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Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
• carbohydrates SE: 37, 38, 39, 102, 103
IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Word Roots; Chapter 3-Lecture Outline, Modules: 3.4, 3.5, 3.6, 3.7
TR: Chapter Review: 48-49; Student Study Guide: 23-24, 29, 429
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 3D, 3E; Campbell Image Presentation Library-Animations: Disaccharides, Polysaccharides; Transparencies: Figure 3.4B, Figure 3.4C, Figure 3.5, Table 3.6, Figure 3.7
• proteins SE: 19, 36, 42, 43, 44, 45, 46, 47, 59, 80-81, 102, 190, 221, 500, 521, Appendix 2
IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.11, 3.12, 3.13, 3.14, 3.15
TR: Chapter Review: 48-49; Student Study Guide: 22, 23, 26, 27, 48, 112, 441
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 3G, 3H, 4E; Campbell Image Presentation Library-Animations: Contractile Proteins, Defensive Proteins, Signal Proteins, Storage Proteins, Structural Proteins, Transport Proteins, Sensory Proteins, Gene Regulatory Proteins, Protein Structure Introduction, Primary Protein Structure, Secondary Protein Structure, Tertiary Protein Structure, Quaternary Protein Structure; Transparencies: Figure 3.14A, Figure 3.14B, Figure 3.14C, Figure 3.14D
• enzymes SE: 32, 42, 49, 71, 76, 77, 78, 81, 86, 233, 436, 438-439
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.5, 5.6, 5.7, 5.8, 5.9; Chapter 12- Lecture Outline, Module: 12.2
Strand: Molecules and Cells
Standard 1: Students shall demonstrate an understanding of the role of chemistry in life processes.
MC.1.B.1 Describe the structure and function of the major organic molecules found in living systems:
1SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 86-87; Student Study Guide: 47, 134, 135-137, 138, 432, 444-445
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3G, 5D, 12A, 21A; Web/CD-Thinking As A Scientist: How Is The Rate of Enzyme Catalysis Measured; Campbell Image Presentation Library-Animations: Enzymes, How Enzymes Work, Restriction Enzymes; Transparencies: Figure 5.5A, Figure 5.5B, Figure 5.6; Biology Labs Online: How Enzymes Work
• lipids SE: 40, 41, 58
IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.8, 3.9
TR: Chapter Review: 48-49; Student Study Guide: 25, 29, 429
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 3F; Campbell Image Presentation Library: Lipids Animation
• nucleic acids SE: 36, 47, 48
IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16
TR: Chapter Review: 48-49; Student Study Guide: 23, 28, 429
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 3J; Campbell Image Presentation Library: Secondary Protein Structure Animation; Biology Labs Online: Nucleic Acids
MC.1.B.2 Describe the relationship between an enzyme and its substrate molecule(s)
SE: 77, 78, 79, 80, 81, 86, 87
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13
TR: Chapter Review: 86-87; Student Study Guide: 47, 48, 432
2SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 5D, 5E, 5F, 5G; Web/CD-Thinking As A Scientist: How Is The Rate Of Enzyme Catalysis Measured, How Do Cells Communicate With Each Other; Transparencies: Figure 5.6, Figure 5.8, Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.13A, Figure 5.13B, Figure 5.13C; Biology Labs Online: How Enzymes Work
• surface tension SE: 25, 26,
IG: Chapter 2-Teaching Objectives; Chapter 2-Key Terms; Chapter 2-Lecture Outline, Module: 2.11
TR: Chapter Review: 30-31; Student Study Guide: 13, 15, 427
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2I; Campbell Image Presentation Library-Animations: Water Structure, Cohesion of Water
• adhesion SE: 648-649
IG: Chapter 32-Teaching Objectives; Chapter 32-Key Terms; Chapter 32-Lecture Outline, Module: 32.3
TR: Chapter Review: 660-661; Student Study Guide: 358, 480
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3
• cohesion SE: 25, 648-649
IG: Chapter 2-Lecture Outline, Module: 2.11; Chapter 32-Lecture Outline, Module: 32.3
TR: Chapter Review: 30, 660-661; Student Study Guide: 13-15, 358, 427, 480
MC.1.B.3 Investigate the properties and importance of water and its significance for life:
3SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2I, 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3
• polarity SE: 24
IG: Chapter 2-Lecture Outline, Modules: 2.9, 2.10
TR: Chapter Review: 30-31; Student Study Guide: 13-15, 427
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2G; Transparencies: Figure 2A, Figure 2H
• pH SE: 27, 77
IG: Chapter 2-Lecture Outline, Module: 2.15
TR: Chapter Review: 30-31; Student Study Guide: 15, 427
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2J; Transparency: Figure 2.15
• activation energy SE: 5, 63, 72, 73, 74, 75, 76
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.5
TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5A, 5B; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 5.5A, Figure 5.5B
• exergonic reactions SE: 74, 75, 76
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.3, 5.4, 5.5
MC.1.B.4 Explain the role of energy in chemical reactions of living systems:
4SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3B
• endergonic reactions SE: 74, 75, 76
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.3, 5.4, 5.5
TR: Chapter Review: 86-87; Student Study Guide: 44-46, 431, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3A
MC.2.B.1 Construct a hierarchy of life from cells to ecosystems
SE: 2, 3, 4, 129, 415, 426
IG: Chapter 1-Lecture Outline, Modules: 1.1, 1.3; Chapter 8-Lecture Outline, Module: 8.5; Chapter 20-Lecture Outline, Module: 20.2
TR: Chapter Review: 13, 149; Student Study Guide: 1, 80, 227
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 1A; Transparency: Figure 1.1
MC.2.B.2 Compare and contrast prokaryotes and eukaryotes
SE: 4, 55, 56, 57, 63, 127, 128-136, 210-211, 213-217, 261, 263, 272-273, 310, 316-317, 322-331, 332-339, 342-343, 344-347, 348-356, 357-363
IG: Chapter 16-Teaching Objectives; Chapter 16-Lecture Outline, Modules: 16.7-16.16, 16.17-16.25
TR: Chapter Review: 340-341; Student Study Guide: 35, 36, 179, 180, 181-182, 183-184, 430, 453
Standard 2: Students shall demonstrate an understanding of the structure and function of cells.
5SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4B, 4C, 8A, 16B, 16C; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Campbell Image Presentation Library: Prokaryotic Flagella Video; Transparencies: Figure 8.3A, Figure 8.5, Figure 16.10, Figure 16.17, Figure 16.19
• organelles SE: 2, 51, 56, 58-62, 63, 67
IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 4-Lecture Outline, Modules: 4.5-4.13, 4.14-4.15, 4.19
TR: Chapter Review: 68-69; Student Study Guide: 1, 37, 425, 430
TECH: Transparencies: Figure 4.3, Table 4.19
• ribosomes SE: 55, 56, 57, 58, 196
IG: Chapter 4-Lecture Outline, Modules: 4.3, 4.4
TR: Chapter Review: 68-69; Student Study Guide: 36, 37, 430
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 4D; Transparencies: Figure 4.3B, Figure 4.4A, Figure 4.4B, Figure 4.5
• cytoskeleton SE: 64-65
IG: Chapter 4-Lecture Outline, Modules: 4.16, 4.17
TR: Chapter Review: 68-69; Student Study Guide: 39, 430
TECH: Transparency: Figure 4.16
MC.2.B.4 Relate the function of the plasma (cell) membrane to its structure
SE: 55, 71, 79, 80-81, 82-83, 85, 86
MC.2.B.3 Describe the role of sub-cellular structures in the life of a cell:
6SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.3; Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Modules: 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20
TR: Chapter Review: 86; Connecting The Concepts: 87; Student Study Guide: 35, 44, 48, 49, 430, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4B, 5E, 5F, 5G, 5H, 5I, 5J, 5K; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library-Animations: Membrane Structure, Receptor Proteins, Diffusion Osmosis, Plasmolysis, Active Transport; Transparencies: Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.14A, Figure 5.14B, Figure 5.15, Figure 5.18
MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell
SE: 56-57, 62, 67, 83, 132, 628-629
IG: Chapter 4-Teaching Objectives; Chapter 4-Lecture Outline, Modules: 4.4, 4.18, 4.19; Chapter 5-Lecture Outline, Module: 5.17; Chapter 8-Lecture Outline, Module: 8.7; Chapter 31-Lecture Outline, Module: 31.5
TR: Chapter Review: 68-69; Student Study Guide: 36, 39, 40, 82, 430, 436
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4C, 4D, 4J, 4K, 8C; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed For Signs Of Life; Campbell Image Presentation Library: Animal Mitosis Video; Transparencies: Figure 4.4A, Figure 4.4B, Figure 4.18A, Figure 4.18B, Table 4.19, Figure 8.4A, Figure 8.7A, Figure 8.7B, Figure 31.5A
MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs
SE: 108, 326, 340
IG: Chapter 7-Teaching Objectives; Chapter 7-Key Terms; Chapter 7-Word Roots; Chapter 7-Lecture Outline, Module: 7.1; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Module: 16.11
7SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 340-341; Student Study Guide: 68, 179, 434, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Transparency: Table 16.11
• diffusion SE: 81, 82, 468
IG: Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Modules: 5.14, 5.15
TR: Chapter Review: 86-87; Student Study Guide: 48, 49, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5H, 5I; Campbell Image Presentation Library: Diffusion Animation; Transparencies: Figure 5.14A, Figure 5.14B
• osmosis SE: 82-83
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.16, 5.17
TR: Chapter Review: 86-87; Student Study Guide: 49, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 5J; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library: Osmosis Animation; Transparency: Figure 5.16
• endocytosis SE: 84-85
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.19, 5.20
TR: Chapter Review: 86-87; Student Study Guide: 51-52, 432
MC.2.B.7 Compare and contrast active transport and passive transport mechanisms:
8SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5K, 5L; Campbell Image Presentation Library-Animations: Exocytosis And Endocytosis Introduction, Receptor Mediated Endocytosis; Transparencies: Figure 5.19B, Figure 5.19C
• exocytosis SE: 84-85
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Module: 5.19
TR: Chapter Review 86-87; Student Study Guide: 51-52, 432
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 5L; Campbell Image Presentation Library: Exocytosis Animation; Transparency: Figure 5.19A
• phagocytosis SE: 85
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.19
TR: Chapter Review 86-87; Student Study Guide: 51-52, 432
TECH: Campbell Image Presentation Library: Phagocytosis Animation
• pinocytosis SE: 85
IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Module: 5.19
TR: Chapter Review: 86; Student Study Guide: 51-52, 432
TECH: Campbell Image Presentation Library: Pinocytosis Animation
• interphase SE: 129, 130, 138
MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division:
9SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.5, 8.6, 8.14
TR: Chapter Review: 149-151; Student Study Guide: 80, 83, 84, 436-437
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8A; Web/CD-Thinking As AScientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library-Animations: Interphase I, Late Interphase; Transparencies: Figure 8.6, Figure 8.7A, Figure 8.7B, Figure 8.15
• mitosis SE: 129-131, 136, 140, 150
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.7
TR: Chapter Review: 149-151; Student Study Guide: 81, 82, 83, 84, 85, 436-437
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8B, 8C; Web/CD-Thinking As A Scientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library: Mitosis Overview Animation, Mitosis And Cytokinesis Animation, Animal Mitosis Video; Transparency: Figure 8.15
• cytokinesis SE: 129, 131, 132, 139
IG: Chapter 8-Teaching Objectives; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.7, 8.11
TR: Chapter Review: 149-151; Student Study Guide: 81, 82, 436
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8B, 8C; Campbell Image Presentation Library-Animations: Mitosis And Cytokinesis, Telophase I And Cytokinesis, Meiosis II And Cytokinesis
10SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
• prophase SE: 130, 138, 139, 140
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15
TR: Chapter Review: 149-151; Student Study Guide: 81, 84, 436, 437
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Prophase, Prophase I; Transparency: Figure 8.14
• metaphase SE: 130-131, 138, 139, 140, 171
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15, 9.18
TR: Chapter Review: 149, 178; Student Study Guide: 81, 84, 101, 436, 437, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Metaphase, Metaphase I; Transparencies: Figure 8.14, Figure 8.16
• anaphase SE: 130, 131, 138, 139, 140, 171
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15, 8.16
TR: Chapter Review: 149, 178; Student Study Guide: 81, 84, 101, 436, 437, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Anaphase I Animation; Transparency: Figure 8.14
• telophase. SE: 130, 131, 139, 140
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15
MC.2.B.9 List in order and describe the stages of mitosis:
11SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 149-151; Student Study Guide: 81, 84, 101, 436, 437, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Telophase I And Cytokinesis Animation; Transparency: Figure 8.14
MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next
SE: 136-143, 171-174, 178
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.12-8.18; Chapter 9-Teaching Objectives; Chapter 9-Key Terms, Chapter 9-Lecture Outline, Modules: 9.18-9.21
TR: Chapter Review: 149-150, 178; Student Study Guide: 84, 85, 101, 102, 437, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8D, 8E, 8F, 9E; Transparencies: Figure 8.12, Figure 8.14, Figure 8.16, Figure 8.17A, Figure 9.18, Figure 9.19
MC.2.B.11 Discuss homeostasis using thermoregulation as an example
SE: 425, 426, 468, 505, 508-515, 520, 527, 528-529
IG: Chapter 20-Teaching Objectives; Chapter 20-Key Terms; Chapter 20-Word Roots; Chapter 20-Lecture Outline, Modules: 20.13, 20.14; Chapter 25-Teaching Objectives; Chapter 25-Key Terms; Chapter 25-Word Roots; Chapter 25-Lecture Outline, Modules: 25.1, 25.2, 25.3
TR: Chapter Review: 427, 516; Student Study Guide: 232-233, 281, 282, 461, 469
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 20H; Web/CD-Thinking As A Scientist: How Does Temperature Affect Metabolic Rate In Daphnia; Campbell Image Presentation Library-Animation: Negative Feedback, Positive Feedback; Transparencies: Figure 20.12B, Figure 20.14, Figure 25.1, Figure 25.2B
12SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
MC.3.B.1 Compare and contrast the structure and function of mitochondria and chloroplasts
SE: 63, 86, 98, 99, 109, 112-117, 332
IG: Chapter 4-Teaching Objectives; Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.15; Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Module: 5.21; Chapter 6-Lecture Outline, Module: 6.10; Chapter 7-Teaching Objectives; Chapter 7-Lecture Outline, Modules: 7.2, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11
TR: Chapter Review: 68, 86, 104, 121; Student Study Guide: 38, 60, 72-73, 430, 433, 434
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4G, 5M, 7A, 7C, 7D; Transparencies: Figure 4.15, Figure 6.10, Figure 7.2
• glycolysis SE: 93, 94, 95, 100, 101
IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Word Roots; Chapter 6-Lecture Outline, Modules: 6.6, 6.7, 6.12, 6.13
TR: Chapter Review: 104-105; Student Study Guide: 59, 62, 433
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 6A, 6D, 6E; Web/CD-Thinking As A Scientist: How Is The Rate Of Cellular Respiration Measured; Transparencies: Figure 6.6, Figure 6.7A, Figure 6.7B, Figure 6.7C; Biology Labs Online: Stages Of Cellular Respiration And Fermentation
• citric acid cycle SE: 93, 96-97, 100
IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Modules: 6.6, 6.9, 6.12
Standard 3: Students shall demonstrate an understanding of how cells obtain and use energy (energetics).
MC.3.B.2 Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP):
13SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 104-105; Student Study Guide: 59, 62, 433
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6B, 6D; Campbell Image Presentation Library: Citric Acid Cycle Animation; Transparencies: Figure 6.6, Figure 6.9A, Figure 6.9B
• electron transport chain SE: 92, 93, 98, 99, 100, 114
IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Modules: 6.5, 6.6, 6.10, 6.11, 6.12
TR: Chapter Review: 104, 121; Student Study Guide: 58, 59, 60, 61, 62, 433
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6C, 6D; Campbell Image Presentation Library: Electron Transport Animation; Transparencies: Figure 6.5A, Figure 6.5B, Figure 6.5C, Figure 6.6, Figure 6.10, Figure 6.11
• lactic acid fermentation SE: 101
IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Module: 6.13
TR: Chapter Review: 104-105; Student Study Guide: 62, 433
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B
• alcoholic fermentation SE: 101
IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Module: 6.13
TR: Chapter Review: 104-105; Student Study Guide: 62, 433
MC.3.B.3 Compare and contrast aerobic and anaerobic respiration:
14SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B
• light dependent reactions SE: 111, 112-115
IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.11
TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library: The Light Reactions Animation; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended
• light independent reactions SE: 111, 112-115
IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11
TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D, 7E; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library-Animations: The Light Reactions, The Calvin Cycle; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.10A, Figure 7.10B, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended
MC.3.B.4 Describe and model the conversion of light energy to chemical energy by photosynthetic organisms:
15SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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MC.3.B.5 Compare and contrast cellular respirationand photosynthesis as energy conversion pathways
SE: 88-92, 93-99, 100, 101, 102, 103, 106-111, 112-115, 116-117, 118, 119, 120
IG: Chapter 6-Teaching Objectives; Chapter 6-Lecture Outline, Modules: 6.1-6.5, 6.6-6.13, 6.14-6.16; Chapter 7-Teaching Objectives; Chapter 7-Key Terms; Chapter 7-Word Roots; Chapter 7-Lecture Outline, Modules: 7.1-7.5, 7.6-7.9, 7.10, 7.11-7.12, 7.13-7.14
TR: Chapter Review: 104-105, 121-122, 123, 124; Student Study Guide: 56-64, 68-74, 433, 434, 435
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6D, 7A, 7B; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Transparencies: Figure 7.3C, Figure 7.4A, Figure 7.4B, Figure 7.5, Figure 7.11, Figure 7.12
HE.4.B.1 Summarize the outcomes of Gregor Mendel’s experimental procedures
SE: 154-155, 156-159, 160, 161-165, 166-170, 171
IG: Chapter 9-Lecture Outline, Modules: 9.1-9.10, 9.11-9.17, 9.18
TR: Chapter Review: 178-179; Student Study Guide: 92-98, 99-101, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 9A, 9B, 9C, 9D; Transparencies: Figure 9.2C, Figure 9.2D, Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.5A, Figure 9.5B, Figure 9.6, Figure 9.7, Figure 9.8B, Figure 9.9A, Table 9.9, Figure 9.10A, Figure 9.12A, Figure 9.12B, Figure 9.13, Figure 9.14, Figure 9.15, Figure 9.18
• dominance SE: 156, 157, 158, 162-163, 166-167
IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.3, 9.4, 9.5, 9.9
HE.4.B.2 Differentiate among the laws and principles of inheritance:
Strand: Heredity and Evolution
Standard 4: Students shall demonstrate an understanding of heredity.
16SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
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TR: Chapter Review: 178-179; Student Study Guide: 93, 94, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 9A, 9D; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.12A, Figure 9.12B
• segregation SE: 156-157, 171
IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.3, 9.18
TR: Chapter Review: 178-179; Student Study Guide: 93, 101, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9A; Transparencies: Figure 9.5A, Figure 9.7
• independent assortment SE: 138-139, 158-159, 171
IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.5, 9.18
TR: Chapter Review: 178-179; Student Study Guide: 94, 101, 439
TECH: Transparencies: Figure 9.5A, Figure 9.5B
HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios
SE: 156, 157, 160, 166, 169
IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.3, 9.7
TR: Chapter Review: 178-179; Student Study Guide: 93, 95-96, 104, 105, 106, 107, 108, 439, 440, 441
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9A, 9C; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.7A, Figure 9.12A, Figure 9.15
17SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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• sex linkage SE: 175, 176, 177
IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.22, 9.23, 9,24
TR: Chapter Review: 178-179; Student Study Guide: 103-104, 439
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 9F; Web/CD-Thinking As A Scientist: How Is The Chi Square Test Used In Genetic Analysis; Transparencies: Figure 9.22A, Figure 9.22B, Figure 9.22C, Figure 9.22D, Figure 9.23A, Figure 9.23B, Figure 9.23C, Figure 9.23D, Figure 9.24B; Biology Labs Online: Sex Chromosomes And Sex Linked Genes
• codominance SE: 167
IG: Chapter 9-Key Terms; Chapter 9-Word Roots; Chapter 9-Lecture Outline, Module: 9.13
TR: Chapter Review: 178-179; Student Study Guide: 99, 439
TECH: Transparency: Figure 9.13
• crossing over SE: 142-143, 172-173, 174
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.18; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.20, 9.21
TR: Chapter Review: 150, 178; Student Study Guide: 85, 102, 437, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8F, 9E; Web/CD-Thinking As A Scientist: How Is Crossing Over Measured In The Fungus Sordaria; Campbell Image Presentation Library: Crossing Over Animation; Transparencies: Figure 8.18A, Figure 8.18B, Figure 9.20C, Figure 9.21B
HE.4.B.4 Examine different modes of inheritance:
18SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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• incomplete dominance SE: 166-167
IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Module: 9.12
TR: Chapter Review: 178-179; Student Study Guide: 99, 439
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9D; Transparencies: Figure 9.12A, Figure 9.12B
• multiple alleles SE: 156-157, 167, 171
IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.3, 9.13, 9.18
TR: Chapter Review: 178-179; Student Study Guide: 101, 439
TECH: Transparency: Figure 9.13
HE.4.B.5 Analyze the historically significant work of prominent geneticists
SE: Aristotle, 154; Mendel, 154-165; Morgan, 174; Sturtevant, 174; Griffith, 182, 204; Chase, 182-184; Hershey, 182-184; Chargaff, 186; Crick, 186-187; Franklin, 186, 187; Watson, 186-187; Wilkins, 186-187; Beadle, 190; Garrod, 190; Tatum, 190; Nirenberg, 192; Jacob, 210; Monod, 210; Steward, 212; Wilmut, 218; Bishop, 223; Varmus, 223; King, 226; Wilson, 226; Jeffreys, 230; Venter, 245; Lander, 249; Hardy, 266; Weinberg, 266
IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.1, 9.2, 9.3; Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Modules:10.1, 10.3, 10.4, 10.6, 10.8; Chapter 11-Lecture Outline, Modules: 11.1, 11.19; Chapter 12-Lecture Outline, Introduction, Modules: 12.15, 12.20
TR: Chapter Review: 178, 206, 250; Student Study Guide: 92, 94, 105, 108, 109, 134, 440
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10A, 12F; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparency: Figure 10.1B
19SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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• monosomy SE: 144, 145, 146
IG: Chapter 8-Teaching Objectives; Chapter 8-Lecture Outline, Modules: 8.19, 8.20, 8.21
TR: Chapter Review: 150-151; Student Study Guide: 86, 87, 438
TECH: Transparencies: Figure 8.21A, Figure 8.21B
• trisomy SE: 144, 145, 146, 164-165
IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.19, 8.20, 8.21; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Module: 9.10
TR: Chapter Review: 150, 178; Student Study Guide: 86, 87, 98-99, 438, 439
TECH: Transparencies: Figure 8.19, Figure 8.20A, Figure 8.20B, Figure 8.20C, Figure 8.21A, Figure 8.21B
HE.5.B.1 Model the components of a DNA nucleotide and an RNA nucleotide
SE: 47, 184-185
IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.2
TR: Chapter Review: 206-207; Student Study Guide: 28, 109, 110, 429, 441
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10A, 10B, 10C, 10D; Campbell Image Presentation Library: Secondary Protein Structure Animation; Transparencies: Figure 3.16A, Figure 3.16B, Figure 3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C; Biology Labs Online: Nucleic Acids
HE.4.B.6 Evaluate karyotypes for abnormalities:
Standard 5: Students shall investigate the molecular basis of genetics.
20SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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HE.5.B.2 Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine)
SE: 47, 186, 187
IG: Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Lecture Outline, Module: 10.3
TR: Chapter Review: 206-207; Student Study Guide: 110, 441
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10C, 10D; Campbell Image Presentation Library: DNA Structure Animation; Transparencies: Figure 3.16C, Figure 10.3A, Figure 10.3B, Figure 10.3C, Figure 10.3D
HE.5.B.3 Compare and contrast the structure and function of DNA and RNA
SE: 4-5, 47, 184-185, 186-187, 190, 193, 194, 198, 244-245
IG: Chapter 1-Teaching Objectives; Chapter 1-Lecture Outline, Module: 1.4; Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.2, 10.3, 10.6, 10.9, 10.10, 10.15; Chapter 12-Lecture Outline, Module: 12.15
TR: Chapter Review: 206-207; Student Study Guide: 109, 110, 112, 141, 425, 429, 441, 445
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10C, 10D, 12F, 12G; Campbell Image Presentation Library-Animations: DNA Structure, DNA Replication Overview; Transparencies: Figure 3.16A, Figure 3.16B, Figure3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C, Figure 10.2D, Figure 10.3D; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein
HE.5.B.4 Describe and model the processes of replication, transcription, and translation
SE: 188, 189, 190, 191, 192, 193, 194, 196, 197, 198, 214-215, 216
21SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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IG: Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.4, 10.5, 10.6, 10.9, 10.13; Chapter 11-Lecture Outline, Modules: 11.6, 11.8
TR: Chapter Review: 206-207; Student Study Guide: 111, 113-114, 126, 441, 443
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10E, 10G, 10H; Web/CD-Thinking As A Scientist: What Is The Correct Model For DNA Replication; Campbell Image Presentation Library-Animations: DNA Replication Overview, DNA Replication, Transcription, Translation, Control Of Translation; Transparencies: Figure 10.4A, Figure 10.4B, Figure 10.5A, Figure 10.7, Figure 10.9A, Figure 10.9B, Figure 10.13B, Figure 10.15, Figure 11.9
HE.5.B.5 Compare and contrast the different types of mutation events, including point mutation, frameshift mutation, deletion, and inversion
SE: 148, 150, 199, 202-203, 220, 222-223, 225, 270-271
IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.23; Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.16, 10.20; Chapter 11-Lecture Outline, Modules: 11.16, 11.17, 11.18
TR: Chapter Review: 206-207; Student Study Guide: 87, 115, 127, 128-129, 438, 441, 443
TECH: Transparencies: Figure 8.23A, Figure 10.16B, Figure 11.16A, Figure 11.16B, Figure 11.17A, Figure 11.17B, Figure 11.18B
• beneficial SE: 199, 258, 259, 264, 270-271, 272-273
IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Lecture Outline, Modules: 13.5, 13.12
TR: Chapter Review: 206-207; Student Study Guide: 115, 152, 441, 447
HE.5.B.6 Identify effects of changes brought about by mutations:
22SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 13.12; Campbell Image Presentation Library: Genetic Variation From Sexual Recombination Animation; Transparencies: Figure 10.16B, Figure 13.12A, Figure 13.12B, Figure 13.12C; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein
• harmful SE: 148, 168, 199, 202-203, 222-223, 225, 270-271, 498
IG: Chapter 9-Lecture Outline, Module: 9.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 11-Lecture Outline, Modules: 11.16, 11.18; Chapter 13-Lecture Outline, Module: 13.12
TR: Chapter Review: 206-207, 228-229, 502-503; Student Study Guide: 87, 115, 128-129, 152, 438,441, 443, 447
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 24A; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder, Why Do AIDS Ratios Differ Across The U.S.; Transparencies: Figure 9.14, Figure 10.16A, Figure 10.16B
• neutral SE: 199, 267, 270, 273
IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Lecture Outline, Modules: 13.7, 13.12, 13.14
TR: Chapter Review: 206-207; Student Study Guide: 115, 152, 441, 447
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity:13D; Transparency: Figure 13.14
HE.6.B.1 Compare and contrast Lamarck’s explanation of evolution with Darwin’s theory of evolution by natural selection
SE: 8, 256-261, 263, 266-267, 290, 298, 306
Standard 6: Students shall examine the development of the theory of biological evolution.
23SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Modules: 13.1, 13.2, 13.3, 13.4
TR: Chapter Review: 276-277; Student Study Guide: 147, 148, 149, 447
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 13A, 13B, 13C; Web/CD-Thinking As A Scientist: How Do Environmental Changes Affect A Population; Campbell Image Presentation Library-Videos: Galapagos Island Overview, Galapagos Tortoise, Galapagos Marine Iguana, Galapagos Sea Lion; Transparencies: Figure 13.1B, Figure 13.2C; Biology Labs Online: Darwin’s Theory Of Evolution
HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across successive generations
SE: 266-267, 268-269
IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.8, 13.9
TR: Chapter Review: 276-277; Student Study Guide: 151-152, 447-448
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13D; Web/CD-Thinking As A Scientist: How Can Frequency Of Alleles Be Calculated; Transparency: Figure 13.12
HE.6.B.3 Analyze the effects of mutations and the resulting variations within a population in terms of natural selection
SE: 199, 264, 265, 270-271, 272-273, 274, 275
IG: Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Word Roots; Chapter 13-Lecture Outline, Modules: 13.5, 13.6, 13.11-13.18
TR: Chapter Review: 276-277; Student Study Guide: 149-150, 153, 154, 155, 447, 448
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13E; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder; Transparency: Figure 13.16
24SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
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HE.6.B.4 Illustrate mass extinction events using a time line
SE: 297, 298-303, 339, 390
IG: Chapter 15-Teaching Objectives; Chapter 15-Lecture Outline, Modules: 15.1, 15.2, 15.3, 15.4, 15.5; Chapter 16-Lecture Outline, Module: 16.25; Chapter 18-Lecture Outline, Module: 18.19
TR: Chapter Review: 311-312, 341; Student Study Guide: 168, 169, 451
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 15.1, Figure 15.3B, Figure 15.5
• fossil record SE: 260-261, 290, 296-297, 298-299, 302-303, 304, 308, 391
IG: Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Module: 13.3; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15-Lecture Outline, Introduction, Modules: 15.1, 15.2,15.5, 15.6, 15.9; Chapter 18-Lecture Outline, Module: 18.20; Chapter 19-Lecture Outline, Module: 19.6
TR: Chapter Review: 276, 311-312; Student Study Guide: 168, 169, 222, 451, 459
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 19B; Transparencies: Figure 15.9A; Figure 15.9B; Figure 15.9C; Figure 19.1B
• DNA analysis SE: 263, 266-269, 308-309, 398-399, 405
IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.9, 13.10; Chapter 15-Lecture Outline, Modules: 15.6-15.9; Chapter 19-Lecture Outline, Introduction, Module: 19.6
TR: Chapter Review: 276, 311; Student Study Guide: 152, 169-170, 171, 172, 447-448, 451-452
HE.6.B.5 Evaluate evolution in terms of evidence as found in the following:
25SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
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TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 13D, 19B; Web/CD-Thinking As A Scientist: How Is Phylogeny Determined Using Protein Comparisons; Campbell Image Presentation Library: Causes Of Microevolution Animation; Transparencies: Table 13.4, Figure 13.7A, Figure 13.7B
• artificial selection SE: 258
IG: Chapter 13-Lecture Outline, Module: 13.2
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Do Environmental Changes Affect A Population; Transparency: Figure 13.2B
• morphology SE: 281
IG: Chapter 14-Key Terms; Chapter 14-Lecture Outline, Module: 14.2
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Does Bone Structure Shed Light On The Origin Of Birds
• embryology SE: 262
IG: Chapter 13-Teaching Objectives; Chapter 13-Lecture Outline, Module: 13.4
TR: Chapter Review: 276-277; Student Study Guide: 149, 447
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13C
• viral evolution SE: 200, 201, 202-203
IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Modules: 10.17, 10.18, 10.19, 10.20
TR: Chapter Review: 206-207; Student Study Guide: 116, 441
• geographic distribution of related species SE: 284, 286, 288, 302-303
IG: Chapter 14-Lecture Outline, Introduction, Modules: 14.4, 14.6, 14.8; Chapter 15-Lecture Outline, Module: 15.5
26SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 294-295; Student Study Guide: 160, 169, 450, 451
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 14B, 15B; Transparency: Figure 14.8B
• antibiotic and pesticide resistance in various organisms
SE: 233, 234, 264, 272, 325, 498, 685, 769
IG: Chapter 12-Lecture Outline, Modules: 12.2, 12.3; Chapter 13-Lecture Outline, Modules: 13.5, 13.13; Chapter 16-Lecture Outline, Module: 16.10; Chapter 24-Key Terms; Chapter 24-Word Roots; Chapter 24-Lecture Outline, Module: 24.12; Chapter 34-Lecture Outline, Module: 34.3; Chapter 38-Lecture Outline, Module: 38.4
TR: Chapter Review: 276-277, 700, 782-783; Student Study Guide: 418, 419, 490-491
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Patterns Of Antibiotic Resistance, How Can Antibiotic Resistant Plasmids Transform E Coli; Transparencies: Figure 12.2, Figure 13.5B, Figure 38.4
HE.6.B.6 Compare the processes of relative dating and radioactive dating to determine the age of fossils
SE: 290, 298, 299, 302-303
IG: Chapter 13-Lecture Outline, Module: 13.2; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.1, 15.2, 15.5
TR: Chapter Review: 294, 311-312; Student Study Guide: 162-163, 168-169, 450, 451
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 14.10A, Figure 14.10B, Table 15.1
HE.6.B.7 Interpret a Cladogram SE: 306-307
27SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Word Roots; Chapter 15-Lecture Outline, Module: 15.8
TR: Chapter Review: 311-312; Student Study Guide: 171-172, 452
TECH: Transparencies: Figure 15.8A, Figure 15.8B
• Bacteria SE: 6, 54, 127, 232-233, 310, 322-323, 326, 328
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8-Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13
TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.10B; Table 16.8, Table 16.11
• Archaea SE: 6, 310, 322-323
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12
TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453
Standard 7: Students shall demonstrate an understanding that organisms are diverse.
CDL.7.B.1 Differentiate among the different domains:
Strand: Classification and the Diversity of Life
28SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.10B, Table 16.8
• Eukarya SE: 4, 6, 7, 67, 310, 334
IG: Chapter 1-Lecture Outline, Modules: 1.3, 1.5;Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Lecture Outline, Module: 16.19
TR: Chapter Review: 13, 68, 311, 340; Student Study Guide: 3, 40, 173, 183, 425, 430, 452, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 4J, 4K, 15C; Transparencies: Figure 1.3; Table 4.19; Figure 15.10B; Figure 16.19
• Eubacteria SE: 6, 54, 127, 232-233, 305, 310, 322-323, 326, 328
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8-Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13
TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.7A, Figure 15.10B; Table 16.8, Table 16.11
• Archaea SE: 6, 305, 310, 322-323
CDL.7.B.2 Differentiate the characteristics of the six kingdoms:
29SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12
TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A, Figure 15.10B, Table 16.8
• Protista SE: 6, 305, 310, 332-339, 369
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.17, 16.18, 16.19, 16.20, 16.21, 16.22, 16.23, 16.24, 16.25; Chapter 18-Lecture Outline, Module: 18.2
TR: Chapter Review: 311-312, 340-341; Student Study Guide: 3, 173, 183-184, 202, 425, 452, 453, 457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 15.10A; Figure 16.19; Figure 18.2A
• Fungi SE: 7, 309, 310, 342-343, 357-363
IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 15-Lecture Outline, Modules: 15.9, 15.10; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.15-17.22
TR: Chapter Review: 311-312, 364-365; Student Study Guide: 3, 173, 195-197, 425, 452, 455
30SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 17H, 17I; Web/CD-Thinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Figure 15.9B, Figure 17.16, Figure 17.17A
• Plantae SE: 6, 7, 57, 310, 625, 626-627, 628-629, 636, 646, 652, 659
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.4; Chapter 31-Lecture Outline, Modules: 31.2, 31.3, 31.4, 31.5; Chapter 32-Lecture Outline, Modules: 32.1, 32.6, 32.15
TR: Chapter Review: 68-69, 311-312, 642-643, 660-661; Student Study Guide: 345, 346-347, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4D, 7B, 15C; Transparency: Figure 31.2
• Animalia SE: 7, 56-57, 305, 310, 366-367, 368-371, 393, 430, 432, 440-441, 442
IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 4-Lecture Outline, Module: 4.4;Chapter 18-Teaching Objectives; Chapter 18-Lecture Outline, Introduction, Modules: 18.1, 18.2,18.3, 18.4, 18.22, 18.23; Chapter 21-Lecture Outline, Modules: 21.1, 21.3, 21.13, 21.14
TR: Chapter Review: 68-69, 311-312, 395-397, 450-451; Student Study Guide: 201, 202, 203, 204, 212, 457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 4D, 15C, 18C; Transparencies: Figure 15.7A; Figure 18.2A; Figure 18.4; Figure 18.22
• kingdom SE: 6, 305, 310
CDL.7.B.3 Identify the seven major taxonomic categories:
31SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.7, 15.10
TR: Chapter Review: 311; Student Study Guide: 171, 173, 452
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A; Figure 15.10A
• phylum SE: 305
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 311; Student Study Guide: 171, 452
TECH: Transparency: Figure 15.7A
• class SE: 305
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 311; Student Study Guide: 171, 452
TECH: Transparency: Figure 15.7A
• order SE: 305
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 311; Student Study Guide: 171, 452
TECH: Transparencies: Figure 15.7A, Figure 15.7B
• family SE: 305
32SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 311; Student Study Guide: 171, 452
TECH: Transparencies: Figure 15.7A, Figure 15.7B
• genus SE: 304-305
IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 311; Student Study Guide: 171, 452
TECH: Transparencies: Figure 15.7A, Figure 15.7B
• species SE: 6, 265, 280-281, 282-283, 284, 286, 304-305
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Module: 13.6; Chapter 14-Lecture Outline, Modules: 14.2, 14.3, 14.4, 14.6, 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7
TR: Chapter Review: 249-251, 311; Student Study Guide: 159-160, 161, 162, 171, 449, 450, 452
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Do New Species Arise By Genetic Isolation; Transparencies: Table 14.3, Table 14.6A, Figure 15.7A; Figure 15.7B
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys
SE: 2, 3, 6, 280, 304-305, 310, 326, 368, 371, 382-383, 385, 386, 393, 395-396, 415
33SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 1-Key Terms; Chapter 1-Lecture Outline, Modules: 1.1, 1.5; Chapter 14-Lecture Outline, Module: 14.2; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Lecture Outline, Module: 16.11; Chapter 18-Lecture Outline, Modules: 18.1, 18.12, 18.14, 18.15, 18.22
TR: Chapter Review: 311, 395-396; Student Study Guide: 171-172, 201, 210, 211, 212, 452, 456-457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1A, 1B, 15C, 18A, 18B, 18C, 20B; Web/CD-Thinking As A Scientist: How Are Insect Species Identified; Transparencies: Figure 1.1, Figure 15.7A, Figure 15.7B, Figure 18.4, Figure 18.15, Figure 18.22
CDL.7.B.5 Investigate Arkansas' biodiversity using appropriate tools and technology
SE: 356, 728, 766, 767, 775
IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 37-Lecture Outline, Module: 36.1, 37.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.8
TR: Student Study Guide: 406-407, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Are Trees Identified By Their Leaves, How Are Impacts On Community Diversity Measured
CDL.7.B.6 Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things
SE: 180-181, 200-203
IG: Chapter 10-Key Terms; Chapter 10-Lecture Outline, Introduction, Modules: 10.17, 10.18, 10.19, 10.20, 10.21
TR: Chapter Review: 206-207; Student Study Guide: 116, 441
34SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10I, 10J; Campbell Image Presentation Library-Animations: Phage Lytic Cycle, Simplified Viral Reproductive Cycle; Transparencies: Figure 10.17, Figure 10.18A, Figure 10.18B, Figure 10.19
CDL.7.B.7 Evaluate the medical and economic importance of viruses
SE: 180-181, 182-183, 201, 202, 203, 222-223, 227, 358, 484-486, 498
IG: Chapter 10-Lecture Outline, Introduction, Modules: 10.1, 10.17, 10.18, 10.19, 10.20, 10.21; Chapter 11-Lecture Outline, Module: 11.16; Chapter 24-Lecture Outline, Introduction, Modules: 24.1, 24.12
TR: Chapter Review: 206-207, 502-503; Student Study Guide: 109, 116, 441
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10A, 10B, 10I, 10J, 10K, 11F; Web/CD-Thinking As A Scientist: Why Do AIDS Rates Differ Across The US, What Causes Infections In AIDS Patients; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparencies: Figure 10.1A, Figure 10.1B, Figure 10.1C, Figure 10.18A, Figure 10.19, Figure 10.21B, Table 11.20, Figure 24.1B
• sexual reproduction SE: 124-125, 126, 348, 358, 360, 536-537, 538-547, 636-640
IG: Chapter 1-Lecture Outline, Module: 1.4; Chapter 8-Lecture Outline, Introduction, Module: 8.1; Chapter 17-Lecture Outline, Modules: 17.4, 17.16; Chapter 27-Teaching Objectives; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Modules: 27.1, 27.2, 27.3, 27.4, 27.5, 27.6
TR: Chapter Review: 562-563; Student Study Guide: 78, 195-196, 302, 305, 436, 455, 472-473
CDL.7.B.8 Compare and contrast life cycles of familiar organisms
35SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8E, 27A, 27B; Campbell Image Presentation Library-Animations: Female Reproductive Anatomy, Male Reproductive Anatomy; Transparencies: Figure 17.16, Figure 27.2A, Figure 27.2C, Figure 27.3A, Figure 27.3B, Figure 27.5
• asexual reproduction SE: 125, 127, 136, 358, 536-537, 641, 642
IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Introduction, Modules: 8.3, 8.11; Chapter 17-Lecture Outline, Module: 17.6; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Module: 27.1; Chapter 31-Lecture Outline, Modules: 31.14, 31.15
TR: Chapter Review: 642-643; Student Study Guide: 78, 82-83, 195-196, 353, 436, 455, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8E, 17H, 17I; Campbell Image Presentation Library: Hydra Budding Video; Transparencies: Figure 8.3A, Figure 17.16
• metamorphosis SE: 368, 382
IG: Chapter 18-Word Roots; Chapter 18-Lecture Outline, Modules: 18.1, 18.12
TR: Chapter Review: 395-397
TECH: Transparency: Figure 18.1B
• alternation of generations SE: 338, 348-355
IG: Chapter 16-Lecture Outline, Module: 16.24; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.4-17.13
TR: Chapter Review: 364-365; Student Study Guide: 190, 191, 192, 193, 194, 455
36SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17C, 17D, 17E, 17F; Web/CD-Thinking As A Scientist: What Are The Different Stages Of A Fern Life Cycle; Campbell Image Presentation Library: Moss Life Cycle Animation, Fern Life Cycle Animation, Pine Life Cycle Animation, Flowering Plant Life Cycle Video; Transparencies: Figure 17.4, Figure 17.5, Figure 17.6, Figure 17.8, Figure 17.10
CDL.7.B.9 Classify bacteria according to their characteristics and adaptations
SE: 6, 54, 204-205, 232-233, 271, 272, 310, 314-315, 322-323, 324-325, 328, 683, 758-759
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 10-Lecture Outline, Modules: 10.22, 10.23; Chapter 12-Lecture Outline, Module: 12.1; Chapter 13-Lecture Outline, Modules: 13.12, 13.13; Chapter 16-Lecture Outline, Introduction, Modules: 16.8, 16.10, 16.13; Chapter 34-Lecture Outline, Introduction; Chapter 37-Lecture Outline, Module: 37.18
TR: Chapter Review: 311, 340-341; Student Study Guide: 3, 35, 179, 425, 429, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16B, 16C; Transparencies: Figure 4.2A, Figure 15.10B, Table 16.8, Figure 37.18
CDL.7.B.10 Evaluate the medical and economic importance of bacteria
SE: 205, 232-237, 272, 329, 330-331, 437, 658-659, 758, 778
IG: Chapter 10-Lecture Outline, Module: 10.23; Chapter 12-Lecture Outline, Modules: 12.1-12.7;Chapter 13-Lecture Outline, Module: 13.3; Chapter 16-Lecture Outline, Modules: 16.14, 16.15, 16.16; Chapter 21-Lecture Outline, Module: 21.10; Chapter 32-Lecture Outline, Modules: 32.13, 32.14; Chapter 37-Lecture Outline, Module: 37.18; Chapter 38-Lecture Outline, Module: 38.11
TR: Chapter Review: 249-251, 660; Student Study Guide: 134, 135-137, 181, 361, 444-445, 453, 481
37SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Can Antibiotic Resistant Plasmids Transform E Coli; Campbell Image Presentation Library: Restriction Enzymes Animation, Cloning A Gene Animation; Transparencies: Figure 10.23A, Figure 10.23B, Figure 10.23C, Figure 12.1, Figure 12.3, Figure 12.4, Table 12.6, Figure 32.13, Figure 37.18
• plant-like SE: 333, 334, 338, 344
IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19, 16.24; Chapter 17-Lecture Outline, Module: 17.1
TR: Chapter Review: 340-341; Student Study Guide: 183-184, 453
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 16.24C
• animal-like SE: 333, 334, 369
IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19; Chapter 18-Lecture Outline, Module: 18.2
TR: Chapter Review: 340-341; Student Study Guide: 183-184, 201, 453, 456-457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 18.2A
• fungal-like SE: 333, 334
IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19
TR: Chapter Review: 340-341; Student Study Guide: 183-184, 453
CDL.7.B.11 Describe the characteristics used to classify protists:
38SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparency: Figure 16.19
CDL.7.B.12 Evaluate the medical and economic importance of protists
SE: 333, 334, 335, 336, 337, 767
IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.20, 16.21, 16.22, 16.23; Chapter 38-Lecture Outline, Module: 38.2
TR: Chapter Review: 340; Student Study Guide: 183-184, 453
CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms
SE: 6-7, 67, 310, 334, 342-343, 357-363
IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Lecture Outline, Module: 16.19; Chapter 17-Teaching Objectives; Chapter 17-Lecture Outline, Introduction, Modules: 17.15-17.22
TR: Chapter Review: 364-365; Student Study Guide: 195, 196, 197, 455
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17H, 17I; Web/CD-Thinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Table 4.19, Figure 16.19, Figure 17.16, Figure 17.17A, Figure 17.18A, Figure 17.18B
CDL.7.B.14 Evaluate the medical and economic importance of fungi
SE: 342-343, 361, 362, 363
IG: Chapter 17-Lecture Outline, Introduction, Modules: 17.19, 17.20, 17.21, 17.22
TR: Chapter Review: 364-365
CDL.7.B.15 Differentiate between vascular and nonvascular plants
SE: 346, 347, 630
IG: Chapter 17-Lecture Outline, Module: 17.3; Chapter 31-Lecture Outline, Module: 31.6
39SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 364; Student Study Guide: 190, 455
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 17B; Transparency: Figure 17.3A
CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms
SE: 347, 350, 351, 352, 353, 354, 355, 625-626
IG: Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.3, 17.7-17.13; Chapter 31-Lecture Outline, Modules: 31.2, 31.3
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17B, 17E, 17F
• roots SE: 626, 627, 630, 631, 632, 633, 647
IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6, 31.7; Chapter 32-Lecture Outline, Module: 32.2
TR: Chapter Review: 642-643; Student Study Guide: 346-347, 348, 358, 479, 480
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 31A; Campbell Image Presentation Library: Root Growth In A Radish Seed Time Lapse Video; Transparencies: Figure 31.3, Figure 31.6, Figure 31.7B
• stems SE: 626, 627, 629, 630, 631, 632-633, 634
IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.5, 31.6, 31.7, 31.8
TR: Chapter Review: 642-643; Student Study Guide: 346-347, 348, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 31A; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparencies: Figure 31.3, Figure 31.5E, Figure 31.6, Figure 31.7C
• leaves SE: 626, 627, 630, 631, 670-671
CDL.7.B.17 Describe the structure and function of the major parts of a plant:
40SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6; Chapter 33-Lecture Outline, Module: 33.7
TR: Chapter Review: 642-643; Student Study Guide: 345, 346-347, 348, 368, 479, 482
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 31A, 33A; Transparencies: Figure 31.3, Figure 33.7B
• flowers SE: 352-353, 354, 355, 636-637, 638, 639
IG: Chapter 17-Lecture Outline, Modules: 17.9, 17.10, 17.11, 17.12, 17.13; Chapter 31-Lecture Outline, Modules: 31.9, 31.10, 31.11, 31.12
TR: Chapter Review: 364-365, 642-643; Student Study Guide: 192, 193, 351, 352, 455, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17F, 31C, 31D; Campbell Image Presentation Library: Flower Blooming Video, Flowering Plant Life Cycle Video, Fruit Development Animation; Transparencies: Figure 17.9B, Figure 17.10, Figure 31.9A, Figure 31.9B, Figure 31.10, Figure 31.11A, Figure 31.11B, Figure 31.12B
• epidermal SE: 630, 631
IG: Chapter 31-Lecture Outline, Module: 31.6
TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
• ground SE: 630, 631
IG: Chapter 31-Lecture Outline, Module: 31.6
TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479
CDL.7.B.18 Relate the structure of plant tissue to its function
41SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
• vascular SE: 345, 346, 630, 631
IG: Chapter 17-Lecture Outline, Modules: 17.2, 17.3; Chapter 31-Lecture Outline, Module: 31.6
TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 17B; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6
CDL.7.B.19 Evaluate the medical and economic importance of plants
SE: 202, 247, 248, 354, 356, 361, 408, 642, 644-645, 655, 656-657, 668, 669, 671, 676-677, 678, 748
IG: Chapter 10-Lecture Outline, Module: 10.19; Chapter 12-Lecture Outline, Modules: 12.18, 12.19; Chapter 17-Lecture Outline, Modules: 17.12, 17.14, 17.19; Chapter 19-Lecture Outline, Module: 19.11; Chapter 31-Lecture Outline, Module: 31.15; Chapter 32-Lecture Outline, Introduction, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Modules: 33.4, 33.5, 33.8, 33.14, 33.15; Chapter 37-Lecture Outline, Module: 37.5TR: Chapter Review: 250, 364, 678-680; Student Study Guide: 194, 360, 361, 367, 368, 455, 481, 482
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 12G, 12H, 17G, 32D; Transparencies: Figure 12.18A, Table 17.14, Figure 33.14B
• radial SE: 370, 371, 373, 393
IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.6, 18.9, 18.22
TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 206, 212, 457
CDL.7.B.20 Identify the symmetry of organisms:
42SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.22
• bilateral SE: 370, 371, 374, 375, 376-377, 384, 393, 574
IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.4, 18.7, 18.8, 18.9, 18.13, 18.22; Chapter 28-Lecture Outline, Module: 28.10
TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 206, 209, 212, 457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.5, Figure 18.9A, Figure 18.22
• asymmetrical SE: 370
IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.5
TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 212, 457
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparency: Figure 18.5D
CDL.7.B.21 Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems
SE: 372, 373, 374, 375, 376-377, 378-379, 380-381, 382-383, 384, 385
IG: Chapter 18-Lecture Outline, Modules: 18.5-18.13, 18.14
TR: Chapter Review: 395-397; Student Study Guide: 205, 206, 207, 208, 209, 457
TECH: Transparencies: Figure 18.5D, Figure 18.7A, Figure 18.9A, Figure 18.10A, Figure 18.11A, Figure 18.12A, Figure 18.13A
CDL.7.B.22 Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems
SE: 386-392, 415-418, 420-421, 440-441, 458-459, 470, 513, 522, 536-537, 575-578
43SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 18-Lecture Outline, Modules: 18.15-18.21; Chapter 20-Lecture Outline, Modules: 20.3-20.7, 20.10; Chapter 21-Lecture Outline, Module: 21.13; Chapter 22-Lecture Outline, Module: 22.5; Chapter 23-Lecture Outline, Module: 23.3; Chapter 25-Lecture Outline, Module: 25.10; Chapter 26-Lecture Outline, Module: 26.3; Chapter 27-Lecture Outline, Module: 27.1; Chapter 28-Lecture Outline, Modules: 28.11-28.14
TR: Chapter Review: 395-397; Student Study Guide: 210, 211, 227, 241, 249, 250, 257, 302, 319, 457, 460, 463, 464, 466, 472, 474
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 18B, 20C; Transparency: Figure 18.15, Figure 22.5A, Figure 23.3A, Figure 23.3B, Figure 23.3C, Figure 25.10, Figure 28.11A, Figure 28.11B, Figure 28.13
EBR.8.B.1 Cite examples of abiotic and biotic factors of ecosystems
SE: 684, 686, 687, 688-689, 751, 754, 756
IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.4, 34.5, 34.6; Chapter 37-Lecture Outline, Modules: 37.8, 37.15
TR: Chapter Review: 700-701; Student Study Guide: 374-375, 376, 377, 483
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 34B; Web/CD-Thinking As A Scientist: How Do Abiotic Factors Affect Distribution Of Organisms
EBR.8.B.2 Compare and contrast the characteristics of biomes
SE: 689, 690-691, 692, 693, 694-695, 696-697, 698
IG: Chapter 34-Lecture Outline, Modules: 34.7-34.8, 34.9-34.17, 34.18
TR: Chapter Review: 700-701; Student Study Guide: 378, 379, 380, 483
Strand: Ecology and Behavioral Relationships
Standard 8: Students shall demonstrate an understanding of ecological and behavioral relationships among organisms.
44SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 34B, 34C, 34D; Campbell Image Presentation Library-Videos: Hydrothermal Vent, Tubeworms, Coral Reef; Transparencies: Figure 34.7B, Figure 34.9
EBR.8.B.3 Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem
SE: 756, 757, 758, 759
IG: Chapter 37-Lecture Outline, Modules: 37.15-37.19
TR: Chapter Review: 762-763; Student Study Guide: 412, 413, 488-489
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37F, 37G; Transparencies: Figure 37.15, Figure 37.16, Figure 37.17, Figure 37.18, Figure 37.19
EBR.8.B.4 Analyze an ecosystem’s energy flow through food chains, food webs, and energy pyramids
SE: 753, 754, 755, 756
IG: Chapter 37-Lecture Outline, Modules: 37.10, 37.11, 37.12, 37.13, 37.14
TR: Chapter Review: 762-763; Student Study Guide: 410, 411, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37C, 37D, 37E; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.10, Figure 37.11, Figure 37.12, Figure 37.14
EBR.8.B.5 Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter
SE: 714-715, 718, 719, 730-731, 732-733, 734-735, 745, 746-747
IG: Chapter 35-Lecture Outline, Modules: 35.12, 35.17, 35.18, 35.19; Chapter 36-Lecture Outline, Modules: 36.4, 36.5, 36.6, 36.7; Chapter 37-Lecture Outline, Modules: 37.2, 37.3, 37.4
TR: Chapter Review: 724-725, 740, 762-763; Student Study Guide: 400, 408, 487, 488
45SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
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ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.biologylabsonline.com; Transparencies: Figure 36.7B, Figure 37.2, Figure 37.4B; Biology Labs Online: Population Structure And Dynamics
• commensalism SE: 749
IG: Chapter 37-Lecture Outline, Module: 37.6
TR: Student Study Guide: 408, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A; Campbell Image Presentation Library: Clownfish And Anemone Video
• parasitism SE: 748-749
IG: Chapter 37-Lecture Outline, Module: 37.6
TR: Student Study Guide: 408, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A
• mutualism SE: 342-343, 362-363, 748, 749
IG: Chapter 17-Lecture Outline, Introduction, Module: 17.21; Chapter 32-Lecture Outline, Module: 32.13; Chapter 37-Lecture Outline, Module: 37.6
TR: Student Study Guide: 408, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A
EBR.8.B.7 Compare and contrast primary succession with secondary succession
SE: 750
IG: Chapter 37-Key Terms; Chapter 37-Lecture Outline, Module: 37.7
TR: Student Study Guide: 409, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37B
• organism SE: 2-3, 339, 415, 684
EBR.8.B.8 Identify the properties of each of the five levels of ecology:
EBR.8.B.6 Summarize the symbiotic ways in which individuals within a community interact with each other:
46SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 16-Lecture Outline, Module: 16.25; Chapter 20-Lecture Outline, Module: 20.2; Chapter 34-Lecture Outline, Module: 34.1
TR: Student Study Guide: 374-375, 483
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 20B
• population SE: 2, 265, 270, 684, 727, 728-733
IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 13-Lecture Outline, Modules: 13.6, 13.11; Chapter 34-Lecture Outline, Module: 34.1; Chapter 36-Lecture Outline, Modules: 36.1, 36.2-36.6, 36.10
TR: Chapter Review: 740-741; Student Study Guide: 374-375, 483
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 36A, 36B, 36C, 36D; Transparencies: Figure 36.3, Figure 36.4A, Figure 36.4B, Figure 36.4C, Figure 36.5A, Figure 36.5B, Figure 36.5C, Figure 36.6, Figure 36.10A, Figure 36.10B; Biology Labs Online: Population Structure And Dynamics, The Human Population
• community SE: 2, 684, 744-750, 752-753
IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.1-37.7, 37.9, 37.10
TR: Student Study Guide: 374-375, 406-407, 408, 409, 483, 488
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 37A, 37B; Web/CD-Thinking AsA Scientist: How Are Impacts On Community Diversity Measured; Transparencies: Figure 37.2A, Figure 37.2B, Figure 37.4B, Figure 37.9, Figure 37.10; Biology Labs Online: Structured Features Of Communities
• ecosystem SE: 684, 754-759
47SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.11-37.19
TR: Chapter Review: 762-763; Student Study Guide: 374-375, 410, 411, 483, 488
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37D, 37E, 37F, 37G; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.11, Figure 37.12, Figure 37.13, Figure 37.14, Figure 37.19
• biosphere SE: 684, 685, 686, 687, 688-689
IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.2, 34.3, 34.4, 34.5, 34.6
TR: Chapter Review: 700-701; Student Study Guide: 374-375, 483
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 34B; Transparencies: Figure 34.6A-Figure 34.6F
EBR.9.B.1 Analyze the effects of human population growth and technology on the environment/biosphere
SE: 12, 28, 119, 120, 199, 330, 331, 356, 561, 671, 685, 694, 695, 699, 728, 736-737, 738-739, 758, 760, 761, 764-765,766-771, 772-773, 774-781
IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 2-Lecture Outline, Module: 2.16; Chapter 7-Lecture Outline, Modules: 7.13, 7.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 16-Lecture Outline, Modules: 16.15, 16.16; Chapter 17-Lecture Outline, Module: 17.14; Chapter 27-Lecture Outline, Module: 27.19; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Modules: 34.3, 34.10, 34.12, 34.18; Chapter 36-Lecture Outline, Modules: 36.9, 36.10; Chapter 37-Lecture Outline, Modules: 37.17, 37.20, 37.21; Chapter 38-Teaching Objectives; Chapter 38-Lecture Outline, Introduction, Modules: 38.1-38.5, 38.6, 38.7, 38.8-38.14
Standard 9: Students shall demonstrate an understanding of the ecological impact of global issues.
48SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TR: Chapter Review: 700-701, 762-763, 782-783; Student Study Guide: 6, 74, 194, 401-402, 413, 418, 419, 420, 421, 425, 435, 455, 487, 488-489, 490-491
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 17G, 34A, 36C, 36D, 37F, 38A, 38C, 38D, 38E; Web/CD-Thinking As A Scientist: How Does Acid Precipitation Affect Trees, How Do You Diagnose A Genetic Disorder, How Are Potential Restoration Sites Analyzed; Transparencies: Figure 7.13B, Figure 7.14B, Figure16.16A, Table 17.14, Figure 36.9A, Figure 36.9B, Figure 36.10A, Figure 36.10B, Figure 37.20C, Figure 38.4, Figure 38.5A, Figure 38.5B, Figure 38.9A, Figure 38.10A, Figure 38.13A; Biology Labs Online: The Human Population
EBR.9.B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their environmental, economic, and political impact
SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777
IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10
TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17G, 38D
49SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy)
SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779
IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12
NS.10.B.1 Explain why science is limited to natural explanations of how the world works
SE: 9, 10-11
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science
Strand: Nature of Science
Standard 10: Students shall demonstrate an understanding that science is a way of knowing.
50SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
NS.10.B.2 Compare and contrast hypotheses, theories, and laws
SE: 8, 9, 10-11, 73, 156-157, 158-159, 171, 318-319
IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8; Chapter 5-Lecture Outline, Module: 5.2; Chapter 9-Lecture Outline, Modules: 9.3, 9.5, 9.18; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 9.5A, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution
NS.10.B.3 Distinguish between a scientific theory and the term “theory” used in general conversation
SE: 8, 9, 10-11
IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425
• explanations are based on observations, evidence, and testing
SE: 9, 10-11, 226, 260-263, 264, 318-319, 422-423, 476, 581, 676, 678, 699, 719
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 11-Lecture Outline, Module: 11.19; Chapter 13-Lecture Outline, Modules: 13.3, 13.5; Chapter 16-Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 23-Lecture Outline, Module: 23.10; Chapter 28-Lecture Outline, Module: 28.17; Chapter 33-Lecture Outline, Modules: 33.13, 33.15; Chapter 35-Lecture Outline, Module: 35.19
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 149, 231, 370, 425, 447, 461, 482
NS.10.B.4 Summarize the guidelines of science:
51SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 11F, 33B; Web/CD-Thinking As A Scientist: The Process Of Science, How Are Space Rocks Analyzed, How Is Cardiovascular Fitness Measured; Transparencies: Figure 1.8E, Figure 16.3B; Biology Labs Online: Darwins TheoryOf Evolution
• hypotheses must be testable SE: 9, 10-11, 318-319
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; BiologyLabs Online: Darwins Theory Of Evolution
• understandings and/or conclusions may change with additional empirical data
SE: 46, 120, 249, 262-263, 318-319, 422-423, 485, 624
IG: Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16-Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 31-Lecture Outline, Module: 31.1
TR: Student Study Guide: 231, 344, 461, 478-479
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed, How Might Conditions On Early Earth Have Created Life, How Do Temperature And Light Affect Primary Production; Transparency: Figure 16.3B; Biology Labs Online: Darwins TheoryOf Evolution
52SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
• scientific knowledge must have peer review and verification before acceptance
SE: 12, 46, 120, 249, 289, 723, 751, 761, 779
IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 14-Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12
TR: Student Study Guide: 4-5, 425
TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution
NS.11.B.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
SE: 9, 10-11 248
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 12-Lecture Outline, Module: 12.19
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
NS.11.B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
SE: 9, 10-11 248
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 12-Lecture Outline, Module: 12.19
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science
NS.11.B.3 Identify sources of bias that could affect experimental outcome
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
Standard 11: Students shall design and safely conduct scientific inquiry.
53SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
NS.11.B.4 Gather and analyze data using appropriate summary statistics
SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770
TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487
NS.11.B.5 Formulate valid conclusions without bias TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
NS.11.B.6 Communicate experimental results using appropriate reports, figures, and tables
SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770
TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487
NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review
SE: 9, 10-11, 318-319
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20
TR: Chapter Review: 13-14; Student Study Guide: 4-5, 425
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; BiologyLabs Online: Darwins Theory Of Evolution
NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review
SE: 12, 46, 120, 249, 289, 723, 751, 761, 779
Standard 12: Students shall demonstrate an understanding of current life science theories.
54SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 14-Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12
TR: Student Study Guide: 4-5, 425
TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution
NS.12.B.3 Summarize biological evolution SE: 4-9, 256-264, 266-269, 291-293, 304-310, 316-321, 339, 344-347, 368-371
IG: Chapter 1-Lecture Outline, Modules: 1.4, 1.5, 1.6; Chapter 13-Lecture Outline, Modules: 13.1-13.5, 13.7-13.9; Chapter 14-Lecture Outline, Modules: 14.11-14.13; Chapter 15-Lecture Outline, Modules: 15.6, 15.10; Chapter 16-Lecture Outline, Modules: 16.1-16.6, 16.25; Chapter 17-Lecture Outline, Modules: 17.1-17.3; Chapter 18-Lecture Outline, Modules: 18.1-18.4
TR: Chapter Review: 276-277, 294-295, 311-313, 340-341, 364-365, 395-397; Student Study Guide: 400, 408, 487
NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology
SE: 52-53, 192, 198, 202, 217, 237, 243, 244
IG: Chapter 4-Lecture Outline, Module: 4.1; Chapter 10-Lecture Outline, Modules: 10.8, 10.15, 10.20; Chapter 11-Lecture Outline, Module: 11.9; Chapter 12-Lecture Outline, Modules: 12.7, 12.13, 12.15
TR: Chapter Review: 206-207, 249-251
NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases
SE: 237, 243, 420, 486-488, 489, 490-499, 500-501
IG: Chapter 12-Lecture Outline, Modules: 12.7, 12.13; Chapter 20-Lecture Outline, Module: 20.10; Chapter 24-Lecture Outline, Modules: 24.1-24.3, 24.4-24.15, 24.16-24.17
TR: Chapter Review: 502-503
55SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
TECH: Transparency: Fig 20.10A-F
NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy)
SE: 136-137, 164-165, 170, 171-174, 231, 233, 240-241, 243, 244-245, 247, 249, 271
IG: Chapter 8-Lecture Outline, Modules: 8.11, 8.12; Chapter 9-Lecture Outline, Modules: 9.10, 9.17, 9.18-9.21; Chapter 12-Lecture Outline, Introduction, Modules: 12.2, 12.11, 12.13, 12.15, 12.18, 12.20; 13.12
TR: Chapter Review: 249-251
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 12F, 12G; Transparencies: Figure 12.1, Figure 12.2, Figure 12.13, Table 12.17
NS.12.B.7 Research current events and topics in biology
SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779
IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12
56SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
NS.13.B.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770
TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
SE: 12
IG: Chapter 8-Lecture Outline, Module: 1.9
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM
NS.13.B.3 Utilize technology to communicate research findings
SE: 12
IG: Chapter 1-Lecture Outline, Module: 1.9
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM
NS.14.B.1 Compare and contrast biological concepts in pure science and applied science
SE: 9, 10, 11
IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8
TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology
TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM
Standard 14: Students shall describe the connections between pure and applied science.
Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems.
57SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
NS.14.B.2 Discuss why scientists should work within ethical parameters
SE: 120, 165, 218-219, 243, 248, 481, 484-485, 561
IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 9-Lecture Outline, Module: 9.10; Chapter 11-Lecture Outline, Module: 11.12; Chapter 12-Lecture Outline, Modules: 12.13, 12.19; Chapter 24-Lecture Outline, Introduction; Chapter 23-Lecture Outline, Module: 23.16; Chapter 27-Lecture Outline, Module: 27.19
TR: Student Study Guide: 98-99, 140, 439, 445
TECH:
NS.14.B.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact
SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777
IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10
TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491
TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17G, 38D
NS.14.B.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
SE: 12
IG: Chapter 1-Lecture Outline, Module: 1.9
• educational requirements SE: 120, 226, 249, 318-319, 723
Standard 15: Students shall describe various life science careers and the training required for the selected career.
NS.15.B.1 Research and evaluate science careers using the following criteria:
58SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology
Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:
Arkansas Biology Curriculum Framework(Grades 9-12)
ARKANSAS BIOLOGY CURRICULUM FRAMEWORK
PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.23
• salary N / A
• availability of jobs SE: 226, 249, 723
IG: Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 35-Lecture Outline, Module: 35.23
• working conditions SE: 230, 245, 289, 319, 719
IG: Chapter 12-Lecture Outline, Introduction, Module: 12.15; Chapter 14-Lecture Outline, Module: 14.9; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.19
59SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology