Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
Strand: Molecules and Cells Standard 1: Students shall demonstrate an understanding of the role of chemistry in life processes. MC.1.B.1 Describe the structure and function of the major organic molecules found in living systems: • carbohydrates
SE: 37, 38, 39, 102, 103 IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Word Roots; Chapter 3-Lecture Outline, Modules: 3.4, 3.5, 3.6, 3.7 TR: Chapter Review: 48-49; Student Study Guide: 23-24, 29, 429 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 3D, 3E; Campbell Image Presentation Library-Animations: Disaccharides, Polysaccharides; Transparencies: Figure 3.4B, Figure 3.4C, Figure 3.5, Table 3.6, Figure 3.7
• proteins
SE: 19, 36, 42, 43, 44, 45, 46, 47, 59, 80-81, 102, 190, 221, 500, 521, Appendix 2 IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.11, 3.12, 3.13, 3.14, 3.15 TR: Chapter Review: 48-49; Student Study Guide: 22, 23, 26, 27, 48, 112, 441 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 3G, 3H, 4E; Campbell Image Presentation Library-Animations: Contractile Proteins, Defensive Proteins, Signal Proteins, Storage Proteins, Structural Proteins, Transport Proteins, Sensory Proteins, Gene Regulatory Proteins, Protein Structure Introduction, Primary Protein Structure, Secondary Protein Structure, Tertiary Protein Structure, Quaternary Protein Structure; Transparencies: Figure 3.14A, Figure 3.14B, Figure 3.14C, Figure 3.14D
• enzymes
SE: 32, 42, 49, 71, 76, 77, 78, 81, 86, 233, 436, 438-439 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.5, 5.6, 5.7, 5.8, 5.9; Chapter 12- Lecture Outline, Module: 12.2
1 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 86-87; Student Study Guide: 47, 134, 135-137, 138, 432, 444-445 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3G, 5D, 12A, 21A; Web/CDThinking As A Scientist: How Is The Rate of Enzyme Catalysis Measured; Campbell Image Presentation Library-Animations: Enzymes, How Enzymes Work, Restriction Enzymes; Transparencies: Figure 5.5A, Figure 5.5B, Figure 5.6; Biology Labs Online: How Enzymes Work
• lipids
SE: 40, 41, 58 IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.8, 3.9 TR: Chapter Review: 48-49; Student Study Guide: 25, 29, 429 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 3F; Campbell Image Presentation Library: Lipids Animation
• nucleic acids
SE: 36, 47, 48 IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16 TR: Chapter Review: 48-49; Student Study Guide: 23, 28, 429 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 3J; Campbell Image Presentation Library: Secondary Protein Structure Animation; Biology Labs Online: Nucleic Acids
MC.1.B.2 Describe the relationship between an enzyme and its substrate molecule(s)
SE: 77, 78, 79, 80, 81, 86, 87 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13 TR: Chapter Review: 86-87; Student Study Guide: 47, 48, 432
2 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 5D, 5E, 5F, 5G; Web/CDThinking As A Scientist: How Is The Rate Of Enzyme Catalysis Measured, How Do Cells Communicate With Each Other; Transparencies: Figure 5.6, Figure 5.8, Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.13A, Figure 5.13B, Figure 5.13C; Biology Labs Online: How Enzymes Work
MC.1.B.3 Investigate the properties and importance of water and its significance for life: • surface tension
SE: 25, 26, IG: Chapter 2-Teaching Objectives; Chapter 2-Key Terms; Chapter 2-Lecture Outline, Module: 2.11 TR: Chapter Review: 30-31; Student Study Guide: 13, 15, 427 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 2I; Campbell Image Presentation Library-Animations: Water Structure, Cohesion of Water
• adhesion
SE: 648-649 IG: Chapter 32-Teaching Objectives; Chapter 32Key Terms; Chapter 32-Lecture Outline, Module: 32.3 TR: Chapter Review: 660-661; Student Study Guide: 358, 480 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3
• cohesion
SE: 25, 648-649 IG: Chapter 2-Lecture Outline, Module: 2.11; Chapter 32-Lecture Outline, Module: 32.3 TR: Chapter Review: 30, 660-661; Student Study Guide: 13-15, 358, 427, 480
3 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 2I, 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3
• polarity
SE: 24 IG: Chapter 2-Lecture Outline, Modules: 2.9, 2.10 TR: Chapter Review: 30-31; Student Study Guide: 13-15, 427 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 2G; Transparencies: Figure 2A, Figure 2H
• pH
SE: 27, 77 IG: Chapter 2-Lecture Outline, Module: 2.15 TR: Chapter Review: 30-31; Student Study Guide: 15, 427 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 2J; Transparency: Figure 2.15
MC.1.B.4 Explain the role of energy in chemical reactions of living systems: • activation energy
SE: 5, 63, 72, 73, 74, 75, 76 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.5 TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 5A, 5B; Web/CDThinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 5.5A, Figure 5.5B
• exergonic reactions
SE: 74, 75, 76 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.3, 5.4, 5.5
4 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3B
• endergonic reactions
SE: 74, 75, 76 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.3, 5.4, 5.5 TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3A
Standard 2: Students shall demonstrate an understanding of the structure and function of cells. MC.2.B.1 Construct a hierarchy of life from cells to SE: 2, 3, 4, 129, 415, 426 ecosystems IG: Chapter 1-Lecture Outline, Modules: 1.1, 1.3; Chapter 8-Lecture Outline, Module: 8.5; Chapter 20-Lecture Outline, Module: 20.2 TR: Chapter Review: 13, 149; Student Study Guide: 1, 80, 227 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 1A; Transparency: Figure 1.1 MC.2.B.2 Compare and contrast prokaryotes and eukaryotes
SE: 4, 55, 56, 57, 63, 127, 128-136, 210-211, 213-217, 261, 263, 272-273, 310, 316-317, 322331, 332-339, 342-343, 344-347, 348-356, 357363 IG: Chapter 16-Teaching Objectives; Chapter 16Lecture Outline, Modules: 16.7-16.16, 16.1716.25 TR: Chapter Review: 340-341; Student Study Guide: 35, 36, 179, 180, 181-182, 183-184, 430, 453
5 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 4B, 4C, 8A, 16B, 16C; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Campbell Image Presentation Library: Prokaryotic Flagella Video; Transparencies: Figure 8.3A, Figure 8.5, Figure 16.10, Figure 16.17, Figure 16.19
MC.2.B.3 Describe the role of sub-cellular structures in the life of a cell: •
organelles
SE: 2, 51, 56, 58-62, 63, 67 IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 4-Lecture Outline, Modules: 4.5-4.13, 4.14-4.15, 4.19 TR: Chapter Review: 68-69; Student Study Guide: 1, 37, 425, 430 TECH: Transparencies: Figure 4.3, Table 4.19
•
ribosomes
SE: 55, 56, 57, 58, 196 IG: Chapter 4-Lecture Outline, Modules: 4.3, 4.4 TR: Chapter Review: 68-69; Student Study Guide: 36, 37, 430 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 4D; Transparencies: Figure 4.3B, Figure 4.4A, Figure 4.4B, Figure 4.5
•
cytoskeleton
SE: 64-65 IG: Chapter 4-Lecture Outline, Modules: 4.16, 4.17 TR: Chapter Review: 68-69; Student Study Guide: 39, 430 TECH: Transparency: Figure 4.16
MC.2.B.4 Relate the function of the plasma (cell) membrane to its structure
SE: 55, 71, 79, 80-81, 82-83, 85, 86
6 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.3; Chapter 5Teaching Objectives; Chapter 5-Lecture Outline, Modules: 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20 TR: Chapter Review: 86; Connecting The Concepts: 87; Student Study Guide: 35, 44, 48, 49, 430, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 4B, 5E, 5F, 5G, 5H, 5I, 5J, 5K; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library-Animations: Membrane Structure, Receptor Proteins, Diffusion Osmosis, Plasmolysis, Active Transport; Transparencies: Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.14A, Figure 5.14B, Figure 5.15, Figure 5.18
MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell
SE: 56-57, 62, 67, 83, 132, 628-629
IG: Chapter 4-Teaching Objectives; Chapter 4Lecture Outline, Modules: 4.4, 4.18, 4.19; Chapter 5-Lecture Outline, Module: 5.17; Chapter 8Lecture Outline, Module: 8.7; Chapter 31-Lecture Outline, Module: 31.5 TR: Chapter Review: 68-69; Student Study Guide: 36, 39, 40, 82, 430, 436 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 4C, 4D, 4J, 4K, 8C; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed For Signs Of Life; Campbell Image Presentation Library: Animal Mitosis Video; Transparencies: Figure 4.4A, Figure 4.4B, Figure 4.18A, Figure 4.18B, Table 4.19, Figure 8.4A, Figure 8.7A, Figure 8.7B, Figure 31.5A MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs
SE: 108, 326, 340 IG: Chapter 7-Teaching Objectives; Chapter 7-Key Terms; Chapter 7-Word Roots; Chapter 7-Lecture Outline, Module: 7.1; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Module: 16.11
7 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 340-341; Student Study Guide: 68, 179, 434, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Transparency: Table 16.11
MC.2.B.7 Compare and contrast active transport and passive transport mechanisms: •
diffusion
SE: 81, 82, 468 IG: Chapter 5-Teaching Objectives; Chapter 5Lecture Outline, Modules: 5.14, 5.15 TR: Chapter Review: 86-87; Student Study Guide: 48, 49, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 5H, 5I; Campbell Image Presentation Library: Diffusion Animation; Transparencies: Figure 5.14A, Figure 5.14B
•
osmosis
SE: 82-83 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.16, 5.17 TR: Chapter Review: 86-87; Student Study Guide: 49, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 5J; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library: Osmosis Animation; Transparency: Figure 5.16
•
endocytosis
SE: 84-85 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.19, 5.20 TR: Chapter Review: 86-87; Student Study Guide: 51-52, 432
8 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 5K, 5L; Campbell Image Presentation Library-Animations: Exocytosis And Endocytosis Introduction, Receptor Mediated Endocytosis; Transparencies: Figure 5.19B, Figure 5.19C
•
exocytosis
SE: 84-85 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Module: 5.19 TR: Chapter Review 86-87; Student Study Guide: 51-52, 432 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 5L; Campbell Image Presentation Library: Exocytosis Animation; Transparency: Figure 5.19A
•
phagocytosis
SE: 85 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.19 TR: Chapter Review 86-87; Student Study Guide: 51-52, 432 TECH: Campbell Image Presentation Library: Phagocytosis Animation
•
pinocytosis
SE: 85 IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.19 TR: Chapter Review: 86; Student Study Guide: 5152, 432 TECH: Campbell Image Presentation Library: Pinocytosis Animation
MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division: •
interphase
SE: 129, 130, 138
9 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.5, 8.6, 8.14 TR: Chapter Review: 149-151; Student Study Guide: 80, 83, 84, 436-437 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 8A; Web/CD-Thinking As A Scientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library-Animations: Interphase I, Late Interphase; Transparencies: Figure 8.6, Figure 8.7A, Figure 8.7B, Figure 8.15
•
mitosis
SE: 129-131, 136, 140, 150 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.7 TR: Chapter Review: 149-151; Student Study Guide: 81, 82, 83, 84, 85, 436-437 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8B, 8C; Web/CDThinking As A Scientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library: Mitosis Overview Animation, Mitosis And Cytokinesis Animation, Animal Mitosis Video; Transparency: Figure 8.15
•
cytokinesis
SE: 129, 131, 132, 139 IG: Chapter 8-Teaching Objectives; Chapter 8Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.7, 8.11 TR: Chapter Review: 149-151; Student Study Guide: 81, 82, 436 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8B, 8C; Campbell Image Presentation Library-Animations: Mitosis And Cytokinesis, Telophase I And Cytokinesis, Meiosis II And Cytokinesis
10 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
MC.2.B.9 List in order and describe the stages of mitosis: •
prophase
SE: 130, 138, 139, 140 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15 TR: Chapter Review: 149-151; Student Study Guide: 81, 84, 436, 437 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Prophase, Prophase I; Transparency: Figure 8.14
•
metaphase
SE: 130-131, 138, 139, 140, 171 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15, 9.18 TR: Chapter Review: 149, 178; Student Study Guide: 81, 84, 101, 436, 437, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Metaphase, Metaphase I; Transparencies: Figure 8.14, Figure 8.16
•
anaphase
SE: 130, 131, 138, 139, 140, 171 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15, 8.16 TR: Chapter Review: 149, 178; Student Study Guide: 81, 84, 101, 436, 437, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Anaphase I Animation; Transparency: Figure 8.14
•
telophase.
SE: 130, 131, 139, 140 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15
11 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 149-151; Student Study Guide: 81, 84, 101, 436, 437, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Telophase I And Cytokinesis Animation; Transparency: Figure 8.14
MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next
SE: 136-143, 171-174, 178
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.12-8.18; Chapter 9-Teaching Objectives; Chapter 9-Key Terms, Chapter 9Lecture Outline, Modules: 9.18-9.21 TR: Chapter Review: 149-150, 178; Student Study Guide: 84, 85, 101, 102, 437, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8D, 8E, 8F, 9E; Transparencies: Figure 8.12, Figure 8.14, Figure 8.16, Figure 8.17A, Figure 9.18, Figure 9.19 MC.2.B.11 Discuss homeostasis using thermoregulation as an example
SE: 425, 426, 468, 505, 508-515, 520, 527, 528529 IG: Chapter 20-Teaching Objectives; Chapter 20Key Terms; Chapter 20-Word Roots; Chapter 20Lecture Outline, Modules: 20.13, 20.14; Chapter 25-Teaching Objectives; Chapter 25-Key Terms; Chapter 25-Word Roots; Chapter 25-Lecture Outline, Modules: 25.1, 25.2, 25.3 TR: Chapter Review: 427, 516; Student Study Guide: 232-233, 281, 282, 461, 469 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 20H; Web/CD-Thinking As A Scientist: How Does Temperature Affect Metabolic Rate In Daphnia; Campbell Image Presentation Library-Animation: Negative Feedback, Positive Feedback; Transparencies: Figure 20.12B, Figure 20.14, Figure 25.1, Figure 25.2B
12 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
Standard 3: Students shall demonstrate an understanding of how cells obtain and use energy (energetics). MC.3.B.1 Compare and contrast the structure and function of mitochondria and chloroplasts
SE: 63, 86, 98, 99, 109, 112-117, 332 IG: Chapter 4-Teaching Objectives; Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.15; Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Module: 5.21; Chapter 6-Lecture Outline, Module: 6.10; Chapter 7-Teaching Objectives; Chapter 7-Lecture Outline, Modules: 7.2, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11 TR: Chapter Review: 68, 86, 104, 121; Student Study Guide: 38, 60, 72-73, 430, 433, 434 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 4G, 5M, 7A, 7C, 7D; Transparencies: Figure 4.15, Figure 6.10, Figure 7.2
MC.3.B.2 Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP): •
glycolysis
SE: 93, 94, 95, 100, 101 IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Word Roots; Chapter 6-Lecture Outline, Modules: 6.6, 6.7, 6.12, 6.13 TR: Chapter Review: 104-105; Student Study Guide: 59, 62, 433 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 6A, 6D, 6E; Web/CD-Thinking As A Scientist: How Is The Rate Of Cellular Respiration Measured; Transparencies: Figure 6.6, Figure 6.7A, Figure 6.7B, Figure 6.7C; Biology Labs Online: Stages Of Cellular Respiration And Fermentation
•
citric acid cycle
SE: 93, 96-97, 100 IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Modules: 6.6, 6.9, 6.12
13 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 104-105; Student Study Guide: 59, 62, 433 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 6B, 6D; Campbell Image Presentation Library: Citric Acid Cycle Animation; Transparencies: Figure 6.6, Figure 6.9A, Figure 6.9B
•
electron transport chain
SE: 92, 93, 98, 99, 100, 114 IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Modules: 6.5, 6.6, 6.10, 6.11, 6.12 TR: Chapter Review: 104, 121; Student Study Guide: 58, 59, 60, 61, 62, 433 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 6C, 6D; Campbell Image Presentation Library: Electron Transport Animation; Transparencies: Figure 6.5A, Figure 6.5B, Figure 6.5C, Figure 6.6, Figure 6.10, Figure 6.11
MC.3.B.3 Compare and contrast aerobic and anaerobic respiration: •
lactic acid fermentation
SE: 101 IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Module: 6.13 TR: Chapter Review: 104-105; Student Study Guide: 62, 433 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B
•
alcoholic fermentation
SE: 101 IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Module: 6.13 TR: Chapter Review: 104-105; Student Study Guide: 62, 433
14 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B
MC.3.B.4 Describe and model the conversion of light energy to chemical energy by photosynthetic organisms: •
light dependent reactions
SE: 111, 112-115 IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.11 TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D; Web/CDThinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library: The Light Reactions Animation; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended
•
light independent reactions
SE: 111, 112-115 IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11 TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D, 7E; Web/CDThinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library-Animations: The Light Reactions, The Calvin Cycle; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.10A, Figure 7.10B, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended
15 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
MC.3.B.5 Compare and contrast cellular respiration SE: 88-92, 93-99, 100, 101, 102, 103, 106-111, 112-115, 116-117, 118, 119, 120 and photosynthesis as energy conversion pathways IG: Chapter 6-Teaching Objectives; Chapter 6Lecture Outline, Modules: 6.1-6.5, 6.6-6.13, 6.146.16; Chapter 7-Teaching Objectives; Chapter 7Key Terms; Chapter 7-Word Roots; Chapter 7Lecture Outline, Modules: 7.1-7.5, 7.6-7.9, 7.10, 7.11-7.12, 7.13-7.14 TR: Chapter Review: 104-105, 121-122, 123, 124; Student Study Guide: 56-64, 68-74, 433, 434, 435 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 6D, 7A, 7B; Web/CDThinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Transparencies: Figure 7.3C, Figure 7.4A, Figure 7.4B, Figure 7.5, Figure 7.11, Figure 7.12 Strand: Heredity and Evolution Standard 4: Students shall demonstrate an understanding of heredity. HE.4.B.1 Summarize the outcomes of Gregor Mendel’s experimental procedures
SE: 154-155, 156-159, 160, 161-165, 166-170, 171 IG: Chapter 9-Lecture Outline, Modules: 9.1-9.10, 9.11-9.17, 9.18 TR: Chapter Review: 178-179; Student Study Guide: 92-98, 99-101, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 9A, 9B, 9C, 9D; Transparencies: Figure 9.2C, Figure 9.2D, Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.5A, Figure 9.5B, Figure 9.6, Figure 9.7, Figure 9.8B, Figure 9.9A, Table 9.9, Figure 9.10A, Figure 9.12A, Figure 9.12B, Figure 9.13, Figure 9.14, Figure 9.15, Figure 9.18
HE.4.B.2 Differentiate among the laws and principles of inheritance: •
dominance
SE: 156, 157, 158, 162-163, 166-167 IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.3, 9.4, 9.5, 9.9
16 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 178-179; Student Study Guide: 93, 94, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 9A, 9D; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.12A, Figure 9.12B
•
segregation
SE: 156-157, 171 IG: Chapter 9-Teaching Objectives; Chapter 9Lecture Outline, Modules: 9.3, 9.18 TR: Chapter Review: 178-179; Student Study Guide: 93, 101, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 9A; Transparencies: Figure 9.5A, Figure 9.7
•
independent assortment
SE: 138-139, 158-159, 171 IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.5, 9.18 TR: Chapter Review: 178-179; Student Study Guide: 94, 101, 439 TECH: Transparencies: Figure 9.5A, Figure 9.5B
HE.4.B.3 Use the laws of probability and Punnett SE: 156, 157, 160, 166, 169 squares to predict genotypic and phenotypic ratios IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.3, 9.7 TR: Chapter Review: 178-179; Student Study Guide: 93, 95-96, 104, 105, 106, 107, 108, 439, 440, 441 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 9A, 9C; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.7A, Figure 9.12A, Figure 9.15
17 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
HE.4.B.4 Examine different modes of inheritance: •
sex linkage
SE: 175, 176, 177 IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.22, 9.23, 9,24 TR: Chapter Review: 178-179; Student Study Guide: 103-104, 439 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 9F; Web/CD-Thinking As A Scientist: How Is The Chi Square Test Used In Genetic Analysis; Transparencies: Figure 9.22A, Figure 9.22B, Figure 9.22C, Figure 9.22D, Figure 9.23A, Figure 9.23B, Figure 9.23C, Figure 9.23D, Figure 9.24B; Biology Labs Online: Sex Chromosomes And Sex Linked Genes
•
codominance
SE: 167 IG: Chapter 9-Key Terms; Chapter 9-Word Roots; Chapter 9-Lecture Outline, Module: 9.13 TR: Chapter Review: 178-179; Student Study Guide: 99, 439 TECH: Transparency: Figure 9.13
•
crossing over
SE: 142-143, 172-173, 174 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.18; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.20, 9.21 TR: Chapter Review: 150, 178; Student Study Guide: 85, 102, 437, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8F, 9E; Web/CDThinking As A Scientist: How Is Crossing Over Measured In The Fungus Sordaria; Campbell Image Presentation Library: Crossing Over Animation; Transparencies: Figure 8.18A, Figure 8.18B, Figure 9.20C, Figure 9.21B
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK •
incomplete dominance
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 166-167 IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Module: 9.12 TR: Chapter Review: 178-179; Student Study Guide: 99, 439 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 9D; Transparencies: Figure 9.12A, Figure 9.12B
•
multiple alleles
SE: 156-157, 167, 171 IG: Chapter 9-Teaching Objectives; Chapter 9Lecture Outline, Modules: 9.3, 9.13, 9.18 TR: Chapter Review: 178-179; Student Study Guide: 101, 439 TECH: Transparency: Figure 9.13
HE.4.B.5 Analyze the historically significant work of prominent geneticists
SE: Aristotle, 154; Mendel, 154-165; Morgan, 174; Sturtevant, 174; Griffith, 182, 204; Chase, 182-184; Hershey, 182-184; Chargaff, 186; Crick, 186-187; Franklin, 186, 187; Watson, 186-187; Wilkins, 186-187; Beadle, 190; Garrod, 190; Tatum, 190; Nirenberg, 192; Jacob, 210; Monod, 210; Steward, 212; Wilmut, 218; Bishop, 223; Varmus, 223; King, 226; Wilson, 226; Jeffreys, 230; Venter, 245; Lander, 249; Hardy, 266; Weinberg, 266 IG: Chapter 9-Teaching Objectives; Chapter 9Lecture Outline, Modules: 9.1, 9.2, 9.3; Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Modules:10.1, 10.3, 10.4, 10.6, 10.8; Chapter 11-Lecture Outline, Modules: 11.1, 11.19; Chapter 12-Lecture Outline, Introduction, Modules: 12.15, 12.20 TR: Chapter Review: 178, 206, 250; Student Study Guide: 92, 94, 105, 108, 109, 134, 440 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 10A, 12F; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparency: Figure 10.1B
19 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
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HE.4.B.6 Evaluate karyotypes for abnormalities: • monosomy
SE: 144, 145, 146 IG: Chapter 8-Teaching Objectives; Chapter 8Lecture Outline, Modules: 8.19, 8.20, 8.21 TR: Chapter Review: 150-151; Student Study Guide: 86, 87, 438 TECH: Transparencies: Figure 8.21A, Figure 8.21B
• trisomy
SE: 144, 145, 146, 164-165 IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.19, 8.20, 8.21; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Module: 9.10 TR: Chapter Review: 150, 178; Student Study Guide: 86, 87, 98-99, 438, 439 TECH: Transparencies: Figure 8.19, Figure 8.20A, Figure 8.20B, Figure 8.20C, Figure 8.21A, Figure 8.21B
Standard 5: Students shall investigate the molecular basis of genetics. HE.5.B.1 Model the components of a DNA nucleotide and an RNA nucleotide
SE: 47, 184-185 IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Teaching Objectives; Chapter 10Lecture Outline, Module: 10.2 TR: Chapter Review: 206-207; Student Study Guide: 28, 109, 110, 429, 441 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10A, 10B, 10C, 10D; Campbell Image Presentation Library: Secondary Protein Structure Animation; Transparencies: Figure 3.16A, Figure 3.16B, Figure 3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C; Biology Labs Online: Nucleic Acids
20 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK HE.5.B.2 Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine)
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 47, 186, 187
IG: Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Lecture Outline, Module: 10.3 TR: Chapter Review: 206-207; Student Study Guide: 110, 441 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 10C, 10D; Campbell Image Presentation Library: DNA Structure Animation; Transparencies: Figure 3.16C, Figure 10.3A, Figure 10.3B, Figure 10.3C, Figure 10.3D HE.5.B.3 Compare and contrast the structure and function of DNA and RNA
SE: 4-5, 47, 184-185, 186-187, 190, 193, 194, 198, 244-245 IG: Chapter 1-Teaching Objectives; Chapter 1Lecture Outline, Module: 1.4; Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3Lecture Outline, Module: 3.16; Chapter 10Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.2, 10.3, 10.6, 10.9, 10.10, 10.15; Chapter 12-Lecture Outline, Module: 12.15 TR: Chapter Review: 206-207; Student Study Guide: 109, 110, 112, 141, 425, 429, 441, 445 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10C, 10D, 12F, 12G; Campbell Image Presentation Library-Animations: DNA Structure, DNA Replication Overview; Transparencies: Figure 3.16A, Figure 3.16B, Figure 3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C, Figure 10.2D, Figure 10.3D; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein
HE.5.B.4 Describe and model the processes of replication, transcription, and translation
SE: 188, 189, 190, 191, 192, 193, 194, 196, 197, 198, 214-215, 216
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 10-Teaching Objectives; Chapter 10Key Terms; Chapter 10-Lecture Outline, Modules: 10.4, 10.5, 10.6, 10.9, 10.13; Chapter 11-Lecture Outline, Modules: 11.6, 11.8 TR: Chapter Review: 206-207; Student Study Guide: 111, 113-114, 126, 441, 443 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 10E, 10G, 10H; Web/CDThinking As A Scientist: What Is The Correct Model For DNA Replication; Campbell Image Presentation Library-Animations: DNA Replication Overview, DNA Replication, Transcription, Translation, Control Of Translation; Transparencies: Figure 10.4A, Figure 10.4B, Figure 10.5A, Figure 10.7, Figure 10.9A, Figure 10.9B, Figure 10.13B, Figure 10.15, Figure 11.9
HE.5.B.5 Compare and contrast the different types SE: 148, 150, 199, 202-203, 220, 222-223, 225, 270-271 of mutation events, including point mutation, frameshift mutation, deletion, and inversion IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.23; Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10Lecture Outline, Modules: 10.16, 10.20; Chapter 11-Lecture Outline, Modules: 11.16, 11.17, 11.18 TR: Chapter Review: 206-207; Student Study Guide: 87, 115, 127, 128-129, 438, 441, 443 TECH: Transparencies: Figure 8.23A, Figure 10.16B, Figure 11.16A, Figure 11.16B, Figure 11.17A, Figure 11.17B, Figure 11.18B HE.5.B.6 Identify effects of changes brought about by mutations: •
beneficial
SE: 199, 258, 259, 264, 270-271, 272-273 IG: Chapter 10-Teaching Objectives; Chapter 10Lecture Outline, Module: 10.16; Chapter 13Lecture Outline, Modules: 13.5, 13.12 TR: Chapter Review: 206-207; Student Study Guide: 115, 152, 441, 447
22 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 13.12; Campbell Image Presentation Library: Genetic Variation From Sexual Recombination Animation; Transparencies: Figure 10.16B, Figure 13.12A, Figure 13.12B, Figure 13.12C; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein
•
harmful
SE: 148, 168, 199, 202-203, 222-223, 225, 270271, 498 IG: Chapter 9-Lecture Outline, Module: 9.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 11-Lecture Outline, Modules: 11.16, 11.18; Chapter 13-Lecture Outline, Module: 13.12 TR: Chapter Review: 206-207, 228-229, 502-503; Student Study Guide: 87, 115, 128-129, 152, 438, 441, 443, 447 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 24A; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder, Why Do AIDS Ratios Differ Across The U.S.; Transparencies: Figure 9.14, Figure 10.16A, Figure 10.16B
•
neutral
SE: 199, 267, 270, 273 IG: Chapter 10-Teaching Objectives; Chapter 10Lecture Outline, Module: 10.16; Chapter 13Lecture Outline, Modules: 13.7, 13.12, 13.14 TR: Chapter Review: 206-207; Student Study Guide: 115, 152, 441, 447 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity:13D; Transparency: Figure 13.14
Standard 6: Students shall examine the development of the theory of biological evolution. HE.6.B.1 Compare and contrast Lamarck’s explanation of evolution with Darwin’s theory of evolution by natural selection
SE: 8, 256-261, 263, 266-267, 290, 298, 306
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 13-Teaching Objectives; Chapter 13Key Terms; Chapter 13-Lecture Outline, Modules: 13.1, 13.2, 13.3, 13.4 TR: Chapter Review: 276-277; Student Study Guide: 147, 148, 149, 447 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 13A, 13B, 13C; Web/CDThinking As A Scientist: How Do Environmental Changes Affect A Population; Campbell Image Presentation Library-Videos: Galapagos Island Overview, Galapagos Tortoise, Galapagos Marine Iguana, Galapagos Sea Lion; Transparencies: Figure 13.1B, Figure 13.2C; Biology Labs Online: Darwin’s Theory Of Evolution
SE: 266-267, 268-269 HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across successive generations IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.8, 13.9 TR: Chapter Review: 276-277; Student Study Guide: 151-152, 447-448 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 13D; Web/CD-Thinking As A Scientist: How Can Frequency Of Alleles Be Calculated; Transparency: Figure 13.12 HE.6.B.3 Analyze the effects of mutations and the SE: 199, 264, 265, 270-271, 272-273, 274, 275 resulting variations within a population in terms of natural selection IG: Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Word Roots; Chapter 13Lecture Outline, Modules: 13.5, 13.6, 13.11-13.18 TR: Chapter Review: 276-277; Student Study Guide: 149-150, 153, 154, 155, 447, 448 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 13E; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder; Transparency: Figure 13.16
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
HE.6.B.4 Illustrate mass extinction events using a SE: 297, 298-303, 339, 390 time line IG: Chapter 15-Teaching Objectives; Chapter 15Lecture Outline, Modules: 15.1, 15.2, 15.3, 15.4, 15.5; Chapter 16-Lecture Outline, Module: 16.25; Chapter 18-Lecture Outline, Module: 18.19 TR: Chapter Review: 311-312, 341; Student Study Guide: 168, 169, 451 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 15.1, Figure 15.3B, Figure 15.5 HE.6.B.5 Evaluate evolution in terms of evidence as found in the following: • fossil record
SE: 260-261, 290, 296-297, 298-299, 302-303, 304, 308, 391 IG: Chapter 13-Teaching Objectives; Chapter 13Key Terms; Chapter 13-Lecture Outline, Module: 13.3; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15Lecture Outline, Introduction, Modules: 15.1, 15.2, 15.5, 15.6, 15.9; Chapter 18-Lecture Outline, Module: 18.20; Chapter 19-Lecture Outline, Module: 19.6 TR: Chapter Review: 276, 311-312; Student Study Guide: 168, 169, 222, 451, 459 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 15A, 19B; Transparencies: Figure 15.9A; Figure 15.9B; Figure 15.9C; Figure 19.1B
• DNA analysis
SE: 263, 266-269, 308-309, 398-399, 405 IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.9, 13.10; Chapter 15-Lecture Outline, Modules: 15.6-15.9; Chapter 19-Lecture Outline, Introduction, Module: 19.6 TR: Chapter Review: 276, 311; Student Study Guide: 152, 169-170, 171, 172, 447-448, 451452
25 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 13D, 19B; Web/CDThinking As A Scientist: How Is Phylogeny Determined Using Protein Comparisons; Campbell Image Presentation Library: Causes Of Microevolution Animation; Transparencies: Table 13.4, Figure 13.7A, Figure 13.7B
• artificial selection
SE: 258 IG: Chapter 13-Lecture Outline, Module: 13.2 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: How Do Environmental Changes Affect A Population; Transparency: Figure 13.2B
• morphology
SE: 281 IG: Chapter 14-Key Terms; Chapter 14-Lecture Outline, Module: 14.2 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: How Does Bone Structure Shed Light On The Origin Of Birds
• embryology
SE: 262 IG: Chapter 13-Teaching Objectives; Chapter 13Lecture Outline, Module: 13.4 TR: Chapter Review: 276-277; Student Study Guide: 149, 447 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 13C
• viral evolution
SE: 200, 201, 202-203 IG: Chapter 10-Teaching Objectives; Chapter 10Lecture Outline, Modules: 10.17, 10.18, 10.19, 10.20 TR: Chapter Review: 206-207; Student Study Guide: 116, 441
• geographic distribution of related species
SE: 284, 286, 288, 302-303 IG: Chapter 14-Lecture Outline, Introduction, Modules: 14.4, 14.6, 14.8; Chapter 15-Lecture Outline, Module: 15.5
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 294-295; Student Study Guide: 160, 169, 450, 451 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 14B, 15B; Transparency: Figure 14.8B
• antibiotic and pesticide resistance in various organisms
SE: 233, 234, 264, 272, 325, 498, 685, 769 IG: Chapter 12-Lecture Outline, Modules: 12.2, 12.3; Chapter 13-Lecture Outline, Modules: 13.5, 13.13; Chapter 16-Lecture Outline, Module: 16.10; Chapter 24-Key Terms; Chapter 24-Word Roots; Chapter 24-Lecture Outline, Module: 24.12; Chapter 34-Lecture Outline, Module: 34.3; Chapter 38-Lecture Outline, Module: 38.4 TR: Chapter Review: 276-277, 700, 782-783; Student Study Guide: 418, 419, 490-491 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Are The Patterns Of Antibiotic Resistance, How Can Antibiotic Resistant Plasmids Transform E Coli; Transparencies: Figure 12.2, Figure 13.5B, Figure 38.4
HE.6.B.6 Compare the processes of relative dating SE: 290, 298, 299, 302-303 and radioactive dating to determine the age of fossils IG: Chapter 13-Lecture Outline, Module: 13.2; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.1, 15.2, 15.5 TR: Chapter Review: 294, 311-312; Student Study Guide: 162-163, 168-169, 450, 451 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 14.10A, Figure 14.10B, Table 15.1 HE.6.B.7 Interpret a Cladogram
SE: 306-307
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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Word Roots; Chapter 15Lecture Outline, Module: 15.8 TR: Chapter Review: 311-312; Student Study Guide: 171-172, 452 TECH: Transparencies: Figure 15.8A, Figure 15.8B
Strand: Classification and the Diversity of Life Standard 7: Students shall demonstrate an understanding that organisms are diverse. CDL.7.B.1 Differentiate among the different domains: • Bacteria
SE: 6, 54, 127, 232-233, 310, 322-323, 326, 328 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13 TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.10B; Table 16.8, Table 16.11
• Archaea
SE: 6, 310, 322-323 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12 TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453
28 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.10B, Table 16.8
• Eukarya
SE: 4, 6, 7, 67, 310, 334 IG: Chapter 1-Lecture Outline, Modules: 1.3, 1.5;Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Lecture Outline, Module: 16.19 TR: Chapter Review: 13, 68, 311, 340; Student Study Guide: 3, 40, 173, 183, 425, 430, 452, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 4J, 4K, 15C; Transparencies: Figure 1.3; Table 4.19; Figure 15.10B; Figure 16.19
CDL.7.B.2 Differentiate the characteristics of the six kingdoms: • Eubacteria
SE: 6, 54, 127, 232-233, 305, 310, 322-323, 326, 328 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13 TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.7A, Figure 15.10B; Table 16.8, Table 16.11
• Archaea
SE: 6, 305, 310, 322-323
29 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12 TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A, Figure 15.10B, Table 16.8
• Protista
SE: 6, 305, 310, 332-339, 369 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.17, 16.18, 16.19, 16.20, 16.21, 16.22, 16.23, 16.24, 16.25; Chapter 18-Lecture Outline, Module: 18.2 TR: Chapter Review: 311-312, 340-341; Student Study Guide: 3, 173, 183-184, 202, 425, 452, 453, 457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C; Web/CDThinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 15.10A; Figure 16.19; Figure 18.2A
• Fungi
SE: 7, 309, 310, 342-343, 357-363 IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 15-Lecture Outline, Modules: 15.9, 15.10; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.15-17.22 TR: Chapter Review: 311-312, 364-365; Student Study Guide: 3, 173, 195-197, 425, 452, 455
30 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 17H, 17I; Web/CD-Thinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Figure 15.9B, Figure 17.16, Figure 17.17A
• Plantae
SE: 6, 7, 57, 310, 625, 626-627, 628-629, 636, 646, 652, 659 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.4; Chapter 31-Lecture Outline, Modules: 31.2, 31.3, 31.4, 31.5; Chapter 32-Lecture Outline, Modules: 32.1, 32.6, 32.15 TR: Chapter Review: 68-69, 311-312, 642-643, 660-661; Student Study Guide: 345, 346-347, 479 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 4D, 7B, 15C; Transparency: Figure 31.2
• Animalia
SE: 7, 56-57, 305, 310, 366-367, 368-371, 393, 430, 432, 440-441, 442 IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 4-Lecture Outline, Module: 4.4;Chapter 18-Teaching Objectives; Chapter 18Lecture Outline, Introduction, Modules: 18.1, 18.2, 18.3, 18.4, 18.22, 18.23; Chapter 21-Lecture Outline, Modules: 21.1, 21.3, 21.13, 21.14 TR: Chapter Review: 68-69, 311-312, 395-397, 450-451; Student Study Guide: 201, 202, 203, 204, 212, 457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 4D, 15C, 18C; Transparencies: Figure 15.7A; Figure 18.2A; Figure 18.4; Figure 18.22
CDL.7.B.3 Identify the seven major taxonomic categories: • kingdom
SE: 6, 305, 310
31 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.7, 15.10 TR: Chapter Review: 311; Student Study Guide: 171, 173, 452 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A; Figure 15.10A
• phylum
SE: 305 IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 311; Student Study Guide: 171, 452 TECH: Transparency: Figure 15.7A
• class
SE: 305 IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 311; Student Study Guide: 171, 452 TECH: Transparency: Figure 15.7A
• order
SE: 305 IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 311; Student Study Guide: 171, 452 TECH: Transparencies: Figure 15.7A, Figure 15.7B
• family
SE: 305
32 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 311; Student Study Guide: 171, 452 TECH: Transparencies: Figure 15.7A, Figure 15.7B
• genus
SE: 304-305 IG: Chapter 15-Teaching Objectives; Chapter 15Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 311; Student Study Guide: 171, 452 TECH: Transparencies: Figure 15.7A, Figure 15.7B
• species
SE: 6, 265, 280-281, 282-283, 284, 286, 304-305 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Module: 13.6; Chapter 14-Lecture Outline, Modules: 14.2, 14.3, 14.4, 14.6, 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7 TR: Chapter Review: 249-251, 311; Student Study Guide: 159-160, 161, 162, 171, 449, 450, 452 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: How Do New Species Arise By Genetic Isolation; Transparencies: Table 14.3, Table 14.6A, Figure 15.7A; Figure 15.7B
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys
SE: 2, 3, 6, 280, 304-305, 310, 326, 368, 371, 382-383, 385, 386, 393, 395-396, 415
33 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 1-Key Terms; Chapter 1-Lecture Outline, Modules: 1.1, 1.5; Chapter 14-Lecture Outline, Module: 14.2; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Lecture Outline, Module: 16.11; Chapter 18-Lecture Outline, Modules: 18.1, 18.12, 18.14, 18.15, 18.22 TR: Chapter Review: 311, 395-396; Student Study Guide: 171-172, 201, 210, 211, 212, 452, 456-457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1A, 1B, 15C, 18A, 18B, 18C, 20B; Web/CD-Thinking As A Scientist: How Are Insect Species Identified; Transparencies: Figure 1.1, Figure 15.7A, Figure 15.7B, Figure 18.4, Figure 18.15, Figure 18.22
CDL.7.B.5 Investigate Arkansas' biodiversity using SE: 356, 728, 766, 767, 775 appropriate tools and technology IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 37-Lecture Outline, Module: 36.1, 37.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.8 TR: Student Study Guide: 406-407, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: How Are Trees Identified By Their Leaves, How Are Impacts On Community Diversity Measured CDL.7.B.6 Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things
SE: 180-181, 200-203
IG: Chapter 10-Key Terms; Chapter 10-Lecture Outline, Introduction, Modules: 10.17, 10.18, 10.19, 10.20, 10.21 TR: Chapter Review: 206-207; Student Study Guide: 116, 441
34 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 10I, 10J; Campbell Image Presentation Library-Animations: Phage Lytic Cycle, Simplified Viral Reproductive Cycle; Transparencies: Figure 10.17, Figure 10.18A, Figure 10.18B, Figure 10.19
CDL.7.B.7 Evaluate the medical and economic importance of viruses
SE: 180-181, 182-183, 201, 202, 203, 222-223, 227, 358, 484-486, 498 IG: Chapter 10-Lecture Outline, Introduction, Modules: 10.1, 10.17, 10.18, 10.19, 10.20, 10.21; Chapter 11-Lecture Outline, Module: 11.16; Chapter 24-Lecture Outline, Introduction, Modules: 24.1, 24.12 TR: Chapter Review: 206-207, 502-503; Student Study Guide: 109, 116, 441 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 10A, 10B, 10I, 10J, 10K, 11F; Web/CD-Thinking As A Scientist: Why Do AIDS Rates Differ Across The US, What Causes Infections In AIDS Patients; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparencies: Figure 10.1A, Figure 10.1B, Figure 10.1C, Figure 10.18A, Figure 10.19, Figure 10.21B, Table 11.20, Figure 24.1B
CDL.7.B.8 Compare and contrast life cycles of familiar organisms •
sexual reproduction
SE: 124-125, 126, 348, 358, 360, 536-537, 538547, 636-640 IG: Chapter 1-Lecture Outline, Module: 1.4; Chapter 8-Lecture Outline, Introduction, Module: 8.1; Chapter 17-Lecture Outline, Modules: 17.4, 17.16; Chapter 27-Teaching Objectives; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Modules: 27.1, 27.2, 27.3, 27.4, 27.5, 27.6 TR: Chapter Review: 562-563; Student Study Guide: 78, 195-196, 302, 305, 436, 455, 472-473
35 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8E, 27A, 27B; Campbell Image Presentation Library-Animations: Female Reproductive Anatomy, Male Reproductive Anatomy; Transparencies: Figure 17.16, Figure 27.2A, Figure 27.2C, Figure 27.3A, Figure 27.3B, Figure 27.5
•
asexual reproduction
SE: 125, 127, 136, 358, 536-537, 641, 642 IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Introduction, Modules: 8.3, 8.11; Chapter 17-Lecture Outline, Module: 17.6; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Module: 27.1; Chapter 31-Lecture Outline, Modules: 31.14, 31.15 TR: Chapter Review: 642-643; Student Study Guide: 78, 82-83, 195-196, 353, 436, 455, 479 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 8E, 17H, 17I; Campbell Image Presentation Library: Hydra Budding Video; Transparencies: Figure 8.3A, Figure 17.16
•
metamorphosis
SE: 368, 382 IG: Chapter 18-Word Roots; Chapter 18-Lecture Outline, Modules: 18.1, 18.12 TR: Chapter Review: 395-397 TECH: Transparency: Figure 18.1B
•
alternation of generations
SE: 338, 348-355 IG: Chapter 16-Lecture Outline, Module: 16.24; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.417.13 TR: Chapter Review: 364-365; Student Study Guide: 190, 191, 192, 193, 194, 455
36 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17C, 17D, 17E, 17F; Web/CD-Thinking As A Scientist: What Are The Different Stages Of A Fern Life Cycle; Campbell Image Presentation Library: Moss Life Cycle Animation, Fern Life Cycle Animation, Pine Life Cycle Animation, Flowering Plant Life Cycle Video; Transparencies: Figure 17.4, Figure 17.5, Figure 17.6, Figure 17.8, Figure 17.10
CDL.7.B.9 Classify bacteria according to their characteristics and adaptations
SE: 6, 54, 204-205, 232-233, 271, 272, 310, 314315, 322-323, 324-325, 328, 683, 758-759 IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 10-Lecture Outline, Modules: 10.22, 10.23; Chapter 12-Lecture Outline, Module: 12.1; Chapter 13-Lecture Outline, Modules: 13.12, 13.13; Chapter 16-Lecture Outline, Introduction, Modules: 16.8, 16.10, 16.13; Chapter 34-Lecture Outline, Introduction; Chapter 37-Lecture Outline, Module: 37.18 TR: Chapter Review: 311, 340-341; Student Study Guide: 3, 35, 179, 425, 429, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 1B, 15C, 16B, 16C; Transparencies: Figure 4.2A, Figure 15.10B, Table 16.8, Figure 37.18
CDL.7.B.10 Evaluate the medical and economic importance of bacteria
SE: 205, 232-237, 272, 329, 330-331, 437, 658659, 758, 778 IG: Chapter 10-Lecture Outline, Module: 10.23; Chapter 12-Lecture Outline, Modules: 12.112.7;Chapter 13-Lecture Outline, Module: 13.3; Chapter 16-Lecture Outline, Modules: 16.14, 16.15, 16.16; Chapter 21-Lecture Outline, Module: 21.10; Chapter 32-Lecture Outline, Modules: 32.13, 32.14; Chapter 37-Lecture Outline, Module: 37.18; Chapter 38-Lecture Outline, Module: 38.11 TR: Chapter Review: 249-251, 660; Student Study Guide: 134, 135-137, 181, 361, 444-445, 453, 481
37 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: How Can Antibiotic Resistant Plasmids Transform E Coli; Campbell Image Presentation Library: Restriction Enzymes Animation, Cloning A Gene Animation; Transparencies: Figure 10.23A, Figure 10.23B, Figure 10.23C, Figure 12.1, Figure 12.3, Figure 12.4, Table 12.6, Figure 32.13, Figure 37.18
CDL.7.B.11 Describe the characteristics used to classify protists: •
plant-like
SE: 333, 334, 338, 344 IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19, 16.24; Chapter 17-Lecture Outline, Module: 17.1 TR: Chapter Review: 340-341; Student Study Guide: 183-184, 453 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 16.24C
•
animal-like
SE: 333, 334, 369 IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19; Chapter 18-Lecture Outline, Module: 18.2 TR: Chapter Review: 340-341; Student Study Guide: 183-184, 201, 453, 456-457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 18.2A
•
fungal-like
SE: 333, 334 IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19 TR: Chapter Review: 340-341; Student Study Guide: 183-184, 453
38 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparency: Figure 16.19
CDL.7.B.12 Evaluate the medical and economic importance of protists
SE: 333, 334, 335, 336, 337, 767 IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.20, 16.21, 16.22, 16.23; Chapter 38-Lecture Outline, Module: 38.2 TR: Chapter Review: 340; Student Study Guide: 183-184, 453
CDL.7.B.13 Compare and contrast fungi with other SE: 6-7, 67, 310, 334, 342-343, 357-363 eukaryotic organisms IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16Lecture Outline, Module: 16.19; Chapter 17Teaching Objectives; Chapter 17-Lecture Outline, Introduction, Modules: 17.15-17.22 TR: Chapter Review: 364-365; Student Study Guide: 195, 196, 197, 455 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17H, 17I; Web/CDThinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Table 4.19, Figure 16.19, Figure 17.16, Figure 17.17A, Figure 17.18A, Figure 17.18B CDL.7.B.14 Evaluate the medical and economic importance of fungi
SE: 342-343, 361, 362, 363 IG: Chapter 17-Lecture Outline, Introduction, Modules: 17.19, 17.20, 17.21, 17.22 TR: Chapter Review: 364-365
CDL.7.B.15 Differentiate between vascular and nonvascular plants
SE: 346, 347, 630
IG: Chapter 17-Lecture Outline, Module: 17.3; Chapter 31-Lecture Outline, Module: 31.6
39 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 364; Student Study Guide: 190, 455 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 17B; Transparency: Figure 17.3A
CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms
SE: 347, 350, 351, 352, 353, 354, 355, 625-626
IG: Chapter 17-Teaching Objectives; Chapter 17Key Terms; Chapter 17-Lecture Outline, Modules: 17.3, 17.7-17.13; Chapter 31-Lecture Outline, Modules: 31.2, 31.3 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17B, 17E, 17F CDL.7.B.17 Describe the structure and function of the major parts of a plant: •
roots
SE: 626, 627, 630, 631, 632, 633, 647 IG: Chapter 31-Teaching Objectives; Chapter 31Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6, 31.7; Chapter 32-Lecture Outline, Module: 32.2 TR: Chapter Review: 642-643; Student Study Guide: 346-347, 348, 358, 479, 480 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 31A; Campbell Image Presentation Library: Root Growth In A Radish Seed Time Lapse Video; Transparencies: Figure 31.3, Figure 31.6, Figure 31.7B
•
stems
SE: 626, 627, 629, 630, 631, 632-633, 634 IG: Chapter 31-Teaching Objectives; Chapter 31Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.5, 31.6, 31.7, 31.8 TR: Chapter Review: 642-643; Student Study Guide: 346-347, 348, 479 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 31A; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparencies: Figure 31.3, Figure 31.5E, Figure 31.6, Figure 31.7C
•
leaves
SE: 626, 627, 630, 631, 670-671
40 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 31-Teaching Objectives; Chapter 31Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6; Chapter 33-Lecture Outline, Module: 33.7 TR: Chapter Review: 642-643; Student Study Guide: 345, 346-347, 348, 368, 479, 482 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 31A, 33A; Transparencies: Figure 31.3, Figure 33.7B
•
flowers
SE: 352-353, 354, 355, 636-637, 638, 639 IG: Chapter 17-Lecture Outline, Modules: 17.9, 17.10, 17.11, 17.12, 17.13; Chapter 31-Lecture Outline, Modules: 31.9, 31.10, 31.11, 31.12 TR: Chapter Review: 364-365, 642-643; Student Study Guide: 192, 193, 351, 352, 455, 479
TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17F, 31C, 31D; Campbell Image Presentation Library: Flower Blooming Video, Flowering Plant Life Cycle Video, Fruit Development Animation; Transparencies: Figure 17.9B, Figure 17.10, Figure 31.9A, Figure 31.9B, Figure 31.10, Figure 31.11A, Figure 31.11B, Figure 31.12B CDL.7.B.18 Relate the structure of plant tissue to its function • epidermal
SE: 630, 631 IG: Chapter 31-Lecture Outline, Module: 31.6 TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
• ground
SE: 630, 631 IG: Chapter 31-Lecture Outline, Module: 31.6 TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479
41 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
• vascular
SE: 345, 346, 630, 631 IG: Chapter 17-Lecture Outline, Modules: 17.2, 17.3; Chapter 31-Lecture Outline, Module: 31.6 TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 17B; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
CDL.7.B.19 Evaluate the medical and economic importance of plants
SE: 202, 247, 248, 354, 356, 361, 408, 642, 644645, 655, 656-657, 668, 669, 671, 676-677, 678, 748 IG: Chapter 10-Lecture Outline, Module: 10.19; Chapter 12-Lecture Outline, Modules: 12.18, 12.19; Chapter 17-Lecture Outline, Modules: 17.12, 17.14, 17.19; Chapter 19-Lecture Outline, Module: 19.11; Chapter 31-Lecture Outline, Module: 31.15; Chapter 32-Lecture Outline, Introduction, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Modules: 33.4, 33.5, 33.8, 33.14, 33.15; Chapter 37-Lecture Outline, Module: 37.5 TR: Chapter Review: 250, 364, 678-680; Student Study Guide: 194, 360, 361, 367, 368, 455, 481, 482 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 12G, 12H, 17G, 32D; Transparencies: Figure 12.18A, Table 17.14, Figure 33.14B
CDL.7.B.20 Identify the symmetry of organisms: •
radial
SE: 370, 371, 373, 393 IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.6, 18.9, 18.22 TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 206, 212, 457
42 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.22
•
bilateral
SE: 370, 371, 374, 375, 376-377, 384, 393, 574 IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.4, 18.7, 18.8, 18.9, 18.13, 18.22; Chapter 28Lecture Outline, Module: 28.10 TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 206, 209, 212, 457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.5, Figure 18.9A, Figure 18.22
•
asymmetrical
SE: 370 IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.5 TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 212, 457 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 18C; Transparency: Figure 18.5D
CDL.7.B.21 Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems
SE: 372, 373, 374, 375, 376-377, 378-379, 380381, 382-383, 384, 385
IG: Chapter 18-Lecture Outline, Modules: 18.518.13, 18.14 TR: Chapter Review: 395-397; Student Study Guide: 205, 206, 207, 208, 209, 457 TECH: Transparencies: Figure 18.5D, Figure 18.7A, Figure 18.9A, Figure 18.10A, Figure 18.11A, Figure 18.12A, Figure 18.13A CDL.7.B.22 Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems
SE: 386-392, 415-418, 420-421, 440-441, 458459, 470, 513, 522, 536-537, 575-578
43 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 18-Lecture Outline, Modules: 18.1518.21; Chapter 20-Lecture Outline, Modules: 20.320.7, 20.10; Chapter 21-Lecture Outline, Module: 21.13; Chapter 22-Lecture Outline, Module: 22.5; Chapter 23-Lecture Outline, Module: 23.3; Chapter 25-Lecture Outline, Module: 25.10; Chapter 26-Lecture Outline, Module: 26.3; Chapter 27-Lecture Outline, Module: 27.1; Chapter 28-Lecture Outline, Modules: 28.11-28.14 TR: Chapter Review: 395-397; Student Study Guide: 210, 211, 227, 241, 249, 250, 257, 302, 319, 457, 460, 463, 464, 466, 472, 474 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 18B, 20C; Transparency: Figure 18.15, Figure 22.5A, Figure 23.3A, Figure 23.3B, Figure 23.3C, Figure 25.10, Figure 28.11A, Figure 28.11B, Figure 28.13
Strand: Ecology and Behavioral Relationships Standard 8: Students shall demonstrate an understanding of ecological and behavioral relationships among organisms. EBR.8.B.1 Cite examples of abiotic and biotic factors of ecosystems
SE: 684, 686, 687, 688-689, 751, 754, 756 IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.4, 34.5, 34.6; Chapter 37-Lecture Outline, Modules: 37.8, 37.15 TR: Chapter Review: 700-701; Student Study Guide: 374-375, 376, 377, 483 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 34B; Web/CD-Thinking As A Scientist: How Do Abiotic Factors Affect Distribution Of Organisms
EBR.8.B.2 Compare and contrast the characteristics of biomes
SE: 689, 690-691, 692, 693, 694-695, 696-697, 698 IG: Chapter 34-Lecture Outline, Modules: 34.734.8, 34.9-34.17, 34.18 TR: Chapter Review: 700-701; Student Study Guide: 378, 379, 380, 483
44 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 34B, 34C, 34D; Campbell Image Presentation Library-Videos: Hydrothermal Vent, Tubeworms, Coral Reef; Transparencies: Figure 34.7B, Figure 34.9
EBR.8.B.3 Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem
SE: 756, 757, 758, 759 IG: Chapter 37-Lecture Outline, Modules: 37.1537.19 TR: Chapter Review: 762-763; Student Study Guide: 412, 413, 488-489 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 37F, 37G; Transparencies: Figure 37.15, Figure 37.16, Figure 37.17, Figure 37.18, Figure 37.19
EBR.8.B.4 Analyze an ecosystem’s energy flow through food chains, food webs, and energy pyramids
SE: 753, 754, 755, 756
IG: Chapter 37-Lecture Outline, Modules: 37.10, 37.11, 37.12, 37.13, 37.14 TR: Chapter Review: 762-763; Student Study Guide: 410, 411, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 37C, 37D, 37E; Web/CDThinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.10, Figure 37.11, Figure 37.12, Figure 37.14 EBR.8.B.5 Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter
SE: 714-715, 718, 719, 730-731, 732-733, 734735, 745, 746-747
IG: Chapter 35-Lecture Outline, Modules: 35.12, 35.17, 35.18, 35.19; Chapter 36-Lecture Outline, Modules: 36.4, 36.5, 36.6, 36.7; Chapter 37Lecture Outline, Modules: 37.2, 37.3, 37.4 TR: Chapter Review: 724-725, 740, 762-763; Student Study Guide: 400, 408, 487, 488
45 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.biologylabsonline.com; Transparencies: Figure 36.7B, Figure 37.2, Figure 37.4B; Biology Labs Online: Population Structure And Dynamics
EBR.8.B.6 Summarize the symbiotic ways in which individuals within a community interact with each other: •
commensalism
SE: 749 IG: Chapter 37-Lecture Outline, Module: 37.6 TR: Student Study Guide: 408, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 37A; Campbell Image Presentation Library: Clownfish And Anemone Video
•
parasitism
SE: 748-749 IG: Chapter 37-Lecture Outline, Module: 37.6 TR: Student Study Guide: 408, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 37A
•
mutualism
SE: 342-343, 362-363, 748, 749 IG: Chapter 17-Lecture Outline, Introduction, Module: 17.21; Chapter 32-Lecture Outline, Module: 32.13; Chapter 37-Lecture Outline, Module: 37.6 TR: Student Study Guide: 408, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 37A
EBR.8.B.7 Compare and contrast primary succession with secondary succession
SE: 750 IG: Chapter 37-Key Terms; Chapter 37-Lecture Outline, Module: 37.7 TR: Student Study Guide: 409, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 37B
EBR.8.B.8 Identify the properties of each of the five levels of ecology: •
organism
SE: 2-3, 339, 415, 684
46 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 16-Lecture Outline, Module: 16.25; Chapter 20-Lecture Outline, Module: 20.2; Chapter 34-Lecture Outline, Module: 34.1 TR: Student Study Guide: 374-375, 483 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 20B
•
population
SE: 2, 265, 270, 684, 727, 728-733 IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 13-Lecture Outline, Modules: 13.6, 13.11; Chapter 34-Lecture Outline, Module: 34.1; Chapter 36-Lecture Outline, Modules: 36.1, 36.236.6, 36.10 TR: Chapter Review: 740-741; Student Study Guide: 374-375, 483 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 36A, 36B, 36C, 36D; Transparencies: Figure 36.3, Figure 36.4A, Figure 36.4B, Figure 36.4C, Figure 36.5A, Figure 36.5B, Figure 36.5C, Figure 36.6, Figure 36.10A, Figure 36.10B; Biology Labs Online: Population Structure And Dynamics, The Human Population
•
community
SE: 2, 684, 744-750, 752-753 IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.1-37.7, 37.9, 37.10 TR: Student Study Guide: 374-375, 406-407, 408, 409, 483, 488 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 37A, 37B; Web/CD-Thinking As A Scientist: How Are Impacts On Community Diversity Measured; Transparencies: Figure 37.2A, Figure 37.2B, Figure 37.4B, Figure 37.9, Figure 37.10; Biology Labs Online: Structured Features Of Communities
•
ecosystem
SE: 684, 754-759
47 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.11-37.19 TR: Chapter Review: 762-763; Student Study Guide: 374-375, 410, 411, 483, 488 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 37D, 37E, 37F, 37G; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.11, Figure 37.12, Figure 37.13, Figure 37.14, Figure 37.19
•
biosphere
SE: 684, 685, 686, 687, 688-689 IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.2, 34.3, 34.4, 34.5, 34.6 TR: Chapter Review: 700-701; Student Study Guide: 374-375, 483 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activity: 34B; Transparencies: Figure 34.6A-Figure 34.6F
Standard 9: Students shall demonstrate an understanding of the ecological impact of global issues. EBR.9.B.1 Analyze the effects of human population SE: 12, 28, 119, 120, 199, 330, 331, 356, 561, 671, 685, 694, 695, 699, 728, 736-737, 738-739, growth and technology on the 758, 760, 761, 764-765,766-771, 772-773, 774environment/biosphere 781 IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 2-Lecture Outline, Module: 2.16; Chapter 7-Lecture Outline, Modules: 7.13, 7.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 16Lecture Outline, Modules: 16.15, 16.16; Chapter 17-Lecture Outline, Module: 17.14; Chapter 27Lecture Outline, Module: 27.19; Chapter 33Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Modules: 34.3, 34.10, 34.12, 34.18; Chapter 36-Lecture Outline, Modules: 36.9, 36.10; Chapter 37-Lecture Outline, Modules: 37.17, 37.20, 37.21; Chapter 38-Teaching Objectives; Chapter 38-Lecture Outline, Introduction, Modules: 38.1-38.5, 38.6, 38.7, 38.8-38.14
48 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TR: Chapter Review: 700-701, 762-763, 782-783; Student Study Guide: 6, 74, 194, 401-402, 413, 418, 419, 420, 421, 425, 435, 455, 487, 488-489, 490-491 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 17G, 34A, 36C, 36D, 37F, 38A, 38C, 38D, 38E; Web/CD-Thinking As A Scientist: How Does Acid Precipitation Affect Trees, How Do You Diagnose A Genetic Disorder, How Are Potential Restoration Sites Analyzed; Transparencies: Figure 7.13B, Figure 7.14B, Figure 16.16A, Table 17.14, Figure 36.9A, Figure 36.9B, Figure 36.10A, Figure 36.10B, Figure 37.20C, Figure 38.4, Figure 38.5A, Figure 38.5B, Figure 38.9A, Figure 38.10A, Figure 38.13A; Biology Labs Online: The Human Population
EBR.9.B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their environmental, economic, and political impact
SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777
IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10 TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17G, 38D
49 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy)
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779 IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12
Strand: Nature of Science Standard 10: Students shall demonstrate an understanding that science is a way of knowing. NS.10.B.1 Explain why science is limited to natural SE: 9, 10-11 explanations of how the world works IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: The Process of Science
50 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK NS.10.B.2 Compare and contrast hypotheses, theories, and laws
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 8, 9, 10-11, 73, 156-157, 158-159, 171, 318319 IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8; Chapter 5-Lecture Outline, Module: 5.2; Chapter 9-Lecture Outline, Modules: 9.3, 9.5, 9.18; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 9.5A, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution
NS.10.B.3 Distinguish between a scientific theory and the term “theory” used in general conversation
SE: 8, 9, 10-11
IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425 NS.10.B.4 Summarize the guidelines of science: explanations are based on observations, • evidence, and testing
SE: 9, 10-11, 226, 260-263, 264, 318-319, 422423, 476, 581, 676, 678, 699, 719 IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 11-Lecture Outline, Module: 11.19; Chapter 13-Lecture Outline, Modules: 13.3, 13.5; Chapter 16-Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 23-Lecture Outline, Module: 23.10; Chapter 28-Lecture Outline, Module: 28.17; Chapter 33-Lecture Outline, Modules: 33.13, 33.15; Chapter 35-Lecture Outline, Module: 35.19 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 149, 231, 370, 425, 447, 461, 482
51 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 11F, 33B; Web/CD-Thinking As A Scientist: The Process Of Science, How Are Space Rocks Analyzed, How Is Cardiovascular Fitness Measured; Transparencies: Figure 1.8E, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution
•
hypotheses must be testable
SE: 9, 10-11, 318-319 IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution
understandings and/or conclusions may • change with additional empirical data
SE: 46, 120, 249, 262-263, 318-319, 422-423, 485, 624 IG: Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 31-Lecture Outline, Module: 31.1 TR: Student Study Guide: 231, 344, 461, 478-479 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed, How Might Conditions On Early Earth Have Created Life, How Do Temperature And Light Affect Primary Production; Transparency: Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution
52 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK • scientific knowledge must have peer review and verification before acceptance
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 12, 46, 120, 249, 289, 723, 751, 761, 779
IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12Lecture Outline, Module: 12.20; Chapter 14Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12 TR: Student Study Guide: 4-5, 425 TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution Standard 11: Students shall design and safely conduct scientific inquiry. SE: 9, 10-11 248 NS.11.B.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 12-Lecture Outline, Module: 12.19 TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology NS.11.B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
SE: 9, 10-11 248
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 12-Lecture Outline, Module: 12.19 TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology TECH: www.campbellbiology.com; Student CDROM; Web/CD-Thinking As A Scientist: The Process of Science NS.11.B.3 Identify sources of bias that could affect TR: Laboratory Investigations For Biology; experimental outcome Preparation Guide For Laboratory Investigations For Biology
53 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK NS.11.B.4 Gather and analyze data using appropriate summary statistics
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770 TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487
NS.11.B.5 Formulate valid conclusions without bias TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology NS.11.B.6 Communicate experimental results using appropriate reports, figures, and tables
SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770 TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487
Standard 12: Students shall demonstrate an understanding of current life science theories. NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review
SE: 9, 10-11, 318-319
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20 TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425 TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution NS.12.B.2 Understand that scientific theories may SE: 12, 46, 120, 249, 289, 723, 751, 761, 779 be modified or expanded based on additional empirical data, verification, and peer review
54 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12Lecture Outline, Module: 12.20; Chapter 14Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12 TR: Student Study Guide: 4-5, 425 TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution
NS.12.B.3 Summarize biological evolution
SE: 4-9, 256-264, 266-269, 291-293, 304-310, 316-321, 339, 344-347, 368-371 IG: Chapter 1-Lecture Outline, Modules: 1.4, 1.5, 1.6; Chapter 13-Lecture Outline, Modules: 13.113.5, 13.7-13.9; Chapter 14-Lecture Outline, Modules: 14.11-14.13; Chapter 15-Lecture Outline, Modules: 15.6, 15.10; Chapter 16-Lecture Outline, Modules: 16.1-16.6, 16.25; Chapter 17Lecture Outline, Modules: 17.1-17.3; Chapter 18Lecture Outline, Modules: 18.1-18.4 TR: Chapter Review: 276-277, 294-295, 311-313, 340-341, 364-365, 395-397; Student Study Guide: 400, 408, 487
NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology
SE: 52-53, 192, 198, 202, 217, 237, 243, 244 IG: Chapter 4-Lecture Outline, Module: 4.1; Chapter 10-Lecture Outline, Modules: 10.8, 10.15, 10.20; Chapter 11-Lecture Outline, Module: 11.9; Chapter 12-Lecture Outline, Modules: 12.7, 12.13, 12.15 TR: Chapter Review: 206-207, 249-251
SE: 237, 243, 420, 486-488, 489, 490-499, 500NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge 501 of immunology and control of infectious diseases IG: Chapter 12-Lecture Outline, Modules: 12.7, 12.13; Chapter 20-Lecture Outline, Module: 20.10; Chapter 24-Lecture Outline, Modules: 24.124.3, 24.4-24.15, 24.16-24.17 TR: Chapter Review: 502-503
55 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) TECH: Transparency: Fig 20.10A-F
NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy)
SE: 136-137, 164-165, 170, 171-174, 231, 233, 240-241, 243, 244-245, 247, 249, 271
IG: Chapter 8-Lecture Outline, Modules: 8.11, 8.12; Chapter 9-Lecture Outline, Modules: 9.10, 9.17, 9.18-9.21; Chapter 12-Lecture Outline, Introduction, Modules: 12.2, 12.11, 12.13, 12.15, 12.18, 12.20; 13.12 TR: Chapter Review: 249-251 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 12F, 12G; Transparencies: Figure 12.1, Figure 12.2, Figure 12.13, Table 12.17 NS.12.B.7 Research current events and topics in biology
SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779 IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12
56 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems. NS.13.B.1 Collect and analyze scientific data using SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, appropriate mathematical calculations, figures, 465, 475, 479, 485, 493, 529, 547, 563, 584, and tables 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770 TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487 NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
SE: 12
IG: Chapter 8-Lecture Outline, Module: 1.9 TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM NS.13.B.3 Utilize technology to communicate research findings
SE: 12 IG: Chapter 1-Lecture Outline, Module: 1.9 TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM
Standard 14: Students shall describe the connections between pure and applied science. NS.14.B.1 Compare and contrast biological concepts in pure science and applied science
SE: 9, 10, 11 IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8 TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM
57 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK NS.14.B.2 Discuss why scientists should work within ethical parameters
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) SE: 120, 165, 218-219, 243, 248, 481, 484-485, 561 IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 9-Lecture Outline, Module: 9.10; Chapter 11-Lecture Outline, Module: 11.12; Chapter 12Lecture Outline, Modules: 12.13, 12.19; Chapter 24-Lecture Outline, Introduction; Chapter 23Lecture Outline, Module: 23.16; Chapter 27Lecture Outline, Module: 27.19 TR: Student Study Guide: 98-99, 140, 439, 445 TECH:
NS.14.B.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact
SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777
IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10 TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491 TECH: www.campbellbiology.com; Student CDROM; Web/CD-Activities: 17G, 38D SE: 12 NS.14.B.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology IG: Chapter 1-Lecture Outline, Module: 1.9 Standard 15: Students shall describe various life science careers and the training required for the selected career. NS.15.B.1 Research and evaluate science careers using the following criteria: •
educational requirements
SE: 120, 226, 249, 318-319, 723
58 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006 Correlated to: Arkansas Biology Curriculum Framework (Grades 9-12) ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.23
•
salary
N/A
•
availability of jobs
SE: 226, 249, 723 IG: Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 35-Lecture Outline, Module: 35.23
•
working conditions
SE: 230, 245, 289, 319, 719 IG: Chapter 12-Lecture Outline, Introduction, Module: 12.15; Chapter 14-Lecture Outline, Module: 14.9; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.19
59 SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology