Book A: Life's Structure and Function - Glencoe

Lesson Plans

Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment

Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science

ClassroomThe Princeton Review Standardized Test

Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program

ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science

ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the UnitedStates Copyright Act, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-826964-4Printed in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01

Glencoe Science

iii

To the Teacher iv

Correlation of Life Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards v

Chapter 1 Exploring and Classifying Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3 Cell Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 Cell Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

5 Heredity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

6 Adaptations Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Table of Contents

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Lesson planning guides are provided for each section of the chapter. Within the Lesson Plansyou will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after thefeature. For example:

_____ Before You Read, p. 37 (Foldables, p. 17, CRB)

The Foldables worksheet can be used with the Before You Read feature in the Student Edition.

Each Lesson Plan is divided into several parts:

■ Schedule lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations aregiven.

■ Objectives provides the section objectives. Here you will also find the correlationsto National Science Standards for the section.

■ Motivate lists various resources to introduce the chapter or section to the students.

■ Teach lists Student Edition and Teacher Edition features that are used as you teachthe material. You’ll also find worksheet pages and other resources such as trans-parencies or Professional Series Books that are appropriate to use with the section.

■ Assess provides references to the section assessment in the Student Edition as wellas useful pages from the Performance Assessment in the Science Classroom.

■ Reteach/Reinforce is where you will find worksheets that provide students withadditional reinforcement of the chapter content.

■ Enrich/Apply provides opportunities to challenge students with materials that gobeyond the chapter content.

■ Chapter Assessment lists Student Edition, worksheet, and transparency resourcesthat assess students’ knowledge of the chapter material.

■ Multimedia Options pulls together the many multimedia materials that can beused as reinforcement, review, extension, and assessment with your students.

To the Teacher

v

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.Correlation to National Science Education Standards

Objectives Book, Chapter, and Section

(UCP) Unifying Concepts and Processes

1. Systems, order, and organization

2. Evidence, models, and explanation

3. Change, constancy, and measurement

4. Evolution and equilibrium

5. Form and function

(A) Science as Inquiry

1. Abilities necessary to do scientific inquiry

2. Understandings about scientific inquiry

(B) Physical Science

1. Properties and changes of properties in matter

2. Motion and forces

3. Transfer of energy

(C) Life Science

1. Structure and function in living systems

2. Reproduction and heredity

3. Regulation and behavior

4. Populations and ecosystems

5. Diversity and adaptations of organisms

(D) Earth and Space Science

1. Structure of the Earth system

2. Earth’s history

3. Earth in the solar system

A1-4, A2-1, A2-2, A3-3, B2-1, B2-2, B3-1, B5-1, B5-2, D1-1, D1-2, D1-3,D2-2, D3-1, D4-1, D4-2, D5-1, D5-2, D6-1, D6-2, D7-1, E1-1, E1-2, E1-3, E2-1,E2-2, E2-3, E3-1, E3-2, E3-3, E5-1, E5-2

A1-1, A1-2, A1-3, A3-1, A5-1, A5-2, A5-3, B1-2, D7-2, E4-1, E4-2, E4-3

A4-1, A4-2, A4-3, B4-1, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1,C4-2, C5-1, C5-2, D2-1, D6-2, E3-1

A3-2, A4-2, A4-3, A6-1, A6-2, A6-3, D7-3, E5-1, E5-2

A2-1, A2-3, B1-1, B2-1, B2-2, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2, C1-3, D3-2,D3-3, D6-1, D6-3

A1-1, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A5-1, A5-2,A5-3, A6-1, A6-3, B1-1, B1-2, B2-1, B2-2, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1,B5-2, C1-1, C1-2, C1-3, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1,C5-2, D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2, , D5-1,D5-2, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E3-2,E3-3, E4-1, E4-2, E4-3, E5-1, E5-2

A1-1, A1-3, A1-4, A6-1, C5-2

A1-1, A3-1, E2-2, E2-3

D1-1, D1-2, E2-3

A3-3, E2-3

A1-2, A1-3, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A6-1,A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1, B5-2,C1-1, C1-2, C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2,D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2, , D5-1, D5-2,D6-1, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E5-1,E5-2

A2-3, A4-2, A4-3, A5-1, A5-2, A5-3, A6-1, A6-2, A6-3, B1-1, B2-2, B4-1,B4-2, B4-3, C2-3, C3-2, C3-3, C3-4, C4-1, C4-2, C5-2, D6-2, D6-3

A3-2, B1-1, B5-1, B5-2, C1-1, C1-2, C1-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1,C4-2, C5-1, C5-2, D1-3, D2-2, , D5-1, D5-2, , D6-1, D6-2, D6-3, D7-1, D7-2,D7-3

A1-2, A3-3, B1-2, C1-2, C3-2, C3-3, C3-4, C4-2, E1-1, E1-2, E1-3, E2-1, E2-2,E2-3, E3-1, E3-2, E3-3, E5-1, E5-2

A6-1, A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2,C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2,D7-1, D7-2, D7-3, E3-2, E3-3, E5-1, E5-2

E2-1, E2-2, E2-3

A1-3, A6-1, A6-2

E2-3

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Correlation to National Science Education Standards (continued)

Objectives Book, Chapter, and Section

(E) Science and Technology

1. Abilities of technological design

2. Understandings about science and technology

(F) Science in Personal and Social Perspectives

1. Personal Health

2. Populations, resources, and environments

3. Natural hazards

4. Risks and benefits

5. Science and technology in society

(G) History and Nature of Science

1. Science as a human endeavor

2. Nature of science

3. History of science

A5-3, D7-3

A2-3, A4-3, A5-3, B3-3, B4-3, D2-2, D7-3, E4-2, E4-3

A2-3, A5-2, B1-2, C1-3, D1-2, D1-3, D2-1, D2-2, D3-2, D3-3, D4-1, D4-2,D6-2, D6-3, D7-1, D7-2, D7-3, E4-2

C1-2, C2-1, C2-2, C2-4, C4-2, E2-1, E2-2, E2-3, E3-1, E3-1, E3-3, E4-1, E4-2,E4-3, E5-1, E5-2

E3-1

B3-2, D7-3, E4-1, E4-2, E4-3

A1-4, A4-3, A5-3, B1-2, B2-2, B3-3, B4-3, C3-4, E1-3, E4-1, E4-2, E4-3, E5-1,E5-2

A1-1, A3-3, A4-3, A5-3, A6-1, A6-3, B2-2, B5-2, C2-4, C4-2, C5-2, D5-2, D7-3,E1-3, E3-3, E4-3

A1-4, A6-2, A6-3, B1-2, B3-3, D1-3

A1-3, A1-4, A2-3, A5-1, A6-1, A6-2, A6-3, C1-3, C4-2, C5-1, D1-3, D3-3, D4-2,D7-2, E1-3

vi

Exploring and Classifying Life 1

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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Apply scientific methods to problem solving.2. Demonstrate how to measure using scientific units.

Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 15, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB)

Teachi_____ Content Background, pp. 6E–6F, TWE_____ Visual Learning, p. 9, TWE_____ Activity, pp. 9, 13, TWE_____ Science Online, p. 10_____ Quick Demo, pp. 10, 14, TWE_____ MiniLAB: Analyzing Data, p. 11 (MiniLAB Worksheet, p. 3, CRB)_____ Problem-Solving Activity, p. 13_____ Inclusion Strategies, p. 13, TWE_____ Discussion, p. 15, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Home and Community Involvement, pp. 29, 41, TCR_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 15_____ Skill Builder Activities, p. 15_____ Performance Assessment in the Science Classroom, pp. 97, 121, 157, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 17, 18, CRB_____ Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB

■____ Reinforcement, p. 25, CRB_____ Mathematics Skill Activities, p. 33, TCR_____ Reading and Writing Skill Activities, pp. 17, 33, TCR

Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 4, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Interactive CD-ROM, Presentation Builder, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ What is science?LessonPlans

National Content StandardsUCP2, A1, A2, B1, G1

TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources

11

2 Exploring and Classifying Life

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Objectivesi3. Distinguish between living and nonliving things.4. Identify what living things need to survive.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB)

Teachi_____ Science Online, p. 17_____ Quick Demo, p. 17, TWE_____ Inclusion Strategies, p. 17, TWE_____ Use an Analogy, p. 17, TWE_____ Discussion, p. 18, TWE_____ Science Journal, p. 18, TWE_____ Identifying Misconceptions, p. 18, TWE_____ Curriculum Connection, p. 18, TWE_____ Teacher FYI, pp. 18, 19, TWE_____ Health Integration, p. 19_____ Visual Learning, p. 19, TWE_____ Activity, p. 19, TWE_____ Extension, p. 19, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 3, TCR_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 20_____ Skill Builder Activities, p. 20_____ Performance Assessment in the Science Classroom, p. 97, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 18, CRB_____ Spanish Directed Reading for Content Mastery, p. 22, CRB

■____ Reinforcement, p. 26, CRB

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Cultural Diversity, pp. 7, 9, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Living ThingsLessonPlans


11

National Content StandardsUCP2, C1, C4

Exploring and Classifying Life 3

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ScheduleBlock Schedule: 0.5 session (■ denotes activities recommended for block schedule.)Single Periods: 1 session

Objectivesi5. Describe experiments about spontaneous generation.6. Explain how scientific methods led to the idea of biogenesis.7. Examine how chemical compounds found in living things might have formed.


Teachi_____ Visual Learning, p. 22, TWE_____ Activity, p. 22, TWE_____ Extension, p. 22, TWE_____ Earth Science Integration, p. 23_____ Teacher FYI, p. 23, TWE_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 33–35, CRB)_____ Spanish Resources, Section 3, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB


Section 3 ■ Where does life come from?LessonPlans

National Content StandardsUCP2, A2, C1, D2, G3


11

4 Exploring and Classifying Life

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ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi8. Describe how early scientists classified living things.9. Explain the system of binomial nomenclature.

10. Demonstrate how to use a dichotomous key.


Teachi_____ Science Online, p. 25_____ Discussion, p. 25, TWE_____ Quick Demo, pp. 25, 26, TWE_____ Use Science Words, p. 25, TWE_____ Visual Learning, p. 27, TWE_____ MiniLAB: Communicating Ideas, p. 27

(MiniLAB Worksheet, p. 4, CRB)_____ Activity, p. 28, TWE

■____ Activity: Classifying Seeds, p. 29 (Activity Worksheet, pp. 5–6, CRB)

Assessi■____ Section Assessment, p. 28_____ Skill Builder Activities, p. 28_____ Performance Assessment in the Science Classroom, pp. 89, 95, 121, 161, TCR




Chapter Assessmenti■____ Chapter Study Guide, pp. 34–35■____ Chapter Review, pp. 37–38, CRB

■____ Chapter Assessment, pp. 36–37■____ Chapter Test, pp. 39–42, CRB

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ MindJogger Videoquiz, Ch. 1_____ ExamView Pro Test Bank Software, Ch. 1_____ Interactive CD-ROM, Exploration and Quiz, Ch. 1_____ Science Web site: science.glencoe.com

Section 4 ■ How are living things classified?

LessonPlans


11

National Content StandardsUCP1, A1, A2, C1, F5, G2, G3

_____ Inclusion Strategies, p. 30, TWE

■____ Activity: Using Scientific Methods, pp. 30–31(Activity Worksheet, pp. 7–8, CRB)

_____ Science and Society, pp. 32–33_____ Content Outline for Teaching, Section 4

(Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 49–50, CRB)

_____ Laboratory Activity 2, pp. 11–13, CRB_____ Spanish Resources, Section 4, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 51, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 7–10, TCR

Cells 5

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National Content StandardsUCP1, UCP5, A1, C1


22ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify names and functions of each part of a cell.2. Explain how important a nucleus is in a cell.3. Compare tissues, organs, and organ systems.


Teachi_____ Content Background, pp. 38E–38F, TWE_____ Discussion, pp. 41, 42, 44, TWE_____ Activity, p. 41, TWE_____ Quick Demo, p. 41, TWE_____ MiniLAB: Modeling Cytoplasm, p. 42 (MiniLAB Worksheet, p. 3, CRB)_____ Visual Learning, p. 43, TWE_____ Inclusion Strategies, pp. 44, 45, TWE_____ Environmental Science Integration, p. 46_____ Math Skills Activity, p. 46■____ Activity: Comparing Cells, p. 48 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Spanish Resources, Section 1, CRB



■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 5, TCR


Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 2_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Cell Structure

6 Cells

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LessonPlans


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National Content StandardsUCP1, A1, C1


Objectivesi4. Compare the differences between the compound light

microscope and the electron microscope.5. Summarize the discoveries that led to the development

of the cell theory.6. Relate the cell theory to modern biology.


Teachi_____ Visual Learning, pp. 50, 51, TWE_____ Activity, p. 50, TWE_____ Science Journal, p. 50, TWE_____ Teacher FYI, pp. 50, 53, TWE_____ Physics Integration, p. 52_____ Curriculum Connection, p. 52, TWE_____ MiniLAB: Observing Magnified Objects, p. 52 (MiniLAB Worksheet, p. 4, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 3, TCR_____ Laboratory Activity 1, pp. 9–12, CRB_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 53_____ Skill Builder Activities, p. 53_____ Performance Assessment in the Science Classroom, pp. 97, 157, TCR





Section 2 ■ Viewing Cells

Cells 7

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National Content StandardsUCP5, A1, C1, C2, E2, F1, G3


22ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi7. Explain how a virus makes copies of itself.8. Identify the benefits of vaccines.9. Investigate some uses of viruses.


Teachi_____ Science Online, pp. 55, 56_____ Visual Learning, p. 55, TWE_____ Lab Demonstration, p. 55, TWE_____ Curriculum Connection, p. 56, TWE

■____ Activity: Comparing Light Microscopes,pp. 58–59 (Activity Worksheet, pp. 7–8, CRB)



■____ Reinforcement, p. 28, CRB_____ Reading and Writing Skill Activities, p. 31, TCR




■____ Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 49, CRB)_____ Standardized Test Practice by The Princeton Review, pp. 11–14, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ MindJogger Videoquiz, Ch. 2_____ ExamView Pro Test Bank Software, Ch. 2_____ Interactive CD-ROM, Quiz, Ch. 2_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Viruses

_____ Science and History, pp. 60–61_____ Discussion, p. 61, TWE_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)_____ Home and Community Involvement, p. 26, TCR_____ Spanish Resources, Section 3, CRB

8 Cell Processes

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LessonPlans


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National Content StandardsUCP2, A1, B1, C1


Objectivesi1. List the differences among atoms, elements, molecules, and compounds.2. Explain the relationship between chemistry and life science.3. Discuss how organic compounds are different from inorganic compounds.


Teachi_____ Content Background, pp. 66E–66F, TWE_____ Activity, pp. 69, 72, TWE_____ Inclusion Strategies, pp. 69, 70, 71, TWE_____ Discussion, p. 70, TWE_____ Quick Demo, pp. 70, 71, 74, TWE_____ Visual Learning, p. 71, TWE_____ Science Online, p. 72_____ MiniLAB: Determining How Enzymes Work, p. 73 (MiniLAB Worksheet, p. 3, CRB)_____ Math Skills Activity, p. 74_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–33, CRB)_____ Science Inquiry Lab, pp. 43, 47, TCR





Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Cultural Diversity, p. 65, TCR


Section 1 ■ Chemistry of Life

Cell Processes 9

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National Content StandardsUCP4, A1, C1, C3



Objectivesi4. Describe the function of a selectively permeable membrane.5. Explain how the processes of diffusion and osmosis move

molecules in living cells.6. Explain how passive transport and active transport differ.


Teachi_____ MiniLAB: Observing Diffusion, p. 77 (MiniLAB Worksheet, p. 4, CRB)_____ Discussion, p. 78, TWE_____ Quick Demo, p. 78, TWE_____ Lab Demonstration, p. 78, TWE_____ Health Integration, p. 79_____ Use an Analogy, p. 79, TWE_____ Cultural Diversity, p. 79, TWE_____ Use Science Words, p. 80, TWE_____ Visual Learning, p. 81, TWE_____ Activity, p. 81, TWE

■____ Activity: Observing Osmosis, p. 82 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Home and Community Involvement, p. 47, TCR_____ Spanish Resources, Section 2, CRB





Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ Interactive CD-ROM, Exploration, Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Moving Cellular Materials

10 Cell Processes

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National Content StandardsUCP1, A1, B3, C1, C4, G1


Objectivesi7. List the differences between producers and consumers.8. Explain how the processes of photosynthesis and respiration store

and release energy.9. Describe how cells get energy from glucose through fermentation.


Teachi_____ Activity, p. 84, TWE_____ Inclusion Strategies, pp. 84, 88, TWE_____ Chemistry Integration, p. 85_____ Use Science Words, p. 85, TWE_____ Science Online, p. 86_____ Discussion, p. 86, TWE_____ Visual Learning, p. 87, TWE_____ Quick Demo, p. 87, TWE








Section 3 ■ Energy for Life

■____ Activity: Photosynthesis and Respiration,pp. 88–89 (Activity Worksheet, pp. 7–8, CRB)

_____ Science and Language Arts, pp. 90–91_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 2, pp. 11–14, CRB_____ Spanish Resources, Section 3, CRB



Cell Reproduction 11

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National Content StandardsUCP3, A1, C1



Objectivesi1. Explain why mitosis is important.2. Examine the steps of mitosis.3. Compare mitosis in plant and animal cells.4. List two examples of asexual reproduction.


Teachi_____ Content Background, pp. 96E–96F, TWE_____ Health Integration, p. 99_____ Science Online, p. 99_____ Visual Learning, p. 99, TWE_____ Science Journal, pp. 99, 103, TWE_____ Inclusion Strategies, p. 100, TWE_____ Identifying Misconceptions, p. 100, TWE_____ Quick Demo, p. 101, TWE_____ Use Science Words, p. 101, TWE_____ Discussion, p. 102, TWE_____ Lab Demonstration, p. 102, TWE






Section 1 ■ Cell Division andMitosis

_____ MiniLAB: Modeling Mitosis, p. 103 (MiniLAB Worksheet, p. 3, CRB)

_____ Activity, p. 104, TWE

■____ Activity: Mitosis in Plant Cells, p. 105 (Activity Worksheet, pp. 5–6, CRB)

_____ Content Outline for Teaching, Section 1(Note-taking Worksheet, pp. 31–33, CRB)


_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB

12 Cell Reproduction

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National Content StandardsUCP3, UCP4, C2


Objectivesi5. Describe the stages of meiosis and how sex cells are produced.6. Explain why meiosis is needed for sexual reproduction.7. Name the cells that are involved in fertilization.8. Explain how fertilization occurs in sexual reproduction.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, pp. 43, CRB)

Teachi_____ Chemistry Integration, p. 107_____ Use Science Words, pp. 107, 108, TWE_____ Fun Fact, p. 107, TWE_____ Inclusion Strategies, p. 108, TWE_____ Extension, pp. 108, 109, TWE_____ Teacher FYI, p. 108, TWE_____ Activity, pp. 109, 111, TWE_____ Make a Model, p. 109, TWE_____ Problem-Solving Activity, p. 109_____ Visual Learning, p. 110, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–33, CRB)_____ Spanish Resources, Section 2, CRB






Section 2 ■ Sexual Reproductionand Meiosis

Cell Reproduction 13

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National Content StandardsUCP3, UCP4, A1, C1, C2, E2, F5, G1


44ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi9. Identify the parts of a DNA molecule and its structure.

10. Explain how DNA copies itself.11. Describe the structure and function of each kind of RNA.


Teachi_____ MiniLAB: Modeling DNA Replication, p. 113

(MiniLAB Worksheet, p. 4, CRB)_____ Discussion, p. 114, TWE_____ Science Online, pp. 115, 117, 118_____ Visual Learning, p. 115, TWE_____ Activity, p. 115, TWE

■____ Activity: Mutations, pp. 118–119 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 117_____ Skill Builder Activities, p. 117



Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Cultural Diversity, p. 19, TCR



Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ MindJogger Videoquiz, Ch. 4_____ ExamView Pro Test Bank, Ch. 4_____ Interactive CD-ROM, Exploration and Quiz, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ DNA

_____ Oops! Accidents in Science, pp. 120–121_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 2, pp. 11–13, CRB_____ Home and Community Involvement,

p. 36, TCR_____ Spanish Resources, Section 3, CRB



_____ Performance Assessment in the ScienceClassroom, pp. 127, 143, TCR

14 Heredity

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National Content StandardsUCP2, A1, C2, G3


Objectivesi1. Explain how traits are inherited.2. Identify Mendel’s role in the history of genetics.3. Use a Punnett square to predict the results of crosses.4. Compare and contrast the difference between an

individual’s genotype and phenotype.

Motivatei_____ Explore Activity, p. 127_____ Before You Read, p. 127 (Foldables, p. 13, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, pp. 40, CRB)

Teachi_____ Content Background, pp. 126E–126F, TWE_____ Science Online, p. 129_____ Identifying Misconceptions, p. 130, TWE_____ MiniLAB: Comparing Common Traits, p. 130

(MiniLAB Worksheet, p. 3, CRB)_____ Visual Learning, pp. 131, 134, TWE_____ Make a Model, p. 132, TWE_____ Math Skills Activity, p. 133_____ Quick Demo, p. 133, TWE_____ Inclusion Strategies, p. 133, TWE





Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 5_____ Guided Reading Audio Program (English & Spanish), Ch. 5_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 5_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Genetics

■____ Activity: Predicting Results, p. 135 (Activity Worksheet, pp. 5–6, CRB)

_____ Content Outline for Teaching, Section 1(Note-taking Worksheet, pp. 29–31, CRB)

_____ Laboratory Activity 1, pp. 9–10, CRB_____ Laboratory Activity 2, pp. 11–12, CRB_____ Home and Community Involvement, p. 36, TCR_____ Spanish Resources, Section 1, CRB

Heredity 15

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National Content StandardsUCP2, A1, C2, F1



Objectivesi5. Explain how traits are inherited by incomplete dominance.6. Compare multiple alleles and polygenic inheritance, and

give examples of each.7. Describe two human genetic disorders and how they are

inherited.8. Explain how sex-linked traits are passed to offspring.


Teachi_____ Science Online, p. 137_____ Discussion, pp. 137, 140, TWE_____ Science Journal, p. 137, TWE_____ Use Science Words, p. 138, TWE_____ MiniLAB: Interpreting Polygenic Inheritance,

p. 138 (MiniLAB Worksheet, p. 4, CRB)_____ Lab Demonstration, p. 139, TWE_____ Teacher FYI, pp. 139, 140, TWE_____ Chemistry Integration, p. 140_____ Inclusion Strategies, p. 140, TWE






Section 2 ■ Genetics Since Mendel

_____ Visual Learning, p. 141, TWE_____ Quick Demo, p. 141, TWE_____ Make a Model, p. 141, TWE_____ Extension, p. 141, TWE_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 29–31, CRB)


_____ Spanish Resources, Section 2, CRB

16 Heredity

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National Content StandardsUCP2, A1, C2, E1, E2, F5, G1


Objectivesi9. Evaluate the importance of advances in genetics.

10. Sequence the steps in making genetically engineered organisms.


Teachi_____ Environmental Science Integration, p. 144_____ Visual Learning, p. 144, TWE_____ Cultural Diversity, p. 144, TWE_____ Teacher FYI, p. 144, TWE

■____ Activity: Tests for Color Blindness, pp. 146–147(Activity Worksheet, pp. 7–8, CRB)








Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 5_____ Guided Reading Audio Program (English & Spanish), Ch. 5_____ MindJogger Videoquiz, Ch. 5_____ ExamView Pro Test Bank, Ch. 5_____ Interactive CD-ROM, Quiz, Ch. 5_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Advances in Genetics

_____ Science Stats, pp. 148–149_____ Identifying Misconceptions, p. 151, TWE_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 29–31, CRB)_____ Spanish Resources, Section 3, CRB

Adaptations Over Time 17

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National Content StandardsUCP4, A1, A2, C1, C2, C5, D2, G1, G3



Objectivesi1. Describe Lamarck’s theory of acquired characteristics

and Darwin’s theory of evolution.2. Identify why variations in organisms are important.3. Compare and contrast gradualism and punctuated equilibrium.


Teachi_____ Content Background, pp. 154E–154F, TWE_____ Science Online, p. 158_____ Discussion, pp. 158, 159, 162, TWE_____ Problem-Solving Activity, p. 159_____ MiniLAB: Relating Evolution to Species, p. 161 (MiniLAB Worksheet, p. 3, CRB)_____ Health Integration, p. 163■____ Activity: Hidden Frogs, p. 164 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Laboratory Activity 2, pp. 11–14, CRB_____ Spanish Resources, Section 1, CRB



■____ Reinforcement, p. 25, CRB_____ Mathematics Skill Activities, p. 1, TCR_____ Reading and Writing Skill Activities, p. 7, TCR

Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 14, TCR_____ Cultural Diversity, p. 19, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 6_____ Guided Reading Audio Program (English & Spanish), Ch. 6_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 6_____ Science Web site: science.glencoe.com

Section 1 ■ Ideas About Evolution

18 Adaptations Over Time

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National Content StandardsUCP4, C1, C2, C5, D1, D2, G2, G3


Objectivesi4. Identify the importance of fossils as evidence of evolution.5. Explain how relative and radiometric dating are used to

estimate the age of fossils.6. List examples of five types of evidence for evolution.


Teachi_____ Earth Science Integration, pp. 166, 169_____ Activity, pp. 166, 167, 168, 169, TWE_____ Science Journal, p. 166, TWE_____ Science Online, p. 167_____ Inclusion Strategies, p. 167, TWE_____ Make a Model, p. 167, TWE_____ Visual Learning, pp. 168, 170, TWE_____ Curriculum Connection, p. 168, TWE_____ Extension, p. 168, TWE_____ Use an Analogy, p. 169, TWE_____ Cultural Diversity, p. 170, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–32, CRB)





Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 11, TCR_____ Life Science Critical Thinking/Problem-Solving, p. 3, TCR


Section 2 ■ Clues About Evolution

Adaptations Over Time 19

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National Content StandardsUCP4, A1, C1, C2, C5, G1, G2, G3


66ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi7. Describe the differences among living primates.8. Identify the adaptations of primates.9. Discuss the evolutionary history of modern primates.


Teachi_____ Visual Learning, p. 173, TWE_____ MiniLAB: Living Without Thumbs, p. 173

(MiniLAB Worksheet, p. 4, CRB)_____ Activity, p. 174, TWE_____ Cultural Diversity, p. 174, TWE

■____ Activity: Recognizing Variation in Population,pp. 176–177 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 175_____ Skill Builder Activities, p. 175_____ Performance Assessment in the Science Classroom, pp. 89, 121, 123, 129, 165, TCR








Section 3 ■ The Evolution of Primates

_____ Science and History, pp. 178–179_____ Discussion, p. 178, TWE_____ Identifying Misconceptions, p. 181, TWE_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–32, CRB)_____ Home and Community Involvement, p. 48, TCR_____ Spanish Resources, Section 3, CRB

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Book A: Life's Structure and Function - Glencoe

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