Curriculum Standards:

Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. - DCI-HS-LS4.D.2
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). - DCI-HS-LS4.D.1
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. - DCI-HS-LS4.B.2
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. - DCI-HS-LS4.B.1
Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations - SEP-HS-6-2
When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. - DCI-HS-ETS1.B.1
Develop and use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. - SEP-HS-2-1
Use models to generate and analyze data. - SEP-HS-4-3
Construct explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. - SEP-HS-6-1
Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. - DCI-HS-ETS1.B.2
Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. - SEP-HS-2-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. - PE-HS-LS1-2
In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. - DCI-HS-LS1.B.1
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. - PE-HS-LS3-1
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. - PE-HS-LS1-3
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. - PE-HS-LS1-4
Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. - PE-HS-LS3-2
Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. - DCI-HS-LS2.B.2
Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. - DCI-HS-LS2.B.3
Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. - DCI-HS-LS2.D.1
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. - PE-HS-LS1-5
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. - PE-HS-LS3-3
Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. - DCI-HS-LS2.B.1
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. - PE-HS-LS1-6
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. - PE-HS-LS1-7
In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. - DCI-HS-LS3.B.1
Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. - DCI-HS-LS3.B.2
Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. - DCI-HS-LS4.C.5
Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. - DCI-HS-LS4.C.4
Adaptation also means that the distribution of traits in a population can change when conditions change. - DCI-HS-LS4.C.3
Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. - DCI-HS-LS4.C.2
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. - DCI-HS-LS4.C.1
Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. - DCI-HS-LS4.A.1
Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. - DCI-HS-ETS1.A.2
Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. - DCI-HS-ETS1.A.1
Ask questions and formulate, refine, and evaluate empirically testable questions. - SEP-HS-1-1
Use computational simulations based on mathematical models of basic assumptions. - SEP-HS-5-2
Plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. - SEP-HS-3-3
Use algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms to analyze, represent, and model data. - SEP-HS-5-1
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. - DCI-HS-ETS1.C.1
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. - PE-HS-LS2-1
Systems of specialized cells within organisms help them perform the essential functions of life. - DCI-HS-LS1.A.1
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. - PE-HS-LS2-2
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. - DCI-HS-LS1.A.2
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. - PE-HS-LS2-3
The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. - DCI-HS-LS1.C.1
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. - PE-HS-LS4-1
Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. - DCI-HS-LS1.A.3
The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. - DCI-HS-LS1.C.2
Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. - DCI-HS-LS1.A.4
As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. - DCI-HS-LS1.C.3
As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. - DCI-HS-LS1.C.4
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* - PE-HS-LS4-6
Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. - PE-HS-LS2-8
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. - DCI-HS-LS2.C.1
Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. - DCI-HS-LS2.C.2
Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. - DCI-HS-LS2.A.1
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. - PE-HS-LS4-2
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. - PE-HS-LS2-4
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. - PE-HS-LS2-5
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. - PE-HS-LS4-3
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. - PE-HS-LS2-6
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. - PE-HS-LS4-4
. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* - PE-HS-LS2-7
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. - PE-HS-LS4-5
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. - PE-HS-ETS1-4
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. - PE-HS-ETS1-2
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. - PE-HS-ETS1-3
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. - PE-HS-ETS1-1
HS.Defining and Delimiting Engineering Problems - DCI-HS-ETS1.A
Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. - DCI-HS-LS3.A.1


List of all Files Validated:

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Title: Miller & Levine Biology 2017


         Tools
         
            Glossary

         Labs, Problem-Based Learning, STEM, and Program Resources
         
            Problem-Based Learning
            
               Unit 1 Problem-Based Learning Links

               Unit 2 Problem-Based Learning Links

               Unit 3 Problem-Based Learning Links

               Unit 4 Problem-Based Learning Links

               Unit 5 Problem-Based Learning Links

               Unit 6 Problem-Based Learning Links

               Unit 7 Problem-Based Learning Links

               Unit 8 Problem-Based Learning Links

            STEM
            
               Chapter 1: Building a Microscope STEM Activity
                 Curriculum Standards: . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

               Chapter 2: Optimizing Ethanol Fuel Production STEM Activity

               Chapter 3: Self-Sustaining Habitats STEM Activity

               Chapter 4: Research Mutualism STEM Activity

               Chapter 5: The Disappearance of Honeybees STEM Activity
                 Curriculum Standards: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Construct explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. 

               Chapter 6: Redesign to Reduce Waste STEM Activity
                 Curriculum Standards: . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

               Chapter 7: Rehydrating Athletes STEM Activity
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Chapter 8: Optimal Conditions for Photosynthesis STEM Activity

               Chapter 9: Cellular Respiration and Energy STEM Activity
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Chapter 10: Technology and Cancer Treatment STEM Activity

               Chapter 11: Lily Breeding STEM Simulation
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 12: Casting Complementary Shapes STEM Activity
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

               Chapter 13: Antibiotics: Bacteria's Worst Enemy STEM Activity

               Chapter 14: Human Genomes and Medicine STEM Activity
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

               Chapter 15: Recombinant DNA in Genetically Modified Organisms STEM Activity
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Chapter 16: Bird Beaks STEM Simulation
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Chapter 17: Pollination or Contamination? STEM Activity
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Chapter 18: Classifying New Species STEM Activity

               Chapter 19: Pangaea: Putting the Puzzle Together STEM Activity

               Chapter 20: Bacteria and Nuclear Waste STEM Activity

               Chapter 21: Malaria and Fungi STEM Activity

               Chapter 22: Fruits as Models for Containers STEM Activity

               Chapter 23: Stems STEM Activity

               Chapter 24: The Technology of a Ripe Banana STEM Activity

               Chapter 25: Avoiding Bycatch STEM Activity

               Chapter 26: Robotics and Evolution STEM Activity
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 27: Clam Farming STEM Simulation

               Chapter 28: Snakes, Mathematics, and Engineering STEM Worksheet

               Chapter 29: Yellowstone Wolves STEM Worksheet

               Chapter 30: pH and Enzymes in Digestion STEM Activity

               Chapter 31: Technology and Physical Disabilities STEM Worksheet

               Chapter 32: The Science of Exercise STEM Activity

               Chapter 33: The (Artificial) Heart of the Matter

               Chapter 34: Biomedical Engineering and the Endocrine System STEM Activity

               Chapter 35: Reducing the Spread of "Bloodborne" Pathogens STEM Activity

            Probeware Labs
            
               Acid Rain and Seeds Probeware Lab (Pasco)
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. 

               Acid Rain and Seeds Probeware Lab (Ward's)
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. 

               How Does Exercise Affect Wastes? Probeware Lab (Pasco)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               How Does Exercise Affect Wastes? Probeware Lab (Ward's)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Maintaining Temperature Probeware Lab (Pasco)
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Maintaining Temperature Probeware Lab (Ward's)
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               The Effect of Fertilizer on Algae Probeware Lab (Pasco)
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               The Effect of Fertilizer on Algae Probeware Lab (Ward's)
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Enzyme Action Probeware Lab (Pasco)

               Enzyme Action Probeware Lab (Ward's)

               Microclimates Probeware Lab (Pasco)

               Microclimates Probeware Lab (Ward's)

               pH of Juices Probeware Lab (Pasco)

               pH of Juices Probeware Lab (Ward's)

               Photosynthesis and Cellular Respiration Probeware Lab (Pasco)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Photosynthesis and Cellular Respiration Probeware Lab (Ward's)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Respiration in Seeds Probeware Lab (Pasco)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Respiration in Seeds Probeware Lab (Ward's)
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               What Factors Affect Heart Rate? Probeware Lab (Pasco)

               What Factors Affect Heart Rate? Probeware Lab (Ward's)

            Study Workbook A
            
               Chapter 1 The Science of Biology
               
                  Study Workbook A Vocabulary and Chapter Mystery

                  Study Workbook A: What Is Science? Lesson Review

                  Study Workbook A: Science in Context Lesson Review

                  Study Workbook A: Studying Life Lesson Review

               Chapter 2 The Chemistry of Life
               
                  Study Workbook A: Nature of Matter Lesson Review

                  Study Workbook A: Properties of Water Lesson Review

                  Study Workbook A: Carbon Compounds Lesson Review

                  Study Workbook A: Chemical Reactions and Enzymes Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 3 The Biosphere
               
                  Study Workbook A: What Is Ecology? Lesson Review

                  Study Workbook A: Energy, Producers, and Consumers Lesson Review

                  Study Workbook A: Energy Flow in Ecosystems Lesson Review

                  Study Workbook A: Cycles of Matter Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 4 Ecosystems and Communities
               
                  Study Workbook A: Climate Lesson Review

                  Study Workbook A: Niches and Community Interactions Lesson Review

                  Study Workbook A: Succession Lesson Review

                  Study Workbook A: Biomes Lesson Review

                  Study Workbook A: Aquatic Ecosystems Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 5 Populations
               
                  Study Workbook A: How Populations Grow Lesson Review

                  Study Workbook A: Limits to Growth Lesson Review

                  Study Workbook A: Human Population Growth Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 6 Humans in the Biosphere
               
                  Study Workbook A: Changing Landscape Lesson Review

                  Study Workbook A: Using Resources Wisely Lesson Review

                  Study Workbook A: Biodiversity Lesson Review

                  Study Workbook A: Meeting Ecological Challenges Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 7 Cell Structure and Function
               
                  Study Workbook A: Life Is Cellular Lesson Review

                  Study Workbook A: Cell Structures Lesson Review

                  Study Workbook A: Cell Transport Lesson Review

                  Study Workbook A: Homeostasis and Cells Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 8 Photosynthesis
               
                  Study Workbook A: Energy and Life Lesson Review

                  Study Workbook A: Photosynthesis: An Overview Lesson Review

                  Study Workbook A: The Process of Photosynthesis Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 9 Cellular Respiration and Fermentation
               
                  Study Workbook A: Cellular Respiration: An Overview Lesson Review

                  Study Workbook A: The Process of Cellular Respiration Lesson Review

                  Study Workbook A: Fermentation Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 10 Cell Growth and Division
               
                  Study Workbook A: Cell Growth, Division, and Reproduction Lesson Review

                  Study Workbook A: The Process of Cell Division Lesson Review

                  Study Workbook A: Regulating the Cell Cycle Lesson Review

                  Study Workbook A: Cell Differentiation Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 11 Introduction to Genetics
               
                  Study Workbook A: The Work of Gregor Mendel Lesson Review

                  Study Workbook A: Applying Mendel's Principles Lesson Review

                  Study Workbook A: Other Patterns of Inheritance Lesson Review

                  Study Workbook A: Meiosis Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 12 DNA
               
                  Study Workbook A: Identifying the Substance of Genes Lesson Review

                  Study Workbook A: The Structure of DNA Lesson Review

                  Study Workbook A: DNA Replication Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 13 RNA and Protein Synthesis
               
                  Study Workbook A: RNA Lesson Review

                  Study Workbook A: Ribosomes and Protein Synthesis Lesson Review

                  Study Workbook A: Mutations Lesson Review

                  Study Workbook A: Gene Regulation and Expression Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 14 Human Heredity
               
                  Study Workbook A: Human Chromosomes Lesson Review

                  Study Workbook A: Human Genetic Disorders Lesson Review

                  Study Workbook A: Studying the Human Genome Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 15 Genetic Engineering
               
                  Study Workbook A: Selective Breeding Lesson Review

                  Study Workbook A: Recombinant DNA Lesson Review

                  Study Workbook A: Applications of Genetic Engineering Lesson Review

                  Study Workbook A: Ethics and Impacts of Biotechnology Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 16 Darwin's Theory of Evolution
               
                  Study Workbook A: Darwin's Voyage of Discovery Lesson Review

                  Study Workbook A: Ideas that Shaped Darwin's Thinking Lesson Review

                  Study Workbook A: Darwin Presents His Case Lesson Review

                  Study Workbook A: Evidence of Evolution Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 17 Evolution of Populations
               
                  Study Workbook A: Genes and Variation Lesson Review

                  Study Workbook A: Evolution as Genetic Change in Populations Lesson Review

                  Study Workbook A: The Process of Speciation Lesson Review

                  Study Workbook A: Molecular Evolution Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 18 Classification
               
                  Study Workbook A: Finding Order in Diversity Lesson Review

                  Study Workbook A: Modern Evolutionary Classification Lesson Review

                  Study Workbook A: Building the Tree of Life Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 19 History of Life
               
                  Study Workbook A: The Fossil Record Lesson Review

                  Study Workbook A: Patterns and Processes of Evolution Lesson Review

                  Study Workbook A: Earth's Early History Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 20 Viruses and Prokaryotes
               
                  Study Workbook A: Viruses Lesson Review

                  Study Workbook A: Prokaryotes Lesson Review

                  Study Workbook A: Diseases Caused by Bacteria and Viruses Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 21 Protists and Fungi
               
                  Study Workbook A: Protist Classification--The Saga Continues Lesson Review

                  Study Workbook A: Protist Structure and Function Lesson Review

                  Study Workbook A: The Ecology of Protists Lesson Review

                  Study Workbook A: Fungi Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 22 Introduction to Plants
               
                  Study Workbook A: What Is a Plant? Lesson Review

                  Study Workbook A: Seedless Plants Lesson Review

                  Study Workbook A: Seed Plants Lesson Review

                  Study Workbook A: Flowering Plants Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 23 Plant Structure and Function
               
                  Study Workbook A: Specialized Tissues in Plants Lesson Review

                  Study Workbook A: Roots Lesson Review

                  Study Workbook A: Stems Lesson Review

                  Study Workbook A: Leaves Lesson Review

                  Study Workbook A: Transport in Plants Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 24 Plant Reproduction and Response
               
                  Study Workbook A: Reproduction in Flowering Plants Lesson Review

                  Study Workbook A: Fruits and Seeds Lesson Review

                  Study Workbook A: Plant Hormones Lesson Review

                  Study Workbook A: Plants and Humans Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 25 Introduction to Animals
               
                  Study Workbook A: What Is an Animal? Lesson Review

                  Study Workbook A: Animal Body Plans and Evolution Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 26 Animal Evolution and Diversity
               
                  Study Workbook A: Invertebrate Evolution and Diversity Lesson Review

                  Study Workbook A: Chordate Evolution and Diversity Lesson Review

                  Study Workbook A: Primate Evolution Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 27 Animal Systems I
               
                  Study Workbook A: Feeding and Digestion Lesson Review

                  Study Workbook A: Respiration Lesson Review

                  Study Workbook A: Circulation Lesson Review

                  Study Workbook A: Excretion Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 28 Animal Systems II
               
                  Study Workbook A: Response Lesson Review

                  Study Workbook A: Movement and Support Lesson Review

                  Study Workbook A: Reproduction Lesson Review

                  Study Workbook A: Homeostasis Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 29 Animal Behavior
               
                  Study Workbook A: Elements of Behavior Lesson Review

                  Study Workbook A: Animals in their Environments Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 30 Digestive and Excretory Systems
               
                  Study Workbook A: Organization of the Human Body Lesson Review

                  Study Workbook A: Food and Nutrition Lesson Review

                  Study Workbook A: The Digestive System Lesson Review

                  Study Workbook A: The Excretory System Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 31 Nervous System
               
                  Study Workbook A: The Neuron Lesson Review

                  Study Workbook A: The Central Nervous System Lesson Review

                  Study Workbook A: The Peripheral Nervous System Lesson Review

                  Study Workbook A: The Senses Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 32 Skeletal, Muscular, and Integumentary Systems
               
                  Study Workbook A: The Skeletal System Lesson Review

                  Study Workbook A: The Muscular System Lesson Review

                  Study Workbook A: Skin--The Integumentary System Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 33 Circulatory and Respiratory Systems
               
                  Study Workbook A: The Circulatory System Lesson Review

                  Study Workbook A: Blood and the Lymphatic System Lesson Review

                  Study Workbook A: The Respiratory System Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 34 Endocrine and Reproductive Systems
               
                  Study Workbook A: The Endocrine System Lesson Review

                  Study Workbook A: Glands of the Endocrine System Lesson Review

                  Study Workbook A: The Reproductive System Lesson Review

                  Study Workbook A: Fertilization and Development Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

               Chapter 35 Immune System and Disease
               
                  Study Workbook A: Infectious Disease Lesson Review

                  Study Workbook A: Defenses Against Disease Lesson Review

                  Study Workbook A: Fighting Infectious Disease Lesson Review

                  Study Workbook A: Immune System Disorders Lesson Review

                  Study Workbook A Vocabulary and Chapter Mystery

            Study Workbook B
            
               Chapter 1 The Science of Biology
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: What Is Science? Lesson Review

                  Study Workbook B: Science in Context Lesson Review

                  Study Workbook B: Studying Life Lesson Review

               Chapter 2 The Chemistry of Life
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Nature of Matter Lesson Review

                  Study Workbook B: Properties of Water Lesson Review

                  Study Workbook B: Carbon Compounds Lesson Review

                  Study Workbook B: Chemical Reactions and Enzymes Lesson Review

               Chapter 3 The Biosphere
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: What Is Ecology? Lesson Review

                  Study Workbook B: Energy, Producers, and Consumers Lesson Review

                  Study Workbook B: Energy Flow in Ecosystems Lesson Review

                  Study Workbook B: Cycles of Matter Lesson Review

               Chapter 4 Ecosystems and Communities
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Climate Lesson Review

                  Study Workbook B: Niches and Community Interactions Lesson Review

                  Study Workbook B: Succession Lesson Review

                  Study Workbook B: Biomes Lesson Review

                  Study Workbook B: Aquatic Ecosystems Lesson Review

               Chapter 5 Populations
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: How Populations Grow Lesson Review

                  Study Workbook B: Limits to Growth Lesson Review

                  Study Workbook B: Human Population Growth Lesson Review

               Chapter 6 Humans in the Biosphere
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Changing Landscape Lesson Review

                  Study Workbook B: Using Resources Wisely Lesson Review

                  Study Workbook B: Biodiversity Lesson Review

                  Study Workbook B: Meeting Ecological Challenges Lesson Review

               Chapter 7 Cell Structure and Function
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Life Is Cellular Lesson Review

                  Study Workbook B: Cell Structures Lesson Review

                  Study Workbook B: Cell Transport Lesson Review

                  Study Workbook B: Homeostasis and Cells Lesson Review

               Chapter 8 Photosynthesis
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Energy and Life Lesson Review

                  Study Workbook B: Photosynthesis: An Overview Lesson Review

                  Study Workbook B: The Process of Photosynthesis Lesson Review

               Chapter 9 Cellular Respiration and Fermentation
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Cellular Respiration: An Overview Lesson Review

                  Study Workbook B: The Process of Cellular Respiration Lesson Review

                  Study Workbook B: Fermentation Lesson Review

               Chapter 10 Cell Growth and Division
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Cell Growth, Division, and Reproduction Lesson Review

                  Study Workbook B: The Process of Cell Division Lesson Review

                  Study Workbook B: Regulating the Cell Cycle Lesson Review

                  Study Workbook B: Cell Differentiation Lesson Review

               Chapter 11 Introduction to Genetics
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Work of Gregor Mendel Lesson Review

                  Study Workbook B: Applying Mendel's Principles Lesson Review

                  Study Workbook B: Other Patterns of Inheritance Lesson Review

                  Study Workbook B: Meiosis Lesson Review

               Chapter 12 DNA
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Identifying the Substance of Genes Lesson Review

                  Study Workbook B: The Structure of DNA Lesson Review

                  Study Workbook B: DNA Replication Lesson Review

               Chapter 13 RNA and Protein Synthesis
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: RNA Lesson Review

                  Study Workbook B: Ribosomes and Protein Synthesis Lesson Review

                  Study Workbook B: Mutations Lesson Review

                  Study Workbook B: Gene Regulation and Expression Lesson Review

               Chapter 14 Human Heredity
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Human Chromosomes Lesson Review

                  Study Workbook B: Human Genetic Disorders Lesson Review

                  Study Workbook B: Studying the Human Genome Lesson Review

               Chapter 15 Genetic Engineering
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Selective Breeding Lesson Review

                  Study Workbook B: Recombinant DNA Lesson Review

                  Study Workbook B: Applications of Genetic Engineering Lesson Review

                  Study Workbook B: Ethics and Impacts of Biotechnology Lesson Review

               Chapter 16 Darwin's Theory of Evolution
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Darwin's Voyage of Discovery Lesson Review

                  Study Workbook B: Ideas that Shaped Darwin's Thinking Lesson Review

                  Study Workbook B: Darwin Presents His Case Lesson Review

                  Study Workbook B: Evidence of Evolution Lesson Review

               Chapter 17 Evolution of Populations
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Genes and Variation Lesson Review

                  Study Workbook B: Evolution as Genetic Change in Populations Lesson Review

                  Study Workbook B: The Process of Speciation Lesson Review

                  Study Workbook B: Molecular Evolution Lesson Review

               Chapter 18 Classification
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Finding Order in Diversity Lesson Review

                  Study Workbook B: Modern Evolutionary Classification Lesson Review

                  Study Workbook B: Building the Tree of Life Lesson Review

               Chapter 19 History of Life
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Fossil Record Lesson Review

                  Study Workbook B: Patterns and Processes of Evolution Lesson Review

                  Study Workbook B: Earth's Early History Lesson Review

               Chapter 20 Viruses and Prokaryotes
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Viruses Lesson Review

                  Study Workbook B: Prokaryotes Lesson Review

                  Study Workbook B: Diseases Caused by Bacteria and Viruses Lesson Review

               Chapter 21 Protists and Fungi
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Protist Classification--The Saga Continues Lesson Review

                  Study Workbook B: Protist Structure and Function Lesson Review

                  Study Workbook B: The Ecology of Protists Lesson Review

                  Study Workbook B: Fungi Lesson Review

               Chapter 22 Introduction to Plants
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: What Is a Plant? Lesson Review

                  Study Workbook B: Seedless Plants Lesson Review

                  Study Workbook B: Seed Plants Lesson Review

                  Study Workbook B: Flowering Plants Lesson Review

               Chapter 23 Plant Structure and Function
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Specialized Tissues in Plants Lesson Review

                  Study Workbook B: Roots Lesson Review

                  Study Workbook B: Stems Lesson Review

                  Study Workbook B: Leaves Lesson Review

                  Study Workbook B: Transport in Plants Lesson Review

               Chapter 24 Plant Reproduction and Response
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Reproduction in Flowering Plants Lesson Review

                  Study Workbook B: Fruits and Seeds Lesson Review

                  Study Workbook B: Plant Hormones Lesson Review

                  Study Workbook B: Plants and Humans Lesson Review

               Chapter 25 Introduction to Animals
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: What Is an Animal? Lesson Review

                  Study Workbook B: Animal Body Plans and Evolution Lesson Review

               Chapter 26 Animal Evolution and Diversity
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Invertebrate Evolution and Diversity Lesson Review

                  Study Workbook B: Chordate Evolution and Diversity Lesson Review

                  Study Workbook B: Primate Evolution Lesson Review

               Chapter 27 Animal Systems I
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Feeding and Digestion Lesson Review

                  Study Workbook B: Respiration Lesson Review

                  Study Workbook B: Circulation Lesson Review

                  Study Workbook B: Excretion Lesson Review

               Chapter 28 Animal Systems II
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Response Lesson Review

                  Study Workbook B: Movement and Support Lesson Review

                  Study Workbook B: Reproduction Lesson Review

                  Study Workbook B: Homeostasis Lesson Review

               Chapter 29 Animal Behavior
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Elements of Behavior Lesson Review

                  Study Workbook B: Animals in their Environments Lesson Review

               Chapter 30 Digestive and Excretory Systems
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Organization of the Human Body Lesson Review

                  Study Workbook B: Food and Nutrition Lesson Review

                  Study Workbook B: The Digestive System Lesson Review

                  Study Workbook B: The Excretory System Lesson Review

               Chapter 31 Nervous System
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Neuron Lesson Review

                  Study Workbook B: The Central Nervous System Lesson Review

                  Study Workbook B: The Peripheral Nervous System Lesson Review

                  Study Workbook B: The Senses Lesson Review

               Chapter 32 Skeletal, Muscular, and Integumentary Systems
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Skeletal System Lesson Review

                  Study Workbook B: The Muscular System Lesson Review

                  Study Workbook B: Skin: The Integumentary System Lesson Review

               Chapter 33 Circulatory and Respiratory Systems
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Circulatory System Lesson Review

                  Study Workbook B: Blood and the Lymphatic System Lesson Review

                  Study Workbook B: The Respiratory System Lesson Review

               Chapter 34 Endocrine and Reproductive Systems
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: The Endocrine System Lesson Review

                  Study Workbook B: Glands of the Endocrine System Lesson Review

                  Study Workbook B: The Reproductive System Lesson Review

                  Study Workbook B: Fertilization and Development Lesson Review

               Chapter 35 Immune System and Disease
               
                  Study Workbook B: Review and Test-Taking Practice

                  Study Workbook B: Infectious Disease Lesson Review

                  Study Workbook B: Defenses Against Disease Lesson Review

                  Study Workbook B: Fighting Infectious Disease Lesson Review

                  Study Workbook B: Immune System Disorders Lesson Review

            Lab Manual A
            
               Front Matter

               Lab Skills
               
                  Lab Skills 1: Lab Equipment and Safety

                  Lab Skills 2: Applying Scientific Methods

                  Lab Skills 3: Using a Compound Microscope

               Lab Manual A by Chapter
               
                  Chapter 1 Lab: Using a Microscope to Estimate Size

                  Chapter 2 Lab: Temperature and Enzymes

                  Chapter 3 Lab: The Effect of Ferilizer on Algae

                  Chapter 4 Lab: Abiotic Factors and Plant Selection

                  Chapter 5 Lab: The Growth Cycle of Yeast

                  Chapter 6 Lab: Acid Rain and Seeds
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Chapter 7 Lab: Detecting Diffusion

                  Chapter 8 Lab: Plant Pigments and Photosynthesis
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

                  Chapter 9 Lab: Comparing Fermentation Rates of Sugars
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Chapter 10 Lab: Regeneration in Planaria
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Chapter 11 Lab: Modeling Meiosis
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Chapter 12 Lab: Extracting DNA
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 13 Lab: From DNA to Protein Synthesis
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Chapter 14 Lab: Using DNA to Identify Human Remains
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 15 Lab: Using DNA to Solve Crimes
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 16 Lab: Amino Acid Sequences: Indicators of Evolution
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Chapter 17 Lab: Competing for Resources
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Use models to generate and analyze data. 

                  Chapter 18 Lab: Dichotomous Keys

                  Chapter 19 Lab: Using Index Fossils

                  Chapter 20 Lab: Controlling Bacterial Growth

                  Chapter 21 Lab: Mushroom Farming

                  Chapter 22 Lab: Exploring Plant Diversity

                  Chapter 23 Lab: Identifying Growth Zones in Roots

                  Chapter 24 Lab: Plant Hormones and Leaves

                  Chapter 25 Lab: Comparing Invertebrate Body Plans
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Chapter 26 Lab: Investigating Hominoid Fossils

                  Chapter 27 Lab: Anatomy of a Squid
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Chapter 28 Lab: Comparing Bird and Mammal Bones

                  Chapter 29 Lab: Termite Tracks
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Chapter 30 Lab: Digestion of Dairy Products

                  Chapter 31 Lab: Testing Sensory Receptors for Touch

                  Chapter 32 Lab: Comparing Limbs

                  Chapter 33 Lab: Tidal Volume and Lung Capacity

                  Chapter 34 Lab: Diagnosing Endocrine Disorders
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Chapter 35 Lab: Detecting Lyme Disease

               Quick Labs
               
                  Quick Labs 2.1: Model of an Ionic Compound
                    Curriculum Standards: Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  Quick Labs 7.2: Making a Model of a Cell

                  Quick Labs 10.1: Modeling the Relationship Between Surface Area and Volume

                  Quick Labs 11.2: How Are Dimples Inheritied

                  Quick Labs 15.2: Inserting Genetic Markers

                  Quick Labs 20.1: How Do Viruses Differ in Structure

               Lab Manual A Additional Labs
               
                  Lab Manual A: Lab 1 Making Models of Macromolecules
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Lab Manual A: Lab 2 Enzymes in Detergents
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Lab Manual A: Lab 3 Oil-Eating Bacteria
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  Lab Manual A: Lab 4 Osmosis

                  Lab Manual A: Lab 5 Photosynthesis and Cellular Respiration
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Lab Manual A: Lab 6 Investigating the Fermentation of Kimchi
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Lab Manual A: Lab 7 Independent Assortment and Gene Linkage

                  Lab Manual A: Lab 8 Ecosystems and Speciation
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

                  Lab Manual A: Lab 9 Comparing Adaptations of Ferns and Mosses
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Lab Manual A: Lab 10 Using Pollen to Solve Crimes

                  Lab Manual A: Lab 11 The Effects of Chemicals on Heart Rate

                  Lab Manual A: Lab 12 Observing Hydra

                  Lab Manual A: Lab 13 Reducing Excess Gas

                  Lab Manual A: Lab 14 Modeling Breathing

                  Lab Manual A: Lab 15 Modeling Disease Transmission

               Lab Manual A Appendix
               
                  Appendix A: How to Form a Hypothesis
                    Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Ask questions and formulate, refine, and evaluate empirically testable questions. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. 

                  Appendix B: Presenting Data

                  Appendix C: Measurements and Calculations

                  Appendix D: Laboratory Techniques

                  Appendix E: Science and Technology
                    Curriculum Standards: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

            Lab Manual B
            
               Front Matter

               Lab Skills Labs
               
                  Lab Skills 1: Lab Equipment and Safety

                  Lab Skills 2: Applying Scientific Methods
                    Curriculum Standards: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Lab Skills 3: Using a Compound Microscope

               Lab Manual B by Chapter
               
                  Chapter 1 Lab: Using a Microscope to Estimate Size

                  Chapter 2 Lab: Temperature and Enzymes

                  Chapter 3 Lab: The Effect of Fertilizer on Algae
                    Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Chapter 4 Lab: Abiotic Factors and Plant Selection

                  Chapter 5 Lab: The Growth Cycle of Yeast

                  Chapter 6 Lab: Acid Rain and Seeds

                  Chapter 7 Lab: Detecting Diffusion

                  Chapter 8 Lab: Plant Pigments and Photosynthesis
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

                  Chapter 9 Lab: Comparing Fermentation Rates of Sugars
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Chapter 10 Lab: Regeneration in Planaria
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Chapter 11 Lab: Modeling Meiosis
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Chapter 12 Lab: Extracting DNA
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 13 Lab: From DNA to Protein Synthesis
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Chapter 14 Lab: Using DNA to Identify Human Remains
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 15 Lab: Using DNA to Solve Crimes
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Chapter 16 Lab: Amino Acid Sequences: Indicators of Evolution

                  Chapter 17 Lab: Competing for Resources
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Chapter 18 Lab: Dichotomous Keys

                  Chapter 19 Lab: Using Index Fossils

                  Chapter 20 Lab: Controlling Bacterial Growth

                  Chapter 21 Lab: Mushroom Farming

                  Chapter 22 Lab: Exploring Plant Diversity
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Chapter 23 Lab: Identifying Growth Zones in Roots

                  Chapter 24 Lab: Plant Hormones and Leaves

                  Chapter 25 Lab: Comparing Invertebrate Body Plans
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Chapter 26 Lab: Investigating Hominoid Fossils

                  Chapter 27 Lab: Anatomy of a Squid
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Chapter 28 Lab: Comparing Bird and Mammal Bones

                  Chapter 29 Lab: Termite Tracks
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Chapter 30 Lab: Digestion of Dairy Products

                  Chapter 31 Lab: Testing Sensory Receptors for Touch

                  Chapter 32 Lab: Comparing Limbs

                  Chapter 33 Lab: Tidal Volume and Lung Capacity

                  Chapter 34 Lab: Diagnosing Endocrine Disorders

                  Chapter 35 Lab: Detecting Lyme Disease

               Data Analysis Labs
               
                  1: Picturing Data

                  2: What's in a Diet?

                  3: Comparing Fatty Acids
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  4: The 10-Percent Rule
                    Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop and use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  5: Predator-Prey Dynamics

                  6: Which Biome

                  7: Multiplying Rabbits
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  8: Vehicle Emission Trends

                  9: Saving the Golden Lion Tamarin
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  10: Mitochondria Distribution in the Mouse

                  11: Rates of Photosynthesis
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  12: You Are What You Eat
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  13: The Rise and Fall of Cyclins
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  14: Cellular Differentiation of C. elegans
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  15: Human Blood Types

                  16: Calculating Haploid and Diploid Numbers
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  17: Base Percentages
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

                  18: The Discovery of RNA Interference
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  19: The Geography of Malaria
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  20: Genetically Modified Crops in the United States
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  21: Molecular Homology in Hoxc8
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  22: Allele Frequency
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  23: Comparing the Domains

                  24: Extinctions Through Time
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

                  25: Comparing Atmospheres

                  26: MRSA on the Rise

                  27: Mycorrhizae and Tree Height

                  28: Keeping Ferns in Check

                  29: Reading a Tree's History

                  30: Temperature and Seed Germination

                  31: Increasing Crop Yields

                  32: Differences in Differentiation

                  33: Soaking Up Sun
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  34: Protein Digestion

                  35: Soaking Up Sun
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  36: Caring for Young

                  37: The American Diet
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  38: Sound Intensity

                  39: The Rising Rates of Melanoma

                  40: Blood Transfusions

                  41: Menstrual Cycle
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  42: Immune System "Memory"

                  43: Food Allergies

               Hands-On Labs
               
                  1: Asking Questions Scientifically

                  2: Model of an Ionic Compound
                    Curriculum Standards: Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  3: Abiotic Factors: Sand Versus Soil
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  4: Modeling Predator-Prey Interactions
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  5: How Competition Affects Growth
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  6: Overpacking
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  7: Making a Model of a Cell

                  8: CO2 and You

                  9: Comparing Surface Area and Volume

                  10: How Are Dimples Inherited

                  11: Modeling DNA Replication
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  12: Modeling Restriction Enzymes

                  13: Comparing Bones

                  14: Modeling Natural Selection
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  15: Classifying Cerealites

                  16: How Do Viruses Differ

                  17: Are All Plants the Same?

                  18: A-Mazing Plants

                  19: How a Bird "Chews"

                  20: Binocular Vision

                  21: Maintaining Temperature
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  22: Modeling Breathing

                  23: Growing Up
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  24: How Do Diseases Spread?

               Lab Manual B Appendix
               
                  Appendix A: How to Form a Hypothesis

                  Appendix B: Presenting Data

                  Appendix C: Measurements and Calculations

                  Appendix D: Laboratory Techniques

                  Appendix E: Science and Technology

            Test-Taking Strategies
            
               Anticipating the Answer Test-Taking Strategy

               Using the Process of Elimination Test-Taking Strategy

               Interpreting Line Graphs Test-Taking Strategy

               Interpreting Data Tables Test-Taking Strategy

               Interpreting Diagrams Test-Taking Strategy

               Interpreting Experiments Test-Taking Strategy

            Diagnostic and Benchmark Tests
            
               Census Consensus Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Disproving Spontaneous Generation Pearson Flipped Video for Science™

               Tools for Making Observations Pearson Flipped Video for Science™

               How Are Theories Developed? Pearson Flipped Video for Science™

               What Do Biologists Look Like? Untamed Science™ Video

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Bacteria at your Service Untamed Science™ Video

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Factors That Affect Ecosystems Pearson Flipped Video for Science™
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Adventures in Measurement
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Prokaryote Structure and Classification

               Gymnosperm Life cycle Student Tutorial

               Labeling Cell Structures

               Producers and Consumers
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Applying Information

               Safety in the Biology Laboratory Student Tutorial

               Science in the News Student Tutorial

               Enzymes Student Tutorial

               Explanations and Conclusions Student Tutorial

               What Are Scientific Ideas? Student Tutorial

               Studying Life Editable Pres

               Studying Life Editable Pres

               What Is Science? Editable Pres

               What Is Science? Editable Pres

               Diagnostic Test 1
                 Curriculum Standards: Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Disproving Spontaneous Generation Pearson Flipped Video for Science™

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

               Take a deep breath Untamed Science™ Video
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Skeletons in Space Untamed Science™ Video

               How Genes Determine Phenotype Pearson Flipped Video for Science™
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Blue or Yellow Eyes? Pearson Flipped Video for Science™

               What is an Animal? Untamed Science™ Video

               Symbiotic Relationships Pearson Flipped Video for Science™
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Did that Plant Just Move? Untamed Science™ Video

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Crazy Animal Births Untamed Science™ Video
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Being Green Has Its Advantages Pearson Flipped Video for Science™
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Genetic Drift and Recombination Pearson Flipped Video for Science™
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Soaking up the CO2 Untamed Science™ Video
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Biogeochemical Cycling Pearson Flipped Video for Science™
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Factors That Affect Ecosystems Pearson Flipped Video for Science™
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               The Intertidal Zone
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Hormones
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               ATP as a Charged Battery

               The Respiratory System
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Skeletal, Muscular, and Respiratory Systems
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Build a Skeleton

               Frequency and Dominance

               Interactive Punnett Squares

               Clades and Classification

               Plasmodium Life Cycle

               Comparing Monocots and Dicots

               Water Passage Into a Root

               Specialized Plant Tissues

               Light-Independent Reactions
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Plant Hormones

               Body Symmetry and Cavities
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Winter Survival

               Levels of Organization
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Biomes

               Producers and Consumers
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Explanations and Conclusions Student Tutorial

               Comparing Prokaryotes and Eukaryotes Student Tutorial

               Homeostasis in Multicellular Organisms Student Tutorial
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               The Linnaean Classification System Student Tutorial

               Food Chains and Food Webs Student Tutorial
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Natural Selection Student Tutorial
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. 

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Patterns and Processes of Evolution Editable Pres
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Respiration Editable Pres

               Respiration Editable Pres

               Diagnostic Test 2
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Adaptation also means that the distribution of traits in a population can change when conditions change. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               What Do Biologists Look Like? Untamed Science™ Video
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Paging Dr. Greenthumb Untamed Science™ Video

               How Are Theories Developed? Pearson Flipped Video for Science™

               Disproving Spontaneous Generation Pearson Flipped Video for Science™

               Designer Pigeons Untamed Science™ Video
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Not a Drop to Drink Untamed Science™ Video

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Why We Crave Sugar Untamed Science™ Video
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Counting Wild Animals Untamed Science™ Video
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Census Consensus Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Soaking up the CO2 Untamed Science™ Video
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Selective Breeding
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Labeling Cell Structures

               Ionic and Covalent Bonding

               An Enzyme-Catalyzed Reaction
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               What Are Scientific Ideas? Student Tutorial

               Enzymes Student Tutorial

               Scientific Hypotheses and Scientific Theories Student Tutorial

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Science in the News Student Tutorial

               Studying the Human Genome Editable Pres
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Ethics and Impacts Editable Pres

               Ethics and Impacts Editable Pres

               Studying Life Editable Pres

               Studying Life Editable Pres
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Studying Life Editable Pres

               Properties of Water Editable Pres

               Properties of Water Editable Pres

               Chemical Reactions and Enzymes Editable Pres
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chemical Reactions and Enzymes Editable Pres

               Benchmark Test 1
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Biogeochemical Cycling Pearson Flipped Video for Science™
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Symbiotic Relationships Pearson Flipped Video for Science™
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               The World's Fisheries Untamed Science™ Video
                 Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Being Green Has Its Advantages Pearson Flipped Video for Science™
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               From Lava to Life Untamed Science™ Video
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Plants Inside and Out Untamed Science™ Video
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Earth Day Every Day Untamed Science™ Video
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Exploring Extremes Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. 

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Weeds of Mass Destruction Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Bugs in the Home Untamed Science™ Video
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

               Factors That Affect Ecosystems Pearson Flipped Video for Science™
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Analyzing Climate Diagrams Worksheet

               Levels of Organization
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Feeding and Digestion
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Producers and Consumers
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Biomes

               Ocean Zones

               Logistic Growth
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Measuring Biodiversity
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Effects of CO2 on Plant Stomata
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Plant Energy
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Threats to Biodiversity
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Comparing Tropical Biomes Student Tutorial

               Ecological Succession Student Tutorial

               Natural Selection Student Tutorial
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Food Chains and Food Webs Student Tutorial
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               What is Ecology? Editable Pres

               What is Ecology? Editable Pres
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               What is Ecology? Editable Pres

               What is Ecology? Editable Pres
                 Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               What is Ecology? Editable Pres

               Energy Flow in Ecosystems Editable Pres
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Cycles of Matter Editable Pres

               Cycles of Matter Editable Pres

               Human Population Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Biodiversity Editable Pres
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Benchmark Test 2
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Mechanisms of Homeostasis Pearson Flipped Video for Science™
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Why Leaves Change Color Untamed Science Video
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Take a deep breath Untamed Science™ Video
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Not a Drop to Drink Untamed Science™ Video

               Lab Grown Meat Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               A Tail of Cell Division Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Genetics Takes Root Untamed Science™ Video

               Labeling Cell Structures

               An Enzyme-Catalyzed Reaction
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Cellular Processes

               ATP as a Charged Battery

               Shedding Light on Marine Algae
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Light-Independent Reactions
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Overview of cellular respiration
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               ATP and Energy Worksheet
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Fermentation
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Animal Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Timing the Cell Cycle
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Abnormal Cell Division
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Comparing Asexual and Sexual Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Cell Cycle
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Stem Cells Summary
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Work of Gregor Mendel Worksheet

               Cell Growth
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Analyzing Mitosis Student Tutorial
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Comparing Prokaryotes and Eukaryotes Student Tutorial

               Homeostasis in Multicellular Organisms Student Tutorial
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Cells Build Proteins Student Tutorial

               Stems Editable Pres

               Photosynthesis: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Cell Differentiation Editable Pres

               Cell Differentiation Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Benchmark Test 3
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Blue or Yellow Eyes? Pearson Flipped Video for Science™

               What color are my genes? Untamed Science™ Video
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               How Genes Determine Phenotype Pearson Flipped Video for Science™
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               DNA Super Sleuth Untamed Science™ Video
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Tales of the Mutant Leopard Untamed Science™ Video
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Designer Pigeons Untamed Science™ Video
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Types of Dominance
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Frequency and Dominance
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               A Human Karyotype
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Interactive Punnett Squares

               Meiosis
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Substance of Genes
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

               The Cell Cycle
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               RNA and Transcription
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

               The Genetic Code Worksheet
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chromosomal Mutations and Point Mutations
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Manipulating DNA
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Nondisjunction
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Selective Breeding
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               PCR and Plasmid DNA Transformation

               Obesity and Diabetes Data Analysis
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Genetic Engineering for Nutrition
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Beyond Darwin: Ideas that Shaped Science
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Chapter 17: Pollination or Contamination? STEM Activity
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               RNA Synthesis Student Tutorial
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Organizing the Body Student Tutorial
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Steps in Translation Student Tutorial
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               The Work of Gregor Mendel Editable Pres

               The Work of Gregor Mendel Editable Pres

               Applying Mendel's Principles Editable Pres

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               The Structure of DNA Editable Pres

               The Structure of DNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Gene Regulation and Expression Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Gene Regulation and Expression Editable Pres

               Human Chromosomes Editable Pres

               Human Chromosomes Editable Pres

               Recombinant DNA Editable Pres

               Studying the Human Genome Editable Pres

               Benchmark Test 4
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Being Green Has Its Advantages Pearson Flipped Video for Science™
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Stories in Stone Untamed Science™ Video
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Building a Dinosaur 101 Untamed Science™ Video

               Genetic Drift and Recombination Pearson Flipped Video for Science™
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Evolution at a Snail's Pace Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

               Finned Kin Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               What is an Animal? Untamed Science™ Video
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Miller-Urey Experiment Pearson Flipped Video for Science™

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               A New Dinosaur Untamed Science™ Video

               It Happened in Hawaii Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

               Beyond Darwin: Ideas that Shaped Science
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               The Galápagos Tortoises Worksheet
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

               Natural Selection
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               The Fossil Record
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Darwin's Observations
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Tiny Fossils and Ancient Oceans
                 Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Clades and Classification

               The Simplest Animal?

               Insects of the Carboniferous Period

               Explaining Extinctions
                 Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Cladogram of Invertebrates

               Gradualism and Punctuated Equilibrium

               Conditions on the Early Earth

               Fossil Evidence of Evolution Student Tutorial

               The Linnaean Classification System Student Tutorial

               Natural Selection Student Tutorial
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Patterns and Processes of Evolution Editable Pres
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Darwin's Voyage of Discovery Editable Pres

               Molecular Evolution Editable Pres

               Finding Order in Diversity Editable Pres

               Molecular Evolution Editable Pres

               The Process of Speciation Editable Pres
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Molecular Evolution Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Modern Evolutionary Classification Editable Pres

               Building the Tree of Life Editable Pres

               The Fossil Record Editable Pres

               Beyond Darwin: Ideas that Shaped Science
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Benchmark Test 5
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Adaptation also means that the distribution of traits in a population can change when conditions change. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Bacteria at your Service Untamed Science™ Video

               Lyme Disease Untamed Science™ Video

               From Lava to Life Untamed Science™ Video
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Symbiotic Relationships Pearson Flipped Video for Science™
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Fungus Among Us Untamed Science™ Video

               Monocots and Dicots Untamed Science™ Video

               Did that Plant Just Move? Untamed Science™ Video

               Insects Rule! Untamed Science™ Video

               Plant Tropisms Pearson Flipped Video for Science™

               Three Common Virus Types

               Prokaryote Structure and Classification

               Society and Immunity

               MRSA on the Rise

               Six Major Groups

               Protist Structure and Function
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Plasmodium Life Cycle

               Structure of a Mushroom

               Comparing Monocots and Dicots

               What is a Plant? Worksheet

               Water Passage Into a Root

               Specialized Plant Tissues

               Gymnosperm Life Cycle Student Tutorial

               Seed Plants

               Parts of a Flower

               Plant Hormones

               Body Symmetry and Cavities
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Ecological Succession Student Tutorial

               Building the Tree of Life Editable Pres

               Building the Tree of Life Editable Pres

               Building the Tree of Life Editable Pres

               Fungi Editable Pres

               Fungi Editable Pres

               Flowering Plants Editable Pres

               Seedless Plants Editable Pres

               Seedless Plants Editable Pres

               Seed Plants Editable Pres

               Seed Plants Editable Pres

               Reproduction in Flowering Plants Editable Pres

               Seedless Plants Editable Pres

               Leaves Editable Pres

               Leaves Editable Pres

               Photosynthesis: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Reproduction in Flowering Plants Editable Pres

               Reproduction in Flowering Plants Editable Pres

               Reproduction in Flowering Plants Editable Pres

               Benchmark Test 6

               What is an Animal? Untamed Science™ Video

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Interactions Among Body Systems Pearson Flipped Video for Science™

               Sing . . . Sing a Song Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Mechanisms of Homeostasis Pearson Flipped Video for Science™
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Fight or Flight Untamed Science™ Video

               Baboon Research Untamed Science™ Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Factors That Affect Ecosystems Pearson Flipped Video for Science™
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Bearly Asleep Untamed Science‚™ Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Mass Strandings Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Body Symmetry and Cavities
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Invertebrates

               Feeding and Digestion
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Circulation

               Animal Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Incomplete and Complete Metamorphosis

               Winter Survival

               Looks Tasty:  How Vision Affects Taste
               Looks Tasty: How Vision Affects TasteInvestigate the relationship between the color of food and perception of flavor.

               Tracking Shark Migrations
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Male Claw Display

               What is an Animal? Editable Pres

               What is an Animal? Editable Pres

               What is an Animal? Editable Pres

               What is an Animal? Editable Pres

               Animal Body Plans and Evolution Editable Pres

               Animal Body Plans and Evolution Editable Pres

               What is an Animal? Editable Pres

               Invertebrate Evolution and Diversity Editable Pres

               Invertebrate Evolution and Diversity Editable Pres

               Chordate Evolution and Diversity Editable Pres

               Chordate Evolution and Diversity Editable Pres

               Chordate Evolution and Diversity Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Primate Evolution Editable Pres

               Benchmark Test 7
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Interactions Among Body Systems Pearson Flipped Video for Science™

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Skeletons in Space Untamed Science™ Video

               Flu Vaccines 101 Untamed Science™ Video

               Take a deep breath Untamed Science™ Video
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               The Circulatory System

               Skeletal, Muscular, and Respiratory Systems
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Testing Sensory Receptors for Touch Lab Investigation

               The Skeletal System

               Sunlight and Skin Cancer

               Build a Skeleton

               The Sliding Filament Model

               Hormones
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Circulation

               Comparing Asexual and Sexual Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Respiratory System
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Reflex Arc
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Major Endocrine Glands

               Fertilization

               Society and Immunity

               Plasmodium Life Cycle

               Protist Structure and Function
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Ear and the Eye

               HIV Infection

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Human Systems I Editable Pres

               Respiration Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Skeletal, Muscular, and Respiratory Systems
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Benchmark Test 8
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 1 The Science of Biology
         
            Chapter 1 The Science of Biology Opener
            
               What Do Biologists Look Like? Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 What Is Science?
            
               Getting Started
               
                  Bugs in the Home Untamed Science™ Video
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Learn
               
                  Conserving Materials in the Bio Lab Flipped Video for Science™

                  Building a Microscope STEM Activity
                    Curriculum Standards: . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Using a Microscope to Estimate Size Lab Investigation

                  What Can't Science Tell You? Lab Investigation

                  Designing Controlled Experiments

                  What Is Science? Editable Pres
                    Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Ask questions and formulate, refine, and evaluate empirically testable questions. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. 

                  Study Workbook A: What Is Science? Lesson Review

                  Study Workbook B: What Is Science? Lesson Review

               Assess
               
                  What Is Science? Lesson Quiz

            Lesson 2 Science in Context
            
               Getting Started
               
                  Exploring Extremes Untamed Science™ Video
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Designing a Rainwater Capture System Virtual Lab
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Disproving Spontaneous Generation Pearson Flipped Video for Science™

                  How Are Theories Developed? Pearson Flipped Video for Science™

                  Replicating Procedures Quick Lab

                  Science in Context Editable Pres

                  Study Workbook A: Science in Context Lesson Review

                  Study Workbook B: Science in Context Lesson Review

               Assess
               
                  Science in Context Lesson Quiz

            Lesson 3 Studying Life
            
               Getting Started
               
                  Biology Careers Discussion Board

               Learn
               
                  Using Safety Equipment Pearson Flipped Video for Science™

                  Adventures in Measurement
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  What's in a Diet? Data Analysis Lab

                  Studying Life Editable Pres

                  Study Workbook A: Studying Life Lesson Review

                  Study Workbook B: Studying Life Lesson Review

               Assess
               
                  Studying Life Lesson Quiz

            Chapter Assessment
            
               Chapter 1 Test Prep

               Chapter 1 Test A
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Systems of specialized cells within organisms help them perform the essential functions of life. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Chapter 1 Test B
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Systems of specialized cells within organisms help them perform the essential functions of life. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Tools for Making Observations Pearson Flipped Video for Science™

               Disproving Spontaneous Generation Pearson Flipped Video for Science™

               Census Consensus Untamed Science™ Video

               How Are Theories Developed? Pearson Flipped Video for Science™

               What Do Biologists Look Like? Untamed Science™ Video

               Paging Dr. Greenthumb Untamed Science™ Video

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Counting Wild Animals Untamed Science™ Video
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Labeling Cell Structures

               Scientific Hypotheses and Scientific Theories Student Tutorial

               What Are Scientific Ideas? Student Tutorial

               Explanations and Conclusions Student Tutorial

               Science in the News Student Tutorial

               What Is Science? Editable Pres
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. 

               What Is Science? Editable Pres

               Studying Life Editable Pres

               What Is Science? Editable Pres

               What Is Science? Editable Pres

               Meiosis Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Meiosis Editable Pres

               Studying Life Editable Pres

               Chapter 1 Test
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Systems of specialized cells within organisms help them perform the essential functions of life. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

         Chapter 2 The Chemistry of Life
         
            Chapter 2 The Chemistry of Life Opener
            
               Not a Drop to Drink Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Nature of Matter
            
               Getting Started
               
                  What's the Matter? Class Discussion
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 

               Learn
               
                  Ionic and Covalent Bonding

                  The Nature of Matter Editable Pres

                  Model an Ionic Compound Quick Lab

                  Interactive Periodic Table Virtual Lab
                    Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  Study Workbook A: Nature of Matter Lesson Review

                  Study Workbook B: Nature of Matter Lesson Review

               Assess
               
                  Nature of Matter Lesson Quiz

            Lesson 2 Properties of Water
            
               Getting Started
               
                  Water, Water Everywhere Class Discussion

               Learn
               
                  Acid Rain and Freshwater Habitats
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Acidic and Basic Foods Quick Lab

                  Properties of Water Editable Pres

                  Study Workbook A: Properties of Water Lesson Review

                  Study Workbook B: Properties of Water Lesson Review

               Assess
               
                  Properties of Water Lesson Quiz

            Lesson 3 Carbon Compounds
            
               Getting Started
               
                  Chemistry of Durian Fruits Untamed Science™ Video

               Learn
               
                  Comparing Fatty Acids Data Analysis Lab
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Making Models of Macromolecules Lab Investigation
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Carbon Compounds Editable Pres
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Lipids and Cholesterol Levels Virtual Lab
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Study Workbook A: Carbon Compounds Lesson Review

                  Study Workbook B: Carbon Compounds Lesson Review

               Assess
               
                  Carbon Compounds Lesson Quiz
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Lesson 4 Chemical Reactions and Enzymes
            
               Getting Started
               
                  Matter and Energy Class Discussion

               Learn
               
                  The Role of Enzymes Pearson Flipped Video for Science™
                    Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Optimizing Ethanol Fuel Production STEM Activity

                  Temperature and Enzymes Lab Investigation

                  An Enzyme-Catalyzed Reaction
                    Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Chemical Reactions and Enzymes Editable Pres

                  Study Workbook A: Chemical Reactions and Enzymes Lesson Review

                  Study Workbook B: Chemical Reactions and Enzymes Lesson Review

               Assess
               
                  Chemical Reactions and Enzymes Lesson Quiz

            Chapter Assessment
            
               Chapter 2 Test Prep
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chapter 2 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chapter 2 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Not a Drop to Drink Untamed Science™ Video

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Ionic and Covalent Bonding

               An Enzyme-Catalyzed Reaction
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               The Nature of Matter Editable Pres

               The Nature of Matter Editable Pres

               Properties of Water Editable Pres

               Properties of Water Editable Pres

               Properties of Water Editable Pres

               Properties of Water Editable Pres

               The Nature of Matter Editable Pres

               Chemical Reactions and Enzymes Editable Pres

               The Nature of Matter Editable Pres

               Chemical Reactions and Enzymes Editable Pres

               Human Systems I Editable Pres

               Chemical Reactions and Enzymes Editable Pres
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chemical Reactions and Enzymes Editable Pres

               Chemical Reactions and Enzymes Editable Pres

               Chemical Reactions and Enzymes Editable Pres

               Adventures in Measurement

               Chapter 2 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

         Chapter 3 The Biosphere
         
            Chapter 3 The Biosphere Opener
            
               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 What Is Ecology?
            
               Getting Started
               
                  Counting Wild Animals Untamed Science™ Video
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Learn
               
                  Levels of Organization
                    Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Counting on Nature
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Self-Sustaining Habitats STEM Activity

                  Abiotic Factors and Plant Species Quick Lab

                  What is Ecology? Editable Pres

                  Study Workbook A: What Is Ecology? Lesson Review

                  Study Workbook B: What Is Ecology? Lesson Review

               Assess
               
                  What Is Ecology? Lesson Quiz
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

            Lesson 2 Energy, Producers, and Consumers
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Producers and Consumers
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Consumers interaction Quick Lab

                  Energy, Producers, and Consumers Editable Pres
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook A: Energy, Producers, and Consumers Lesson Review

                  Study Workbook B: Energy, Producers, and Consumers Lesson Review

               Assess
               
                  Energy, Producers, and Consumers Lesson Quiz
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

            Lesson 3 Energy Flow in Ecosystems
            
               Getting Started
               
                  Pass it Along Inquiry-Warm-up
                    Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Learn
               
                  Factors That Affect Ecosystems Pearson Flipped Video for Science™
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Energy Flow in Ecosystems Editable Pres
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Ocean Food Web
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Build a Food Web Virtual Lab
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  The 10 Percent Rule Data Analysis Lab
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Study Workbook A: Energy Flow in Ecosystems Lesson Review

                  Study Workbook B: Energy Flow in Ecosystems Lesson Review

               Assess
               
                  Energy Flow in Ecosystems Lesson Quiz
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

            Lesson 4 Cycles of Matter
            
               Getting Started
               
                  It's Raining, It's Pouring Inquiry Warm-Up

               Learn
               
                  Nutrient Cycle
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  The Effect of Fertilizer on Algae Lab Investigation

                  Biogeochemical Cycling Pearson Flipped Video for Science™
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Cycles of Matter Editable Pres
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Study Workbook A: Cycles of Matter Lesson Review

                  Study Workbook B: Cycles of Matter Lesson Review

               Assess
               
                  Cycles of Matter Lesson Quiz
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Printable Cycles of Matter Lesson Quiz

            Chapter Assessment
            
               Chapter 3 Test Prep
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Chapter 3 Test A
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Chapter 3 Test B
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Biogeochemical Cycling Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Nature's Tangled Web Untamed Science™ Video

               Factors That Affect Ecosystems Pearson Flipped Video for Science™

               Soaking up the CO2 Untamed Science™ Video
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Biogeochemical Cycling Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               The Role of Enzymes Pearson Flipped Video for Science™

               Levels of Organization

               Tracking Shark Migrations

               Producers and Consumers

               Ocean Zones

               Nutrient Cycle
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Feeding and Digestion

               Prokaryote Structure and Classification

               Food Chains and Food Webs Student Tutorial
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               What is Ecology? Editable Pres

               Cycles of Matter Editable Pres

               Cycles of Matter Editable Pres

               Cellular Respiration: An Overview Editable Pres

               What is Ecology? Editable Pres

               Energy Flow in Ecosystems Editable Pres
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Cycles of Matter Editable Pres

               Cycles of Matter Editable Pres

               Tracking Shark Migrations

               Biogeochemical Cycling Pearson Flipped Video for Science™

               Nature's Tangled Web Untamed Science™ Video

               Producers and Consumers

               Factors That Affect Ecosystems Pearson Flipped Video for Science™

               Food Chains and Food Webs Student Tutorial

               Paging Dr. Greenthumb Untamed Science™ Video

               What Do Biologists Look Like? Untamed Science™ Video

               Chapter 3 Test

         Chapter 4 Ecosystems and Communities
         
            Chapter 4 Ecosystems and Communities Opener
            
               From Lava to Life Untamed Science™ Video
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Climate
            
               Getting Started
               
                  Local Conditions Class Discussion

               Learn
               
                  The Greenhouse Effect

                  Weather and Climate Worksheet

                  Collecting Climate Data Lab Investigation

                  Climate Editable Pres
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

                  Study Workbook A: Climate Lesson Review

                  Study Workbook B: Climate Lesson Review

               Assess
               
                  Climate Lesson Quiz

            Lesson 2 Niches and Community Interactions
            
               Getting Started
               
                  Discussion Board Instructions and Rubric
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Life on the Reef Virtual Lab
                    Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 

                  Symbiotic Relationships Pearson Flipped Video for Science™
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Niches and Community Interactions Editable Pres
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Predator-Prey Dynamics Data Analysis Lab

                  Mutualism STEM Activity

                  Abiotic Factors and Plant Selection Lab Investigation

                  Study Workbook A: Niches and Community Interactions Lesson Review

                  Study Workbook B: Niches and Community Interactions Lesson Review

               Assess
               
                  Niches and Community Interactions Lesson Quiz

            Lesson 3 Succession
            
               Getting Started
               
                  Discussion Board Instructions and Rubric
                    Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Learn
               
                  Primary and Secondary Succession
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Succession
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Successful Succession? Quick Lab

                  Succession Editable Pres

                  Study Workbook A: Succession Lesson Review

                  Study Workbook B: Succession Lesson Review

               Assess
               
                  Succession Lesson Quiz

            Lesson 4 Biomes
            
               Getting Started
               
                  Alpine Tundra Untamed Science™ Video

               Learn
               
                  Biomes

                  Which Biome? Analyzing Data Lab

                  Analyzing Climate Diagrams Worksheet

                  Biomes Editable Pres

                  Study Workbook A: Biomes Lesson Review

                  Study Workbook B: Biomes Lesson Review

               Assess
               
                  Biomes Lesson Quiz

            Lesson 5 Aquatic Ecosystems
            
               Getting Started
               
                  Ever Changing Lake Untamed Science™ Video

               Learn
               
                  Factors Affecting Growth Virtual Lab
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  The Intertidal Zone
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Ocean Zones

                  Aquatic Ecosystems Editable Pres

                  Ecosystem Productivity Data Analysis Lab

                  Study Workbook A: Aquatic Ecosystems Lesson Review

                  Study Workbook B: Aquatic Ecosystems Lesson Review

               Assess
               
                  Ever Changing Lake Untamed Science™ Video

                  Aquatic Ecosystems Lesson Quiz

            Chapter Assessment
            
               Chapter 4 Test Prep
                 Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 4 Test A

               Chapter 4 Test B

               Soaking up the CO2 Untamed Science™ Video

               Symbiotic Relationships Pearson Flipped Video for Science™

               From Lava to Life Untamed Science™ Video

               Alpine Tundra Untamed Science™ Video

               Ever Changing Lake Untamed Science™ Video

               Plants Inside and Out Untamed Science™ Video

               The Greenhouse Effect

               The Intertidal Zone

               Succession

               Biomes

               Ocean Zones

               Measuring Biodiversity

               Feeding and Digestion

               Weather and Climate Worksheet

               Ecological Succession Student Tutorial

               How Do Predation and Herbivory Affect Communities? Student Tutorial

               Biomes Editable Pres

               What is Ecology? Editable Pres

               Nature's Tangled Web Untamed Science™ Video

               From Lava to Life Untamed Science™ Video

               The Intertidal Zone

               Biomes

               Plants Inside and Out Untamed Science™ Video

               Weather and Climate Worksheet

               Niches and Community Interactions Editable Pres

               Limits to Growth Editable Pres

               Chapter 4 Test

         Chapter 5 Populations
         
            Chapter 5 Populations Opener
            
               Census Consensus Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 How Populations Grow
            
               Getting Started
               
                  What Affects Population Size?
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Learn
               
                  Logistic Growth
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  The Growth Cycle of Yeast Lab Investigation

                  Sampling a Plant Community Lab Investigation
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Multiplying Rabbits Data Analysis Lab
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  How Populations Grow Editable Pres
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Study Workbook A: How Populations Grow Lesson Review

                  Study Workbook B: How Populations Grow Lesson Review

               Assess
               
                  How Populations Grow Lesson Quiz
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

            Lesson 2 Limits to Growth
            
               Getting Started
               
                  Weeds of Mass Destruction Untamed Science™ Video
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Learn
               
                  Limits to Growth Editable Pres
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  How Does Competition Affect Growth? Quick Lab
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  The Disappearance of Honeybees STEM Activity
                    Curriculum Standards: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Construct explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. 

                  Pythons in the Everglades Virtual Lab
                    Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  Study Workbook A: Limits to Growth Lesson Review

                  Study Workbook B: Limits to Growth Lesson Review

               Assess
               
                  Limits to Growth Lesson Quiz
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

            Lesson 3 Human Population Growth
            
               Getting Started
               
                  How Fast Are We Growing? Class Discussion
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  The Carrying Capacity of the Earth Quick Lab
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Human Population Growth Editable Pres
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Study Workbook A: Human Population Growth Lesson Review

                  Study Workbook B: Human Population Growth Lesson Review

               Assess
               
                  Human Population Growth Lesson Quiz
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

            Chapter Assessment
            
               Chapter 5 Test Prep
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 5 Test A
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Chapter 5 Test B
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               The World's Fisheries Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Census Consensus Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Wild Turkey 101 Untamed Science™ Video
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Logistic Growth
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Measuring Biodiversity
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Human Population Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Human Population Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Human Population Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               How Populations Grow Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Human Population Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Limits to Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Limits to Growth Editable Pres
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               The Intertidal Zone

               Measuring Biodiversity

               Census Consensus Untamed Science™ Video

               Symbiotic Relationships Pearson Flipped Video for Science™

               Limits to Growth Editable Pres

               Chapter 5 Test
                 Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

         Chapter 6 Humans in the Biosphere
         
            Chapter 6 Humans in the Biosphere Opener
            
               What Do Zoos Do? Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Changing Landscape
            
               Getting Started
               
                  Earth Day Every Day Untamed Science™ Video
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Learn
               
                  Reduce, Reuse, Recycle Quick Lab
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  A Changing Landscape Editable Pres
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Study Workbook A: Changing Landscape Lesson Review

                  Study Workbook B: Changing Landscape Lesson Review

               Assess
               
                  Changing Landscape Lesson Quiz
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

            Lesson 2 Using Resources Wisely
            
               Getting Started
               
                  The Pacific Garbage Patch Untamed Science™ Video
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Biological Magnification Quick Lab

                  American Air Pollution Trends Data Analysis Lab
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Using Resources Wisely Editable Pres
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Biological Magnification
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Study Workbook A: Using Resources Wisely Lesson Review

                  Study Workbook B: Using Resources Wisely Lesson Review

               Assess
               
                  Using Resources Wisely Lesson Quiz
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

            Lesson 3 Biodiversity
            
               Getting Started
               
                  What is Biodiversity? Class Discussion
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 

               Learn
               
                  Biodiversity Editable Pres
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Wetland Restoration Virtual Lab
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop and use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Measuring Biodiversity
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Threats to Biodiversity
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Saving the Golden Lion Tamarin Analyzing Data Lab
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Study Workbook A: Biodiversity Lesson Review

                  Study Workbook B: Biodiversity Lesson Review

               Assess
               
                  Biodiversity Lesson Quiz
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

            Lesson 4 Meeting Ecological Challenges
            
               Getting Started
               
                  The World's Fisheries Untamed Science™ Video
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Biogas Farming Virtual Lab
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. Use computational simulations based on mathematical models of basic assumptions. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Meeting Ecological Challenges Editable Pres
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Banning CFCs Data Analysis Lab
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Redesign to Reduce Waste STEM Activity
                    Curriculum Standards: . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Study Workbook A: Meeting Ecological Challenges Lesson Review

                  Study Workbook B: Meeting Ecological Challenges Lesson Review

               Assess
               
                  Meeting Ecological Challenges Lesson Quiz
                    Curriculum Standards: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

            Chapter Assessment
            
               Chapter 6 Test Prep
                 Curriculum Standards: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 6 Test A
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 6 Test B
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Weeds of Mass Destruction Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

               Earth Day Every Day Untamed Science™ Video
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Tools for Making Observations Pearson Flipped Video for Science™

               Bugs in the Home Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Exploring Extremes Untamed Science™ Video
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               The Pacific Garbage Patch Untamed Science™ Video
                 Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Threats to Biodiversity
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

               Plant Energy

               Biological Magnification

               Acid Rain and Freshwater Habitats

               Effects of CO2 on Plant Stomata

               Measuring Biodiversity

               Genetic Engineering for Nutrition Virtual Lab
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Using Resources Wisely Editable Pres

               Using Resources Wisely Editable Pres
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Biodiversity Editable Pres
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Biodiversity Editable Pres

               Biodiversity Editable Pres
                 Curriculum Standards: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

               Meeting Ecological Challenges Editable Pres
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

               A Changing Landscape Editable Pres
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               A Changing Landscape Editable Pres
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Using Resources Wisely Editable Pres

               Using Resources Wisely Editable Pres
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Using Resources Wisely Editable Pres
                 Curriculum Standards: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

               Acid Rain and Freshwater Habitats

               Biological Magnification

               What Are Scientific Ideas? Student Tutorial

               Earth Day Every Day Untamed Science™ Video

               Meeting Ecological Challenges Editable Pres

               Using Resources Wisely Editable Pres

               The Pacific Garbage Patch Untamed Science™ Video

               Applying Information

               Chapter 6 Test
                 Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

         Chapter 7 Cell Structure and Function
         
            Chapter 7 Cell Structure and Function Opener
            
               Fishing for the Right Balance Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Life Is Cellular
            
               Getting Started
               
                  Cell Theory Class Discussion

               Learn
               
                  Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

                  Tools for Making Observations Pearson Flipped Video for Science™

                  What Is a Cell? Quick Lab

                  Welcome to the Cellies Awards Pearson Flipped Video for Science™

                  Life is Cellular Editable Pres

                  Study Workbook A: Life Is Cellular Lesson Review

                  Study Workbook B: Life Is Cellular Lesson Review

               Assess
               
                  Life Is Cellular Lesson Quiz

            Lesson 2 Cell Structures
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Cell Structure Editable Pres

                  Labeling Cell Structures

                  Specialized Cells Virtual Lab
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Making a Model of a Cell Quick Lab

                  Study Workbook A: Cell Structures Lesson Review

                  Study Workbook B: Cell Structures Lesson Review

               Assess
               
                  Cell Structures Lesson Quiz

            Lesson 3 Cell Transport
            
               Getting Started
               
                  In or Out Class Discussion

               Learn
               
                  Cellular Processes

                  Detecting Diffusion Lab Investigation

                  Rehydrating Athletes STEM Activity
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Cell Transport Editable Pres

                  Study Workbook A: Cell Transport Lesson Review

                  Study Workbook B: Cell Transport Lesson Review

               Assess
               
                  Cell Transport Lesson Quiz

            Lesson 4 Homeostasis and Cells
            
               Getting Started
               
                  Maintaining Homeostasis

               Learn
               
                  From Cells...to Organisms Pearson Flipped Video for Science™
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Mitochondria Distribution Data Analysis Lab

                  Maximizing Mitochondria

                  Homeostasis and Cells Editable Pres
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. 

                  Study Workbook A: Homeostasis and Cells Lesson Review

                  Study Workbook B: Homeostasis and Cells Lesson Review

               Assess
               
                  Homeostasis and Cells Lesson Quiz
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

            Chapter Assessment
            
               Chapter 7 Test Prep
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Chapter 7 Test A
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 7 Test B
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Tools for Making Observations Pearson Flipped Video for Science™

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Mechanisms of Homeostasis Pearson Flipped Video for Science™

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Labeling Cell Structures

               Cellular Processes

               Cellular Processes

               Comparing Prokaryotes and Eukaryotes Student Tutorial

               Cells Build Proteins Student Tutorial

               Homeostasis in Multicellular Organisms Student Tutorial
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Life is Cellular Editable Pres

               Cell Transport Editable Pres

               Cell Structure Editable Pres

               Cell Structure Editable Pres

               Homeostasis and Cells Editable Pres
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. 

               Comparing Prokaryotes and Eukaryotes Student Tutorial

               Homeostasis in Multicellular Organisms Student Tutorial

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

               Tools for Making Observations Pearson Flipped Video for Science™

               Homeostasis and Cells Editable Pres

               Human Systems II Editable Pres

               Chapter 7 Test
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 8 Photosynthesis
         
            Chapter 8 Photosynthesis Opener
            
               Soaking up the CO2 Untamed Science™ Video
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Energy and Life
            
               Getting Started
               
                  Saving For a Rainy Day Class Discussion

               Learn
               
                  ATP as a Charged Battery

                  Organisms and Energy Quick Lab
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  ATP and Energy Worksheet
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Energy and Life Editable Pres
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

                  Study Workbook A: Energy and Life Lesson Review

                  Study Workbook B: Energy and Life Lesson Review

               Assess
               
                  Energy and Life Lesson Quiz

            Lesson 2 Photosynthesis: An Overview
            
               Getting Started
               
                  Trapping Energy Class Discussion
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Learn
               
                  Photosynthesis
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Plant Pigments and Photosynthesis Lab Investigation
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

                  Waste Produced During Photosynthesis Quick Lab
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Shedding Light on Marine Algae
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Photosynthesis: An Overview Editable Pres
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook A: Photosynthesis: An Overview Lesson Review

                  Study Workbook B: Photosynthesis: An Overview Lesson Review

               Assess
               
                  Photosynthesis: An Overview Lesson Quiz
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

            Lesson 3 The Process of Photosynthesis
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  The Process of Photosynthesis Editable Pres
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Rates of Photosynthesis Data Analysis Lab
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Optimal Conditions for Photosynthesis STEM Activity

                  Light-Independent Reactions
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

                  Plan an Urban Tree Planting Virtual Lab
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Study Workbook A: The Process of Photosynthesis Lesson Review

                  Study Workbook B: The Process of Photosynthesis Lesson Review

               Assess
               
                  The Process of Photosynthesis Lesson Quiz
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Chapter Assessment
            
               Chapter 8 Test Prep
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Chapter 8 Test A
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Chapter 8 Test B
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Why Leaves Change Color Untamed Science Video
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               ATP as a Charged Battery

               ATP and Energy Worksheet
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Shedding Light on Marine Algae
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Light-Independent Reactions
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Labeling Cell Structures

               Photosynthesis: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Photosynthesis: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Process of Photosynthesis Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Process of Photosynthesis Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Process of Photosynthesis Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Photosynthesis: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Process of Photosynthesis Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               The Process of Photosynthesis Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Cellular Processes

               Light-Independent Reactions

               The Process of Photosynthesis Editable Pres

               Photosynthesis

               Chapter 8 Test
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

         Chapter 9 Cellular Respiration and Fermentation
         
            Chapter 9 Cellular Respiration and Fermentation Opener
            
               Take a deep breath Untamed Science™ Video
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Cellular Respiration: An Overview
            
               Getting Started
               
                  Feel the Burn Class Discussion
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Learn
               
                  Opposites: Respiration & Photosynthesis
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Cellular Respiration and Energy STEM Activity
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  You are What You Eat Data Analysis Lab
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Overview of cellular respiration
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Cellular Respiration: An Overview Editable Pres
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

                  Study Workbook A: Cellular Respiration: An Overview Lesson Review

                  Study Workbook B: Cellular Respiration: An Overview Lesson Review

               Assess
               
                  Cellular Respiration: An Overview Lesson Quiz
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Lesson 2 The Process of Cellular Respiration
            
               Getting Started
               
                  Maximizing Surface Area Inquiry Warm-Up
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Learn
               
                  The Process of Cellular Respiration Editable Pres
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  The Process of Cellular Respiration
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Exercise and Mitochondria Virtual Lab
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook A: The Process of Cellular Respiration Lesson Review

                  Study Workbook B: The Process of Cellular Respiration Lesson Review

               Assess
               
                  The Process of Cellular Respiration Lesson Quiz
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Lesson 3 Fermentation
            
               Getting Started
               
                  Baking Bread Class Discussion
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Learn
               
                  Fermentation
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Fermentation Rates of Sugars Lab Investigation
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Wastes from Cellular Respiration Quick Lab
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Fermentation Editable Pres
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

                  Study Workbook A: Fermentation Lesson Review

                  Study Workbook B: Fermentation Lesson Review

               Assess
               
                  Fermentation Lesson Quiz
                    Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

            Chapter Assessment
            
               Chapter 9 Test Prep
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chapter 9 Test A
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Chapter 9 Test B
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Take a deep breath Untamed Science™ Video
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               An Enzyme-Catalyzed Reaction
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Overview of cellular respiration
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Labeling Cell Structures

               Light-Independent Reactions
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Fermentation
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               The Process of Cellular Respiration Editable Pres
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Cellular Respiration: An Overview Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               The Process of Cellular Respiration Editable Pres
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Opposites: Respiration & Photosynthesis

               Overview of cellular respiration

               Cellular Respiration: An Overview Editable Pres

               The Process of Cellular Respiration Editable Pres

               Photosynthesis

               Chapter 9 Test
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

         Chapter 10 Cell Growth and Division
         
            Chapter 10 Cell Growth and Division Opener
            
               A Tail of Cell Division Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Cell Growth, Division, and Reproduction
            
               Getting Started
               
                  What Limits the Sizes of Cells? Inquiry Warm-up
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  Comparing Asexual and Sexual Reproduction
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Comparing Surface Area and Volume Quick Lab

                  Cell Growth and Reproduction Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: Cell Growth, Division, and Reproduction Lesson Review

                  Study Workbook B: Cell Growth, Division, and Reproduction Lesson Review

               Assess
               
                  Cell Growth, Division, and Reproduction Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

            Lesson 2 The Process of Cell Division
            
               Getting Started
               
                  The Cell Cycle Class Discussion
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Discussion Board Instructions and Rubric

               Learn
               
                  Cell Cycle
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  The Cell Cycle
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Timing the Cell Cycle
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Mitosis in Action Quick Lab
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  The Process of Cell Division Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: The Process of Cell Division Lesson Review

                  Study Workbook B: The Process of Cell Division Lesson Review

               Assess
               
                  The Process of Cell Division Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 3 Regulating the Cell Cycle
            
               Getting Started
               
                  Knowing When to Stop Class Discussion
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  Abnormal Cell Division
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Cell Growth
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  The Rise and Fall of Cyclins Analyzing Data Activity
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Technology and Cancer Treatment STEM Activity

                  Regulating the Cell Cycle Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: Regulating the Cell Cycle Lesson Review

                  Study Workbook B: Regulating the Cell Cycle Lesson Review

               Assess
               
                  Regulating the Cell Cycle Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

            Lesson 4 Cell Differentiation
            
               Getting Started
               
                  Lab Grown Meat Untamed Science™ Video
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  Stem Cells Summary
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Cellular Differentiation of C. elegans Data Analysis Lab
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Regeneration in Planaria Lab Investigation
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Cell Differentiation Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: Cell Differentiation Lesson Review

                  Study Workbook B: Cell Differentiation Lesson Review

               Assess
               
                  Cell Differentiation Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

            Chapter Assessment
            
               Chapter 10 Test Prep
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Chapter 10 Test A
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 10 Test B
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Lab Grown Meat Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               A Tail of Cell Division Untamed Science™ Video

               Animal Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Timing the Cell Cycle
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Cell Cycle
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Labeling Cell Structures

               Abnormal Cell Division

               Comparing Asexual and Sexual Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Cell Growth

               Stem Cells Summary
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Analyzing Mitosis Student Tutorial
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Comparing Surface Area and Volume Quick Lab

               Cell Growth and Reproduction Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Cell Growth and Reproduction Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Cell Growth and Reproduction Editable Pres

               Cell Structure Editable Pres

               The Process of Cell Division Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Disproving Spontaneous Generation Pearson Flipped Video for Science™

               Paging Dr. Greenthumb Untamed Science™ Video

               How Are Theories Developed? Pearson Flipped Video for Science™

               What Are Scientific Ideas? Student Tutorial

               A Tail of Cell Division Untamed Science™ Video

               Abnormal Cell Division

               Cell Growth

               The Cell Cycle

               Timing the Cell Cycle

               Cell Differentiation Editable Pres

               Chapter 10 Test
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 11 Introduction to Genetics
         
            Chapter 11 Introduction to Genetics Opener
            
               Genetics Takes Root Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Work of Gregor Mendel
            
               Getting Started
               
                  Analyzing Inheritance Inquiry Warm-Up

               Learn
               
                  The formation of gametes

                  Classroom Variation Quick Lab

                  The Work of Gregor Mendel Worksheet

                  The Work of Gregor Mendel Editable Pres

                  Study Workbook A: The Work of Gregor Mendel Lesson Review

                  Study Workbook B: The Work of Gregor Mendel Lesson Review

               Assess
               
                  The Work of Gregor Mendel Lesson Quiz

            Lesson 2 Applying Mendel's Principles
            
               Getting Started
               
                  Tossing Coins Inquiry Warm-up

               Learn
               
                  Applying Mendel's Principles Editable Pres

                  Blue or Yellow Eyes? Pearson Flipped Video for Science™

                  How Are Dimples Inherited? Quick Lab

                  Guinea Pig Genetics Virtual Lab
                    Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  Interactive Punnett Squares

                  Study Workbook A: Applying Mendel's Principles Lesson Review

                  Study Workbook B: Applying Mendel's Principles Lesson Review

               Assess
               
                  Applying Mendel's Principles Lesson Quiz

            Lesson 3 Other Patterns of Inheritance
            
               Getting Started
               
                  Height in Humans Class Discussion
                    Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 

               Learn
               
                  Other Patterns of Inheritance Editable Pres
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

                  Types of Dominance

                  Lily Breeding STEM Simulation

                  Human Blood Types Data Analysis Lab

                  Study Workbook A: Other Patterns of Inheritance Lesson Review

                  Study Workbook B: Other Patterns of Inheritance Lesson Review

               Assess
               
                  Other Patterns of Inheritance Lesson Quiz

            Lesson 4 Meiosis
            
               Getting Started
               
                  How Many Chromosomes? Class Discussion
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  Meiosis
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Calculating Haploid and Diploid Numbers Analyzing Data Lab
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Modeling Meiosis Lab Investigation
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Meiosis Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Gene Location and Crossing Over

                  Study Workbook A: Meiosis Lesson Review

                  Study Workbook B: Meiosis Lesson Review

               Assess
               
                  Meiosis Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

            Chapter Assessment
            
               Chapter 11 Test Prep
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Chapter 11 Test A
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 11 Test B
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Genetics Takes Root Untamed Science™ Video

               Blue or Yellow Eyes? Pearson Flipped Video for Science™

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Frequency and Dominance

               Interactive Punnett Squares

               Types of Dominance

               Meiosis

               Gene Location and Crossing Over
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Applying Mendel's Principles Editable Pres

               Other Patterns of Inheritance Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               The Work of Gregor Mendel Editable Pres

               The Work of Gregor Mendel Editable Pres

               Applying Mendel's Principles Editable Pres

               The Work of Gregor Mendel Editable Pres

               The Work of Gregor Mendel Editable Pres

               Applying Mendel's Principles Editable Pres

               Meiosis Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Frequency and Dominance

               Interactive Punnett Squares

               Meiosis

               Other Patterns of Inheritance Editable Pres

               Chapter 11 Test
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 12 DNA
         
            Chapter 12 DNA Opener
            
               DNA Super Sleuth Untamed Science™ Video
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Identifying the Substance of Genes
            
               Getting Started
               
                  What is DNA? Class Discussion
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Learn
               
                  The Substance of Genes
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

                  Extracting DNA Lab Investigation
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Identifying the Substance of Genes Editable Pres
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Identifying the Substance of Genes Lesson Review

                  Study Workbook B: Identifying the Substance of Genes Lesson Review

               Assess
               
                  Identifying the Substance of Genes Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 2 The Structure of DNA
            
               Getting Started
               
                  How Genes Determine Phenotype Pearson Flipped Video for Science™
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Discussion Board Instructions and Rubric

               Learn
               
                  Base Percentages Data Analysis Lab
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

                  Modeling DNA Lab Investigation
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  The Structure of DNA Editable Pres
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

                  Study Workbook A: The Structure of DNA Lesson Review

                  Study Workbook B: The Structure of DNA Lesson Review

               Assess
               
                  The Structure of DNA Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 3 DNA Replication
            
               Getting Started
               
                  DNA Replication
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

                  A Perfect Copy Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  Differences in DNA Replication
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Modeling DNA Replication Quick Lab
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop and use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Casting Complementary Shapes STEM Activity
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

                  DNA Replication Editable Pres
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: DNA Replication Lesson Review

                  Study Workbook B: DNA Replication Lesson Review

               Assess
               
                  DNA Replication Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Chapter Assessment
            
               Chapter 12 Test Prep
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Chapter 12 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 12 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               How Genes Determine Phenotype Pearson Flipped Video for Science™
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Three Common Virus Types

               The Substance of Genes
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               RNA and Transcription

               DNA Replication
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               The Structure of DNA Editable Pres

               DNA Replication Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               DNA Replication Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               The Structure of DNA Editable Pres

               DNA Replication Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               DNA Replication Editable Pres

               The Structure of DNA Editable Pres
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               The Cell Cycle

               How Genes Determine Phenotype Pearson Flipped Video for Science™

               Genetics Takes Root Untamed Science™ Video

               Three Common Virus Types

               The Process of Cell Division Editable Pres

               DNA Replication Editable Pres

               Identifying the Substance of Genes Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               The Structure of DNA Editable Pres

               Chapter 12 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 13 RNA and Protein Synthesis
         
            Chapter 13 RNA and Protein Synthesis Opener
            
               Tales of the Mutant Leopard Untamed Science™ Video
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 RNA
            
               Getting Started
               
                  RNA and Transcription
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

                  Information, Please Class Discussion
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Learn
               
                  Introns, Exons, and Gene Expression Quick Lab
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

                  RNA Editable Pres
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

                  Study Workbook A: RNA Lesson Review

                  Study Workbook B: RNA Lesson Review

               Assess
               
                  RNA Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

            Lesson 2 Ribosomes and Protein Synthesis
            
               Getting Started
               
                  Transcribing DNA into RNA
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. 

                  Discussion Board Instructions and Rubric

               Learn
               
                  Antibiotics: Bacteria's Worst Enemy STEM Activity

                  How Does a Cell Interpret Codons? Quick Lab
                    Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  From DNA to Protein Synthesis Lab Investigation
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  The Genetic Code Worksheet
                    Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Ribosomes and Protein Synthesis Editable Pres
                    Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Ribosomes and Protein Synthesis Lesson Review

                  Study Workbook B: Ribosomes and Protein Synthesis Lesson Review

               Assess
               
                  Ribosomes and Protein Synthesis Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 3 Mutations
            
               Getting Started
               
                  The Effects of Mutations Inquiry Warm-up
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Learn
               
                  Mutations Editable Pres
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Modeling Mutations Quick Lab
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Chromosomal Mutations and Point Mutations
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Investigating Point Mutations Virtual Lab
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Mutations Lesson Review

                  Study Workbook B: Mutations Lesson Review

               Assess
               
                  Mutations Lesson Quiz
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 4 Gene Regulation and Expression
            
               Getting Started
               
                  Regulation of Protein Synthesis Class Discussion
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Learn
               
                  Eukaryotic Gene Regulation
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  The Discovery of RNA Interference Data Analysis Lab
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Gene Regulation and Expression Editable Pres
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

                  Study Workbook A: Gene Regulation and Expression Lesson Review

                  Study Workbook B: Gene Regulation and Expression Lesson Review

               Assess
               
                  Gene Regulation and Expression Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Chapter Assessment
            
               Chapter 13 Test Prep
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 13 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 13 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Tales of the Mutant Leopard Untamed Science™ Video
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               RNA and Transcription
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               The Genetic Code Worksheet
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chromosomal Mutations and Point Mutations
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Eukaryotic Gene Regulation
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Steps in Translation Student Tutorial
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               RNA Synthesis Student Tutorial
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               Ribosomes and Protein Synthesis Editable Pres
                 Curriculum Standards: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

               RNA and Transcription

               Tales of the Mutant Leopard Untamed Science™ Video

               RNA Synthesis Student Tutorial

               Steps in Translation Student Tutorial

               Gene Regulation and Expression Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Chapter 13 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 14 Human Heredity
         
            Chapter 14 Human Heredity Opener
            
               What color are my genes? Untamed Science™ Video
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Human Chromosomes
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  A Human Karyotype
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  How Is Colorblindness Transmitted? Quick Lab
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Using DNA to Identify Human Remains Lab Investigation
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Human Chromosomes Editable Pres
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Human Chromosomes Lesson Review

                  Study Workbook B: Human Chromosomes Lesson Review

               Assess
               
                  Human Chromosomes Lesson Quiz
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 2 Human Genetic Disorders
            
               Getting Started
               
                  Nondisjunction
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Chromosome Disorders Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Learn
               
                  The Geography of Malaria Data Analysis Lab
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Human Genetic Disorders Editable Pres
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Human Genetic Disorders Lesson Review

                  Study Workbook B: Human Genetic Disorders Lesson Review

               Assess
               
                  Human Genetic Disorders Lesson Quiz
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 3 Studying the Human Genome
            
               Getting Started
               
                  The Smallest Scissors in the World Inquiry Warm-Up
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Learn
               
                  Manipulating DNA
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Human Genomes and Medicine STEM Activity
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Modeling Restriction Enzymes Quick Lab

                  Studying the Human Genome Editable Pres
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Study Workbook A: Studying the Human Genome Lesson Review

                  Study Workbook B: Studying the Human Genome Lesson Review

               Assess
               
                  Studying the Human Genome Lesson Quiz
                    Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

            Chapter Assessment
            
               Chapter 14 Test Prep
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Chapter 14 Test A
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 14 Test B
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               What color are my genes? Untamed Science™ Video

               Blue or Yellow Eyes? Pearson Flipped Video for Science™

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               A Human Karyotype

               Frequency and Dominance

               Nondisjunction
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Manipulating DNA

               Human Chromosomes Editable Pres

               Human Genetic Disorders Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Studying the Human Genome Editable Pres

               Human Chromosomes Editable Pres

               Human Chromosomes Editable Pres

               DNA Replication Editable Pres
                 Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Frequency and Dominance

               Manipulating DNA

               Interactive Punnett Squares

               Types of Dominance

               Human Chromosomes Editable Pres

               Chapter 14 Test
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

         Chapter 15 Genetic Engineering
         
            Chapter 15 Genetic Engineering Opener
            
               Designer Pigeons Untamed Science™ Video
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Selective Breeding
            
               Getting Started
               
                  Can You Improve Plant Breeding? Inquiry Warm-Up

               Learn
               
                  Selective Breeding Editable Pres
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Selective Breeding
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Selective Breeding Lesson Review

                  Study Workbook B: Selective Breeding Lesson Review

               Assess
               
                  Selective Breeding Lesson Quiz
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 2 Recombinant DNA
            
               Getting Started
               
                  Sneaking In Class Discussion
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Learn
               
                  PCR and Plasmid DNA Transformation

                  Recombinant DNA Editable Pres

                  Inserting Genetic Markers Quick Lab

                  Recombinant DNA in Genetically Modified Organisms STEM Activity
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Study Workbook A: Recombinant DNA Lesson Review

                  Study Workbook B: Recombinant DNA Lesson Review

               Assess
               
                  Recombinant DNA Lesson Quiz

            Lesson 3 Applications of Genetic Engineering
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Applications of Genetic Engineering Editable Pres
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  Using DNA to Solve Crimes Lab Investigation
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  GM Crops in the US Analyzing Data Lab
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  Preparing the cDNA probe
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Identifying Individuals Virtual Lab

                  Study Workbook A: Applications of Genetic Engineering Lesson Review

                  Study Workbook B: Applications of Genetic Engineering Lesson Review

               Assess
               
                  Applications of Genetic Engineering Lesson Quiz
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

            Lesson 4 Ethics and Impacts of Biotechnology
            
               Getting Started
               
                  Discussion Board Instructions and Rubric
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Learn
               
                  Genetic Engineering for Nutrition
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  Survey Biotechnology Opinions Quick Lab
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Ethics and Impacts Editable Pres
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

                  Study Workbook A: Ethics and Impacts of Biotechnology Lesson Review

                  Study Workbook B: Ethics and Impacts of Biotechnology Lesson Review

               Assess
               
                  Ethics and Impacts of Biotechnology Lesson Quiz
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

            Chapter Assessment
            
               Chapter 15 Test Prep
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Chapter 15 Test A
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Chapter 15 Test B
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Designer Pigeons Untamed Science™ Video

               DNA Super Sleuth Untamed Science™ Video

               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Selective Breeding

               Genetic Engineering for Nutrition Virtual Lab

               PCR and Plasmid DNA Transformation

               Manipulating DNA

               Chapter 17: Pollination or Contamination? STEM Activity
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Identifying the Substance of Genes Editable Pres

               Identifying the Substance of Genes Editable Pres

               Recombinant DNA Editable Pres

               Applications of Genetic Engineering Editable Pres

               Ethics and Impacts Editable Pres

               Ethics and Impacts Editable Pres
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

               Recombinant DNA Editable Pres

               Recombinant DNA Editable Pres

               Ethics and Impacts Editable Pres

               DNA Super Sleuth Untamed Science™ Video

               Genetic Engineering for Nutrition Virtual Lab

               PCR and Plasmid DNA Transformation

               Applications of Genetic Engineering Editable Pres

               Chapter 15 Test
                 Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

         Chapter 16 Darwin's Theory of Evolution
         
            Chapter 16 Darwin's Theory of Evolution Opener
            
               It Happened in Hawaii Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Darwin's Voyage of Discovery
            
               Learn
               
                  Darwin's Observations
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Darwin's Voyage Quick Lab

                  The Galápagos Tortoises Worksheet
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

                  Darwin's Voyage of Discovery Editable Pres
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

                  Study Workbook A: Darwin's Voyage of Discovery Lesson Review

                  Study Workbook B: Darwin's Voyage of Discovery Lesson Review

               Assess
               
                  Darwin's Voyage of Discovery Lesson Quiz
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

            Lesson 2 Ideas that Shaped Darwin's Thinking
            
               Getting Started
               
                  New vegetables from old? Inquiry Warm-up

               Learn
               
                  Variation in Peppers Quick Lab
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. 

                  Ideas that Shaped Darwin's Thinking Editable Pres

                  Study Workbook A: Ideas that Shaped Darwin's Thinking Lesson Review

                  Study Workbook B: Ideas that Shaped Darwin's Thinking Lesson Review

                  Beyond Darwin: Ideas that Shaped Science
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Assess
               
                  Ideas that Shaped Darwin's Thinking Lesson Quiz

            Lesson 3 Darwin Presents His Case
            
               Getting Started
               
                  Discussion Board Instructions and Rubric
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Learn
               
                  Being Green Has Its Advantages Pearson Flipped Video for Science™
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Darwin Presents His Case Editable Pres
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Natural Selection
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Bird Beaks STEM Simulation
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Study Workbook A: Darwin Presents His Case Lesson Review

                  Study Workbook B: Darwin Presents His Case Lesson Review

               Assess
               
                  Darwin Presents His Case Lesson Quiz
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

            Lesson 4 Evidence of Evolution
            
               Getting Started
               
                  Comparing Bones Inquiry Warm-up

               Learn
               
                  Evidence of Evolution Editable Pres
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Molecular Homology in Hoxc8 Data Analysis Lab
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Amino Acid Sequences and Evolution Lab Investigation
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  Homologous and Analogous

                  Evidence From Fossils

                  Darwin's Finches Virtual Lab
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations 

                  Study Workbook A: Evidence of Evolution Lesson Review

                  Study Workbook B: Evidence of Evolution Lesson Review

               Assess
               
                  Evidence of Evolution Lesson Quiz
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

            Chapter Assessment
            
               Chapter 16 Test Prep
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Chapter 16 Test A
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Chapter 16 Test B
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Being Green Has Its Advantages Pearson Flipped Video for Science™
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Stories in Stone Untamed Science™ Video

               Evolution at a Snail's Pace Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               It Happened in Hawaii Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Darwin's Observations
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               The Galápagos Tortoises Worksheet
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Beyond Darwin: Ideas that Shaped Science

               Natural Selection
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               The Fossil Record

               Homologous and Analogous

               Natural Selection Student Tutorial
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Ideas that Shaped Darwin's Thinking Editable Pres

               Chordate Evolution and Diversity Editable Pres

               Darwin Presents His Case Editable Pres

               Darwin Presents His Case Editable Pres

               Evidence of Evolution Editable Pres
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Evidence of Evolution Editable Pres

               Ideas that Shaped Darwin's Thinking Editable Pres

               The Fossil Record Editable Pres

               The Fossil Record Editable Pres

               Evidence of Evolution Editable Pres

               Darwin's Voyage of Discovery Editable Pres

               Evidence of Evolution Editable Pres

               Molecular Evolution Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Evidence of Evolution Editable Pres

               Ideas that Shaped Darwin's Thinking Editable Pres

               Genetic Drift and Recombination Pearson Flipped Video for Science™

               Stories in Stone Untamed Science™ Video

               Natural Selection Student Tutorial

               Tales of the Mutant Leopard Untamed Science™ Video

               Evidence From Fossils

               Homologous and Analogous

               Chapter 16 Test
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

         Chapter 17 Evolution of Populations
         
            Chapter 17 Evolution of Populations Opener
            
               Evolution at a Snail's Pace Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Genes and Variation
            
               Getting Started
               
                  Understanding Allele Frequencies Inquiry Warm-Up
                    Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Learn
               
                  Frequency and Dominance

                  Pollination or Contamination? STEM Activity
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Genes and Variation Editable Pres
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

                  Study Workbook A: Genes and Variation Lesson Review

                  Study Workbook B: Genes and Variation Lesson Review

               Assess
               
                  Genes and Variation Lesson Quiz
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

            Lesson 2 Evolution as Genetic Change in Populations
            
               Getting Started
               
                  Birds of a Feather Inquiry Warm-Up

               Learn
               
                  Genetic Drift and Recombination Pearson Flipped Video for Science™
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Allele Frequency Data Analysis Lab
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Evolution: Genetic Change in Populations Editable Pres
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Study Workbook A: Evolution as Genetic Change in Populations Lesson Review

                  Study Workbook B: Evolution as Genetic Change in Populations Lesson Review

               Assess
               
                  Evolution as Genetic Change in Populations Lesson Quiz
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

            Lesson 3 The Process of Speciation
            
               Getting Started
               
                  Country Cousin/City Cousin Class Discussion
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

               Learn
               
                  The Process of Speciation Editable Pres
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

                  Ring Species Virtual Lab
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Ecosystems and Speciation Skills Lab
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

                  Competing for Resources Lab Investigation
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Study Workbook A: The Process of Speciation Lesson Review

                  Study Workbook B: The Process of Speciation Lesson Review

               Assess
               
                  The Process of Speciation Lesson Quiz
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

            Lesson 4 Molecular Evolution
            
               Getting Started
               
                  Molecular Evolution Editable Pres
                    Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Learn
               
                  Fishes in Two Lakes Data Analysis Lab
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Study Workbook A: Molecular Evolution Lesson Review

                  Study Workbook B: Molecular Evolution Lesson Review

               Assess
               
                  Molecular Evolution Lesson Quiz
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

            Chapter Assessment
            
               Chapter 17 Test Prep
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Chapter 17 Test A
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Chapter 17 Test B
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Being Green Has Its Advantages Pearson Flipped Video for Science™
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Genetic Drift and Recombination Pearson Flipped Video for Science™
                 Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Evolution at a Snail's Pace Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               It Happened in Hawaii Untamed Science™ Video
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               What is an Animal? Untamed Science™ Video

               Natural Selection
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Darwin's Observations
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               The Linnaean Classification System Student Tutorial

               Natural Selection Student Tutorial
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Genes and Variation Editable Pres
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Evolution: Genetic Change in Populations Editable Pres
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Evolution: Genetic Change in Populations Editable Pres
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Evolution: Genetic Change in Populations Editable Pres
                 Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Molecular Evolution Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Gene Regulation and Expression Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Genes and Variation Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Molecular Evolution Editable Pres

               Genes and Variation Editable Pres

               Genes and Variation Editable Pres

               Genes and Variation Editable Pres

               Being Green Has Its Advantages Pearson Flipped Video for Science™

               Genetic Drift and Recombination Pearson Flipped Video for Science™

               It Happened in Hawaii Untamed Science™ Video

               Evolution: Genetic Change in Populations Editable Pres

               Molecular Evolution Editable Pres

               Chapter 17 Test
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

         Chapter 18 Classification
         
            Chapter 18 Classification Opener
            
               Finned Kin Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Finding Order in Diversity
            
               Getting Started
               
                  Order From Chaos Inquiry Warm-up

               Learn
               
                  From Species to Kingdom

                  Classifying Fruits Quick Lab

                  Dichotomous Keys Lab Investigation

                  Finding Order in Diversity Editable Pres

                  Kingdoms in Your Neighborhood Lab Investigation

                  Study Workbook A: Finding Order in Diversity Lesson Review

                  Study Workbook B: Finding Order in Diversity Lesson Review

               Assess
               
                  Finding Order in Diversity Lesson Quiz

            Lesson 2 Modern Evolutionary Classification
            
               Getting Started
               
                  One Big Family

               Learn
               
                  Modern Evolutionary Classification Editable Pres

                  Interpreting a Cladogram

                  Clades and Classification

                  Shark Classification Virtual Lab

                  Classifing New Species STEM Activity

                  Constructing a Cladogram Quick Lab

                  Study Workbook A: Modern Evolutionary Classification Lesson Review

                  Study Workbook B: Modern Evolutionary Classification Lesson Review

               Assess
               
                  Modern Evolutionary Classification Lesson Quiz

            Lesson 3 Building the Tree of Life
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Building the Tree of Life Editable Pres

                  Three Domains

                  Tree of Life

                  Comparing the Domains Data Analysis Lab

                  Study Workbook A: Building the Tree of Life Lesson Review

                  Study Workbook B: Building the Tree of Life Lesson Review

               Assess
               
                  Building the Tree of Life Lesson Quiz

            Chapter Assessment
            
               Chapter 18 Test Prep

               Chapter 18 Test A

               Chapter 18 Test B

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               What is an Animal? Untamed Science™ Video

               Tools for Making Observations Pearson Flipped Video for Science™

               The Simplest Animal?

               Clades and Classification

               Structure of a Mushroom

               Protist Structure and Function

               Three Domains

               The Linnaean Classification System Student Tutorial

               Describing the Tree of Life Student Tutorial

               Finding Order in Diversity Editable Pres

               Invertebrates

               Clades and Classification

               Describing the Tree of Life Student Tutorial

               What is an Animal? Untamed Science™ Video

               Prokaryotic and Eukaryotic Cells Pearson Flipped Video for Science™

               Protist Structure and Function

               Structure of a Mushroom

               Building the Tree of Life Editable Pres

               Modern Evolutionary Classification Editable Pres

               Chapter 18 Test

         Chapter 19 History of Life
         
            Chapter 19 History of Life Opener
            
               Stories in Stone Untamed Science™ Video
                 Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Fossil Record
            
               Getting Started
               
                  Building a Dinosaur 101 Untamed Science™ Video

               Learn
               
                  Radiometric Dating Game Virtual Lab
                    Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Use algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms to analyze, represent, and model data. 

                  The Fossil Record Interactivity
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

                  The Fossil Record Editable Pres

                  Pangaea: Putting the Puzzle Together STEM Activity

                  Modeling Half-Life Quick Lab

                  Using Index Fossils Lab Investigation

                  Study Workbook A: The Fossil Record Lesson Review

                  Study Workbook B: The Fossil Record Lesson Review

               Assess
               
                  The Fossil Record Lesson Quiz

            Lesson 2 Patterns and Processes of Evolution
            
               Getting Started
               
                  Gradualism and Punctuated Equilibrium

                  Mystery Detective

               Learn
               
                  Patterns and Processes of Evolution Editable Pres
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

                  Explaining Extinctions
                    Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Identifying Evolutionary Relationships Virtual Lab
                    Curriculum Standards: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Use models to generate and analyze data. 

                  Extinctions Through Time Data Analysis Lab
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

                  Modeling Coevolution Lab Investigation

                  Study Workbook A: Patterns and Processes of Evolution Lesson Review

                  Study Workbook B: Patterns and Processes of Evolution Lesson Review

               Assess
               
                  Patterns and Processes of Evolution Lesson Quiz
                    Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

            Lesson 3 Earth's Early History
            
               Getting Started
               
                  A New Dinosaur Untamed Science™ Video

               Learn
               
                  Conditions on the Early Earth

                  Miller-Urey Experiment Pearson Flipped Video for Science™

                  A New Dinosaur Untamed Science™ Video

                  Comparing Atmospheres Analyzing Data Lab

                  Earth's Early History Editable Pres
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

                  Study Workbook A: Earth's Early History Lesson Review

                  Study Workbook B: Earth's Early History Lesson Review

               Assess
               
                  Earth's Early History Lesson Quiz

            Chapter Assessment
            
               Chapter 19 Test Prep
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Chapter 19 Test A
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Chapter 19 Test B
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Building a Dinosaur 101 Untamed Science™ Video

               A New Dinosaur Untamed Science™ Video

               Stories in Stone Untamed Science™ Video

               Insects Rule! Untamed Science™ Video

               Miller-Urey Experiment Pearson Flipped Video for Science™

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Tools for Making Observations Pearson Flipped Video for Science™

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Animal Reproduction
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Tiny Fossils and Ancient Oceans

               Gradualism and Punctuated Equilibrium

               Conditions on the Early Earth

               Animal Reproduction

               Explaining Extinctions
                 Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

               Clades and Classification

               Darwin's Observations
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               The Fossil Record Editable Pres

               The Fossil Record Editable Pres

               The Fossil Record Editable Pres

               Modern Evolutionary Classification Editable Pres

               Gene Regulation and Expression Editable Pres
                 Curriculum Standards: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

               Earth's Early History Editable Pres

               Biodiversity Editable Pres

               Earth's Early History Editable Pres

               Earth's Early History Editable Pres

               The Fossil Record Editable Pres

               The Fossil Record Editable Pres

               Earth's Early History Editable Pres

               Cell Growth and Reproduction Editable Pres

               Modern Evolutionary Classification Editable Pres

               Chapter 19 Lesson 1 eText Lsn Link

               Chapter 19 Lesson 2 eText Lsn Link

               Chapter 19 Lesson 3 eText Lsn Link

               Labeling Cell Structures

               Overview of cellular respiration

               Explaining Extinctions

               Gradualism and Punctuated Equilibrium

               How Are Theories Developed? Pearson Flipped Video for Science™

               Miller-Urey Experiment Pearson Flipped Video for Science™

               Earth's Early History Editable Pres

               Patterns and Processes of Evolution Editable Pres
                 Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

               Chapter 19 Test
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Adaptation also means that the distribution of traits in a population can change when conditions change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

         Chapter 20 Viruses and Prokaryotes
         
            Chapter 20 Viruses and Prokaryotes Opener
            
               Bacteria at your Service Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Viruses
            
               Getting Started
               
                  Flu Vaccines 101 Untamed Science™ Video

               Learn
               
                  Three Common Virus Types

                  How Do Viruses Differ in Structure? Quick Lab

                  Viruses Editable Pres

                  HIV Infection

                  Study Workbook A: Viruses Lesson Review

                  Study Workbook B: Viruses Lesson Review

               Assess
               
                  Viruses Lesson Quiz

            Lesson 2 Prokaryotes
            
               Getting Started
               
                  Where are bacteria found? Inquiry Warm-up

               Learn
               
                  Bacteria and Nuclear Waste STEM Activity

                  Prokaryotes Editable Pres
                    Curriculum Standards: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Prokaryote Structure and Classification

                  Study Workbook A: Prokaryotes Lesson Review

                  Study Workbook B: Prokaryotes Lesson Review

               Assess
               
                  Prokaryotes Lesson Quiz

            Lesson 3 Diseases Caused by Bacteria and Viruses
            
               Getting Started
               
                  Lyme Disease Untamed Science™ Video

               Learn
               
                  Bacterial and Viral Diseases Editable Pres

                  MRSA on the Rise

                  Design a Flu Vaccine Virtual Lab
                    Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Ask questions and formulate, refine, and evaluate empirically testable questions. 

                  MRSA on the Rise Data Analysis Lab

                  Controlling Bacterial Growth Real World Lab

                  Study Workbook A: Diseases Caused by Bacteria and Viruses Lesson Review

                  Study Workbook B: Diseases Caused by Bacteria and Viruses Lesson Review

               Assess
               
                  Diseases Caused by Bacteria and Viruses Lesson Quiz

                  Printable Diseases Caused by Bacteria and Viruses Lesson Quiz

            Chapter Assessment
            
               Chapter 20 Test Prep

               Chapter 20 Test A
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Chapter 20 Test B
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               Bacteria at your Service Untamed Science™ Video

               Insects Rule! Untamed Science™ Video

               Biogeochemical Cycling Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Lyme Disease Untamed Science™ Video

               Prokaryote Structure and Classification

               Three Common Virus Types

               Society and Immunity

               Examples of Agents of Disease

               Prokaryotes Editable Pres

               Prokaryotes Editable Pres

               Prokaryotes Editable Pres

               Bacterial and Viral Diseases Editable Pres

               Viruses Editable Pres

               Prokaryotes Editable Pres

               What Is Science? Editable Pres

               HIV Infection

               Society and Immunity

               Three Common Virus Types

               Building the Tree of Life Editable Pres

               Chapter 20 Test
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

         Chapter 21 Protists and Fungi
         
            Chapter 21 Protists and Fungi Opener
            
               Fungus Among Us Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Protist Classification—The Saga Continues
            
               Getting Started
               
                  Food for Thought Class Discussion

               Learn
               
                  Six Major Groups

                  What are Protists? Quick Lab

                  Protist Classification Editable Pres

                  Study Workbook A: Protist Classification--The Saga Continues Lesson Review

                  Study Workbook B: Protist Classification--The Saga Continues Lesson Review

               Assess
               
                  Protist Classification--The Saga Continues Lesson Quiz

            Lesson 2 Protist Structure and Function
            
               Getting Started
               
                  On the Move Class Discussion

               Learn
               
                  Protist Structure and Function
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Protist Structure and Function Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: Protist Structure and Function Lesson Review

                  Study Workbook B: Protist Structure and Function Lesson Review

               Assess
               
                  Protist Structure and Function Lesson Quiz

            Lesson 3 The Ecology of Protists
            
               Getting Started
               
                  A Protist Problem Class Discussion

               Learn
               
                  Plasmodium Life Cycle

                  Tiny Fossils and Ancient Oceans
                    Curriculum Standards: Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  The Ecology of Protists Editable Pres

                  Malaria and Fungi STEM Activity

                  How does a paramecium eat? Quick Lab

                  Study Workbook A: The Ecology of Protists Lesson Review

                  Study Workbook B: The Ecology of Protists Lesson Review

               Assess
               
                  The Ecology of Protists Lesson Quiz

            Lesson 4 Fungi
            
               Getting Started
               
                  Fungi and You Discussion Board Prompt

                  Discussion Board Instructions and Rubric
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Structure of a Mushroom

                  Mushroom Farming Lab Investigation

                  Mycorrhizae and Tree Height Data Analysis Lab

                  The Structure of Bread Mold Quick Lab

                  Fungi Editable Pres

                  Study Workbook A: Fungi Lesson Review

                  Study Workbook B: Fungi Lesson Review

               Assess
               
                  Fungi Lesson Quiz

            Chapter Assessment
            
               Chapter 21 Test Prep
                 Curriculum Standards: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Chapter 21 Test A

               Chapter 21 Test B

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Fungus Among Us Untamed Science™ Video

               Protist Structure and Function

               Six Major Groups

               Plasmodium Life Cycle

               Structure of a Mushroom

               Protist Structure and Function Editable Pres

               Protist Structure and Function Editable Pres

               The Ecology of Protists Editable Pres

               The Ecology of Protists Editable Pres

               The Ecology of Protists Editable Pres

               The Ecology of Protists Editable Pres

               Protist Structure and Function Editable Pres

               Plasmodium Life Cycle

               Six Major Groups

               Building the Tree of Life Editable Pres

               Study Workbook A: The Ecology of Protists Lesson Review

               Chapter 21 Test

         Chapter 22 Introduction to Plants
         
            Chapter 22 Introduction to Plants Opener
            
               Paging Dr. Greenthumb Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 What Is a Plant?
            
               Getting Started
               
                  Plants Make the World Go 'Round Discussion Board Prompt

                  Discussion Board Instructions and Rubric
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  The Plant Life Cycle
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Are All Plants the Same? Quick Lab

                  What is a Plant? Worksheet

                  What is a Plant? Editable Pres

                  Study Workbook A: What Is a Plant? Lesson Review

                  Study Workbook B: What Is a Plant? Lesson Review

               Assess
               
                  What Is a Plant? Lesson Quiz

            Lesson 2 Seedless Plants
            
               Getting Started
               
                  Water Wanted Class Discussion

               Learn
               
                  Bracken: invasive or deadly?

                  Comparing Adaptations of Mosses and Ferns Skills Lab

                  Keeping Ferns in Check Data Analysis Lab

                  Seedless Plants Editable Pres

                  Study Workbook A: Seedless Plants Lesson Review

                  Study Workbook B: Seedless Plants Lesson Review

               Assess
               
                  Seedless Plants Lesson Quiz

            Lesson 3 Seed Plants
            
               Getting Started
               
                  How do seeds differ from spores? Inquiry Warm-Up

               Learn
               
                  Seed Plants

                  Seed Plants Editable Pres

                  Study Workbook A: Seed Plants Lesson Review

                  Study Workbook B: Seed Plants Lesson Review

                  Gymnosperm Life Cycle

               Assess
               
                  Seed Plants Lesson Quiz

            Lesson 4 Flowering Plants
            
               Getting Started
               
                  Monocots and Dicots Untamed Science™ Video

               Learn
               
                  Comparing Monocots and Dicots

                  Monocots and Dicots Untamed Science™ Video

                  Fruits as Models for Containers STEM Activity

                  What Forms Do Fruits Take? Quick Lab

                  Flowering Plants Editable Pres

                  Exploring Plant Diversity Lab Investigation
                    Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Study Workbook A: Flowering Plants Lesson Review

                  Study Workbook B: Flowering Plants Lesson Review

               Assess
               
                  Flowering Plants Lesson Quiz

            Chapter Assessment
            
               Chapter 22 Test Prep

               Chapter 22 Test A

               Chapter 22 Test B

               Plants Inside and Out Untamed Science™ Video

               Monocots and Dicots Untamed Science™ Video

               What is a Plant? Worksheet

               Shedding Light on Marine Algae

               Gymnosperm Life cycle Student Tutorial

               Seed Plants

               Comparing Monocots and Dicots

               Water Passage Into a Root

               What is a Plant? Editable Pres

               What is a Plant? Editable Pres

               Flowering Plants Editable Pres

               Flowering Plants Editable Pres

               What is a Plant? Editable Pres

               What is a Plant? Editable Pres

               Seed Plants Editable Pres

               Seed Plants Editable Pres

               Seed Plants Editable Pres

               Seed Plants Editable Pres

               Seed Plants Editable Pres

               Three Domains

               Gymnosperm Life cycle Student Tutorial

               Seed Plants

               The Plant Life Cycle

               Fungus Among Us Untamed Science™ Video

               Building the Tree of Life Editable Pres

               Seedless Plants Editable Pres

               What is a Plant? Editable Pres

               Chapter 22 Test

         Chapter 23 Plant Structure and Function
         
            Chapter 23 Plant Structure and Function Opener
            
               Plants Inside and Out Untamed Science™ Video
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Specialized Tissues in Plants
            
               Getting Started
               
                  Plant Parts Class Discussion

               Learn
               
                  Plant Systems and Their Interactions Editable Pres

                  Specialized Plant Tissues

                  Plant Leaf Adaptations Virtual Lab
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  What parts of plants do we eat? Quick Lab

                  Study Workbook A: Specialized Tissues in Plants Lesson Review

                  Study Workbook B: Specialized Tissues in Plants Lesson Review

               Assess
               
                  Specialized Tissues in Plants Lesson Quiz

            Lesson 2 Roots
            
               Getting Started
               
                  Root Words Class Discussion

               Learn
               
                  Water Passage Into a Root

                  Identifying Growth Zones in Roots Lab Investigation

                  Roots Editable Pres

                  Study Workbook A: Roots Lesson Review

                  Study Workbook B: Roots Lesson Review

               Assess
               
                  Roots Lesson Quiz

            Lesson 3 Stems
            
               Getting Started
               
                  Stem Study Class Discussion

               Learn
               
                  Understanding Plant Growth Video
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Reading a Tree's History Data Analysis Lab

                  Tree Rings STEM Activity

                  Stems Editable Pres

                  Study Workbook A: Stems Lesson Review

                  Study Workbook B: Stems Lesson Review

               Assess
               
                  Stems Lesson Quiz

            Lesson 4 Leaves
            
               Getting Started
               
                  Why Leaves Change Color Untamed Science Video
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

               Learn
               
                  Examining Stomata Quick Lab

                  Leaves Editable Pres
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook A: Leaves Lesson Review

                  Effects of CO2 on Plant Stomata
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook B: Leaves Lesson Review

               Assess
               
                  Leaves Lesson Quiz
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

            Lesson 5 Transport in Plants
            
               Getting Started
               
                  Let the Water Flow Class Discussion

               Learn
               
                  Transport in Plants

                  Let the Water Flow Class Discussion

                  Leaves and Transpiration Quick Lab

                  Transport in Plants Editable Pres

                  Study Workbook A: Transport in Plants Lesson Review

                  Study Workbook B: Transport in Plants Lesson Review

               Assess
               
                  Transport in Plants Lesson Quiz

            Chapter Assessment
            
               Chapter 23 Test Prep
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Chapter 23 Test A
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Chapter 23 Test B
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Not a Drop to Drink Untamed Science™ Video

               Specialized Plant Tissues

               Water Passage Into a Root

               Comparing Monocots and Dicots

               Effects of CO2 on Plant Stomata

               Mechanisms of Homeostasis Pearson Flipped Video for Science™

               Transport in Plants

               Understanding Plant Growth Video

               Nutrient Transport in Plants Student Tutorial

               Plant Systems and Their Interactions Editable Pres

               Plant Systems and Their Interactions Editable Pres

               Seedless Plants Editable Pres

               Roots Editable Pres

               Stems Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Leaves Editable Pres

               Leaves Editable Pres

               Plant Systems and Their Interactions Editable Pres

               Transport in Plants Editable Pres

               Stems Editable Pres

               Leaves Editable Pres

               Leaves Editable Pres
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Mechanisms of Homeostasis Pearson Flipped Video for Science™

               Effects of CO2 on Plant Stomata

               Understanding Plant Growth Video

               Water Passage Into a Root

               Plant Systems and Their Interactions Editable Pres

               Specialized Plant Tissues

               Chapter 23 Test
                 Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

         Chapter 24 Plant Reproduction and Response
         
            Chapter 24 Plant Reproduction and Response Opener
            
               Did that Plant Just Move? Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Reproduction in Flowering Plants
            
               Getting Started
               
                  The Problem With Pollen Class Discussion

               Learn
               
                  Parts of a Flower

                  What Is the Structure of a Flower? Quick Lab

                  Investigating Pollen Tube Growth Lab Investigation

                  How Do Plant Adaptations Compare? Lab Investigation

                  Reproduction in Flowering Plants Editable Pres

                  Study Workbook A: Reproduction in Flowering Plants Lesson Review

                  Study Workbook B: Reproduction in Flowering Plants Lesson Review

               Assess
               
                  Reproduction in Flowering Plants Lesson Quiz

            Lesson 2 Fruits and Seeds
            
               Getting Started
               
                  Fruits and Seeds Class Discussion

               Learn
               
                  Temperature and Seed Germination Data Analysis Lab

                  Fruits and Seeds Editable Pres

                  Study Workbook A: Fruits and Seeds Lesson Review

                  Study Workbook B: Fruits and Seeds Lesson Review

               Assess
               
                  Fruits and Seeds Lesson Quiz

            Lesson 3 Plant Hormones
            
               Getting Started
               
                  Let in the Light Inquiry Warm-Up

               Learn
               
                  Photoperiodism
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Plant Hormones

                  Plant Hormones Editable Pres

                  Auxins and Plant Growth Data Analysis Lab

                  Study Workbook A: Plant Hormones Lesson Review

                  Plant Tropisms Pearson Flipped Video for Science™

                  Study Workbook B: Plant Hormones Lesson Review

               Assess
               
                  Plant Hormones Lesson Quiz

            Lesson 4 Plants and Humans
            
               Getting Started
               
                  The Biology of Zombies Untamed Science™ Video

               Learn
               
                  Plant Energy
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Plants and Humans Editable Pres

                  The Technology of a Ripe Banana STEM Activity

                  Study Workbook A: Plants and Humans Lesson Review

                  Study Workbook B: Plants and Humans Lesson Review

               Assess
               
                  Plants and Humans Lesson Quiz

            Chapter Assessment
            
               Chapter 24 Test Prep

               Chapter 24 Test A

               Chapter 24 Test B

               Did that Plant Just Move? Untamed Science™ Video

               Plant Tropisms Pearson Flipped Video for Science™

               Parts of a Flower

               Plant Hormones

               Photoperiodism

               Reproduction in Flowering Plants Editable Pres

               Reproduction in Flowering Plants Editable Pres

               Plants and Humans Editable Pres

               Plants and Humans Editable Pres

               Fruits and Seeds Editable Pres

               Seed Plants Editable Pres

               Fruits and Seeds Editable Pres

               Fruits and Seeds Editable Pres

               Fruits and Seeds Editable Pres

               Plant Hormones Editable Pres

               Did that Plant Just Move? Untamed Science™ Video

               Photoperiodism

               Plants Inside and Out Untamed Science™ Video

               Fruits and Seeds Editable Pres

               Chapter 24 Test

         Chapter 25 Introduction to Animals
         
            Chapter 25 Introduction to Animals Opener
            
               What is an Animal? Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 What Is an Animal?
            
               Getting Started
               
                  What Is an Animal? Class Discussion

               Learn
               
                  What is an Animal? Editable Pres
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  The Simplest Animal?

                  Classifying an Unknown Animal Virtual Lab

                  Avoiding Bycatch STEM Activity

                  How Hydra Feed Quick Lab

                  Study Workbook A: What Is an Animal? Lesson Review

                  Study Workbook B: What Is an Animal? Lesson Review

               Assess
               
                  What Is an Animal? Lesson Quiz

            Lesson 2 Animal Body Plans and Evolution
            
               Getting Started
               
                  If You Were a Two-Sided Animal . . . Class Discussion

               Learn
               
                  Body Symmetry and Cavities
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Comparing Invertebrate Body Plans Lab Investigation
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Differences in Differentiation Data Analysis Lab

                  Animal Body Plans and Evolution Editable Pres
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Study Workbook A: Animal Body Plans and Evolution Lesson Review

                  Study Workbook B: Animal Body Plans and Evolution Lesson Review

               Assess
               
                  Animal Body Plans and Evolution Lesson Quiz
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

            Chapter Assessment
            
               Chapter 25 Test Prep

               Chapter 25 Test A
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 25 Test B
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Nature's Tangled Web Untamed Science™ Video

               Factors That Affect Ecosystems Pearson Flipped Video for Science™

               Crazy Animal Births Untamed Science™ Video
                 Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Mechanisms of Homeostasis Pearson Flipped Video for Science™

               Producers and Consumers

               Labeling Cell Structures

               Body Symmetry and Cavities

               Interpreting a Cladogram

               Cladogram of Invertebrates

               Insects Rule! Untamed Science™ Video

               Circulation

               The Simplest Animal?

               Feeding and Digestion

               What is an Animal? Editable Pres
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Modern Evolutionary Classification Editable Pres

               Animal Body Plans and Evolution Editable Pres

               Animal Body Plans and Evolution Editable Pres

               Animal Body Plans and Evolution Editable Pres

               Invertebrates

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               What is an Animal? Untamed Science™ Video

               Homeostasis and Cells Editable Pres

               Chapter 25 Test
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 26 Animal Evolution and Diversity
         
            Chapter 26 Animal Evolution and Diversity Opener
            
               Insects Rule! Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Invertebrate Evolution and Diversity
            
               Getting Started
               
                  Bugs in the Home Untamed Science™ Video
                    Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. 

               Learn
               
                  Invertebrates

                  Invertebrate Evolution and Diversity Editable Pres

                  Cladogram of Invertebrates

                  Study Workbook A: Invertebrate Evolution and Diversity Lesson Review

                  Study Workbook B: Invertebrate Evolution and Diversity Lesson Review

               Assess
               
                  Invertebrate Evolution and Diversity Lesson Quiz

                  Printable Invertebrate Evolution and Diversity Lesson Quiz

            Lesson 2 Chordate Evolution and Diversity
            
               Getting Started
               
                  Chordates Class Discussion

               Learn
               
                  Feather Evolution Data Analysis Lab

                  Robotics and Evolution STEM Activity
                    Curriculum Standards: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information--that is, trait variation--that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Adaptation also means that the distribution of traits in a population can change when conditions change. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species_Ê_ evolution is lost. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 

                  Chordate Evolution and Diversity Editable Pres

                  Study Workbook A: Chordate Evolution and Diversity Lesson Review

                  Study Workbook B: Chordate Evolution and Diversity Lesson Review

               Assess
               
                  Chordate Evolution and Diversity Lesson Quiz

            Lesson 3 Primate Evolution
            
               Getting Started
               
                  Skeletal Features of Primates Class Discussion

               Learn
               
                  Binocular Vision Quick Lab

                  Investigating Hominoid Fossils Lab Investigation

                  Primate Evolution Editable Pres

                  Study Workbook A: Primate Evolution Lesson Review

                  Who Was Homo floresiensis?

                  Study Workbook B: Primate Evolution Lesson Review

               Assess
               
                  Primate Evolution Lesson Quiz

            Chapter Assessment
            
               Chapter 26 Test Prep
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Chapter 26 Test A
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Chapter 26 Test B
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Body Symmetry and Cavities
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Invertebrates

               Interpreting a Cladogram

               Cladogram of Invertebrates

               Invertebrate Evolution and Diversity Editable Pres

               Invertebrate Evolution and Diversity Editable Pres

               What is an Animal? Editable Pres
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Invertebrate Evolution and Diversity Editable Pres

               Primate Evolution Editable Pres

               Clades and Classification

               Chordate Evolution and Diversity Editable Pres

               Reproduction Editable Pres
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Chapter 26 Test
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

         Chapter 27 Animal Systems I
         
            Chapter 27 Animal Systems I Opener
            
               Bearly Asleep Untamed Science‚™ Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Feeding and Digestion
            
               Getting Started
               
                  Black Bear Hibernation Untamed Science™ Video
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Learn
               
                  Protein Digestion Data Analysis Lab

                  Feeding and Digestion Editable Pres

                  Study Workbook A: Feeding and Digestion Lesson Review

                  Feeding and Digestion
                    Curriculum Standards: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

                  Study Workbook B: Feeding and Digestion Lesson Review

               Assess
               
                  Feeding and Digestion Lesson Quiz

            Lesson 2 Respiration
            
               Getting Started
               
                  Hold That Breath! Inquiry Warm-up

               Learn
               
                  Insects of the Carboniferous Period

                  Anatomy of a Squid Lab Investigation
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Respiration Editable Pres
                    Curriculum Standards: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

                  Study Workbook A: Respiration Lesson Review

                  Breathing in Clams and Crayfishes Quick Lab

                  Study Workbook B: Respiration Lesson Review

               Assess
               
                  Respiration Lesson Quiz
                    Curriculum Standards: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

            Lesson 3 Circulation
            
               Getting Started
               
                  Open or Closed? Class Discussion

               Learn
               
                  Circulation

                  How Does an Earthworm Pump Blood? Quick Lab

                  Circulation Editable Pres

                  Study Workbook A: Circulation Lesson Review

                  Study Workbook B: Circulation Lesson Review

               Assess
               
                  Circulation Lesson Quiz

            Lesson 4 Excretion
            
               Getting Started
               
                  Your Body's Filter Inquiry Warm-up

               Learn
               
                  Water and Nitrogen Excretion Quick Lab

                  Clam Farming STEM Simulation
                    Curriculum Standards: Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

                  Excretion Editable Pres

                  Study Workbook A: Excretion Lesson Review

                  Study Workbook B: Excretion Lesson Review

               Assess
               
                  Excretion Lesson Quiz

            Chapter Assessment
            
               Chapter 27 Test Prep
                 Curriculum Standards: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Chapter 27 Test A
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Chapter 27 Test B
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Stem Cells Summary
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

               Feeding and Digestion

               Circulation

               Body Symmetry and Cavities

               Cellular Processes

               Enzymes Student Tutorial

               Feeding and Digestion Editable Pres

               Feeding and Digestion Editable Pres

               Feeding and Digestion Editable Pres

               Respiration Editable Pres
                 Curriculum Standards: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

               Circulation Editable Pres

               Circulation Editable Pres

               Circulation Editable Pres

               Feeding and Digestion Editable Pres

               Human Systems I Editable Pres

               Excretion Editable Pres

               Excretion Editable Pres

               Excretion Editable Pres

               Excretion Editable Pres

               Bearly Asleep Untamed Science‚™ Video

               Circulation

               Feeding and Digestion

               Nature's Tangled Web Untamed Science™ Video
                 Curriculum Standards: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

               Symbiotic Relationships Pearson Flipped Video for Science™

               Excretion Editable Pres

               Chapter 27 Test
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

         Chapter 28 Animal Systems II
         
            Chapter 28 Animal Systems II Opener
            
               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Response
            
               Getting Started
               
                  Response Time Class Discussion
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Learn
               
                  Vertebrate Brains

                  Does a Planarian Have a Head? Quick Lab

                  Response Editable Pres

                  Study Workbook A: Response Lesson Review

                  Study Workbook B: Response Lesson Review

               Assess
               
                  Response Lesson Quiz

            Lesson 2 Movement and Support
            
               Getting Started
               
                  Means of Support Class Discussion

               Learn
               
                  Adaptations of Vertebrae Quick Lab

                  Comparing Bird and Mammal Bones Lab Investigation

                  Animals, Mathematics, and Engineering STEM Activity

                  Movement and Support Editable Pres

                  Study Workbook A: Movement and Support Lesson Review

                  Study Workbook B: Movement and Support Lesson Review

               Assess
               
                  Movement and Support Lesson Quiz

            Lesson 3 Reproduction
            
               Getting Started
               
                  Crazy Animal Births Untamed Science™ Video
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

               Learn
               
                  Incomplete and Complete Metamorphosis

                  Animal Reproduction
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Reproduction Editable Pres
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Crazy Animal Births Untamed Science™ Video
                    Curriculum Standards: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

                  Study Workbook A: Reproduction Lesson Review

                  Study Workbook B: Reproduction Lesson Review

               Assess
               
                  Reproduction Lesson Quiz

            Lesson 4 Homeostasis
            
               Getting Started
               
                  An Important Process Class Discussion
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. 

               Learn
               
                  Winter Survival

                  Comparing Ectotherms and Endotherms Data Analysis Lab

                  Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Homeostasis Editable Pres

                  Study Workbook A: Homeostasis Lesson Review

                  Study Workbook B: Homeostasis Lesson Review

               Assess
               
                  Homeostasis Lesson Quiz
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

            Chapter Assessment
            
               Chapter 28 Test Prep
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 28 Test A
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 28 Test B
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Boy?...Or Girl? Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

               Fight or Flight Untamed Science™ Video

               Interactions Among Body Systems Pearson Flipped Video for Science™

               Lyme Disease Untamed Science™ Video

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Animal Reproduction

               Incomplete and Complete Metamorphosis

               Winter Survival

               Examples of Agents of Disease

               The Work of Gregor Mendel Editable Pres

               The Work of Gregor Mendel Editable Pres

               Reproduction Editable Pres

               Chordate Evolution and Diversity Editable Pres

               Reproduction Editable Pres

               Reproduction Editable Pres

               Reproduction Editable Pres

               Homeostasis Editable Pres

               Reproduction Editable Pres

               Reproduction Editable Pres

               Reproduction Editable Pres

               Feeding and Digestion

               Animal Reproduction

               Explaining Extinctions

               Fight or Flight Untamed Science™ Video

               Interactions Among Body Systems Pearson Flipped Video for Science™

               Natural Selection

               Homeostasis Editable Pres

               Chapter 28 Test
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 29 Animal Behavior
         
            Chapter 29 Animal Behavior Opener
            
               When Animals Go Digital Untamed Science™ Video
                 Curriculum Standards: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Elements of Behavior
            
               Getting Started
               
                  Baboon Research Untamed Science™ Video
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Learn
               
                  Sing . . . Sing a Song Video
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  What Kind of Learning Is Practice? Quick Lab
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Elements of Behavior Editable Pres
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Study Workbook A: Elements of Behavior Lesson Review

                  Study Workbook B: Elements of Behavior Lesson Review

               Assess
               
                  Elements of Behavior Lesson Quiz
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

            Lesson 2 Animals in their Environments
            
               Getting Started
               
                  Wild Turkey 101 Untamed Science™ Video
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

               Learn
               
                  Mass Strandings Video
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Animals in Their Environments Editable Pres
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Tracking Shark Migrations
                    Curriculum Standards: HS.Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Male Claw Display

                  Bat Migration Patterns Virtual Lab
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Caring for Young Data Analysis Lab

                  Termite Tracks Lab Investigation
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

                  Yellowstone Wolves STEM Activity

                  Study Workbook A: Animals in their Environments Lesson Review

                  Study Workbook B: Animals in their Environments Lesson Review

               Assess
               
                  Animals in Their Environments Lesson Quiz
                    Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

            Chapter Assessment
            
               Chapter 29 Test Prep
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Chapter 29 Test A
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Chapter 29 Test B
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Sing . . . Sing a Song Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               When Animals Go Digital Untamed Science™ Video

               Mass Strandings Video

               Black Bear Hibernation Untamed Science™ Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Baboon Research Untamed Science™ Video

               Fight or Flight Untamed Science™ Video

               Bearly Asleep Untamed Science‚™ Video
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Looks Tasty:  How Vision Affects Taste
               Looks Tasty: How Vision Affects TasteInvestigate the relationship between the color of food and perception of flavor.

               Tracking Shark Migrations
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

               Male Claw Display

               Male Claw Display

               Natural Selection

               Elements of Behavior Editable Pres

               Mass Strandings Video

               Chapter 29 Test
                 Curriculum Standards: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline--and sometimes the extinction--of some species. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. 

         Chapter 30 Digestive and Excretory Systems
         
            Chapter 30 Digestive and Excretory Systems Opener
            
               Drat . . . I Smell Scat!

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Organization of the Human Body
            
               Getting Started
               
                  What Do I Know About the Human Body, So Far?

               Learn
               
                  Organization of the Human Body Editable Pres
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  From Cells...to Organisms Pearson Flipped Video for Science™
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Skeletal, Muscular, and Respiratory Systems
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  Maintaining Temperature Quick Lab
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Working Together To Stay Balanced
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Study Workbook A: Organization of the Human Body Lesson Review

                  Study Workbook B: Organization of the Human Body Lesson Review

               Assess
               
                  Organization of the Human Body Lesson Quiz
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

            Lesson 2 Food and Nutrition
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

                  Food and Nutrition Discussion Board Prompt

               Learn
               
                  Balance Your Virtual Diet

                  Study Workbook A: Food and Nutrition Lesson Review

                  Study Workbook B: Food and Nutrition Lesson Review

               Assess
               
                  Food and Nutrition Lesson Quiz
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Lesson 3 The Digestive System
            
               Getting Started
               
                  Dinner Is Served Class Discussion

               Learn
               
                  Digestion and Elimination

                  Modeling Bile Action Quick Lab

                  Digestion of Dairy Products Lab Investigation

                  pH and Enzymes in Digestion STEM Activity

                  Study Workbook A: The Digestive System Lesson Review

                  Study Workbook B: The Digestive System Lesson Review

               Assess
               
                  The Digestive System Lesson Quiz

            Lesson 4 The Excretory System
            
               Getting Started
               
                  Excretion and Homeostasis Class Discussion

               Learn
               
                  The Composition of Urine Data Analysis Lab

                  Excretory System Structures

                  Study Workbook A: The Excretory System Lesson Review

                  Study Workbook B: The Excretory System Lesson Review

               Assess
               
                  The Excretory System Lesson Quiz

            Chapter Assessment
            
               Chapter 30 Test Prep
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Chapter 30 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 30 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Interactions Among Body Systems Pearson Flipped Video for Science™

               The Role of Enzymes Pearson Flipped Video for Science™
                 Curriculum Standards: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. 

               Why We Crave Sugar Untamed Science™ Video
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Skeletal, Muscular, and Respiratory Systems

               Digestion of Dairy Products Lab Investigation

               What is a Plant? Worksheet

               Society and Immunity

               Organizing the Body Student Tutorial
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Enzymes Student Tutorial

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Human Systems I Editable Pres

               Organization of the Human Body Editable Pres

               Human Systems I Editable Pres

               Human Systems I Editable Pres

               Chapter 30 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 31 Nervous System
         
            Chapter 31 Nervous System Opener
            
               Toxic Secretions

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Neuron
            
               Getting Started
               
                  You've Got a Lot of Nerve! Class Discussion

               Learn
               
                  The Moving Impulse

                  The Structure of Neurons Worksheet

                  Study Workbook A: The Neuron Lesson Review

                  Study Workbook B: The Neuron Lesson Review

               Assess
               
                  The Neuron Lesson Quiz

            Lesson 2 The Central Nervous System
            
               Getting Started
               
                  Why We Crave Sugar, Untamed Science™ Weekly Video
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

               Learn
               
                  The Brain and Spinal Cord

                  The Human Brain Virtual Lab
                    Curriculum Standards: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Alcohol-Related Traffic Deaths Analyzing Data Lab

                  Study Workbook A: The Central Nervous System Lesson Review

                  Study Workbook B: The Central Nervous System Lesson Review

               Assess
               
                  The Central Nervous System Lesson Quiz

            Lesson 3 The Peripheral Nervous System
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Reflex Arc
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Responding to an External Stimulus Quick Lab

                  Testing Sensory Receptors for Touch Lab Investigation

                  Study Workbook A: The Peripheral Nervous System Lesson Review

                  Study Workbook B: The Peripheral Nervous System Lesson Review

               Assess
               
                  The Peripheral Nervous System Lesson Quiz

            Lesson 4 The Senses
            
               Getting Started
               
                  Discussion Board Instructions and Rubric

               Learn
               
                  Sound Intensity Analyzing Data Activity

                  Technology and Physical Disabilities STEM Worksheet

                  Looks Tasty:  How Vision Affects Taste
                  Looks Tasty: How Vision Affects TasteInvestigate the relationship between the color of food and perception of flavor.

                  The Ear and the Eye

                  Study Workbook A: The Senses Lesson Review

                  Study Workbook B: The Senses Lesson Review

               Assess
               
                  The Senses Lesson Quiz

            Chapter Assessment
            
               Chapter 31 Test Prep

               Chapter 31 Test A

               Chapter 31 Test B

               Did that Plant Just Move? Untamed Science™ Video

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Testing Sensory Receptors for Touch Lab Investigation

               Plant Hormones

               Reflex Arc
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Looks Tasty:  How Vision Affects Taste
               Looks Tasty: How Vision Affects TasteInvestigate the relationship between the color of food and perception of flavor.

               The Ear and the Eye

               Organizing the Body Student Tutorial
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Human Systems II Editable Pres

               Chapter 31 Test
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

         Chapter 32 Skeletal, Muscular, and Integumentary Systems
         
            Chapter 32 Skeletal, Muscular, and Integumentary Systems Opener
            
               Skeletons in Space Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Skeletal System
            
               Getting Started
               
                  Give Yourself a Hand Inquiry Warm-Up

               Learn
               
                  Observe Calcium Loss Quick Lab

                  The Skeletal System

                  Study Workbook A: The Skeletal System Lesson Review

                  Study Workbook B: The Skeletal System Lesson Review

               Assess
               
                  The Skeletal System Lesson Quiz

            Lesson 2 The Muscular System
            
               Getting Started
               
                  They Can Pull But They Can't Push Inquiry Warm-Up

               Learn
               
                  What do tendons do? Quick Lab

                  Comparing Limbs Lab Investigation

                  The Sliding Filament Model

                  Build a Skeleton

                  Muscle Tissue Types
                    Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  The Science of Exercise STEM Activity

                  Study Workbook A: The Muscular System Lesson Review

                  Study Workbook B: The Muscular System Lesson Review

               Assess
               
                  The Muscular System Lesson Quiz

            Lesson 3 Skin–The Integumentary System
            
               Getting Started
               
                  Suits of Armor Class Discussion

               Learn
               
                  The Rising Rates of Melanoma Analyzing Data Lab

                  Sunlight and Skin Cancer

                  Study Workbook A: Skin--The Integumentary System Lesson Review

                  Study Workbook B: Skin: The Integumentary System Lesson Review

               Assess
               
                  Skin--The Integumentary System The Lesson Quiz

            Chapter Assessment
            
               Chapter 32 Test Prep
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Chapter 32 Test A
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 32 Test B
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Skeletons in Space Untamed Science™ Video

               Mechanisms of Homeostasis Pearson Flipped Video for Science™

               The Skeletal System

               The Sliding Filament Model

               Sunlight and Skin Cancer

               Comparing Asexual and Sexual Reproduction

               Build a Skeleton

               Society and Immunity

               Human Systems II Editable Pres

               Human Systems I Editable Pres

               Chapter 32 Test
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 33 Circulatory and Respiratory Systems
         
            Chapter 33 Circulatory and Respiratory Systems Opener
            
               Chillin' in the Cold

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Circulatory System
            
               Getting Started
               
                  What Factors Affect Heart Rate? Inquiry Warm-Up

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                  The Circulatory System

                  The (Artificial) Heart of the Matter

                  Study Workbook A: The Circulatory System Lesson Review

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                  The Circulatory System Lesson Quiz

            Lesson 2 Blood and the Lymphatic System
            
               Getting Started
               
                  The Science of the Olympics Untamed Science™ Video

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                  Components of Blood

                  Blood Transfusions Analyzing Data Lab

                  Study Workbook A: Blood and the Lymphatic System Lesson Review

                  Study Workbook B: Blood and the Lymphatic System Lesson Review

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                  Blood and the Lymphatic System Lesson Quiz
                    Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

            Lesson 3 The Respiratory System
            
               Getting Started
               
                  Don't Light Up Discussion Board Prompt

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                  The Respiratory System
                    Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

                  What's in the Air? Quick Lab

                  Tidal Volume and Lung Capacity Lab Investigation

                  Modeling Breathing Lab Investigation

                  Study Workbook A: The Respiratory System Lesson Review

                  Study Workbook B: The Respiratory System Lesson Review

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                  The Respiratory System Lesson Quiz

            Chapter Assessment
            
               Chapter 33 Test Prep

               Chapter 33 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 33 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Interactions Among Body Systems Pearson Flipped Video for Science™

               Skeletal, Muscular, and Respiratory Systems
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

               Take a deep breath Untamed Science™ Video

               The Circulatory System

               Circulation

               The Sliding Filament Model

               The Respiratory System

               Cellular Processes

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

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               Chapter 33 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 34 Endocrine and Reproductive Systems
         
            Chapter 34 Endocrine and Reproductive Systems Opener
            
               Fight or Flight Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 The Endocrine System
            
               Getting Started
               
                  Fast and Slow Messages Class Discussion

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                  Major Endocrine Glands

                  Hormones
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Biomedical Engineering and the Endocrine System STEM Activity

                  Study Workbook A: The Endocrine System Lesson Review

                  Study Workbook B: The Endocrine System Lesson Review

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                  The Endocrine System Lesson Quiz
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

            Lesson 2 Glands of the Endocrine System
            
               Getting Started
               
                  Fight or Flight? Class Discussion

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                  Obesity and Diabetes Data Analysis
                    Curriculum Standards: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment--including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change--can disrupt an ecosystem and threaten the survival of some species. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. . Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* 

                  Modeling Glucose Regulation Lab Investigation
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Diagnosing Endocrine Disorders Lab Investigation
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

                  Study Workbook A: Glands of the Endocrine System Lesson Review

                  Study Workbook B: Glands of the Endocrine System Lesson Review

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                  Glands of the Endocrine System Lesson Quiz
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

            Lesson 3 The Reproductive System
            
               Getting Started
               
                  Changing Hormone Levels Inquiry Warm-Up
                    Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Learn
               
                  Male Reproductive System

                  Tracing Human Gamete Formation Quick Lab
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: The Reproductive System Lesson Review

                  Study Workbook B: The Reproductive System Lesson Review

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                  The Reproductive System Lesson Quiz

            Lesson 4 Fertilization and Development
            
               Getting Started
               
                  More Than One Class Discussion

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                  Fertilization

                  Embryonic Development Quick Lab
                    Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

                  Study Workbook A: Fertilization and Development Lesson Review

                  Study Workbook B: Fertilization and Development Lesson Review

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                  Fertilization and Development Lesson Quiz

            Chapter Assessment
            
               Chapter 34 Test Prep
                 Curriculum Standards: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 34 Test A
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Chapter 34 Test B
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Fight or Flight Untamed Science™ Video

               Feedback Systems and Body Temperature Pearson Flipped Video for Science™
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               From Cells...to Organisms Pearson Flipped Video for Science™
                 Curriculum Standards: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems of specialized cells within organisms help them perform the essential functions of life. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Welcome to the Cellies Awards Pearson Flipped Video for Science™

               Major Endocrine Glands

               Hormones

               Skeletal, Muscular, and Respiratory Systems

               Society and Immunity

               Fertilization

               HIV Infection

               Feedback Inhibition Student Tutorial
                 Curriculum Standards: Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

               Comparing Prokaryotes and Eukaryotes Student Tutorial

               Comparing Biomolecules Student Tutorial
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 

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               Chapter 34 Test
                 Curriculum Standards: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

         Chapter 35 Immune System and Disease
         
            Chapter 35 Immune System and Disease Opener
            
               A Reason for Sneezin' Untamed Science™ Video

               Study Workbook A Vocabulary and Chapter Mystery

               Study Workbook B: Review and Test-Taking Practice

            Lesson 1 Infectious Disease
            
               Getting Started
               
                  Lyme Disease Untamed Science™ Video

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                  Examples of Agents of Disease

                  Reducing the Spread of "Bloodborne" Pathogens STEM Activity

                  Study Workbook A: Infectious Disease Lesson Review

                  Study Workbook B: Infectious Disease Lesson Review

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                  Infectious Disease Lesson Quiz

            Lesson 2 Defenses Against Disease
            
               Getting Started
               
                  How Hot is Too Hot? Class Discussion

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                  Non-Specific Defenses

                  Leukemia and Blood Cell Counts Virtual Lab
                    Curriculum Standards: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Use models to predict and show relationships among variables between systems and their components in the natural and designed worlds. 

                  Immune System "Memory" Analyzing Data Lab

                  Detecting Lyme Disease Lab Investigation

                  Study Workbook A: Defenses Against Disease Lesson Review

                  Study Workbook B: Defenses Against Disease Lesson Review

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                  Defenses Against Infection Lesson Quiz

            Lesson 3 Fighting Infectious Disease
            
               Getting Started
               
                  Flu Vaccines 101 Untamed Science™ Video

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                  Society and Immunity

                  Acquired Immunity

                  How Do Diseases Spread? Quick Lab

                  Study Workbook A: Fighting Infectious Disease Lesson Review

                  Study Workbook B: Fighting Infectious Disease Lesson Review

               Assess
               
                  Fighting Infectious Disease Lesson Quiz

            Lesson 4 Immune System Disorders
            
               Getting Started
               
                  What are Allergies? Class Discussion

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                  HIV Infection

                  Study Workbook A: Immune System Disorders Lesson Review

                  Food Allergies Analyzing Data Lab

                  Study Workbook B: Immune System Disorders Lesson Review

               Assess
               
                  Immune System Disorders Lesson Quiz

            Chapter Assessment
            
               Chapter 35 Test Prep

               Chapter 35 Test A

               Chapter 35 Test B

               Flu Vaccines 101 Untamed Science™ Video

               A Reason for Sneezin' Untamed Science™ Video

               Take a deep breath Untamed Science™ Video

               Three Common Virus Types

               Society and Immunity

               The Intertidal Zone

               Examples of Agents of Disease

               HIV Infection

               The Respiratory System
                 Curriculum Standards: Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

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               Bacterial and Viral Diseases Editable Pres

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               Chapter 35 Test

         Diversity of Life
         
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            Diversity of Life Appendix: Part 5 Reference

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            Test-Taking Strategies Overview
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            Chapter 29 Animal Behavior Teacher Support
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            What Kind of Learning Is Practice? Quick Lab Teacher Support
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            Teacher Resources
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            Caring for Young Data Analysis Lab Teacher Support
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            Termite Tracks Lab Investigation Teacher Support
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            Yellowstone Wolves STEM Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 30 Digestive and Excretory Systems Teacher Support
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            Teacher Resources
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            Maintaining Temperature Quick Lab Teacher Support
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            Class Discussion Teacher Support
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            Digestion of Dairy Products Lab Investigation Teacher Support
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            Excretion and Homeostasis Class Discussion Teacher Support
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            The Composition of Urine Data Analysis Lab Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 31 Nervous System Teacher Support
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            You've Got a Lot of Nerve! Class Discussion Teacher Support
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            The Structure of Neurons Teacher Support
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            Teacher Resources
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            Alcohol-Related Traffic Deaths Analyzing Data Teacher Support
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            Get Moving! Discussion Board Prompt
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            Responding to an External Stimulus Quick Lab Teacher Support
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            Testing Sensory Receptors for Touch Lab Investigation Teacher Support
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            Taking it All In Discussion Board Prompt
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            Sound Intensity Analyzing Data Activity Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 32 Skeletal, Muscular, and Integumentary Systems Teacher Support
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            Give Yourself a Hand IWU Teacher Support
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            Observe Calcium Loss Quick Lab Teacher Support
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            They Can Pull But They Can't Push IWU Teacher Support
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            Comparing Limbs Lab Investigation Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 33 Circulatory and Respiratory Systems Teacher Support
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            What Factors Affect Heart Rate? IWU Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 34 Endocrine and Reproductive Systems Teacher Support
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            Teacher Resources
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            Teacher Resources
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            Teacher Resources
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            Embryonic Development Teacher Support
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            Chapter Assessment Teacher Support
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            Chapter 35 Immune System and Disease Teacher Support
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            Teacher Resources
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            Teacher Resources
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            Teacher Resources
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            Food Allergies Analyzing Data Lab Teacher Support
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            Chapter Assessment Teacher Support
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            Diversity of Life Appendix Overview
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