Glencoe McGraw-Hill
Glencoe McGraw-HillINSTRUCTIONAL MATERIALS PYRIGHT DATE:SE ISBN:TE ISBN:Score SheetGeneric Evaluation CriteriaInstructional Content AnalysisSpecific Science CriteriaGlencoe McGraw-HillScienceCATS 9Glencoe Physical Science with Earth Science200600786855400078685559PART I GENERIC EVALUATION CRITERIAGROUP V – 2006 TO 2012COORDINATED AND THEMATIC SCIENCE (CATS 9)R-E-S-P-O-N-S-EYesNoN/AI. The instructional material meets therequirements of inter-ethnic: concepts,content and illustrations, as set by WestVirginia Board of Education Policy(Adopted December 1970).II. CRITERIAINTER-ETHNICEQUAL OPPORTUNITYThe instructional material meets therequirements of equal opportunity: concept,content, illustration, heritage, rolescontributions, experiences andachievements of males and females inAmerican and other cultures, as set by WestVirginia Board of Education Policy(Adopted May 1975).1NOTES
PART II – INSTRUCTIONAL CONTENT ANALYSISCOORDINATED AND THEMATIC SCIENCE (CATS 9)(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNThe instructional materials program presents information and opportunities in a mannerthat enables the student an understanding of:1.2.History and the Nature of Sciencea. the instructional materials programpresents information andopportunities that enable students todemonstrate an understanding thatscientists formulate and test theirexplanations of nature usingobservation and experimentsScience as Inquirya. the instructional materials programpresents information andopportunities that support a minimumof 50% active inquiry, investigationsand hands-on activitiesb. cooperate and collaborate to askquestions, find answers, solveproblem, conduct investigations tofurther an appreciation for scientificdiscoveryc. formulate conclusions through closeobservations, logical reasoning,objectivity, perseverance and integrityin data collectiond. apply skepticism, careful methods,logical reasoning and creativity ininvestigating the observable universee. use a variety of materials andscientific instruments to conductexplorations, investigations andexperiments of the natural world2
(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%3.4.5.A Adequate80%M Minimal60%N NonexistentLess than 60%f. demonstrate safe techniques forhandling, manipulating and caring forscience materials, equipment, naturalspecimens and living organismsg. utilize experimentation todemonstrate scientific processes andthinking skillsh. construct and use charts, graphs andtables to organize, display, interpret,analyze and explain dataUnifying Themesa. compare and contrast the relationshipbetween the parts of a system to thewhole systemb. construct a variety of useful models ofan object, event or processc. compare and contrast changes thatoccur in an object or a system to itsoriginal stated. identify the influence that a variationin scale will have on the way anobject or system worksScientific Design and Applicationa. research everyday applications andinteractions of science and technologyb. implement engineering solutions forgiven tasks and measure theireffectivenessScience in Personal and SocialPerspectivesa. explore the connections betweenscience, technology, society andcareer opportunitiesb. analyze the positive and negativeeffects of technology on society andthe influence of societal pressures onthe direction of technologicaladvances3I AMN
PART III - SPECIFIC CRITERIACOORDINATED AND THEMATIC SCIENCE (CATS 9)The Coordinated and Thematic Science Grade Nine (CATS 9) objectives conclude thedevelopment of foundational knowledge of biology, chemistry, physics and the earth/spacesciences. Through the spiraling, inquiry-based program of study, all students willdemonstrate scientific literacy across these major fields of science. The subject matter isdelivered through a coordinated, integrated approach with an emphasis on thedevelopment of the major science themes of systems, changes and models. Students willengage in active inquiries, investigations and hands-on activities for a minimum of 50% ofthe instructional time to develop conceptual understanding and research laboratory skills.Safety instruction is integrated in all activities.(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%1.2.A Adequate80%M Minimal60%N NonexistentLess than 60%The Coordinated and ThematicScience (CATS 9)a. demonstrate knowledge,understanding and applications ofscientific facts, concepts, principles,theories and models using thescientific methodb. demonstrate an understanding of theinterconnections of biological,earth/space and physical scienceconcepts (SC.9.4.1)The Cell and Molecular Basis forHereditya. analyze and explain the principles ofgenetics: (SC.9.4.2)x monohybrid and dihybrid crossesx mutationsx genotypesx phenotypesx X and Y chromosomesx multiple allelesx DNAx probabilityx diversityb. define meiosis and mitosis as relate tochromosome number in theproduction of sperm, egg and bodycells (SC.9.4.3)4IA MN
(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%3.4.A Adequate80%M Minimal60%N NonexistentLess than 60%The Interdependence of Organismsa. mathematically illustrate changes inpopulations of organisms (SC.9.4.4):x growth rate and curvesx birth and mortalityb. identify and describe microscopicorganisms and foreign substances inthe environment and their harmfuleffects (SV.9.4.5):x micro-organismsx mutagens and carcinogensx inorganic and organic pollutantsc. design an environment thatdemonstrates the interdependence ofplants and animals, energy pyramids,adaptations of structures to obtainnutrition (SC.9.4.6)d. explain how excretory and digestivesystems work together in the humanbody (SC.9.4.7.)e. identify and compare the structureand function of cell, tissues andsystems of different organisms(SC.9.4.8.)f. trace the transfer of matter and energyin the chemical/molecular processesof photosynthesis and respiration(SC.9.4.10)Structure and Properties of Mattera. predict physical and chemicalproperties using the element’sposition on the Periodic Table(SC.9.4.11)b. describe the characteristics ofradioactivity substances includingalpha particles, beta particles andgamma rays; the half-life of aradioactive isotope; a chain reactionand differentiate between fission andfusion (SC.9.4.12)5IAMN
(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%5.6.A Adequate80%M Minimal60%N NonexistentLess than 60%c. investigate the relationship betweenthe density of an object, its mass andits volume (SC.9.4.13)d. investigate physical states of matterincluding descriptions of the behaviorof atoms and molecules in terms ofthe Kinetic Molecular Theory(SC.9.4.14)Chemical Reactiona. write formulas and name compoundsgiven oxidation numbers ofmonatomic and polyatomic ions(SC.9.4.15)b. identify the various types of chemicalbonds and the resulting compoundsthat are formed (SC.9.4.16)x ionicx nonpolar covalentx polar covalentc. experimentally determine theproducts of chemical reactions(SC.9.4.17)x write balanced chemical equationsx classify type of reactionx describe energy changesEnergya. identify, describe and differentiatevarious forms of energy and energytransformations (SC.9.4.18)x kinetic energy Q potential energyx mechanical, thermal, electricaland chemicalb. relate absorption and dissipation ofheat to the composition of a materialc. demonstrate and diagram a magneticfield using bar magnets (SC.9.4.20)d. hypothesize and experiment whendifferent components are substitutedin an electrical circuit (SC.9.4.21)e. define and solve electrical problemsinvolving ohm’s law and power(SC.9.4.21)6IA MN
(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%7.8.A Adequate80%M Minimal60%N NonexistentLess than 60%Motions and Forcesa. relate the forces between chargedobjects to the charge on the objectsand the distance between them(SC.9.4.22)b. examine speed-time relationshipsusing graphs (SC.9.4.23)c. identify fundamental principle ofdynamics by using Newton’s Laws(SC.9.4.23)d. list examples of simple machines andinclude calculations for mechanicaladvantage (SC.9.4.23)e. experiment with a pendulum todetermine whether amplitude, massand length will affect the motion ofthe pendulum (SC.9.4.24)f. investigate types of waves and theirproperties including interference,diffraction, refraction and resonance(SC.9.4.25)g. identify differences and similaritiesbetween transverse and longitudinalwaves (SC.9.4.25)h. apply wave equation to determine therelationships among speed,wavelength and frequency(SC.9.4.25)Energy in the Earth Systema. investigate formation and destructionof landforms (SC.9.4.26)b. demonstrate the relationships oftemperature, air pressure, wind speed,wind direction and humidity aselements of weather (SC.9.4.28)c. compare and analyze thecharacteristics of ocean tides andcurrents (SC.9.4.28)7IAM N
(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%9.10.A Adequate80%M Minimal60%N NonexistentLess than 60%Geochemical Cyclesa. employ a variety of tests to identifycommon rock-forming minerals(SC.9.4.29)b. analyze and describe common rocksamples using grain size and shapeand mineral composition (SC.9.4.30)c. use models to describe interactivecycles: (SC.9.4.31)x waterx nitrogenx carbon dioxideOrigin and Changes in the EarthSystems and Universea. examine how scientists useseismographic evidence indetermining structure andcomposition of the Earth’s interior(SC.9.4.32)b. determine the relative age of materialsusing time stratgraphic and biostratigraphic relationships (SC.9.4.33)c. estimate the absolute age of materialsusing existing radio isotopic data(SC.9.4.34)d. describe the effects of the movementof subsurface water (SC.9.4.35)e. relate changes in the Earth’s surfaceto the motion of lithospheric plates(SC.9.4.36)f. summarize and discuss theevidentiary basis for the theory ofPlate Tectonics (SC.9.4.37)g. research and describe the life cyclesof various stellar types (SC.9.4.38)h. interpret topographic maps, weathermaps and charts and astronomicalmodels (SC.9.4.39)8IAM N
Glencoe McGraw-HillINSTRUCTIONAL MATERIALS PYRIGHT DATE:SE ISBN:TE ISBN:Score SheetGeneric Evaluation CriteriaInstructional Content AnalysisSpecific Science CriteriaGlencoe/McGraw-HillScienceHuman Anatomy PhysiologyHole's Essentials of Human Anatomy and Physiology20060073204811N07-253962-3PART I - GENERIC EVALUATION CRITERIAGROUP V – 2006 TO 2012HUMAN ANATOMY & PHYSIOLOGY LEVEL 11-12R-E-S-P-O-N-S-EYesNoN/AI. The instructional material meets therequirements of inter-ethnic: concepts,content and illustrations, as set by WestVirginia Board of Education Policy(Adopted December 1970).II. CRITERIAINTER-ETHNICEQUAL OPPORTUNITYThe instructional material meets therequirements of equal opportunity: concept,content, illustration, heritage, rolescontributions, experiences andachievements of males and females inAmerican and other cultures, as set by WestVirginia Board of Education Policy(Adopted May 1975).1NOTES
Glencoe McGraw-HillPART II – INSTRUCTIONAL CONTENT ANALYSISHUMAN ANATOMY AND PHYSIOLOGY(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%IAMNThe instructional materials program presents information and opportunities in a mannerthat enables the student to:1.2.History and the Nature of Sciencea. formulate scientific explanationsbased on the student's observationaland experimental evidence,accounting for variability inexperimental results (HAP.1.1)b. communicate that science haspractical and theoretical limitations(HAP.1.2)c. recognize that science is based on aset of observations in a testableframework that demonstrate basiclaws that are consistent (HAP.1.3)d. explore science as a blend ofcreativity, logic and mathematics(HAP.1.4)e. trace the development of keyhistorical concepts and principlesdescribing their impact on modernthought and life by identifying thescientist’s contributions (HAP.1.5)f. integrate the history of science withcultural history to demonstrate thatscientists work within their historicalsurroundings and are affected by them(HAP.1.6)Science as Inquiry Objectivesa. develop the skills, attitudes and/orvalues of scientific inquiry (e.g.,curiosity, logic, objectivity, openness,skepticism, appreciation, diligence,integrity, ethnical practice, fairness,creativity) (HAP.2.1)2
Glencoe McGraw-Hill(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%3.A Adequate80%M Minimal60%N NonexistentLess than 60%b. discuss ethnical practices for science(e.g., established research protocol,accurate record keeping, replicationof results and peer review) (HAP.2.2)c. apply scientific approaches to seeksolutions for personal and societalissues (HAP.2.3)d. properly and safely manipulateequipment, materials, chemicals,organisms and models (HAP.2.4)e. explore a variety of environments(e.g., laboratories, museums, libraries,parks and other outdoors locations)(HAP.2.5)f. use computers and other electronictechnologies in an investigativecontext (HAP.2.6)g. engage in scientific problem solvingand critical thinking (HAP.2.7)h. design, conduct, evaluate and reviseexperiments (HAP.2.8)Unifying Themes Objectivesa. relate biological or technical systemsto the natural and designed world(HAP.3.1)b. use models to make predictions aboutinteractions and changes in systems(HAP.3.2)c. use graphs and equations relatingchanges in systems to rate, scale,patterns, trends and cycles (HAP.3.3)d. cite examples of differentcharacteristics, properties orrelationships within a system thatmight change as its dimensionschange (HAP.3.4)3IAMN
Glencoe McGraw-Hill(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%4.5.A Adequate80%M Minimal60%N NonexistentLess than 60%Scientific Design and ApplicationObjectivesa. summarize technological advances inthe biological sciences (HAP.5.1)b. provide opportunities to analyze theinterdependence of science andtechnology (HAP.5.2)c. relate how scientific skills andtechnological tools are used to designsolutions that address personal andsocietal needs (HAP.5.3)d. describe the scientific conceptsunderlying technological innovations(HAP.5.4)e. integrate appropriate technologysolutions to promote scientific inquiry(HAP.5.5)Science in Personal and SocialPerspectivesa. describe the impact of cultural,technological and economicinfluences on the evolving nature ofscientific thought and knowledge(HAP.6.1)b. describe occupational opportunities inscience and technology (HAP.6.2)c. make decisions to resolve sciencetechnology-society issues (HAP.6.3)4IAMN
Glencoe McGraw-HillHUMAN ANATOMY & PHYSIOLOGY LEVEL 11/12PART III - SPECIFIC CRITERIAThis advanced course is designed for those students wanting a deeper understanding of thestructure and function of the human body. The body will be viewed as a whole usinganatomical terminology necessary to describe location. Focus will be at both micro andmacro levels reviewing cellular functions, biochemical, tissue interactions, organ systemsand the interaction of those systems as it relates to the human organism. Systems coveredinclude integumentary, skeletal, muscular, respiratory, circulatory, digestive, excretory,reproductive immunological, nervous and endocrine. This course will be appropriate forcollege bound students as well as those choosing a health services career cluster. Studentswill engage in active inquiries, investigation and hands-on activities for a minimum of 50%of the instructional time to develop conceptual understanding and research/laboratoryskills. Safety instruction is integrated into all activities.(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%1.2.A Adequate80%M Minimal60%N NonexistentLess than 60%Frame of Reference for AnatomicalStudiesa. use directional terminology necessaryfor anatomical location such asproximal, dorsal, medial, lateral,visceral, superficial and deep(HAP.4.1)b. cite current literature and researchrelated to human anatomy andphysiology (HAP.4.2)Chemical Level of Organizationa. review foundational chemicalconcepts including atomic structure,bonding, chemical reactions, waterand pH as they relate to livingsystems (HAP.4.3)b. explain the transfer of energy inchemical molecular processes in thehuman body (e.g., glycolysis, Krebscycle, electron transport system)(HAP.4.4)5IA MN
Glencoe McGraw-Hill(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%3.4.A Adequate80%M Minimal60%N NonexistentLess than 60%Cellular /Tissue/System Levels ofOrganizationa. describe the role of DNA intranscription and relate it to types ofRNA and protein synthesis (HAP.4.5)b. relate the structure, functions andinteractions of eukaryotic cellorganelles and their products(HAP.4.6)c. describe the organizational levels,interdependency and the interactionof cells, tissues, organs, organsystems (HAP.4.7)d. categorize, by structure and function,the various types of human tissue(HAP.4.8)Systems Level of Organizationa. relate the structure of theintegumentary system to its functionas a sensory organ, environmentalbarrier and temperature regulator(HAP.4.9)b. relate how bone tissue is important tothe development of the humanskeleton (HAP.4.10)c. identify the structure and function ofthe skeletal system, including bones,markings on bones and articulations(HAP.4.11)d. show the mechanism of musclecontraction at micro and macro levels(HAP.4.12)e. describe the relationship between theskeletal, neural and muscular systems(HAP.4.13)f. identify muscle groups and types ofmuscles, including locations, origins,insertions (HAP.4.14)6IA MN
Glencoe McGraw-Hill(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%A Adequate80%M Minimal60%N NonexistentLess than 60%g. classify the various types of neurons,emphasizing structure and function(HAP.4.15)h. relate a nervous impulse to thesodium-potassium pump (HAP.4.16 )i. relate the function of the parts of thecentral nervous system to theirstructure (HAP.4.17)j. describe the functions of theperipheral nervous system includingthe autonomic portions (HAP.4.18)k. apply the knowledge of the structureof the ear and eye to their function/dysfunction in relationship toenvironmental perception (HAP.4.19)l. describe the specific role of enzymesand hormones to bodily functions(HAP.4.20)m. explore the endocrine system,emphasizing glands, hormonal controland problems in hormone production(HAP.4.21)n. compare the male and femalereproductive systems, includingidentification of structures and theirfunctions (HAP.4.23)o. relate the male and femalereproductive systems to humangrowth and development (HAP.4.23)p. compare and contrast the purposes,processes and outcomes of cellularmeiosis and mitosis (HAP.4.24)q. describe the formation of gametes,fertilization and embryonicdevelopment (HAP.4.25)r. relate changes in DNA to control ofprotein synthesis and humaninheritance (HAP.4.26)7IA MN
Glencoe McGraw-Hill(Vendor/Publisher)SPECIFICLOCATION OFCONTENT WITHINPRODUCT(IMR Committee) ResponsesI In-depth80%5.A Adequate80%M Minimal60%N NonexistentLess than 60%s. relate laws’ of inheritance and DNAto human genetic diseases (HAP.4.27)t. identify the cellular processes, energyand nutritional requirements neededto maintain human metabolism(HAP.4.28)u. illustrate how transport mechanismsin cells, tissues and
TITLE: Glencoe Physical Science with Earth Science COPYRIGHT DATE: 2006 SE ISBN: 0078685540 TE ISBN: 0078685559 PART I GENERIC EVALUATION CRITERIA GROUP V – 2006 TO 2012 COORDINATED AND THEMATIC SCIENCE (CATS 9) R-E-S-P-O-N-S-E Yes No N/A CRITERIA N
Inspire Physical Science 26 Inspire Physical Science with Earth 28 Glencoe High School Science Serie 30 Glencoe Biology 32 Glencoe Chemistry: Matter and Change 33 Glencoe Physics: Principles & Problems 34 Glencoe Earth Science: Geology, the Environment, and the Universe 35 Glencoe Physical Science 36 Glencoe Physica
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Teacher Guide Natural Resources Lesson 1 Bellringer Creatas/PunchStock
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Answers Chapter 9 A3 Glencoe Algebra 1 Copyright Glencoe/McGraw-Hill, a division of .
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Chapter 12 Glencoe Algebra 1 Copyright Glencoe/McGraw-Hill, a division of The .
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Glencoe/McGraw-Hill A3 Glencoe Algebra 1 Answers NAME _ DA Skills Practice Multiplying Monomials TE _ PERIOD _ 8-1 Glencoe/McGraw-Hill
