adopt ut esshumananatphys plus coloring book marieb 9th 2009 final

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%

OBJECTIVES & INDICATORS

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

Objective 1.1: Summarize how energy flows through an ecosystem. a.

a. Arrange components of a food chain according to energy flow. X b. Compare the quantity of energy in the steps of an energy pyramid. X c. Describe strategies used by organisms to balance the energy expended to obtain food to th

energy gained from the food (e.g., migration to areas of seasonal abundance, switching typprey based upon availability, hibernation or dormancy).

IG: Can be developed from the following: 15

d. Compare the relative energy output expended by an organism in obtaining food to the enegained from the food (e.g., hummingbird - energy expended hovering at a flower comparethe amount of energy gained from the nectar, coyote - chasing mice to the energy gained fcatching one, energy expended in migration of birds to a location with seasonal abundanccompared 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’ greause of fossil fuel in food production, human health related to food product). X

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, nitrogwater) in a variety of biological communities and ecosystems.

SE: 27-28, 30IG: 12-13

b. Explain how water is a limiting factor in various ecosystems. SE: 12 IG: 2, 13, 15-

16

Coloring WB: 7

c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internearticle that addresses an issue related to human impact on cycles of matter in an ecosystemdetermine the bias in the article.

X

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).

X

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, andsymbiosis. X

b. Formulate and test a hypothesis specific to the effect of changing one variable upon anotha small ecosystem. X

c. Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem. X

d. Investigate an ecosystem using methods of science to gather quantitative and qualitative dthat describe the ecosystem in detail. X

e. Research and evaluate local and global practices that affect ecosystems. 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.)



#’s, etc.)


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

Coloring WB: 23-24

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

SE: 34, 45-52, 54-56

IG: 13-16

Coloring WB: 24-28

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

SE: 37, 39, 42

IG: 15-16

d. Explain the role of enzymes in cell chemistry. SE: 52, 54, 86, 311

IG: 13, 16

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

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).

SE: 496-497

IG: 151, 154

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: 289-290, 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, 74-75, 83-88, 550

IG: 25-27, 29

Coloring WB: 41-43 TECH: 3.8; LAB: Ex #3 19-27

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: 65-66 IG: 25-26,

28-29

Coloring WB: 34-43; TECH: 3.8; LAB Ex #3 19-27

c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport). SE: 67-69,

76-83 IG: 25, 30

Coloring WB: 38-40; TECH: 3.9, 3.10, 3.11, 3.12, 3.13; LAB: Ex #3 19-27

d. Describe the relationship between the organelles in a cell and the functions of that cell. SE: 69-74 IG: 25, 28

Coloring WB: 34-37; TECH: 3.4, 3.5, 3.6; LAB: Ex # 319-27

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 %


edition, but covered in the ancillary material for Standard III:

____90%


Coverage in Student Edition(SE) and Teacher




#’s, etc.)


Objective 3.1: Describe the structure and function of organs.

a. Diagram and label the structure of the primary components of representative organs in pland animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairskin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum SE: 114-122,

362-366, 445-448, 553-554

IG:37, 39-40, 43, 113-114, 124-125, 139-140, 172

Coloring WB: 59-62, 203-207, 255-262, 325-326; TECH: 4.4, 4.7, 11.2, 13.1, 13.2, 13.3, 13.4, 13.6, 16.7; LAB: Ex #6 55-66, 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, 448-456, 557-559

IG: 37, 39-40, 43, 113-114, 140, 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. SE: 114-115, 368-369, 371-374, 445-457, 553-559

IG: 37, 39-40, 114, 117-119, 140-143, 172-175

TECH: 16.10, 16.11

d. Compare the structure and function of organs in one organism to the structure and functioof 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, 100-101, 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 aanimals.

a. Relate the function of an organ to the function of an organ system. SE: 3-4, 114-115, 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, 221-222, 234, 239, 245, 248, 251-252, 256-257, 270, 274, 282, 286, 288-289, 291, 294-295, 300, 302-303, 334, 396, 433, 511, 539, 577

IG: 2, 4-5, 10

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.

SE: 129, 177, 222, 274, 334, 396, 434, 463, 511, 539, 577

IG: 4-5

Coloring WB: 209-210, 263-266, 527; TECH: 1.3

d. Relate the tissues that make up organs to the structure and function of the organ.

SE: 88-99 IG: 26-27, 35

Coloring WB: 45-49; TECH: 3.17, 3.18, 3.19, 3.20, 3.21; LAB: Ex #5 37-54

e. Compare the structure and function of organ systems in one organism to the structure andfunction in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system). IG: 8-9

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

STANDARD IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproductioThe 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 %


edition, but covered in the ancillary material for Standard IV:

____47% OBJECTIVES & INDICATORS





#’s, etc.)


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

TECH: 16.3, 16.4, 16.10

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


IG: Can be developed from the following: 174-175

c. Formulate, defend, and support a perspective of a bioethical issue related to intentional ounintentional chromosomal mutations.

SE: Can be developed from the following: 573

IG: Can be developed from the following: 175, 180

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

a. Explain Mendel’s laws of segregation and independent assortment and their role in genetinheritance.

SE: Can be developed from the following: 550-552, 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, incompledominance, codominance, and sex-linked traits.

SE: Can be developed from the following: 550-552, 557-559


c. Relate Mendelian principles to modern-day practice of plant and animal breeding. SE: Can be developed from the following: 550-552, 557-559


d. Analyze bioethical issues and consider the role of science in determining public policy. SE: Can be developed from the following: 57-58, 102-103, 203-204, 253-254, 317-318, 355-356, 432-433, 526-527


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

a. Use a model to describe the structure of DNA. SE: 54-55 IG: 13, 15-16

Coloring WB: 26-27; TECH: 2.19

b. Explain the importance of DNA replication in cell reproduction. SE: 57-58, 83-88IG: 13, 15-16,

25-26, 29

Coloring WB: 41-43; TECH: 3.14

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

SE: 54-55, 57-58, 83-88

IG: 15-16, 25-26

Coloring WB: 44; TECH: 3.16

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


IG: 27, 29

Can be developed from the following: Coloring WB: 41, 44

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

SE: 57-58, 83-88IG: Can be

developed from the following: 25-26

Can be developed from the following: Coloring WB: 41-44

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

SE: 57-58, 102-109

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 %


edition, but covered in the ancillary material for Standard V:

____23% OBJECTIVES & INDICATORS





#’s, etc.)


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

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

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

practices. X

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 recorchemical mechanisms, DNA structural similarities, homologous and vestigial structures) X

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

c. Relate the nature of science to the historical development of the theory of evolution. X

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).

X

e. Review a scientific article and identify the research methods used to gather evidence thatdocuments the evolution of a species.


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:


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

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

IG:


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

adopt ut esshumananatphys plus coloring book marieb 9th 2009 final

Documents

energy expended

living things

objectives

teacher edition

observed similarities

credential sheet

9th edition

ancillary material