You are on page 1of 13

Textbook Alignment to the Utah Core Science - Biology

This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes _N/A_ No _N/A_ Name of Company and Individual Conducting Alignment: Christine Biggins A Credential Sheet has been completed on the above company/evaluator and is (Please check one of the following):

On record with the USOE. The Credential Sheet is attached to this alignment.
Instructional Materials Evaluation Criteria (name and grade of the core document used to align): Science - Biology Title: Essentials of Human Anatomy & Physiology, 9th Edition (c) 2009, (Marieb); Anatomy & Physiology Coloring Workbook: A Complete Study Guide, 9th Edition (c) 2009, (Marieb) ISBN#: 0136001653 (SE); 0321531280 (IG w/TestBank); 0321531876 (MediaMgr CD w/TestGen); 0131357840 (Replacement CD); 0321541553 (Instr. Guide LM); 0321523997 (LM); 080534778X (Coloring Workbook) Publisher: Pearson______________________

Overall percentage of coverage in the Student Edition (SE) and Teacher Edition (TE) of the Utah State Core Curriculum: ________70% Overall percentage of coverage in ancillary materials of the Utah Core Curriculum: _______________44% STANDARD I: Students will understand that living organisms interact with one another and their environment.

Percentage of coverage in the student and teacher edition for Standard I:______________29 %

Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard I: _______8%
Coverage in Student Edition(SE) and Teacher Edition (TE) (pg #s, etc.) Coverage in Ancillary Material (titles, pg #s, etc.)
Not covered in TE, SE or ancillaries

OBJECTIVES & INDICATORS

Objective 1.1: Summarize how energy flows through an ecosystem. a. a. Arrange components of a food chain according to energy flow. b. Compare the quantity of energy in the steps of an energy pyramid. c. Describe strategies used by organisms to balance the energy expended to obtain food to th

X X IG: Can be

energy gained from the food (e.g., migration to areas of seasonal abundance, switching typ developed from the prey based upon availability, hibernation or dormancy). following: 15

d. Compare the relative energy output expended by an organism in obtaining food to the ene

gained from the food (e.g., hummingbird - energy expended hovering at a flower compare developed from the the amount of energy gained from the nectar, coyote - chasing mice to the energy gained f catching one, energy expended in migration of birds to a location with seasonal abundanc following: 15 compared to energy gained by staying in a cold climate with limited food). e. Research food production in various parts of the world (e.g., industrialized societies grea use of fossil fuel in food production, human health related to food product).

IG: Can be

Objective 1.2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrog
water) in a variety of biological communities and ecosystems.

SE: 27-28, 30 IG: 12-13 SE: 12 IG: 2, 13, 1516 WB: 7 Coloring

b. Explain how water is a limiting factor in various ecosystems.

c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Interne


article that addresses an issue related to human impact on cycles of matter in an ecosystem determine the bias in the article.

d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecos
(e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).

Objective 1.3:. Describe how interactions among organisms and their environment help shape
ecosystems.

a. Categorize relationships among living things according to predator-prey, competition, and b. c. d. e.


symbiosis. Formulate and test a hypothesis specific to the effect of changing one variable upon anoth a small ecosystem. Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem. Investigate an ecosystem using methods of science to gather quantitative and qualitative d that describe the ecosystem in detail. Research and evaluate local and global practices that affect ecosystems.

X X X X X

STANDARD II: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells,
and perform life functions.

Percentage of coverage in the student and teacher edition for Standard II:______________92 %

Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard II: _____67%
Coverage in Student Edition(SE) and Teacher Edition (TE) (pg #s, etc.) Coverage in Ancillary Material (titles, pg #s, etc.)

OBJECTIVES & INDICATORS

Not covered in TE, SE or ancillaries

Objective 2.1: Describe the fundamental chemistry of living cells. a. List the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen,
phosphorous, sulfur, trace elements).

SE: 27-28, 30, 33 IG: 13-14 SE: 34, 4552, 54-56 IG: 13-16 SE: 37, 39, 42 IG: 15-16 SE: 52, 54, 86, 311 IG: 13, 16 Coloring WB: 23-24 Coloring WB: 24-28

b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipi
nucleic acids).

c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent
properties) contribute to maintenance of cells and living organisms.

d. Explain the role of enzymes in cell chemistry.

Objective 2.2: Describe the flow of energy and matter in cellular function. a. Distinguish between autotrophic and heterotrophic cells. Can be developed from the following: Coloring WB: 289-290; LAB: Ex #3, 19-27 SE: 496497 IG: 151, 154

b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by
using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).

c. Measure the production of one or more of the products of either photosynthesis or


respiration

SE: Can be developed from the following: 496-497 IG:

Can be developed from the following: Coloring WB: 289290, TECH: 14.18, 14.19, 14.20, 14.21

Objective 2.3: Investigate the structure and function of cells and cell parts. a. Explain how cells divide from existing cells. SE: 67, 7475, 83-88, 550 IG: 25-27, 29 SE: 65-66 IG: 25-26, 28-29 c. Describe how the transport of materials in and out of cells enables cells to maintain
homeostasis (i.e., osmosis, diffusion, active transport).

Coloring WB: 41-43 TECH: 3.8; LAB: Ex #3 19-27 Coloring WB: 34-43; TECH: 3.8; LAB Ex #3 19-27 Coloring WB: 38-40; TECH: 3.9, 3.10, 3.11, 3.12, 3.13; LAB: Ex #3 19-27 Coloring WB: 34-37; TECH: 3.4, 3.5, 3.6; LAB: Ex # 319-27

b. Describe cell theory and relate the nature of science to the development of cell theory
(e.g., built upon previous knowledge, use of increasingly more sophisticated technology)

SE: 67-69, 76-83 IG: 25, 30

d. Describe the relationship between the organelles in a cell and the functions of that cell. SE: 69-74 IG: 25, 28 e. Experiment with microorganisms and/or plants to investigate growth and reproduction. SE: Can be developed from the following: 107-108 IG:

STANDARD III: Students will understand the relationship between structure and function of organs and organ systems. Percentage of coverage in the student and teacher edition for Standard III:_____________100 % Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard III: ____90%
Coverage in Student Edition(SE) and Teacher Edition (TE) (pg #s, etc.) Coverage in Ancillary Material (titles, pg #s, etc.)
Not covered in TE, SE or ancillaries

OBJECTIVES & INDICATORS

Objective 3.1: Describe the structure and function of organs. a. Diagram and label the structure of the primary components of representative organs in pl
and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hair skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum

SE: 114-122, 362-366, 445-448, 553554 IG:37, 39-40, 43, 113-114, 124-125, 139140, 172

Coloring WB: 59-62, 203-207, 255262, 325-326; TECH: 4.4, 4.7, 11.2, 13.1, 13.2, 13.3, 13.4, 13.6, 16.7; LAB: Ex #6 5566, Ex # 19, 20 245-277, Ex #23 291-299, Ex #27 343-353

b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).

SE: 114-115, 368-369, 371-374, 448456, 557-559 IG: 37, 39-40, 43, 113-114, 140, 172175 SE: 114-115, 368-369, 371-374, 445457, 553-559 IG: 37, 39-40, 114, 117-119, 140-143, 172-175

Coloring WB: 209-210, 263-266, 327; TECH: 11.3; LAB: Ex# 22 272-289; Ex #24 301-309

c. Relate the structure of organs to the function of organs.

TECH: 16.10, 16.11

d. Compare the structure and function of organs in one organism to the structure and functio
of organs in another organism.

IG: 8-9

LAB: Ex #2 9-18, Ex #14-15 161-182, Ex 17 197-202; Ex #20 245

e. Research and report on technological developments related to organs.

SE: 8-9, 100101, 167-168, 370-371, 392-393, 427-429 IG: 10, 43-44, 126, 146-147, 179-180

Objective 3.2: Describe the relationship between structure and function of organ systems in plants a
animals.

a. Relate the function of an organ to the function of an organ system.

SE: 3-4, 114115, 134-135 IG: 1-2, 4-5

TECH: 1.2, 1.3; LAB: Ex #2 9-18

b. Describe the structure and function of various organ systems (i.e., digestion, respiration,
circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.

SE: 4-10, 12-15, 20-21, 76, 101, 117-119, 123, 129, 142, 151, 170, 172-174, 197, 207, 221222, 234, 239, 245, 248, 251-252, 256-257, 270, 274, 282, 286, 288-289, 291, 294-295, 300, 302303, 334, 396, 433, 511, 539, 577 IG: 2, 4-5, 10 SE: 129, 177, 222, 274, 334, 396, 434, 463, 511, 539, 577 IG: 4-5

Coloring WB: 8; TECH: 1.4

c. Examine the relationships of organ systems within an organism (e.g., respiration to


circulation, leaves to roots) and describe the relationship of structure to function in the relationship.

Coloring WB: 209-210, 263-266, 527; TECH: 1.3 Coloring WB: 45-49; TECH: 3.17, 3.18, 3.19, 3.20, 3.21; LAB: Ex #5 37-54 LAB: Ex #2 9-18, Ex #14-15 161-182, Ex 17 197-202; Ex #20 245

d. Relate the tissues that make up organs to the structure and function of the organ. SE: 88-99 IG: 26-27, 35

e. Compare the structure and function of organ systems in one organism to the structure and
function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).

IG: 8-9

STANDARD IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproductio
The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.

Percentage of coverage in the student and teacher edition for Standard IV:_____________100 %

Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard IV: ____47%
Coverage in Student Edition(SE) and Teacher Edition (TE) (pg #s, etc.) Coverage in Ancillary Material (titles, pg #s, etc.)
Not covered in TE, SE or ancillaries

OBJECTIVES & INDICATORS

Objective 4.1: Compare sexual and asexual reproduction. a. Explain the significance of meiosis and fertilization in genetic variation. SE: 550-551, 557-559 IG: 174-175, 179 SE: Can be developed from the following: 545-546 IG: Can be developed from the following: 174-175 SE: Can be developed from the following: 573 IG: Can be developed from the following: 175, 180

TECH: 16.3, 16.4, 16.10

b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of


species.

c. Formulate, defend, and support a perspective of a bioethical issue related to intentional o


unintentional chromosomal mutations.

Objective 4.2: Predict and interpret patterns of inheritance in sexually reproducing


organisms.

a. Explain Mendels laws of segregation and independent assortment and their role in genet
inheritance.

SE: Can be developed from the following: 550-552, 557-559 IG: Can be developed from the following: 174-175, 179-180 SE: Can be 557-559 IG: Can be developed from the following: 174-175, 179-180

b. Demonstrate possible results of recombination in sexually reproducing organisms using

or two pairs of contrasting traits in the following crosses: dominance/recessive, incomple developed from the dominance, codominance, and sex-linked traits. following: 550-552,

c. Relate Mendelian principles to modern-day practice of plant and animal breeding.

SE: Can be developed from the following: 550-552, 557-559 IG: Can be developed from the following: 174-175, 179-180

d. Analyze bioethical issues and consider the role of science in determining public policy.

SE: Can be developed from the following: 57-58, 102103, 203-204, 253-254, 317-318, 355-356, 432433, 526-527 IG: Can be developed from the following: 180

Objective 4.3: Explain how the structure and replication of DNA are essential to heredity and prote
synthesis.

a. Use a model to describe the structure of DNA. b. Explain the importance of DNA replication in cell reproduction.

SE: 54-55 IG: 13, 15-16

Coloring WB: 26-27; TECH: 2.19

SE: 57-58, 83-88 Coloring IG: 13, 15-16, WB: 41-43; 25-26, 29 TECH: 3.14 SE: 54-55, 5758, 83-88 IG: 15-16, 25-26 SE: Can be developed from the following: 102-103 IG: 27, 29 Coloring WB: 44; TECH: 3.16

c. Summarize how genetic information encoded in DNA provides instructions for


assembling protein molecules.

d.

Describe how mutations may affect genetic expression and cite examples of mutagens.

e. Relate the historical events that lead to our present understanding of DNA to the
cumulative nature of science knowledge and technology.

Can be developed from the following: Coloring WB: 41, 44 SE: 57-58, 83-88 Can be IG: Can be developed from developed from the the following: following: 25-26 Coloring WB: 41-44

f. Research, report, and debate genetic technologies that may improve the quality of life (e
genetic engineering, cloning, gene splicing).

SE: 57-58, 102109 IG: 180

STANDARD V: Students will understand that biological diversity is a result of evolutionary processes. Percentage of coverage in the student and teacher edition for Standard V:______________39 % Percentage of coverage not in student or teacher edition, but covered in the ancillary material for Standard V: ____23%
Coverage in Student Edition(SE) and Teacher Edition (TE) (pg #s, etc.) Coverage in Ancillary Material (titles, pg #s, etc.)
Not covered in TE, SE or ancillaries

OBJECTIVES & INDICATORS

Objective 5.1: Relate principles of evolution to biological diversity. a. Describe the effects of environmental factors on natural selection. IG: Can be developed from the following: 10 X X X

b. Relate genetic variability to a species potential for adaptation to a changing


environment. c. Relate reproductive isolation to speciation. d. Compare selective breeding to natural selection and relate the differences to agricultural practices.

Objective 5.2: Cite evidence for changes in populations over time and use concepts of evolution to
explain these changes.

a. Cite evidence that supports biological evolution over time (e.g., geologic and fossil recor
chemical mechanisms, DNA structural similarities, homologous and vestigial structures)

b. Identify the role of mutation and recombination in evolution.

SE: Can be developed from the following: 57-58 IG: Can be developed from the following: 13, 15, 180

Can be developed from the following: Coloring WB: 44 X

Relate the nature of science to the historical development of the theory of evolution. d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similarities and differences in the structures of birds and reptiles leads to the inference that birds evolved from reptiles). e. Review a scientific article and identify the research methods used to gather evidence that IG: Can be documents the evolution of a species. developed from the

c.

following: 10 Objective 5.3: Classify organisms into a hierarchy of groups based on similarities that reflect their
evolutionary relationships.

a. Classify organisms using a classification tool such as a key or field guide.

SE: Can be developed from the following: 3-7, 10 IG: SE: Can be developed from the following: 3-7, 10 IG:

b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad
specific).

Can be developed from the following: Coloring WB: 2-3 Can be developed from the following: Coloring WB: 2-3 X X

c. Explain how evolutionary relationships are related to classification systems. d. Justify the ongoing changes to classification schemes used in biology.

You might also like