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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 0-07-826991-1Printed 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 Interactions of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 The Nonliving Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Ecosystems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

4 Conserving Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

5 Conserving Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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

Interactions of Life 1

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.LessonPlans

National Content StandardsUCP1, A1, C1, C4

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

11ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify places where life is found on Earth.2. Define ecology.3. Observe how the environment influences life.

Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 17, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB)

Teachi_____ Content Background, pp. 6E–6F, TWE_____ Cultural Diversity, p. 9, TWE_____ Teacher FYI, p. 9, TWE_____ Science Online, p. 10_____ Activity, p. 10, TWE_____ Inclusion Strategies, p. 10, TWE_____ Identifying Misconceptions, p. 10, TWE_____ Discussion, p. 11, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 7, TCR_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 11_____ Skill Builder Activities, p. 11_____ Performance Assessment in the Science Classroom, p. 89, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 19, 20, CRB_____ Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB

■____ Reinforcement, p. 27, CRB

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 23, TCR_____ Cultural Diversity, p. 7, 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 ■ Living Earth

2 Interactions of Life

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

Objectivesi4. Identify methods for estimating population sizes.5. Explain how competition limits population growth.6. List factors that influence changes in population size.

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

Teachi_____ MiniLAB: Observing Seedling Competition, p. 13 (MiniLAB Worksheet, p. 3, CRB)_____ Discussion, p. 14, TWE_____ Lab Demonstration, p. 14, TWE_____ Problem-Solving Activity, p. 15_____ Activity, p. 15, TWE_____ Science Online, p. 16_____ Visual Learning, pp. 16, 18, TWE_____ Quick Demo, p. 16, TWE_____ Inclusion Strategies, p. 16, TWE_____ MiniLAB: Comparing Biotic Potential, p. 17 (MiniLAB Worksheet, p. 4, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Home and Community Involvement, p. 47, TCR_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 19_____ Skill Builder Activities, p. 19_____ Performance Assessment in the Science Classroom, pp. 89, 99, 111, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 20, CRB_____ Spanish Directed Reading for Content Mastery, p. 24, CRB

■____ Reinforcement, p. 28, CRB_____ Mathematics Skill Activities, p. 5, TCR_____ Reading and Writing Skill Activities, p. 1, TCR

Enrich/Applyi_____ Enrichment, p. 31, CRB

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 ■ Populations

Interactions of Life 3

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National Content StandardsUCP1, A1, C1, C4, F5, G1, G3


11ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi7. Describe how organisms obtain energy for life.8. Explain how organisms interact.9. Recognize that every organism occupies a niche.


Teachi_____ Chemistry Integration, p. 21_____ Discussion, pp. 21, 23, 29, TWE_____ Use Science Words, p. 21, TWE_____ Activity, p. 22, TWE_____ Inclusion Strategies, p. 22, TWE_____ Health Integration, p. 23_____ Science Journal, p. 23, TWE

■____ Activity: Feeding Habits of Planaria, p. 25 (Activity Worksheet, pp. 5–6, CRB)

Assessi■____ Section Assessment, p. 24_____ Skill Builder Activities, p. 24_____ Performance Assessment in the Science Classroom, pp. 89, 121, TCR




Chapter Assessmenti■____ Chapter Study Guide, pp. 30–31■____ Chapter Review, pp. 37–38, CRB

■____ Chapter Assessment, pp. 32–33■____ 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_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Interactions Within Communities

■____ Activity: Population Growth in Fruit Flies,pp. 26–27 (Activity Worksheet, pp. 7–8, CRB)

_____ Science and History, pp. 28–29_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–11, CRB_____ Laboratory Activity 2, pp. 13–16, CRB_____ Home and Community Involvement, p. 47, TCR_____ Spanish Resources, Section 3, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 49, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 11–14, TCR

4 The Nonliving Environment

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National Content StandardsUCP1, A1, C1, C4, D1, F2


Objectivesi1. Identify common abiotic factors in most ecosystems.2. List the components of air that are needed for life.3. Explain how climate influences life in an ecosystem.


Teachi_____ Content Background, pp. 34E–34F, TWE_____ Activity, p. 37, TWE_____ Quick Demo, pp. 37, 41, TWE_____ Inclusion Strategies, pp. 37, 41, TWE_____ MiniLAB: Determining Soil Makeup, p. 38 (MiniLAB Worksheet, p. 3, CRB)_____ Visual Learning, p. 39, TWE_____ Math Skills Activity, p. 40_____ Physics Integration, p. 41■____ Activity: Humus Farm, p. 43 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–34, CRB)_____ Science Inquiry Lab, p. 7, TCR_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB



■____ Reinforcement, p. 27, CRB_____ Reading and Writing Skill Activities, p. 3, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Earth Science Critical Thinking/Problem-Solving, pp. 6, 22, TCR_____ Cultural Diversity, p. 33, 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_____ Science Web site: science.glencoe.com

Section 1 ■ Abiotic Factors

The Nonliving Environment 5

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National Content StandardsUCP1, A1, B1, C1, C4, D1, F2



Objectivesi4. Explain the importance of Earth’s water cycle.5. Diagram the carbon cycle.6. Recognize the role of nitrogen in life on Earth.


Teachi_____ Visual Learning, pp. 45, 46, 48, TWE_____ Science Journal, p. 45, TWE_____ Identifying Misconceptions, p. 45, TWE_____ Extension, p. 46, TWE_____ Inclusion Strategies, pp. 46, 48, TWE_____ Use an Analogy, p. 46, TWE_____ Cultural Diversity, p. 47, TWE_____ MiniLAB: Comparing Fertilizers, p. 47 (MiniLAB Worksheet, p. 4, CRB)_____ Activity, p. 48, TWE_____ Science Online, p. 49_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–34, CRB)_____ Science Inquiry Lab, pp. 29, 39, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Physical Science Critical Thinking/Problem-Solving, pp. 12, 17, TCR_____ Life Science Critical Thinking/Problem-Solving, pp. 12, 22, TCR

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

Section 2 ■ Cycles in Nature

6 The Nonliving Environment

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National Content StandardsUCP1, A1, B1, B3, C1, C4,D1, F2

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

Objectivesi7. Explain how organisms produce energy-rich compounds.8. Describe how energy flows through ecosystems.9. Recognize how much energy is available at different levels in a food chain.


Teachi_____ Earth Science Integration, p. 51_____ Discussion, pp. 51, 56, TWE_____ Activity, pp. 51, 56, TWE_____ Inclusion Strategies, pp. 51, 52, 54, TWE_____ Visual Learning, pp. 52, 57, TWE_____ Make a Model, p. 52, TWE_____ Use an Analogy, p. 52, TWE

■____ Activity: Where does the mass of a planet come from? pp. 54–55 (Activity Worksheet, pp. 7–8, CRB)



■____ Reinforcement, p. 29, CRB_____ Mathematics Skill Activities, p. 9, 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_____ Science Web site: science.glencoe.com

Section 3 ■ Energy Flow

_____ Science Stats, pp. 56–57_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–34, CRB)

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 47–48, CRB)

_____ Spanish Resources, Section 3, CRB



Ecosystems 7

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National Content StandardsUCP1, UCP3, C4, F2



Objectivesi1. Explain how ecosystems change over time.2. Describe how new communities begin in areas without life.3. Compare pioneer communities and climax communities.


Teachi_____ Content Background, pp. 62E–62F, TWE_____ Science Journal, p. 62, TWE_____ Science Online, p. 65_____ Curriculum Connection, p. 65, TWE_____ Teacher FYI, p. 65, TWE_____ Visual Learning, p. 66, TWE_____ Activity, p. 66, TWE_____ Extension, p. 66, TWE_____ Identifying Misconceptions, p. 67, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB






Section 1 ■ How Ecosystems Change

8 Ecosystems

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Objectivesi4. Explain how climate influences land environments.5. Identify seven biomes of Earth.6. Describe the adaptations of organisms found in

each biome.


Teachi_____ Discussion, p. 69, TWE_____ Quick Demo, pp. 69, 70, TWE_____ Cultural Diversity, pp. 69, 74, TWE_____ Inclusion Strategies, pp. 70, 71, TWE_____ Use Science Words, p. 70, TWE_____ Science Journal, p. 70, TWE_____ Identifying Misconceptions, pp. 70, 74, TWE_____ Make a Model, p. 71, TWE_____ MiniLAB: Modeling Rain Forest Leaves, p. 72

(MiniLAB Worksheet, p. 3, CRB)_____ Lab Demonstration, p. 72, TWE





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 ■ Biomes

_____ Visual Learning, p. 73, TWE_____ Activity, p. 73, TWE_____ Use an Analogy, p. 73, TWE_____ Extension, p. 73, TWE_____ Earth Science Integration, p. 74■____ Activity: Studying a Land Ecosystem, p. 76

(Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 31–32, CRB)_____ Spanish Resources, Section 2, CRB

Ecosystems 9

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National Content StandardsUCP1, A1, C4, C5, F2, G1



Objectivesi7. Compare flowing freshwater and standing freshwater

ecosystems.8. Identify and describe important saltwater ecosystems.9. Identify problems that affect aquatic ecosystems.


Teachi_____ MiniLAB: Modeling Freshwater Environments,

p. 78 (MiniLAB Worksheet, p. 4, CRB)_____ Chemistry Integration, p. 79_____ Math Skills Activity, p. 80_____ Activity, pp. 80, 87, TWE_____ Science Online, p. 81_____ Visual Learning, p. 82, TWE

■____ Activity: Exploring Wetlands, pp. 84–85 (Activity Worksheet, pp. 7–8, CRB)







Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ MindJogger Videoquiz, Ch. 3_____ ExamView Pro Test Bank Software, Ch. 3_____ Interactive CD-ROM, Quiz, Ch. 3_____ Science Web site: science.glencoe.com

Section 3 ■ Aquatic Ecosystems

_____ Science and Society, pp. 86–87_____ Discussion, p. 87, TWE_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–32, CRB)

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 45–46, CRB)

_____ Laboratory Activity 2, pp. 11–14, CRB_____ Spanish Resources, Section 3, CRB



10 Conserving Resources

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National Content StandardsUCP2, A1, F2, F4, F5


Objectivesi1. Compare renewable and nonrenewable resources.2. List uses of fossil fuels.3. Identify alternatives to fossil fuel use.


Teachi_____ Content Background, pp. 92E–92F, TWE_____ Science Journal, pp. 92, 98_____ Activity, pp. 95, 101, TWE_____ MiniLAB: Observing Mineral Mining Effects, p. 96 (MiniLAB Worksheet, p. 3, CRB)_____ Physics Integration, p. 97_____ Discussion, pp. 97, 98, TWE_____ Visual Learning, pp. 97, 101, TWE_____ Quick Demo, p. 99, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Spanish Resources, Section 1, CRB



■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 9, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Cultural Diversity, p. 41, TCR


Section 1 ■ Resources

Conserving Resources 11

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National Content StandardsUCP2, A1, E2, F1, F2, F4, F5



Objectivesi4. Describe types of air pollution.5. Identify causes of water pollution.6. Explain methods that can be used to prevent erosion.


Teachi_____ MiniLAB: Measuring Acid Rain, p. 103 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, p. 104_____ Visual Learning, pp. 104, 108, TWE_____ Lab Demonstration, p. 104, TWE_____ Quick Demo, pp. 105, 107, 109, TWE_____ Health Integration, p. 106_____ Discussion, p. 106, TWE_____ Activity, pp. 107, 108, 109, TWE

■____ Activity: The Greenhouse Effect, p. 111 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 2, CRB





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

Section 2 ■ Pollution

12 Conserving Resources

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National Content StandardsUCP2, A1, E2, F2, F4, F5, G1


Objectivesi7. Recognize ways you can reduce your use of natural resources.8. Explain how you can reuse resources to promote conservation.9. Describe how many materials can be recycled.


Teachi_____ Discussion, p. 113, TWE_____ Visual Learning, p. 113, TWE_____ Activity, p. 113, TWE_____ Science Online, pp. 114, 119_____ Problem-Solving Activity, p. 114■____ Activity: Solar Cooking, pp. 116–117

(Activity Worksheet, pp. 7–8, CRB)







■____ Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 47, CRB)_____ Standardized Test Practice by The Princeton Review, pp. 23–26, TCR

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

Section 3 ■ The Three Rs of Conservation

_____ Science and Language Arts, pp. 118–119_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 3, CRB

Conserving Life 13

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National Content StandardsUCP1, UCP4, A1, C1, C4, C5, F2, F5



Objectivesi1. Define biodiversity.2. Explain why biodiversity is important in an ecosystem.3. Identify factors that limit biodiversity in an ecosystem.


Teachi_____ Content Background, pp. 124E–124F, TWE_____ Visual Learning, pp. 127, 132, TWE_____ Math Skills Activity, p. 129_____ MiniLAB: Demonstrating Divided Habitats, p. 133 (MiniLAB Worksheet, p. 3, CRB)_____ MiniLAB: Testing the Effects of Acid Rain, p. 135 (MiniLAB Worksheet, p. 4, CRB)_____ Health Integration, p. 136■____ Activity: Oily Birds, p. 137 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–47, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 136_____ Skill Builder Activities, p. 136_____ Performance Assessment in the Science Classroom, pp. 55, 89, 111, 127, 145, 169, TCR


■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 45, TCR_____ Reading and Writing Skill Activities, pp. 1, 37, TCR

Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Life Science Critical Thinking/Problem-Solving, pp. 5, 13, 21, TCR_____ Earth Science Critical Thinking/Problem-Solving, p. 12, TCR_____ Cultural Diversity, p. 19, TCR

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

Section 1 ■ Biodiversity

14 Conserving Life

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National Content StandardsUCP1, UCP4, A1, C1, C4, C5, F2, F5


Objectivesi4. Identify several goals of conservation biology.5. Recommend strategies to prevent the extinction of species.6. Explain how an endangered species can be reintroduced

into its original habitat.


Teachi_____ Science Online, pp. 139, 142_____ Identifying Misconceptions, pp. 139, 142, TWE_____ Earth Science Integration, p. 140_____ Visual Learning, p. 140, TWE_____ Discussion, pp. 143, 147, TWE

■____ Activity: Biodiversity and the Health of a Plant Community, pp. 144–145 (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 Software, Ch. 5_____ Interactive CD-ROM, Exploration and Quiz, Ch. 5_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Conservation Biology

_____ Science and Society, pp. 146–147_____ Activity, p. 147, TWE_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, pp. 37, 39, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Home and Community Involvement, p. 33, TCR_____ Spanish Resources, Section 2, CRB



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