adapted Reading and Study Workbook B: 17-2, 26-1; Section Review: 17-2, 26-1; Chapter 17, 21 Vocabulary Review; Chapter 17, 21 Graphic Organizer; Chapter 17, 21 Test
TECH: www.phschool.com; Interactive Textbook: 17-2, 26-1, Chapter 17 and 26 Assessment; Computer Test Bank: Chapter 17 and 26
b. Describe how genes can be altered and combined to create genetic variation within a species (e.g., mutation, recombination of genes)
SE/TE: 309-312, 319-321, 322-326; Inquiry Activity: 318; Design and Experiment: 334-335; Quick Lab: 326; Section Assessment: 12-5, 13-1, 13-2; Chapter 12, 13 Assessment
TE: Demonstration: 324
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
17 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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TR: Biotechnology Manual: Lab 13; Lesson Plan: 12-5, 13-1, 13-2; Section Summary: 54, 65, 103, 111; Worksheets: 62, 76-78, 106-108, 113-117; Reading and Study Workbook A: 12-5, 13-1, 13-2; Adapted Reading and Study Workbook: 12-5, 13-1, 13-2; Laboratory Manual A: Chapter 13; Laboratory Manual B: Chapter 13; Biotechnology Manual: Issue 1, Labs 8, 9, 12; Investigations in Forensics: Investigation 4; Lab Worksheets: Chapter 13 Design an Experiment; Issues and Decision Making: Issue 21; Section Review: 12-5, 13-1, 13-2; Chapter 12, 13 Vocabulary Review; Chapter 12, 13 Graphic Organizer; Chapter 12, 13 Test
TECH: www.phschool.com; Interactive Textbook: 12-5, 13-1, 13-2, Chapter 12, 13 Assessment; Presentation Express: 12-5, 13-1, 13-2; Virtual Lab: Lab 11; Computer Test Bank: Chapter 12, 13 Test
c. Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism’s sex cells
SE/TE: 263-266, 267-269, 270-274; Inquiry Activity: 262; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-1, 11-2, 11-3; Chapter 11 Assessment
TE: Build Science Skills: 263, 266, 269, 270, 274; Demonstration: 265, 273; Make Connections: 267
TR: Laboratory Manual A: Chapter 11 Lab; Laboratory Manual A: Chapter 11 Lab; Lesson Plan: 11-1, 11-2, 11-3; Section Summary: 6, 7, 14, 15; Worksheets: 9-11, 16-22; Reading and Study Workbook A: 11-1, 11-2, 11-3; Adapted Reading and Study Workbook B: 11-1, 11-2, 11-3; Section Review: 11-1, 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 12 Test
TECH: www.phschool.com; Interactive Textbook: 11-1, 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-1, 11-2, 11-3; ABC DVD Library: 19 Segregation of Chromosomes; Lab Simulation: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test
E. The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics Scope and Sequence – Genetics and Heredity a. Explain how genotypes (heterozygous and
homozygous) contribute to phenotypic variation within a population
SE/TE: 263-266, 267-269, 270-274; Inquiry Activity: 262; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-1, 11-2, 11-3; Chapter 11 Assessment
TE: Build Science Skills: 263, 266, 269, 270, 274; Demonstration: 265, 273; Make Connections: 267
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
18 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A: Chapter 11; Laboratory Manual B: Chapter 11; Lesson Plan: 11-1, 11-2, 11-3; Section Summary: 6, 7, 14, 15; Worksheets: 9-11, 16-22; Reading and Study Workbook A: 11-1, 11-2, 11-3, Adapted Reading and Study Workbook B: 11-1, 11-2, 11-3; Section Review: 11-1, 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test
TECH: www.phschool.com; Interactive Textbook: 11-1, 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-1, 11-2, 11-3; ABC DVD Library: 19 Segregation of Chromosomes; Lab Simulations: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test
b. Predict the probability of the occurrence of specific traits, including sex-linked traits, in an offspring by using a monohybrid cross
SE/TE: 267-269, 270-274; Quick Lab: 268; Problem Solving: 271; Section Assessment: 11-2, 11-3; Chapter 11 Assessment
TE: Make Connections: 267; Build Science Skills: 269, 270, 274; Demonstration: 273
TR: Laboratory Manual A: Chapter 11; Laboratory Manual B: Chapter 11; Lesson Plan: 11-2, 11-3; Section Summary: 7, 14-15; Worksheets: 10-11, 18-22; Reading and Study Workbook A: 11-2, 11-3; Adapted Reading and Study Workbook B: 11-2, 11-3; Section Review: 11-2, 11-3; Chapter 11 Vocabulary Review; Chapter 11 Graphic Organizer; Chapter 11 Test
TECH: www.phschool.com; Interactive Textbook: 11-2, 11-3, Chapter 11 Assessment; Presentation Express: 11-2, 11-3; Lab Simulations: Mendelian Inheritance; Computer Test Bank: Chapter 11 Test
c. Explain how sex-linked traits may or may not result in the expression of a genetic disorder (e.g., hemophilia, muscular dystrophy, color blindness) depending on gender
SE/TE: 341-348, 349-354; Inquiry Activity: 340; Problem Solving: 343; Quick Lab: 351; Issues in Biology: 354; Section Assessment: 14-1, 14-2; Chapter 14 Assessment
TE: Address Misconceptions: 350; Build Science Skills: 352
TR: Laboratory Manual A: Chapter 14; Laboratory Manual B: Chapter 14; Biotechnology Manual: Lab 10, Issue 3; Lesson Plan: 14-1, 14-2; Section Summary: 144-145, 152; Worksheets: 146-148, 154-159; Reading and Study Workbook A: 14-1, 14-2; Adapted Reading and Study Workbook B: 14-1, 14-2; Issues and Decision Making: Issues and Decisions 7; Section Review: 14-1, 14-2; Chapter 14 Vocabulary Review; Chapter 14 Graphic Organizer; Chapter 14 Test; Laboratory Assessment: 4
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
19 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: 14-1, 14-2, Chapter 14 Assessment; Presentation Express: 14-1, 14-2; ABC DVD Library: 23 Human Sex Determination; BioDetectives DVD: “Coming Home: A Nation’s Pledge;” ABC DVD Library: 24 Nondisjunction; Computer Test Bank: Chapter 14 Test
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environment 1. Organisms are interdependent with one another and their environment A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem Scope and Sequence – Interdependence of Organisms and their Environment a. Explain the nature of interactions between
organisms in different symbiotic relationships (i.e., mutualism, commensalism, parasitism)
SE/TE: 90-97; Quick Lab: 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment
TE: Demonstration: 92, 94 TR: Laboratory Manual A: Chapter 4; Laboratory
Manual B: Chapter 4; Lesson Plan: 4-2; Section Summary: 46, 58; Worksheets: 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Section Review: 4-2; Chapter 4 Vocabulary Review; Chapter 4 Graphic Organizer; Chapter 4 Test
TECH: www.phschool.com; Interactive Textbook: 4-2, Chapter 4 Assessment; Presentation Express: 4-2; Computer Test Bank: Chapter 4 Test
b. Explain how cooperative (e.g., symbiosis) and competitive (e.g., predator/prey) relationships help maintain balance within an ecosystem
SE/TE: 67-73, 90-97; Quick Lab: 70, 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment
TE: Demonstration: 92, 94; Build Science Skills: 67, 71
TR: Laboratory Manual A: Chapter 4; Laboratory Manual B: Chapter 4; Lesson Plan: 3-2, 4-2; Section Summary: 4, 15, 46, 58; Worksheets: 8-10m 19-21, 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 3-2, 4-2; Adapted Reading and Study Workbook B: 3-2, 4-2; Section Review: 3-2, 4-2; Chapter 3, 4 Vocabulary Review; Chapter 3, 4 Graphic Organizer; Chapter 3, 4 Test
TECH: www.phschool.com; Interactive Textbook: 3-2, 4-2, Chapter 3, 4 Assessment; Presentation Express: 3-2, 4-2; Computer Test Bank: Chapter 3, 4 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
20 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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c. Explain why no two species can occupy the same niche in a community
SE/TE: 90-92
TE: Address Misconceptions: 91 TR: Lesson Plan: 4-2; Reading and Study
Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Chapter 4 Vocabulary Review: Chapter 4 Graphic Organizer; Chapter 4 Test
TECH: www.phschool.com; Interactive Textbook: 4-2, Chapter 4 Assessment; Presentation Express: 4-2; Computer Test Bank: Chapter 4 Test
B. Living organisms have the capacity to produce populations of infinite size but environments and resources are finite Scope and Sequence – Interdependence of Organisms and their Environment a. Identify and explain the limiting factors that
may affect the carrying capacity of a population within an ecosystem
SE/TE: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration: 133
TR: Lesson Plan: 5-2; Section Summary: 94, 103; Worksheets: 98-99, 108-109; Reading and Study Workbook A: 5-2; Adapted Reading and Study Workbook B: 5-2; Issues and Decision Making: Issue 42; Section Review: 5-2; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test
TECH: www.phschool.com; Interactive Textbook: 5-2, Chapter 5 Assessment; Presentation Express: 5-2; Computer Test Bank: Chapter 5 Test
b. Predict how populations within an ecosystem change in number and/or structure in response to hypothesized changes in biotic and/or abiotic factors
SE/TE: 90-97; Quick Lab: 91; Careers in Biology: 95; Build Science Skills: 96; Exploration: 113; Section Assessment: 4-2; Chapter 4 Assessment
TE: Demonstration: 92, 94 TR: Laboratory Manual A: Chapter 4; Laboratory
Manual B: Chapter 4; Lesson Plan: 4-2; Section Summary: 46, 58; Worksheets: 50-53, 62-63; Lab Worksheets: Chapter 4 Exploration; Reading and Study Workbook A: 4-2; Adapted Reading and Study Workbook B: 4-2; Section Review: 4-2 Chapter 4 Vocabulary Review; Chapter 4 Graphic Organizer; Chapter 4 Test
TECH: www.phschool.com; Interactive Textbook: 4-2, Chapter 4 Test; Presentation Express: 4-2; Computer Test Bank: Chapter 4 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
21 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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C. All organisms, including humans, and their activities cause changes in their environment that affects the ecosystem Scope and Sequence – Interdependence of Organisms and their Environment a. Devise a multi-step plan to restore the
stability and/or biodiversity of an ecosystem when given a scenario describing the possible adverse effects of human interactions with that ecosystem (e.g., destruction caused by direct harvesting, pollution, atmospheric changes)
SE/TE: 139-143, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Analyzing Data: 158; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment
TE: Demonstration: 148; Build Science Skills: 148, 151, 155
TR: Laboratory Manual A: Chapter 6; Laboratory Manual B: Chapter 6; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142, 143; Worksheets: 137-140, 144-153; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-2, 6-3, 6-4; Issues and Decision Making: Issue 1, 3, 25, 18, 19, 20, 22, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2
TECH: www.phschool.com; Interactive Textbook: 6-1, 6-2, 6-3, 6-4, Chapter 6 Assessment; Presentation Express: 6-1, 6-2, 6-3, 6-4; Computer Test Bank: Chapter 6 Test
b. Predict and explain how natural or human caused changes (biological, chemical and/or physical) in one ecosystem may affect other ecosystems due to natural mechanisms (e.g., global wind patterns, water cycle, ocean currents)
SE/TE: 139-143, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Analyzing Data: 158; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment
TE: Demonstration: 148; Build Science Skills: 148, 151, 155
TR: Laboratory Manual A: Chapter 6; Laboratory Manual B: Chapter 6; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142, 143; Worksheets: 137-140, 144-153; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-2, 6-3, 6-4; Issues and Decision Making: Issue 1, 3, 25, 18, 19, 20, 22, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2
TECH: www.phschool.com; Interactive Textbook: 6-1, 6-2, 6-3, 6-4, Chapter 6 Assessment; Presentation Express: 6-1, 6-2, 6-3, 6-4; Computer Test Bank: Chapter 6 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
22 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
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D. The diversity of species within an ecosystem is affected by changes in the environment which can be caused by other organisms or outside processes Scope and Sequence – Interdependence of Organisms and their Environment a. Predict the impact (beneficial or harmful) of
a natural environmental events (e.g., forest fire, flood, volcanic eruption, avalanche) may have on the diversity of different species in an ecosystem
SE/TE: 150-156, 157-160; Quick Lab: 153; Biology and History: 154—155; Analyzing Data: 158; Design an Experiment: 161
TE: Build Science Skills: 151, 155 TR: Laboratory Manual B: Chapter 6 Lab;
Probeware Lab Manual; Lesson Plan: 6-3, 6-4; Section Summary: 135-136, 143; Worksheets: 138-140, 149-153; Section Review: 6-3, 6-4; Chapter 6 Vocabulary Review: Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2
TECH: www.phschool.com; Interactive Textbook: 6-3, 6-4, Chapter 6 Assessment: Presentation Express: 6-3, 6-4; Computer Test Bank: Chapter 6 Test
b. Describe possible causes of extinction of a population
SE/TE: 150-156; Quick Lab: 153; Biology and History: 154-155; Section Assessment: 6-3; Chapter 6 Assessment
TE: Build Science Skills: 151, 155 TR: Lesson Plan: 6-3; Section Summary : 135,
143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2
TECH: www.phschool.com; Interactive Textbook: 6-3, Chapter 6 Assessment; Presentation Express: 6-3; Computer Test Bank: Chapter 6 Test
2. Matter and energy flow through the ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope and Sequence – Matter and Energy in the Ecosystem a. Illustrate and describe the flow of energy
within a food web SE/TE: 67-73; Quick Lab: 70; Section Assessment: 3-2; Chapter 3 Assessment
TE: Build Science Skills: 67, 71 TR: Lesson Plan: 3-2; Section Summary: 4, 15;
Worksheets: 8-10, 19-21; Reading and Study Workbook A: 3-2; Adapted Reading and Study Workbook B: 3-2; Section Review: 3-2; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
23 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: 3-2, Chapter 3 Assessment; Presentation Express: 3-2; Computer Test Bank: Chapter 3 Test
b. Explain why there are generally more producers than consumers in an energy pyramid
SE/TE: 67-73; Quick Lab: 70; Section Assessment: 3-2; Chapter 3 Assessment
TE: Build Science Skills: 67, 71 TR: Lesson Plan: 3-2; Section Summary: 4, 15;
Worksheets: 8-10, 19-21; Reading and Study Workbook A: 3-2; Adapted Reading and Study Workbook B: 3-2; Section Review: 3-2; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test
TECH: www.phschool.com; Interactive Textbook: 3-2, Chapter 3 Assessment; Presentation Express: 3-2; Computer Test Bank: Chapter 3 Test
c. Predict how energy distribution and energy use will be altered due to changes in a food web
SE/TE: 119-123; Inquiry Activity: 118; Analyzing Data: 123; Section Assessment: 5-1; Chapter 5 Assessment
TE: Build Science Skills: 122 TR: Lesson Plan: 5-1; Section Summary: 93,
103; Worksheets: 96-97, 105-107; Reading and Study Workbook A: 5-1; Adapted Reading and Study Workbook B: 5-1; Section Review: 5-1; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test
TECH: www.phschool.com; Interactive Textbook: 5-1, Chapter 5 Assessment; Presentation Express: 5-1; Computer Test Bank: Chapter 5 Test
B. Matter is recycled through an ecosystem Scope and Sequence – Matter and Energy in the Ecosystem a. Explain the processes involved in the
recycling of nitrogen, oxygen and carbon through an ecosystem
SE/TE: 74-80; Analyzing Data: 79; Real-World Lab: 81; Section Assessment: 3-3; Chapter 3 Assessment
TE: Make Connections: 76; Build Science Skills: 78
TR: Laboratory Manual A: Chapter 3; Laboratory Manual B: Chapter 3; Lesson Plan: 3-3; Section Summary: 6, 16; Worksheets: 11-3, 22-23; Lab Worksheets: Chapter 3 Exploration; Reading and Study Workbook A: 3-3; Adapted Reading and Study Workbook B: 3-3; Section Review: 3-3; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test
TECH: www.phschool.com; Interactive Textbook: 3-3, Chapter 3 Assessment; Presentation Express: 3-3; BioDetectives DVD: Pfiesteria: A Killer in the Water; Computer Test Bank: Chapter 3 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
24 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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b. Explain the importance of the recycling of nitrogen, oxygen and carbon within an ecosystem
SE/TE: 74-80; Analyzing Data: 79; Real-World Lab: 81; Section Assessment: 3-3; Chapter 3 Assessment
TE: Make Connections: 76; Build Science Skills: 78
TR: Laboratory Manual A: Chapter 3; Laboratory Manual B: Chapter 3; Lesson Plan: 3-3; Section Summary: 6, 16; Worksheets: 11-3, 22-23; Lab Worksheets: Chapter 3 Exploration; Reading and Study Workbook A: 3-3; Adapted Reading and Study Workbook B: 3-3; Section Review: 3-3; Chapter 3 Vocabulary Review; Chapter 3 Graphic Organizer; Chapter 3 Test
TECH: www.phschool.com; Interactive Textbook: 3-3, Chapter 3 Assessment; Presentation Express: 3-3; BioDetectives DVD: Pfiesteria: A Killer in the Water; Computer Test Bank: Chapter 3 Test
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution A. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record Scope and Sequence – Biological Evolution a. Interpret fossil evidence to explain the
relatedness of organisms using the principles of superposition and fossil correlation
SE/TE: 417-422; Inquiry Activity: 416; Quick Lab: 420; Section Assessment: 17-1; Chapter 17 Assessment
TE: Demonstration: 417; Build Science Skills: 418-419
TR: Laboratory Manual B: Chapter 17 Lab; Lesson Plan: 17-1; Section Summary: 93, 103; Worksheets: 96-97, 105-107; Reading and Study Workbook A: 17-1; Adapted Reading and Study Workbook B: 17-1; Issues and Decision Making: Issue 14; Section Review: 17-1; Chapter 17 Vocabulary Review; Chapter 17 Graphic Organizer; Chapter 17 Test
TECH: www.phschool.com; Interactive Textbook: 17-1, Chapter 17 Assessment; Presentation Express: 17-1; BioDetectives DVD: “Mummies: Ties to the Past;” Computer Text Bank: Chapter 17
b. Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures)
SE/TE: 423-428, 435-440, 451-455; Analyzing Data: 438; Exploration: 441; Quick Lab: 453; Technology and Society: 456; Section Assessment: 17-2, 17-4, 18-2; Chapter 17, 18 Assessment
TE: Demonstration: 424, 451, 454
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
25 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A: Chapter 17 Lab; Lesson Plan: 17-2, 17-4, 18-2; Section Summary: 93, 95, 103, 104, 139, 147; Worksheets: 98, 100-101, 108-110, 114-115, 142-143, 151-152; Reading and Study Workbook A: 17-2, 17-4, 18-2; Adapted Reading and Study Workbook B: 17-2, 17-4, 18-2; Issues and Decision Making: Issue 13; Section Review: 17-2, 17-4, 18-2; Chapter 17, 18 Vocabulary Review; Chapter 17, 18 Graphic Organizer; Chapter 17, 18 Test
TECH: www.phschool.com; Interactive Textbook: 17-2, 17-4, 18-2, Chapter 17, 18 Assessment; Presentation Express: 17-2, 17-4, 18-2; Computer Test Bank: Chapter 17, 18 Test
B. Reproduction is essential to the continuation of every species Scope and Sequence – Biological Evolution a. Define a species in terms of the ability to
breed and produce fertile offspring SE/TE: 404-410, 447-450; Analyzing Data: 408; Inquiry Activity: 446; Section Assessment: 16-3, 18-1; Chapter 16, 18 Assessment
TR: Lesson Plan: 16-3, 18-1; Section Summary: 52, 63, 138, 147; Worksheets: 59-60, 69-70, 141, 149-150; Reading and Study Workbook A: 16-3, 18-1; Adapted Reading and Study Workbook B: 16-3, 18-1; Section Review: 16-3, 18-1; Chapter 16, 18 Vocabulary Review; Chapter 16, 18 Graphic Organizer; Chapter 16, 18 Test
TECH: www.phschool.com; Interactive Textbook: 16-3, 18-1, Chapter 16, 18 Assessment; Presentation Express: 16-3, 18-1; BioDetectives DVD: “The Galapagos Islands: A Glimpse Into the Past;” Computer Test Bank: Chapter 16, 18
b. Explain the importance of reproduction to the survival of a species (i.e., the failure of a species to reproduce will lead to extinction of that species)
SE/TE: 150-156; Quick Lab: 153; Biology and History: 154-155; Section Assessment: 6-3; Chapter 6 Assessment
TE: Build Science Skills: 151, 155 TR: Lesson Plan: 6-3; Section Summary : 135,
143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment: 2
TECH: www.phschool.com; Interactive Textbook: 6-3, Chapter 6 Assessment; Presentation Express: 6-3; Computer Test Bank: Chapter 6 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
26 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
C. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem Scope and Sequence – Biological Evolution a. Describe how variation in characteristics
provides populations an advantage for survival
SE/TE: 393-396; 397-402; Inquiry Activity: 392; Exploration: 411; Quick Lab: 398; Issues in Biology: 403; Section Assessment: 16-1, 16-2; Chapter 16 Assessment
TE: Build Science Skills: 396, 400 TR: Laboratory Manual A: Chapter 16;
Laboratory Manual B: Chapter 16; Lesson Plan: 16-1, 16-2; Section Summary: 50, 51, 62; Worksheets: 53-58, 64-68; Lab Worksheets: Chapter 16 Exploration; Reading and Study Workbook A: 16-1, 16-2; Adapted Reading and Study Workbook B: 16-1, 16-2; Section Review: 16-1, 16-2; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test
TECH: www.phschool.com; Interactive Textbook: 16-1, 16-2, Chapter 16 Assessment; Presentation Express: 16-1, 16-2; Virtual Labs: Lab 13, 14, 15; Computer Test Bank: Chapter 16 Test
b. Identify examples of adaptations that may have resulted from variations favored by natural selection (e.g., long-necked giraffes, long-eared jack rabbits)
SE/TE: 404-410; Analyzing Data: 408; Section Assessment: 16-3; Chapter 16 Assessment
TR: Lesson Plan: 16-3; Section Summary: 52, 63; Worksheets: 59-60, 69-70; Reading and Study Workbook A: 16-3; Adapted Reading and Study Workbook B: 16-3; Section Review: 16-3; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test
TECH: www.phschool.com; Interactive Textbook: 16-3, Chapter 16 Assessment; Presentation Express: 16-3; BioDetectives DVD: “the Galapagos Islands: A Glimpse Into the Past;” Computer Test Bank: Chapter 16 Test
c. Explain how genetic homogeneity may cause a population to be more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance)
SE/TE: 393-396; 397-402; Inquiry Activity: 392; Exploration: 411; Quick Lab: 398; Issues in Biology: 403; Section Assessment: 16-1, 16-2; Chapter 16 Assessment
TE: Build Science Skills: 396, 400 TR: Laboratory Manual A: Chapter 16;
Laboratory Manual B: Chapter 16; Lesson Plan: 16-1, 16-2; Section Summary: 50, 51, 62; Worksheets: 53-58, 64-68; Lab Worksheets: Chapter 16 Exploration; Reading and Study Workbook A: 16-1, 16-2; Adapted Reading and Study Workbook B: 16-1, 16-2; Section Review: 16-1, 16-2; Chapter 16 Vocabulary Review: Chapter 16 Graphic Organizer; Chapter 16 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
27 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: 16-1, 16-2, Chapter 16 Assessment; Presentation Express: 16-1, 16-2; Virtual Labs: Lab 13, 14, 15; Computer Test Bank: Chapter 16 Test
d. Explain how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection
SE/TE: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration 133; Section Review: 5-2; Chapter 5 Assessment
TR: Lesson Plan: 5-2; Section Summary: 94, 103; Worksheets: 98-99, 108-109; Reading and Study Workbook A: 5-2; Adapted Reading and Study Workbook B: 5-2; Issues and Decision Making: Issue 42; Section Review: 5-2; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test
TECH: www.phschool.com; Interactive Textbook: 5-2, Chapter 5 Assessment; Presentation Express: 5-2; Computer Test Bank: Chapter Test 5
e. Given a scenario describing an environmental change, hypothesize why a given species was unable to survive
SE/TE: 124-127; Quick Lab: 125; Issues in Biology: 128; Exploration 133; Section Review: 5-2; Chapter 5 Assessment
TR: Lesson Plan: 5-2; Section Summary: 94, 103; Worksheets: 98-99, 108-109; Reading and Study Workbook A: 5-2; Adapted Reading and Study Workbook B: 5-2; Issues and Decision Making: Issue 42; Section Review: 5-2; Chapter 5 Vocabulary Review; Chapter 5 Graphic Organizer; Chapter 5 Test
TECH: www.phschool.com; Interactive Textbook: 5-2, Chapter 5 Assessment; Presentation Express: 5-2; Computer Test Bank: Chapter Test 5
Strand 7: Scientific Inquiry 1. Science understanding is developed through the use of science process skills and scientific knowledge in combination with scientific investigation, reasoning, and critical thinking A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence - All Units a. Formulate testable questions and
hypotheses SE/TE: 2, 34, 54, 62, 81, 86, 118, 138, 161, 168, 200, 215, 220, 234, 240, 262, 286, 318, 334, 340, 361, 368, 392, 416, 446, 462, 470, 496, 521, 526, 543, 550, 578, 608, 627, 632, 648, 656, 682, 714, 739, 744, 759, 766, 796, 820, 842, 848, 870, 883, 890, 915, 920, 937, 942, 964, 970, 990, 996, 1030, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
28 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Address Misconceptions: 12 TR: Laboratory Manual A and B: 31, Chapters 1-
40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
b. Analyzing an experiment, identify the components (i.e., independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment
SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 603, 620, 637, 674, 707, 724, 787, 811, 855, 875, 879, 913, 935, 954, 977, 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
TE: Address Misconceptions: 12 TR: Laboratory Manual A and B: 31, Chapters 1-
40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Active Art: 9, 50, 75, 99, 126, 147, 175, 184, 185, 189, 211, 222, 247, 272, 276, 298, 305, 324, 342, 379, 400, 418, 452, 481, 501, 552, 612, 641, 665, 735, 747, 860, 899, 907, 924, 944, 959, 976; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
c. Design and conduct a valid experiment SE/TE: 55, 81, 133, 161, 188, 195, 215, 235, 334, 335, 508, 521, 543, 603, 627, 649, 677, 739, 759, 883, 964, 990, 991; Appendix A: 1062-1063
TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual
TECH: www.phschool.com; Lab Simulations; Virtual Labs
d. Recognize it is not always possible, for practical or ethical reasons, to control some conditions (e.g., when sampling or testing humans, when observing animal behaviors in nature)
SE/TE: 13-14, 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
29 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Build Science Skills: 13; Address Misconceptions: 13
TR: Laboratory Manual A and B: Chapter 5, Chapter 34
TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making
e. Acknowledge some scientific explanations (e.g., explanations of astronomical or meteorological phenomena) cannot be tested using the standard experimental “scientific method” due to the limits of the laboratory environment, resources, and/or technologies
SE/TE: 13-14, 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048; Appendix F: 1078-1083
TE: Build Science Skills: 13; Address Misconceptions: 13
TR: Laboratory Manual A and B: Chapter 5, Chapter 34
TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making
f. Acknowledge there is no fixed procedure called “the scientific method”, but that some investigations involve systematic observations, carefully collected, relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations
SE/TE: 23, 66, 233, 253, 354, 403, 456, 617, 668, 853, 877, 932, 1048; 3-7; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment
TE: Build Science Skills: 4, 5 TR: Laboratory Manual A and B: Chapter 5,
Chapter 34; Biotechnology Manual: Concept 1; Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; BioDetectives DVD; Issues and Decision Making; Interactive Textbook: 1-1, Chapter 1 Assessment; Presentation Express: 1-1; Computer Test Bank: Chapter 1 Test
g. Evaluate the design of an experiment and make suggestions for reasonable improvements
SE/TE: 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; 3-7; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment
TE: Build Science Skills: 4, 5 TR: Lesson Plan: 1-1; Section Summary: 5, 13;
Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-1, Chapter 1 Assessment; Presentation Express: 1-1; Computer Test Bank: Chapter 1 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
30 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations Scope and Sequence - All Units a. Make qualitative and quantitative
observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)
SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix D: 1070-1071; Appendix F: 1078-1083
TE: Build Science Skills: 25 TR: Laboratory Manual A: Laboratory Skills: 1-
8; Chapter 1-10; Laboratory Manual B: Laboratory Skills: 1-8; Chapter 1-40; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Laboratory Assessment; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test
b. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second
SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix C: 1069; Appendix D: 1070-1071; Appendix F: 1078-1083
TE: Build Science Skills: 25 TR: Laboratory Manual A: Laboratory Skills: 1-
8; Chapter 1-10; Laboratory Manual B: Laboratory Skills: 1-8; Chapter 1-40; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Laboratory Assessment; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test
c. Determine the appropriate tools and techniques to collect, analyze, and interpret data
SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix C: 1069; Appendix D: 1070-1071; Appendix F: 1078-1083
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
31 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TE: Build Science Skills: 25 TR: Laboratory Manual A: Laboratory Skills: 1-
8; Chapter 1-10; Laboratory Manual B: Laboratory Skills: 1-8; Chapter 1-40; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Laboratory Assessment; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test
d. Judge whether measurements and computation of quantities are reasonable
SE/TE: 27, 51, 79, 111, 123, 158, 188, 213, 249, 296, 408, 438, 508, 592, 620, 637, 674, 707, 724, 787, 855, 879, 913, 935, 954, 977, 1053
TR: Laboratory Manual A: Chapter 1; Laboratory Manual B: Chapter 1
TECH: www.phschool.com; Lab Simulations; virtual Labs
e. Calculate the range, average/mean, percent, and ratios for sets of data
SE/TE: 24-28, 54, 161, 215, 334, 521, 627, 739, 759, 883, 964, 990; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-4; Chapter 1 Assessment; Appendix C: 1069; Appendix D: 1070-1071; Appendix F: 1078-1083
TE: Build Science Skills: 25 TR: Laboratory Manual A: Laboratory Skills: 1-
8; Chapter 1-10; Laboratory Manual B: Laboratory Skills: 1-8; Chapter 1-40; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Laboratory Assessment; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test
f. Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)
SE/TE: Appendix A: 1060-1063
TR: Laboratory Manual: Introduction to the Teacher T-3-T-4
TECH: www.phschool.com
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
32 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
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C. Evidence is used to formulate explanations Scope and Sequence - All Units a. Use quantitative and qualitative data as
support for reasonable explanations (conclusions)
SE/TE: 19, 27, 29, 34, 42, 51, 55, 70, 81, 91, 113, 123, 125, 133, 153, 161, 180, 187, 195, 206, 213, 231, 242, 255, 268, 281, 296, 303, 313, 326, 351, 361, 379, 387, 401, 408, 411, 420, 441, 453, 470, 482, 504, 508, 521, 531, 543, 565, 573, 601, 603, 613, 627, 637, 649, 677, 682, 707, 709, 718, 739, 744, 759, 775, 791, 815, 834, 843, 848, 870, 875, 879, 905, 913, 915, 935, 937, 954, 960, 965, 970, 991, 1022, 1030, 1055
TR: Laboratory Manual A and B: Laboratory Skills 4, 8; Chapter 1-40
TECH: www.phschool.com b. Analyze experimental data to determine
patterns, relationship, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable)
SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 334, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 601, 603, 620, 627, 637, 674, 707, 724, 739, 787, 811, 855, 875, 879, 883, 913, 935, 954, 977, 991. 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
TE: Address Misconceptions: 12 TR: Laboratory Manual A and B: 31, Chapters 1-
40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Active Art: 9, 50, 75, 99, 126, 147, 175, 184, 185, 189, 211, 222, 247, 272, 276, 298, 305, 324, 342, 379, 400, 418, 452, 481, 501, 552, 612, 641, 665, 735, 747, 860, 899, 907, 924, 944, 959, 976; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
c. Identify the possible effects of errors in observations, measurements, and calculations on the validity and reliability of data and resultant explanations (conclusions)
SE/TE: 19, 27, 29, 34, 42, 51, 55, 70, 81, 91, 113, 123, 125, 133, 153, 161, 180, 187, 195, 206, 213, 231, 242, 255, 268, 281, 296, 303, 313, 326, 351, 361, 379, 387, 401, 408, 411, 420, 441, 453, 470, 482, 504, 508, 521, 531, 543, 565, 573, 601, 603, 613, 627, 637, 649, 677, 682, 707, 709, 718, 739, 744, 759, 775, 791, 815, 834, 843, 848, 870, 875, 879, 905, 913, 915, 935, 937, 954, 960, 965, 970, 991, 1022, 1030, 1055; Appendix A: 1060-1063
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
33 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A and B: Chapter 1
TECH: www.phschool.com
D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings)
Scope and Sequence - All Units a. Analyze whether evidence (data) and
scientific principles support proposed explanations (hypotheses, laws, theories)
SE/TE: 2, 34, 54, 62, 81, 86, 118, 138, 161, 168, 200, 215, 220, 234, 240, 262, 286, 318, 334, 340, 361, 368, 392, 416, 446, 462, 470, 496, 521, 526, 543, 550, 578, 608, 627, 632, 648, 656, 682, 714, 739, 744, 759, 766, 796, 820, 842, 848, 870, 883, 890, 915, 920, 937, 942, 964, 970, 990, 996, 1030, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
TE: Address Misconceptions: 12
TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
b. Evaluate the reasonableness of an explanation (conclusion)
SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 603, 620, 637, 674, 707, 724, 787, 811, 855, 875, 879, 913, 935, 954, 977, 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
TE: Address Misconceptions: 12
TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
34 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Active Art: 9, 50, 75, 99, 126, 147, 175, 184, 185, 189, 211, 222, 247, 272, 276, 298, 305, 324, 342, 379, 400, 418, 452, 481, 501, 552, 612, 641, 665, 735, 747, 860, 899, 907, 924, 944, 959, 976; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
E. The nature of science relies upon communication of results and justification of explanations Scope and Sequence - All Units a. Communicate the procedures and results of investigations and explanations through:
oral presentations SE/TE: 3-7, 215, 224, 271, 335, 343, 541, 553, 632, 677, 709, 750, 799; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment
TE: Build Science Skills: 4, 5; Biotechnology Manual: Concept 1
TR: Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Adapted Reading and Study Workbook B: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-1, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
drawings and maps SE/TE: 24-28, 51, 296, 408, 592, 620, 724, 935, 977; Analyzing Data: 27; Exploration: 29; Appendix G: 1084-1085; Section Assessment: 1-4; Chapter 1 Assessment
TE: Build Science Skills: 25 TR: Laboratory Manual A and B: Chapter 1 Lab;
Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test
data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)
SE/TE: 27, 42, 51, 79, 91, 111, 113, 123, 138, 158, 161, 188, 213, 231, 249, 255, 286, 296, 335, 368, 401, 408, 420, 438, 441, 491, 508, 543, 592, 603, 620, 637, 674, 707, 724, 787, 811, 855, 875, 879, 913, 935, 954, 977, 1053, 1055; Appendix A: 1062-1063; 8-14; Biology and History: 12-13; Section Assessment: 1-2; Chapter 1 Assessment
TE: Address Misconceptions: 12
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
35 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A and B: 31, Chapters 1-40; Probeware Lab Manual; Lesson Plan: 1-2; Section Summary: 5, 13; Worksheets: 9-10, 17-19; Reading and Study Workbook A: 1-2; Adapted Reading and Study Workbook B: 1-2; Issues and Decision Making: Issue 2; Section Review: 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Active Art: 9, 50, 75, 99, 126, 147, 175, 184, 185, 189, 211, 222, 247, 272, 276, 298, 305, 324, 342, 379, 400, 418, 452, 481, 501, 552, 612, 641, 665, 735, 747, 860, 899, 907, 924, 944, 959, 976; Lab Simulations; Virtual Labs; Interactive Textbook: 1-2, Chapter 1 Assessment; Presentation Express: 1-2; Computer Test Bank: Chapter 1 Test
graphs (bar, single, and multiple line) SE/TE: 79, 111, 113, 118, 123, 133, 158, 213, 220, 235, 438, 453, 508, 603, 620, 637, 674, 707, 709, 787, 834, 855, 865, 879, 913, 935, 1053
TR: Laboratory Manual A and B: Laboratory Skills 8, Chapter 7, 24, 25, 37
TECH: www.phschool.com equations and writings SE/TE: 15, 39, 97, 112, 132, 149, 193, 249,
280, 306, 308, 312, 326, 329, 353, 386, 410, 434, 450, 490, 498, 509, 529, 559, 583, 594, 621, 675, 688, 733, 814, 841, 864, 909, 914, 925, 950, 977, 1008, 1035
TR: Appendix A: 1060-1065 TECH: www.phschool.com
b. Communicate and defend a scientific argument
SE/TE: 3-7, 23, 66, 128, 215, 224, 233, 253, 271, 330, 335, 343, 354, 403, 456, 484, 541, 553, 617, 632, 647, 668, 677, 700, 709, 750, 799, 853, 877, 932, 1048; Inquiry Activity: 2; Section Assessment: 1-1; Chapter 1 Assessment
TE: Build Science Skills: 4, 5; Biotechnology Manual: Concept 1
TR: Lesson Plan: 1-1; Section Summary: 5, 13; Worksheets: 8, 15-16; Reading and Study Workbook A: 1-1; Adapted Reading and Study Workbook B: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-1, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
36 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
c. Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued, reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work)
SE/TE: 3-7, 23, 24-28, 66, 128, 215, 224, 233, 253, 271, 330, 335, 343, 354, 403, 456, 484, 541, 553, 617, 632, 647, 668, 677, 700, 709, 750, 799, 853, 877, 932, 1048; Inquiry Activity: 2; Analyzing Data: 27; Exploration: 29; Section Assessment: 1-1; Chapter 1 Assessment; Appendix A: 1062-1063
TE: Build Science Skills: 4, 5, 25; Biotechnology Manual: Concept 1
TR: Laboratory Manual A and B: Chapter 1 Lab; Investigations in Forensics: Investigation 1; Lesson Plan: 1-1, 1-4; Section Summary: 5, 7, 13, 14 ; Worksheets: 8, 15-16, 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-1, 1-2; Adapted Reading and Study Workbook B: 1-1, 1-2; Section Review: 1-1, 1-2; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-1, 1-2, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
Strand 8: Impact of Science, Technology and Human Activity 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Not assessed at this level B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – All Units a. Recognize the relationships linking
technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science)
SE/TE: 15-22, 23, 66, 128, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 18; Section Assessment: 1-3; Chapter 1 Assessment
TE: Build Science Skills: 15 TR: Lesson Plan: 1-3; Section Summary: 7, 14;
Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
37 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence - All Units a. Identify and evaluate the drawbacks (e.g.,
design constraints, unintended consequences, risks) and benefits of technological solutions to a given problem (e.g., damming a river for flood control, using pesticides to eliminate mosquitoes, genetic engineering of cells, use of satellite communications to gather information)
SE/TE: 15-22, 23, 66, 128, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 18; Section Assessment: 1-3; Chapter 1 Assessment
TE: Build Science Skills: 15 TR: Lesson Plan: 1-3; Section Summary: 7, 14;
Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
2. Historical and cultural perspectives of scientific explanations helps to improve understanding of the nature of science and how science knowledge and technology evolve over time A. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations Scope and Sequence - All Units a. Recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic and gender groups
SE/TE: 8-14, 37, 95, 154, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959; Biology and History: 12-13, 374-375; Inquiry Activity: 262, 368; Quick Lab: 379; Exploration: 387; Section Assessment: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Assessment
TE: Address Misconceptions: 12; Build Science Skills: 263, 266, 382; Demonstration: 265, 377, 382
TR: Laboratory Manual A and B: Chapter 15 Lab; Lesson Plan: 1-2, 11-1, 15-1, 15-2, 15-3; Section Summary: 5, 6, 12, 13, 20, 21; Worksheets: 9-10, 15-19, 22-28; Reading and Study Workbook A: 1-2, 11-1, 15-1, 15-2, 15-3; Adapted Reading and Study Workbook B: 1-2, 11-1, 15-1, 15-2, 15-3; Laboratory Worksheet: Chapter 15 Exploration; Issues and Decision Making: Issue 2; Section Review: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Vocabulary Review; Chapter 1, 11, 15 Graphic Organizer; Chapter 1, 11, 15 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
38 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TECH: www.phschool.com; Interactive Textbook: 1-2, 11-1, 15-1, 15-2, 15-3; Presentation Express: 1-2, 11-1, 15-1, 15-2, 15-3; ABC DVD Library : 19 Segregation of Chromosomes; Chapter 1, 11, 15 Assessment; Computer Test Bank: Chapter 1, 11, 15 Test
b. Recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology
SE/TE: 8-14, 37, 95, 154, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959; Biology and History: 12-13, 374-375; Inquiry Activity: 262, 368; Quick Lab: 379; Exploration: 387; Section Assessment: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Assessment
TE: Address Misconceptions: 12; Build Science Skills: 263, 266, 382; Demonstration: 265, 377, 382
TR: Laboratory Manual A and B: Chapter 15 Lab; Lesson Plan: 1-2, 11-1, 15-1, 15-2, 15-3; Section Summary: 5, 6, 12, 13, 20, 21; Worksheets: 9-10, 15-19, 22-28; Reading and Study Workbook A: 1-2, 11-1, 15-1, 15-2, 15-3; Adapted Reading and Study Workbook B: 1-2, 11-1, 15-1, 15-2, 15-3; Laboratory Worksheet: Chapter 15 Exploration; Issues and Decision Making: Issue 2; Section Review: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Vocabulary Review; Chapter 1, 11, 15 Graphic Organizer; Chapter 1, 11, 15 Test
TECH: www.phschool.com; Interactive Textbook: 1-2, 11-1, 15-1, 15-2, 15-3; Presentation Express: 1-2, 11-1, 15-1, 15-2, 15-3; ABC DVD Library : 19 Segregation of Chromosomes; Chapter 1, 11, 15 Assessment; Computer Test Bank: Chapter 1, 11, 15 Test
B. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity Scope and Sequence - All Units a. Identify and describe how explanations
(hypotheses, laws, theories) of scientific phenomena have changed over time as a result of new evidence (e.g., model of the solar system, basic structure of matter, structure of an atom, Theory of Plate Tectonics, Big Bang and nebular theory of the Universe, explanation of electric current)
SE/TE: 8-14, 37, 95, 154, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959; Biology and History: 12-13, 374-375; Inquiry Activity: 262, 368; Quick Lab: 379; Exploration: 387; Section Assessment: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Assessment
TE: Address Misconceptions: 12; Build Science Skills: 263, 266, 382; Demonstration: 265, 377, 382
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
39 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A and B: Chapter 15 Lab; Lesson Plan: 1-2, 11-1, 15-1, 15-2, 15-3; Section Summary: 5, 6, 12, 13, 20, 21; Worksheets: 9-10, 15-19, 22-28; Reading and Study Workbook A: 1-2, 11-1, 15-1, 15-2, 15-3; Adapted Reading and Study Workbook B: 1-2, 11-1, 15-1, 15-2, 15-3; Laboratory Worksheet: Chapter 15 Exploration; Issues and Decision Making: Issue 2; Section Review: 1-2, 11-1, 15-1, 15-2, 15-3; Chapter 1, 11, 15 Vocabulary Review; Chapter 1, 11, 15 Graphic Organizer; Chapter 1, 11, 15 Test
TECH: www.phschool.com; Interactive Textbook: 1-2, 11-1, 15-1, 15-2, 15-3; Presentation Express: 1-2, 11-1, 15-1, 15-2, 15-3; ABC DVD Library : 19 Segregation of Chromosomes; Chapter 1, 11, 15 Assessment; Computer Test Bank: Chapter 1, 11, 15 Test
b. Identify and analyze current theories that are being questioned and compare them to new theories that have emerged to challenge older ones (e.g., Theory of Evolution, theories of extinction, global warming) (Assess Locally)
SE/TE: 15-22, 23, 66, 128, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 18; Section Assessment: 1-3; Chapter 1 Assessment
TE: Build Science Skills: 15
TR: Lesson Plan: 1-3; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
40 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
3. Science and technology affect, and are affected by, society
A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done
Not assessed at this level
B. Social, political, economic, ethical, and environmental factors strongly influence and are influenced by the direction of progress of science and technology
Scope and Sequence - All Units
a. Analyze the roles of science as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological development is determined on the basis of individual, political and social values and needs; understanding basic concepts and principles of science and technology influences debate about the economics, policies, politics, and ethics of various scientific and technological challenges)
SE/TE: 15-22, 23, 66, 128, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 18; Section Assessment: 1-3; Chapter 1 Assessment
TE: Build Science Skills: 15
TR: Lesson Plan: 1-3; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Adapted Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Computer Test Bank: Chapter 1 Test
b. Identify and describe major scientific and technological challenges to society and their ramifications for public policy (e.g., global warming, limitations to fossil fuels, genetic engineering of plants, space and/or medical research)
SE/TE: 8-14, 37, 95, 139-143, 144-149, 150-156, 157-160, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment
TE: Demonstration: 148; Build Science Skills: 148, 151, 155
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
41 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Laboratory Manual A and B: Chapter 6 Lab; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142-143; Worksheets: 137, 140, 142-143, 144-154; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-1, 6-2, 6-3, 6-4; Issues and Decision Making: 1, 3, 18, 19, 20, 22, 25, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2
TECH: www.phschool.com; Interactive Textbook: 6-1, 6-2, 6-3, 6-4, Chapter 6 Assessment; Presentation Express: 6-1, 6-2, 6-3, 6-4; Computer Test Bank: Chapter 6 Test
c. Analyze and evaluate the social, political, economic, ethical, and environmental factors affecting progress toward meeting major scientific and technological challenges (e.g., limitations placed on stem-cell research or genetic engineering, introduction of alien species, deforestation, bioterrorism, nuclear energy, genetic counseling, computer technology)
SE/TE: 8-14, 37, 95, 139-143, 144-149, 150-156, 157-160, 170, 192, 204, 263-266; 292, 359, 369-372, 373-377, 378-386, 433, 486, 489, 571, 624, 691, 730, 836, 863, 948, 959, 144-149, 150-156, 157-160; Inquiry Activity: 138; Quick Lab: 153; Biology and History: 154-155; Design an Experiment: 161; Section Assessment: 6-1, 6-2, 6-3, 6-4; Chapter 6 Assessment
TE: Demonstration: 148; Build Science Skills: 148, 151, 155
TR: Laboratory Manual A and B: Chapter 6 Lab; Probeware Lab Manual: Observing the Effects of Acid Rain; Lesson Plan: 6-1, 6-2, 6-3, 6-4; Section Summary: 134-136, 142-143; Worksheets: 137, 140, 142-143, 144-154; Reading and Study Workbook A: 6-1, 6-2, 6-3, 6-4; Adapted Reading and Study Workbook B: 6-1, 6-2, 6-3, 6-4; Issues and Decision Making: 1, 3, 18, 19, 20, 22, 25, 27, 44; Section Review: 6-1, 6-2, 6-3, 6-4; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test; Laboratory Assessment 2
TECH: www.phschool.com; Interactive Textbook: 6-1, 6-2, 6-3, 6-4, Chapter 6 Assessment; Presentation Express: 6-1, 6-2, 6-3, 6-4; Computer Test Bank: Chapter 6 Test
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
42 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
C. Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent
Scope and Sequence - All Units a. Identify and evaluate the need for informed
consent in experimentation SE/TE: 355-360; Careers in Biology: 359; Real-World Lab: 361
TE: Demonstration: 357 TR: Lesson Plan: 14-3; Section Summary: 145,
153; Worksheets: 149-150, 160-162; Issues and Decision Making: Issues 9, 10, 12; Section Review: 14-3; Chapter 14 Vocabulary Review: Chapter 14 Test
TECH: www.phschool.com; Interactive Textbook: 14-3, Chapter 14 Assessment; Computer Test Bank: Chapter 14 Test
b. Identify the ethical issues involved in experimentation (i.e., risks to organisms or environment)
SE/TE: 23, 66, 128, 150-156, 233, 253, 330, 354, 403, 456, 484, 617, 647, 668, 700, 853, 877, 932, 1048; Quick Lab: 153; Biology and History: 154-155; Build Science Skills: 151, 155
TR: Laboratory Manual A and B: T-29 to T-31; Lesson Plan: 6-3; Section Summary: 135, 143; Worksheets: 138-139, 149-151; Reading and Study Workbook A: 6-3; Adapted Reading and Study Workbook B: 6-3; Issues and Decision Making: Issues 19, 22; Section Review: 6-3; Chapter 6 Vocabulary Review; Chapter 6 Graphic Organizer; Chapter 6 Test
TECH: www.phschool.com; Interactive Textbook: 6-3, Chapter 6 Assessment; Computer Test Bank: Chapter 6 Test
c. Identify and evaluate the role of models as an ethical alternative to direct experimentation (e.g., using a model for a stream rather than pouring oil in an existing stream when studying the effects of oil pollution)
TECH: www.phschool.com; Biotechnology
Manual; BioDetectives DVD; Presentation Express; Probeware Lab Manual; ABC DVD Library; Lab Simulations; Virtual Labs
D. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible
Scope and Sequence - All Units a. Evaluate a given source for its scientific
credibility (e.g., articles in a new periodical quoting an “eye witness”, a scientist speaking within or outside his/her area of expertise)
SE/TE: 3-7; Inquiry Activity: 2; Section Assessment: 1-2; Chapter 1 Assessment
TE: Build Science Skills: 4, 5
Prentice Hall Biology (Miller/Levine) © 2008 Correlated to:
Missouri Grade Level Expectations for Science - Strands 3, 4, 7 & 8 (Grades 9, 10 & 11)
43 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
MISSOURI GRADE LEVEL EXPECTATIONS, SCIENCE
PAGE(S) WHERE TAUGHT (If submission is not a text, cite
appropriate resource(s))
TR: Biotechnology Manual: Concept 1; Lesson Plan: 1-1; Section Summary: 5, 13; Reading and Study Workbook A: 1-1; Section Review: 1-1; Chapter 1 Vocabulary Review: Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-1, Chapter 1 Assessment; Presentation Express: 1-1; Computer Test Bank: Chapter 1 Test
b. Explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society
SE/TE: 24-28; Analyzing Data: 27; Exploration: 29; Appendix A: 1062-1063
TE: Build Science Skills: 25 TR: Laboratory Manual A and B: Chapter 1;
Investigations in Forensics: Investigation 1; Lesson Plan: 1-4; Section Summary: 7, 14; Worksheets: 22-23; Lab Worksheets: Chapter 1 Exploration; Reading and Study Workbook A: 1-4; Reading and Study Workbook B: 1-4; Section Review: 1-4; Chapter 1 Vocabulary Review; Chapter 1 Graphic Organizer; Chapter 1 Test
TECH: www.phschool.com; Interactive Textbook: 1-4, Chapter 1 Assessment; Presentation Express: 1-4; Computer Test Bank: Chapter 1 Test