A Correlation Of Pearson Biology
A Correlation ofPearsonBiologyMiller & Levine 2014To theNext GenerationScience StandardsLife Science StandardsEarth and Space Science StandardsEngineering StandardsMay 2013Grades 9-12
A Correlation ofMiller & Levine Biology, 2014to the Next Generation Science Standards, May 2013Grades 9-12Dear Educator,Pearson is committed to offering its complete support as classrooms transition to the new NextGeneration Science Standards.* Ready-to-use solutions for today and a forward-thinking plan fortomorrow connect teacher education and development; curriculum content and instruction; andassessment. We’ll be here every step of the way to provide the easiest possible transition to the NextGeneration Science Standards with a coherent, phased approach to implementation.The planning and development of Pearson’s Miller & Levine Biology was informed by the samefoundational research as A Framework for K–12 Science Education: Practices, Crosscutting Concepts,and Core Ideas. Specifically, our development team used Project 2061, the National Science EducationStandards (1996) developed by the National Research Council, as well as the Science Anchors Project2009 developed by the National Science Teachers Association. As a result, students make connectionsthroughout the program to concepts that cross disciplines; practice science and engineering skills; andbuild on their core science ideas.Authors Ken Miller and Joe Levine have created a bold, comprehensive on-level program to inspirestudents with both fundamental and cutting edge biology content. The authors’ unique storytellingstyle, with a greater focus on written and visual analogies, engages students in biology.Study Workbook A and Laboratory Manual A offer leveled activities for students of varyingabilities. Teachers can choose to differentiate activities within a classroom or choose an activity thatbest fits the whole class profile.Miller & Levine Biology: Foundation Edition, Study Workbook B, and Laboratory Manual B arethe options for below-level students. These items have additional embedded reading support to helpstudents master key biology concepts.Biology.com, the latest in digital instruction technology, provides a pedagogically relevant interfacefor your biology classroom. Complete Student Edition online with audio Complete Teacher’s Edition Untamed Science videos (also on DVD) Lesson review presentations Editable worksheets Test preparation, online assessments, and remediation Interactive features and simulations Chapter mysteries from the textbook Interactive study guides Virtual Labs STEM activities with worksheetsThe following document demonstrates how Miller & Levine Biology 2014 is compatible with theNext Generation Science Standards for Grades 9-12. Correlation references are to the Student Edition,Teacher Edition, Laboratory Manual A, and Biology.com.*Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developedthe Next Generation Science Standards was involved in the production of, and does not endorse, this product.SE Student Edition; TE Teacher’s Edition; LMA Lab Manual A2
A Correlation ofMiller & Levine Biology, 2014to the Next Generation Science Standards, May 2013Grades 9-12Table of ContentsHS-LS1 From Molecules to Organisms: Structures and ProcessesHS-LS2 Ecosystems: Interactions, Energy, and Dynamics48HS-LS3 Heredity: Inheritance and Variation of Traits13HS-LS4 Biological Evolution: Unity and Diversity15HS-ESS2 Earth’s Systems19HS-ESS3 Earth and Human Activity21HS-ETS1 Engineering Design24SE Student Edition; TE Teacher’s Edition; LMA Lab Manual A3
A Correlation ofMiller & Levine Biology, 2014to the Next Generation Science Standards, May 2013Grades 9-12HS-LS1 From Molecules to Organisms: Structures and ProcessesHS-LS1 From Molecules to Organisms: Structures and ProcessesStudents who demonstrate understanding can:HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteinswhich carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not includeidentification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]Miller & Levine Biology: Students are introduced to the structure of DNA in Lesson 12.2 (pp. 344–348) and to DNA replication in Lesson12.3 (pp. 350–352). Lessons 13.1 and 13.2 (pp. 362–371) provide evidence for how the structure of DNA determines the structure ofproteins.Students construct an explanation based on evidence about how the structure of DNA determines the structure of proteins: Studentsexplain how the unique structure of DNA makes the functions of DNA possible (Q2, p. 355). Students write a paragraph explaining thecentral dogma of molecular biology—information is transferred from DNA to RNA to protein (TE p. 371). Students explain the roles of thethree types of RNA in using the information stored in DNA to make proteins (Q38, p. 388).HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specificfunctions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery,and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscleto regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular orchemical reaction level.]Miller & Levine Biology: Students are introduced to levels of organization in Lesson 7.4 (p. 216). Plant structure and function is addressedthroughout Chapter 23 (pp. 664–687). Lessons 27.1 (pp. 782–786), 27.2 (pp. 787–790), 27.4 (pp. 794–798), 28.2 (pp. 814–818), 28.3 (pp.819–826), and 28.4 (pp. 827–830) focus on the interacting systems in animals. The corresponding systems in humans are addressed inLessons 30.1 (pp. 862–867), 30.3 (pp. 875–881), 30.4 (pp. 882–887), 31.1 (pp. 896–900), 32.1 (pp. 922–927), 33.1 (pp. 948–953), 33.3(pp. 963–969), 34.1 (pp. 978–981), 34.2 (pp. 982–987), and 35.1 (pp. 1010–1013). 35.2, Immune System, pp. 1014-1019Representative examples of how students develop and use a model to illustrate the organization of systems that provide specific functions:Students draw a diagram of a cell membrane and use it to explain how the cell regulates what enters or leaves the cell (Q1 and Q2, p.219). Students make a model of a seed plant and explain how the model would change if the plant grew in a wet environment (Q1 and Q2,p. 689). Students draw a Venn diagram to relate the four levels of organization in the human body (Q3, p. 867). Students evaluate theusefulness of a swimming pool filter as a model for a nephron (Q1, p. 889).HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [ClarificationStatement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to waterlevels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]MILLER & LEVINE BIOLOGY: The term homeostasis is defined in Lesson 1.3 (p. 19). Students learn how cells maintain homeostasis inLesson 7.4 (pp. 214–217) and the role that stomata play in maintaining homeostasis in plants in Lesson 23.4 (pp. 682–683). The termfeedback inhibition is defined in Lesson 25.1 (p. 732). Lesson 28.4 (pp. 827–830) explains why all body systems must work together.Mechanisms that control kidney function, gas exchange, and blood glucose levels are discussed in Lesson 30.4 (p. 886), Lesson 33.3 (pp.966–967), and Lesson 34.2 (p. 984), respectively.Students plan and conduct investigations that provide evidence about homeostasis and feedback mechanisms: Students examineleaves to determine the average number of stomata per square inch (Quick Lab, p. 683). Students develop a method for maintaining waterat a specific temperature for fifteen minutes (Quick Lab, p. 866). Students explore how plant hormones affect leaf loss (Lab Manual A, pp.147–150) and how chemicals affect heart rate in Daphnia (Lab Manual A, pp. 265–269).HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintainingcomplex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]Miller & Levine Biology: The process of cell division is described in Lesson 10.2 (pp. 279–285). The process of cell differentiation isintroduced in Lesson 10.4 (pp. 292–297). In Lesson 13.4 (pp. 381–383), students learn that genes control the differentiation of cells incomplex organisms.Students use a model to illustrate their understanding of cellular division in complex organisms: Students use a Visual Summary of mitosisto explain the critical relationship between the breakdown of the nuclear envelope and the formation of the mitotic spindle (p. 285). Studentsdraw a model of the cell cycle for a eukaryotic cell; label key events that result in growth and cell division; and expand the model toinclude two additional rounds of cell division (Q1 and Q2, p. 299). Students with special needs use physical models of cells to feel anddescribe the structural differences between stem cells and differentiated cells (TE p. 295). Students compare the processes cells use toSE Student Edition; TE Teacher’s Edition; LMA Lab Manual A4
A Correlation ofMiller & Levine Biology, 2014to the Next Generation Science Standards, May 2013Grades 9-12regulate gene expression to a “build to order” manufacturing model (Q4, p. 385).HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [ClarificationStatement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms.Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]MILLER & LEVINE BIOLOGY: The term photosynthesis is defined in Lesson 3.2 (p. 70) and in Lesson 8.1 (p. 228). Lesson 8.2 (pp. 230–234) presents an overview of the process of photosynthesis. Lesson 8.3 (pp. 235–241) provides details about the light-dependent and lightindependent sets of reactions.Representative examples of how students use a model to illustrate the conversion of light energy into chemical energy duringphotosynthesis: Students use a visual model to determine what happens to the ATP and NADPH produced during the light-dependentreactions (Figure 8–7, p. 233). Students use a visual model to determine how many molecules of ATP are needed for each iteration of theCalvin cycle (Figure 8–11, p. 238). Students draw and label a model of a chloroplast; indicate the key events in the conversion of sunlightto chemical energy; and expand the model to show the location of photosystems (Q1 and Q2, p. 243). Students working in small groupsconstruct a physical model of photosynthesis that includes both the light-dependent and light-independent reactions (TE p. 242).HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugarmolecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [ClarificationStatement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specificchemical reactions or identification of macromolecules.]Miller & Levine Biology: Carbon compounds are introduced in Lesson 2.3 (pp. 45–49). Students learn about the organelles that buildproteins and the organelles that capture and store energy in Lesson 7.2 (pp. 200–202). Lesson 13.2 (pp. 366–371) provides more detailsabout the synthesis of proteins in ribosomes. Lesson 30.2 (pp. 865–873) focuses on the nutrients in food that supply the raw materials thatare used to build and repair tissues. In Lesson 30.3 (pp. 875–881), students learn how the digestive system converts food into smallmolecules that can be used by cells in the body.Students construct an explanation based on evidence for how elements combine to form carbon-based molecules: Studentsdemonstrate their understanding of how the body converts food into useful molecules by developing an analogy for each of the fourfunctions of the digestive system (TE p. 875).HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules andoxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [ClarificationStatement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not includeidentification of the steps or specific processes involved in cellular respiration.]Miller & Levine Biology: Lesson 9.1 (pp. 250–253) provides an overview of cellular respiration. Lesson 9.2 (pp. 254–260) providesadditional details.Representative examples of how students use a model to illustrate their understanding of cellular respiration: Students make a sketch ofthe overall process of cellular respiration (TE p. 254). Students make a simplified drawing of cellular respiration that shows how thereactants and products at each stage are related (TE p. 259). Groups of students write a screenplay that shows how energy is produced in acell (TE p. 266). Students use sketches to show how the processes of respiration and cellular respiration are related (Q37, p. 270).The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:SE Student Edition; TE Teacher’s Edition; LMA Lab Manual A5
A Correlation ofMiller & Levine Biology, 2014to the Next Generation Science Standards, May 2013Grades 9-12Science and Engineering PracticesDeveloping and Using ModelsModeling in 9–12 builds on K–8 experiences andprogresses to using, synthesizing, and developing modelsto predict and show relationships among variablesbetween systems and their components in the natural anddesigned worlds. Develop and use a model based on evidence toillustrate the relationships between systems or betweencomponents of a system. (HS-LS1-2)SE: Q1 and Q2 (p. 219); Q1 and Q2 (p.689); Q3 (p. 867); Q1 (p. 889) Use a model based on evidence to illustrate therelationships between systems or between components ofa system. (HS-LS1-4),(HS-LS1-5),(HS-LS1-7)SE: Figure 8–7 (p. 233); Figure 8–11 (p.238); Q1 and Q2 (p. 243); Q37 (p. 270);Visual Summary (p. 285); Q1 and Q2 (p.299); Q4 (p. 385)TE: Summative Performance Task (p. 242);Teach for Understanding (p. 254); Check forUnderstanding (p. 259); SummativePerformance Task (p. 266); DifferentiatedInstruction (p. 295)Planning and Carrying Out InvestigationsPlanning and carrying out in 9-12 builds on K-8experiences and progresses to include investigations thatprovide evidence for and test conceptual, mathematical,physical, and empirical models. Plan and conduct an investigation individually andcollaboratively to produce data to serve as the basis forevidence, and in the design: decide on types, how much,and accuracy of data needed to produce reliablemeasurements and consider limitations on the precision ofthe data (e.g., number of trials, cost, risk, time), andrefine the design accordingly. (HS-LS1-3)SE: Quick Lab (p. 683); Quick Lab (p. 866)LMA: Plant Hormones and Leaves (pp. 147–150); The Effect of Chemicals on Heart Rate(pp. 265–269)Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 9–12builds on K–8 experiences and progresses to explanationsand designs that are supported by multiple andindependent student-generated sources of evidenceconsistent with scientific ideas, principles, and theories. Construct an explanation based on valid and reliableevidence obtained from a variety of sources (includingstudents’ own investigations, models, theories,simulations, peer review) and the assumption thattheories and laws that describe the natural world operatetoday as they did in the past and will continue to do so inthe future. (HS-LS1-1)Disciplinary Core IdeasCrosscutting ConceptsSE/TE: Cell Specialization (p. 215);Specialized Tissues in Plants (pp. 664–668);Neurons (p. 897); Bones (pp. 924–925);Muscle Tissue (pp. 928–929); Blood (pp.954–955)SE: Quick Lab (p. 203); Visual Summary (p.206); Quick Lab (p. 275); Visual Summary(p. 285)LS1.A: Structure and Function Systems of specialized cells within organisms helpthem perform the essential functions of life. (HS-LS1-1) All cells contain genetic information in the form of DNAmolecules. Genes are regions in the DNA that contain theinstructions that code for the formation of proteins, whichcarry out most of the work of cells. (HS-LS1-1) (Note:This Disciplinary Core Idea is also addressed by HS-LS31.)SE/TE: Carbon Compounds (pp. 45–49);The Structure of DNA (pp. 344–348); DNAReplication (pp. 350–353); RNA Synthesis(pp. 364–365); The Genetic Code (pp. 366–367); Translation (pp. 368–370) Multicellular organisms have a hierarchical structuralorganization, in which any one system is made up ofnumerous parts and is itself a component of the nextlevel. (HS-LS1-2)SE/TE: Levels of Organization (pp. 216–217); Seed Plant Structure (p. 664); RootStructure and Growth (pp. 669–670); StemStructure and Function (pp. 674–675); LeafStructure and Function (pp. 680–681);Features of Body Plans (pp. 737–738);Organization of the Human Body (pp. 862–864) Feedback mechanisms maintain a living system’sinternal conditions within certain limits and mediatebehaviors, allowing it to remain alive and functional evenas external conditions change within some range.Feedback mechanisms can encourage (through positivefeedback) or discourage (negative feedback) what isgoing on inside the living system. (HS-LS1-3)SE/TE: Homeostasis and Cells (pp. 214–217); Gas Exchange and Homeostasis (pp.682–683); Maintaining Homeostasis (p. 732);Homeostasis (pp. 827–830); Homeostasis(pp. 865–867); The Kidneys andHomeostasis (pp. 886–887); IntegumentarySystem Functions (p. 935); Breathing andHomeostasis (p. 967); Blood GlucoseRegulation (p. 984); Control of the EndocrineSystem (pp. 986–987)Systems and System Models Models (e.g., physical, mathematical, computermodels) can be used to simulate systems andinteractions—including energy, matter, and informationflows—within and between systems at different scales.(HS-LS1-2), (HS-LS1-4)Energy and Matter Changes of energy and matter in a system can bedescribed in terms of energy and matter flows into, outof, and within that system. (HS-LS1-5), (HS-LS1-6)SE: Zooming In (p. 237); Zooming In(p. 238); Q4 (p. 243); Chapter Mystery, Q2and Q3 (p. 245)TE: Teach for Understanding (p. 226);Transfer Performance Task (p. 242);Summative Performance Task (p. 266) Energy cannot be created or destroyed—it only movesbetween one place and another place, between objectsand/or fields, or between systems.(HS-LS1-7)SE: Comparing Photosynthesis andRespiration (p. 253); Q5 (p. 260)TE: Address Misconceptions (p. 255)Structure and Function Investigating or designing new systems or structuresrequires a detailed examination of the properties ofdifferent materials, the structures of differentcomponents, and connections of components to reveal itsfunction and/or solve a problem. (HS-LS1-1)SE: The Human Genome Project (pp. 406–407); Changi
Miller & Levine Biology: Carbon compounds are introduced in Lesson 2.3 (pp. 45–49). Students learn about the organelles that build proteins and the organelles that capture and store energy in Lesson 7.2 (pp. 200–202). Lesson 13.2 (pp. 366–371) provides more details Miller & Levine Biology:
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